CURRICULAR ANNUAL PLAN TEMPLATE

INSTITUTIONAL LOGO SCHOOL NAME SCHOOL

YEAR
2017-2018
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s):
Grade/ Course: 3rd EGB Pre A1.1 Education Level: EGB
2. TIME
WEEKLY HOURS NUMBER OF WEEKS LEARNING ASSESSMENT TOTAL WEEKS OF CLASS TOTAL OF
OF WORK WEEKS PERIODS
3 Hours 36 weeks
40 weeks 4 weeks 108 Hours
3. GENERAL AIMS
Objectives of the Area
OG.EFL 1. Encounter socio-cultural aspects of their own and other countries in a
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures and
languages from the secure standpoint of their own national and cultural identity.
OG.EFL 2. Draw on this established propensity for curiosity and tolerance towards
different cultures to comprehend the role of diversity in building an intercultural and
multinational society.
OG.EFL 3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence,
and critical thinking skills through an appreciation of linguistic differences. Enjoy an
enriched perspective of their L1 and of language use for communication and learning.
OG.EFL 4.Deploy a range of learning strategies, thereby increasing disposition and ability
to independently access further (language) learning and practice opportunities. Respect
themselves and others within the communication process, cultivating habits of honesty and
integrity into responsible academic behavior.
OG.EFL 5.Directly access the main points and important details of up-to date. English
language texts, such as those published on the web, for professional or general
investigation, through the efficient use of ICT and reference tools where required.
OG.EFL 6.Through selected media, participate in reasonably extended spoken or written
dialogue with peers from different L1 backgrounds on work, study, or general topics of
common interest, expressing ideas and opinions effectively and appropriately.
OG.EFL 7.Interact quite clearly, confidently, and appropriately in a range of formal and
informal social situations with a limited but effective command of the spoken language
(CEFR B1 level).
Objectives of the Grade/Course
O.EFL 2.1.Identify some main ideas and details of written texts, in order to
develop an approach of critical inquiry to written and oral texts.
O.EFL 2.2.Assess and appreciate English as an international language, as well
as the five aspects of English that contribute to communicative competence.
O.EFL 2.3.Independently read level-appropriate texts in English for pure
enjoyment/entertainment and to access information.
O.EFL 2.4.Develop creative and critical thinking skills to foster problem-
solving and independent learning using both spoken and written English.
O.EFL 2.5.Use in-class library resources and explore the use of ICT to enrich
competencies in the four skills.
O.EFL 2.6.Write short descriptive and informative texts and use them as a
means of communication and written expression of thought.
O.EFL 2.7.Appreciate the use of English language through spoken and written
literary texts such as poems, rhymes, chants, riddles and songs, in order to foster
imagination, curiosity and memory, while developing a taste for literature.
O.EFL 2.8.Demonstrate a living relationship with the English language through
interaction with written and spoken texts, in order to explore creative writing as
an outlet to personal expression.
O.EFL 2.9.Be able to interact in English in a simple way using basic
expressions and short phrases in familiar contexts to satisfy needs of a concrete
type, provided others talk slowly and clearly and are prepared to help.
TRANSVERSAL AXES:
5.UNITS TO BE DEVELOPED*
Nº Title of the unit Unit Specific Objectives
1 LESSON 1: Hello! Students learn to: say hello;
introduce oneself and say
goodbye; follow essential
directions for learning; ask and
answer questions to identify
essential items for learning
Students learn to: greet someone
LESSON 2: Is your they have recently met with
Hi and a question to check
name Stella?
knowledge of their name; give
and follow some essential
directions for learning and some
other useful directions; ask
questions to check knowledge of
the words for recently learned
objects.
LESSON 3: I’m a boy.
Students learn to: identify
themselves and others as a boy
I’m a girl.
or a girl; give and follow
essential
classroom instructions; identify
things they see
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
Contents/skills ** Methodological Orientations Evaluation** Weeks
duratio
(Skills and strategies) n
EFL.2.1.2 Recognize Communication and cultural CE.EFL.2.1.
the differences awareness Differentiate between
between where people different living
live among the regions Drawing different houses and situations in a variety of 5
of the country in order labeling different rooms and objects surroundings and
to appreciate their own in a house. express curiosity about
environment. • Using question words (who, what, the world through
(Example:house/apart where) to ask about places. simple questions.
men,country/city, etc.) • Reflecting on differences between a
house and an apartment.
EFL.2.1.3. Ask simple • Creating a diorama of urban and
basic questions in class rural aspects. I.EFL.2.1.1. Learners
about the world beyond • Drawing a map of a neighborhood. can recognize
one’s own immediate • Asking and answering questions differences between
environment in order to about where you and others live. where people live and
increase their
write or talk about
understanding of Oral communication (listening and
different cultures. speaking)
their own
surroundings, as well
EFL 2.1.4. Express Listening to a very short and simple
as ask questions
curiosity about the story and ordering the pictures
about how other
world and other showing what happens. (Example:
cultures by asking Jane is taking her dog for a walk. people live. (I.2, S.2)
simple WH- questions They see some birds. The birds fly
CE.EFL.2.6. Listening
in class after reading away, etc.) for Meaning:
and/or participating in Understand the main
presentations or other • Listening to a short and simple ideas in short simple
group work conversation between 2 speakers and spoken texts that include
deciding who is speaking, where they familiar vocabulary and
EFL.2.2.1. Understand are, and how they feel. (Example: a are set in everyday
meanings expressed in boy and his Dad, at a soccer game, contexts.
short dialogues on happy, etc.)
familiar topics, as well
as basic spoken • Watching a video clip and selecting
instructions and simple the best title for it. (Example: Funny I.EFL.2.6.1. Learners
questions about self, monkeys at the zoo, etc.) can understand the
people, animals, or main ideas in short
things, especially when Reading
simple spoken texts
spoken slowly and • Drawing a line from individual and infer who is
clearly. (Example: words to a picture or a scene.
greetings, short
speaking and what
(Example: learners read a list of farm
phrases, basic range of the situation is,
animals and draw a line from each
classroom instructions, word to the appropriate animal in the without decoding
common personal scene, etc.) every word. (I.3)
information questions:
What’s your name? • Reading a list of four words and
etc.) crossing out the word that doesn’t
EFL.2.2.2. Infer who is belong. (Example: arm – leg – house
speaking and what the – foot, etc.)
situation is when
• Reading a simple sentence, looking CE.EFL.2.11. Identify
listening to short
at the accompanying picture, and and understand
simple texts, especially
ticking yes/no. (Example: This is a individual every-day
when
house. Yes, etc.) words, phrases, and
accompanied by
pictures or other visual sentences, including
• Completing a gap in a sentence
aids, or sound effects. instructions.
(print or online). (Example: Words:
(Example: shopkeeper go, sleep. Sentence: Every day I --- to
speaking to a customer school, etc.)
who is buying some I.EFL.2.11.1. Learners
fruit.) Writing.
can understand
EFL.2.2.6. Enjoy • Locating specific words on the page familiar words,
extensive listening in and writing them in a list. (Example: phrases, and short
English. (Example: all the words beginning with the
sound /k/ or all the words that contain simple sentences and
listen to stories, watch
short movies, the long /a:/ sound, etc.) can successfully
experience song lyrics • Matching words to pictures. complete the simple
(Example: under the picture of a accompanying task.
or poetry, etc.)
chair, learners write the word chair
EFL.2.2.7. Be
with the five letters of the word on (I.4)
comfortable taking the five lines provided, etc.)
meaning from spoken • Unscrambling words or sentences
texts containing words and writing them out correctly.
or sections which are (Example: Word: veleen = eleven.
not understood. Sentence: There’s – under – the chair. CE.EFL.2.17. Write
Be aware that – a backpack, etc.) simple words, phrases,
understanding spoken • Finding hidden questions in a box and sentences to
texts does not require and writing them down with the demonstrate knowledge
decoding every word. correct punctuation and of spelling, punctuation,
EFL.2.3.1. capitalization. (Example: does it live
capitalization and
Demonstrate basic on a farm / does it have two legs, etc.)
handwriting /
• Writing new words in a picture
reading comprehension typography, and identify
dictionary and adding a sticker or
skills picture. their meanings.
by identifying the
meaning of individual Language through the Arts
I.EFL.2.17.1. Learners
words, phrases, and • Listening to or reading stories and can write words,
sentences, including drawing the main characters. phrases, and short
simple written • Choosing pictures of or drawing the simple sentences
instructions. scenes of a literary text.
• Standing up every time they hear using the correct
EFL.2.4.1 Know how
to spell simple English the name of a character. conventions (spelling,
words correctly, • Explaining through pictures or punctuation,
demonstrating charts (ICT) the relationships capitalization, and
awareness of sound- between characters. (Example:
handwriting or
letter mom/daughter, friends, etc.)
typography, etc.), for
relationships.(Example

LESSON 4: What do you
see?
LESSON 5: Where’s the
2 crayon?
LESSON 6: What color is it?
PHONICS: Aa Bb Cc Dd Ee
Learn to: describe things they
see; count from 1 to 10
Learn to: ask and answer
questions about where things are;
agree.
Describe the color of things
: sea, mean, bee, etc.) making simple
EFL.2.4.2. Make a learning resources.
simple learning
(I.3)
resource, in order to
record and practice
new words. (Example:
a picture dictionary, CE.EFL.2.21.
a word list, set of Distinguish key
flashcards, etc.) information in stories
EFL.2.4.3. Write and other age-
simple words, phrases appropriate literary
and sentences with texts, both oral and
correct use of standard written.
writing mechanics.
I.EFL.2.21.1. Learners
(Example: spelling,
punctuation, can recognize,
capitalization, and through pictures or
writing by hand and/ or other media such as
on the computer. ICT, key aspects of a
EFL.2.5.1. Identify key story or literary text
information such as
(both oral and
events, characters, and
objects in stories and written). (J.1, I.2)
other age-appropriate
literary texts if there is
visual support.
EFL.2.1.4. Express Communication and cultural CE.EFL.2.2. Catalog
curiosity about the awareness everyday objects and
world and other places in different
cultures by asking • Labeling pictures with correct cultures and recognize
names.
simple WH- questions ways to act responsibly
• Creating a poster of things that can
in class after reading towards one’s
be recycled.
and/or participating in • Matching objects with the places environment and
presentations or other
Ff Recognize, pronounce, and form
Aa through Ff; identify anchor
words for each letter
group work. where they can be found. (Example: surroundings.
stove in kitchen, bed in bedroom,
EFL.2.1.5. Recognize etc.)
ways to relate • Simulating actions through TPR
responsibly to one’s activities where learners follow basic I.EFL.2.2.1. Learners
surroundings at home commands. (Example: Put away your can classify everyday
and at school by book, etc.). objects and familiar
exhibiting responsible • Choosing pictures that demonstrate
places. Learners can
behaviors towards the responsibility (cleaning room,
watering the flowers). compare objects from
environment.
(Example: chores at
different cultural
Oral communication (listening and contexts. Learners
home, recycling, etc.)
speaking)
can say and recognize
EFL2.2.3. Recognize • Listening to short, staged
instructions and carrying them out. ways to take care of
familiar names, words,
and short (Example: Open the door. Take this the environment and
book to Mr. Davila. Walk, don’t run! one’s surroundings.
phrases about simple etc.)
• Listening to very short (spoken or
(J.3, S.1)
everyday topics
whether heard isolation recorded) descriptions of scenes, and
writing, coloring, or drawing items
or within short, simple
within them. (Example: learners are CE.EFL.2.7. Listening
spoken texts describing
given a simple picture of a classroom. for Information: Follow
people and objects. They listen to a description of it and
(Example: vocabulary short and simple spoken
identify the table where Sara sits and texts that include
about self, family, draw 3 pens and a red book on it,
friends and immediate familiar vocabulary and
etc.)
are set in everyday
surroundings at school • Listening to a short dialogue and
and home, adjectives filling in a simple form. (Example: a contexts. Identify key
for color and size, etc.) conversation between a boy and a items of information
teacher meeting for the first time. within the text, and
EFL.2.2.4. Identify Learners fill in the boy’s name, age, record or act upon them.
items of specific birth date, (part of his) address (e.g.,
information within house number
simple messages or or street name), favorite subject, etc.
on a simple form.)
I.EFL.2.7.1. Learners
from short and simple
descriptions about • Listening to a short text and can understand short
familiar contexts, demonstrating understanding of it and simple spoken
especially if visual using an accompanying graphic
organizer. (Example: marking the texts well enough to
support is provided.
(Example: letters of the route on a map while listening to be able to pick out
alphabet, numbers, directions, etc.) key items of
prices and times, days, information and
Reading
dates and months, etc.) record them in
• Reading a short text and showing writing or drawings,
EFL.2.2.5. Record key
comprehension by completing the or physically act upon
items of specific accompanying graphic organizer.
information from a (Example: learners read about the them. (I.3)
heard message or location of a house and mark the
description, either in point X on a map.)
written form or by • Reading a short simple story of just
drawing picture. a few lines and ordering simple
(Example: letters of the pictures of familiar objects. CE.EFL.2.12.
alphabet, numbers, • Reading a short simple text and Understand the gist and
quantities, prices and coloring a picture. (Example: This is details in short simple
times, days, dates and Ben’s room. His bed is green. written texts (online or
months, etc.) Learners draw a green bed, etc.) print).
• Reading a short simple text and
EFL.2.3.2. Read a circling the correct answer.
short simple text (Example: Question: What’s her
(online or print) and name? Answer: Mary / Sandra / Mia,
etc.)
demonstrate EFL.2.12.1. Learners
understanding of the
Writing. can understand a
gist and some basic • Completing simple sentences to
details of the content. short simple text on
practice a grammar structure by
writing words in gapped sentences. an everyday topic and
EFL.2.3.3. Understand successfully complete
Support learners by providing
most of the details of
pictures for context and / or a box of a simple task to show
the content of a short answers, from which they can choose.
simple text (online or that they have
(Example: My best friend is ten ---
old. --- name is Carol. --- birthday is understood most or
print). in May, etc.) some of it. (I.4)
• Identifying the differences between
EFL.2.4.3. Write two pictures and writing simple
simple words, phrases, sentences. (Example: In picture A,
and sentences with there’s one car, but in picture B there
correct use of standard are two cars, etc.)
writing mechanics. • Answering questions about a scene
(Example: spelling, using full sentences. (Example: How CE.EFL.2.18. Writing
punctuation, many boys are there? There are four in order to perform
capitalization, and boys, etc.)
controlled practice of
writing by hand and/or vocabulary and grammar
Language through the Arts
on the computer. items.
• Creating a dance for a song or
EFL.2.4.4. Write rhyme.
I.EFL.2.18.1. Learners
simple words, phrases, • Illustrating a short piece of writing.
• Participating in TPR activities such can write short simple
and sentences for
as acting out the movements of a phrases and
controlled practice of
character in a story as it is read aloud. sentences to show
language items. • Discussing things learners have
that they know how
EFL.2.5.2. Express done that are similar to those the
characters in the story have done. to use simple
emotions and feelings
using basic adjectives
(Example: gone on vacation to the grammar or
beach, got into a fight with a parent vocabulary items. (I.3,
and related images or friend, etc.)
through written work • Moving to the rhythm of a song or
I.4)
on the school or class chant.
bulletin board. • Creating an audio message or short
video that tells what the student
EFL.2.5.3. Use audio, thought about the text.
video, and pictures to • Writing short weekly journal
respond to a variety of entries.
literary texts through
online or in-class ICT
activities.
CE.EFL.2.22. Describe
EFL.2.5.6. Generate
and write about
 and expand ideas by emotions and responses
responding in a fun and to literary texts through
playful manner to oral words and images, or
and written texts in other media (video,
order to increase audio) on class or school
enjoyment of the bulletin boards and
language through TPR, expand on ideas and
playground games, and responses to texts
songs and chants. read/seen/heard in by
participating in
songs/chants, TPR
activities and
playground games.

I.EFL.2.22.1. Learners
can report emotions
and compose short
responses to literary
texts through words
and images, or other
media (video, audio).
Learners can generate
and expand on
personal opinions and
responses to oral and
written texts through
TPR, playground
games, and songs.
(I.3, S.3)
LESSON 7: Who do you Learn to: ask and answer EFL.2.1.1. Exchange Communication and Cultural CE.EFL.2.3. Make use
basic introductions and of basic personal
 see? questions about who they see
3 LESSON 8: What shape learn to: ask and answer
questions about shapes
is it?
learn to: ask and answer
LESSON 9: Is it a light?
questions about rooms and
PHONICS: Gg Hh Ii Jj Kk Ll furniture.
learn to: recognize, pronounce,
and form the letters Gg through
Ll; identify anchor words for
each letter
limited personal Awareness information and
information in class expressions of politeness
using simple present • Participating in short dialogues in order to introduce
tense in order to get to using greetings and leave-taking. oneself and participate
know their peers. • Listening to or reading short in a short conversation.
(Example: where one
dialogues and answering questions
lives or goes to school, I.EFL.2.3.1. Learners
about the speakers’ names, grades,
etc.) schools, etc. can use basic personal
information and
EFL.2.1.6. Understand • Practicing the use of expressions of
and use common expressions of
politeness during collaborative pair
expressions of politeness in short
and small group work.
politeness in class dialogues or
while working in pairs • Adding expressions of politeness to conversations. (J.2,
or groups on projects. dialogues. J.3)
(Example: Please,
• Completing a short questionnaire or
sorry, thank you, etc.)
form about one’s basic personal
EFL.2.2.8. Imitate information. (Example: name, school,
individual English age, address, etc.)
language sounds,
• Responding to pictures or short
especially those CE.EFL.2.8. Production
texts by circling the corresponding
phonemes which do - Pronunciation: Produce
emoticon. (Example: happy face, sad
not exist in the individual words and
face, confused face, etc.)
student’s own L1, both short phrases clearly
in isolation and within Oral Communication: (Listening enough that other people
key vocabulary items. and Speaking) can usually understand
(Example: /ŋ/ /ð/ /ʌ/ /i:/ them easily.
and in words like • Asking the student simple questions
singing, these, up, sea, about themselves, their family, or
etc.) their possessions and checking
whether the responses are
EFL.2.2.9. Spell out comprehensible. (Example: What’s
key vocabulary items I.EFL.2.8.1. Learners
your name? Juan. How do you spell
using the English Juan? J-U-A-N. How old are you? can pronounce most
alphabet. (Example: I’m eight /aɪm eɪt /, etc.) familiar vocabulary
names, colors, animals, items accurately, and
possessions, etc.) • Showing the student some picture
flashcards of familiar vocabulary can therefore usually
EFL.2.2.10 Clap, items and asking them to say the be easily understood.
move, chant, or sing words. (Example: It’s a house, a They can also produce
along with short school, a car, a bike, to see if they are some phrases and
authentic English easily understood, etc.)
short sentences
language rhymes or
songs, approximating • Doing a mingle activity where clearly, and may
English rhythm and learners ask and answer simple approximate English
intonation once questions about a picture which has rhythm and
familiar with the text. been stuck to their own back.
intonation in longer
(Example: jump or clap (Example: for animal picture cards,
learners ask and answer Is it an utterances. (I.3)
in time to jump-rope
rhymes, do the actions elephant? No. Is it a horse? Yes. Is it
to action songs or short black or white? White. etc.)
rhythmic poems, Observing to see whether each
enunciating some of student’s questions and answers are
words in time with the understandable by other learners.
rhythm, etc.) • Ask the learner to sing a song or
EFL.2.3.4. Understand recite a chant together with a group of
the content in simple friends or with the teacher. Record
short written the student’s production with the
environmental print recording device quite near to the
text types, using student’s mouth and listen to the
artwork, symbols, and recording to assess clarity of sounds,
layout for support. production of phonemes, rhythm and
(Example: price tags, intonation..
signs, notices (No Reading
eating, etc.), candy • Matching common signs to their
wrappers, etc.). meanings. (Example: a simple
classroom sign or a notice in the park,
EFL.2.4.5. Write CE.EFL.2.13.
simple sentences on Silence please, No eating, etc.) Understand the content
familiar topics to • Studying an environmental print in a variety of well-
communicate basic text type and drawing a line from the known text types, both
ideas. word to the artwork. (Example: from print and online, using
the word cloud to a cloud weather the layout and artwork
EFL.2.4.6. Write a symbol, or from the word stop to a for support; recognize
short simple paragraph “red” stop light, etc.)
typical signs and
to convey some simple • Circling an emoticon to match to a
symbols found in the
facts about people, picture. (Example: Amy feels sick /
Amy is happy /, etc.) text types.
animals, places, things,
• Comparing and contrasting
yourself or others, with I.EFL.2.13.1. Learners
information. (Example: learners read
the support of a model can understand a
simple price tags and match them to
text. (Example: where
the correct sentences: This toy is short simple
they live, what they do, cheap. Those shoes are expensive,
etc.) environmental print
etc.)
text type and
EFL.2.4.7. Write a successfully complete
Writing
short simple paragraph
a simple task.
to describe yourself or • Completing the gaps in a sentence.
other people, animals, (Example: My best friend is ten --- (Example: a sign,
places and things, with old. --- name is Carol. --- birthday is notice, menu, etc.)
limited support. in May,etc.) (I.3)
(Example: by • Completing a simple open-ended
answering questions or sentence. (Example: For breakfast I
using key words). eat _______; In my bedroom there is
______,etc.)
EFL.2.5.4. Listen to • Writing a description of yourself by
and read short completing the outline of a paragraph.
narratives and/or other Each sentence in the paragraph CE.EFL.2.19. Convey
oral and written literary contains a sentence opener. some simple ideas, facts
(Example: My name’s…, My hair or opinions in a simple
texts in class (with a
is…, My eyes are…, etc.)
preference for sentence or short
• Reading a short simple paragraph
authentic texts) in which serves as a model text, then paragraph, using basic
order to stimulate writing a similar paragraph on the vocabulary and
imagination, curiosity same topic.
and a love for (Example: Topics could include: my structures.
literature. best friend, my family, my house, my
favorite animal, my town, etc.)
EFL.2.5.7. Create • Writing a short simple paragraph on
picture books and/or a familiar topic. Learners must write I.EFL.2.19.1. Learners
other graphic the answer to specific questions or can produce a short
expressions in pairs in use specific vocabulary. (Example: simple sentence and a
class by varying Topic: describe your clothes.
paragraph – with
scenes, characters, or Opening phrase: I’m
wearing…Words: t-shirt, pants, ample support - on a
other elements of
literary texts. shoes,etc.) variety of topics, and
• Writing a short simple paragraph, some learners can do
using key words for support.
so with only limited
(Example: Draw a town and write
about it using these words: hospital, support. (I.3)
pet store, park, bookstore, etc.)

Language through the Arts

• Doing extended reading, in which

learners get to choose what they read
and are not evaluated or tested on it.

• Sharing in small groups or pairs the

learners’ favorite stories, songs,
poems, etc., and saying why.

• Responding to a poem by drawing

how it makes the learner feel.

• Writing questions the learners

would like to ask a character in the
story, or the author of the story. CE.EFL.2.23. Display
an affinity for a variety
• Inviting authors as guest speakers of literary texts by
into the classroom so learners can responding within a
share their responses to the story with

LESSON 10: What day is it Students learn to: ask and answer
today? questions about the days of the
week
LESSON 11: What are
4 these? Students learn to: ask and answer
questions to identify different
PHONICS: Mm Nn Oo Pp
clothing items
• Students learn to: recognize,
pronounce, and form the letters
Mm through Pp; identify anchor
words for each letter
them. range of physical,
cognitive, and attitudinal
• Interviewing family members about manners, and vary
their favorite book or poem, and then elements of a literary
sharing their findings in class. text to create a new text.
• Keeping a small class library and
allowing fast finishers to choose a
book or magazine to read while the I.EFL.2.23.1. Learners
rest of the class completes the task. can demonstrate an
• Listening to a song and rewriting affinity for a variety of
the song lyrics changing just one literary texts by
aspect. (Example: choosing and responding within a
replacing the character’s name, age, range of physical,
etc.)
cognitive, and
attitudinal manners
and adapt elements
of a literary text to
create a new text.
(I.1, I.4)
EFL.2.1.7. Collaborate Communication and Cultural CE.EFL.2.4. Develop
in a friendly manner by Awareness skills of collaboration by
sharing classroom working together on
materials and personal • Completing a very short, picture- projects and sharing
objects while based self-evaluation or peer materials while
participating in games evaluation form. expressing personal
and activities in class • Playing games in which learners preferences with peers.
and on the playground. must pass objects around the room.
(Example: hot potato, etc.)
EFL.2.1.8. Exchange • Practicing helpful classroom
basic personal language in mini dialogues and/or I.EFL.2.4.1. Learners
preferences with peers chants (Example: Can I borrow your can select pictures
in order to express eraser? Do you have a pencil? etc.) and/or short phrases
likes and dislikes. • Completing a short survey about that relate to
favorites or likes/dislikes and then
EFL.2.2.11. Produce collaborating and
sharing ideas with a partner.
simple, mainly isolated • Making a pie chart about the things sharing and express
utterances using very that are most liked in the class. personal preferences.
short phrases and (J.2, J.3, S.4)
sometimes individual Oral Communication: (Listening
words, possibly with and Speaking)
slow and/or hesitant
delivery. (Example: • Asking learners simple questions
words, phrases and about themselves, their family, or
short sentences about their possessions and noting whether
people, animals, things, their response time is acceptable (i.e. CE.EFL.2.9. Production
etc.) may be slow, but not so slow that the - Fluency: Utterances
interaction becomes uncomfortable are sometimes produced
EFL.2.2.12. Respond for the student or the teacher), and slowly but use
to simple questions in whether their response is appropriate. appropriate words and
quite a short time and Some learners may produce short phrases to express basic
initiate basic sentences in response to basic ideas, initiate
interaction questions. (Example: What color are conversations and
spontaneously when your shoes? Yes What color are your respond to questions,
there are opportunities shoes? Blue or They’re blue, etc.) including some chunks
to speak. Speech is of language and short
produced a little less • Giving learners a picture of a sentences.
slowly and hesitantly. familiar scene and asking them to tell
you what they can see. Some learners I.EFL.2.9.1. Learners
EFL.2.3.5. Show the may produce longer utterances.
ability to use a simple
can express basic
(Example: a picture of a classroom ideas, initiate
learning where learners name individual items:
resource.(Example: a conversations, and
table, chair, clock There are four
small set of flashcards, chairs. The clock says 4 o’clock., respond to simple
a picture-based etc.) questions using
dictionary (online or
appropriate words,
print), or a simple word • Running a mingle activity where
list). each learner has a different simple phrases, and short
question to ask the others. Learners sentences. Responses
EFL.2.4.8. Complete a move around the room asking their
basic survey or a may be slow though
question and listening to the answers
questionnaire by received. Observing to see whether pauses do not make
providing personal each student asks the question fluidly the interaction
details. and answers using individual words tedious or
EFL.2.4.9. Write a only or short sentences. (Example uncomfortable for
variety of short simple questions: What’s your favorite food? participants. (I.3)
text types, commonly Chicken / It’s chicken and rice / Do
used in print and you like oranges? Yes. / Yes, I do. / I
online, with love oranges!, etc.)
appropriate language Reading
and layout. (Example: • Using a simple learning resource
write a greeting on a and locating details. (Example:
birthday card, name finding and circling or coloring three
and address on an different kinds of fruit or three kinds
envelope, a URL for a of drink in an online or print picture
website, an email dictionary, etc.)
address, etc.) • Using the alphabet to scan for
particular items in lists. (Example:
EFL.2.5.5. Apply ICT finding a word in a simple dictionary
or locating a boy’s name on a class CE.EFL.2.14.
and/or other resources
list.) Demonstrate familiarity
to communicate simple
• Testing each other on the meaning with study resources
thoughts in small
of flashcards. (Example: a boy shows (both print and digital).
groups.
a picture on a flashcard and asks: (Example: a picture
EFL.2.5.8. Produce What’s this? Girl: it’s an airplane, dictionary, some
short, creative texts etc.) flashcards of known
using ICT and/or other words, or a word list.)
resources at home or at
Writing I.EFL.2.14.1. Learners
school in order to
recreate familiar scenes • Having learners complete a short can successfully use
simple questionnaire about simple online and
and themes. themselves. Learners read open- print learning
ended questions and write the resources. (Example:
EFL.2.5.5. Apply ICT answers on the form. (Example: What
and/or other resources time do you get up? What time do flashcards, picture
to communicate simple you go to school? At 6 o’clock, etc.) dictionaries, word
thoughts in small • Interviewing a partner, asking lists, etc.) (I.2)
groups. yes/no questions and writing yes/no
on the survey form. (Example: Do
EFL.2.5.8. Produce you live in an apartment? Yes, etc.)
short, creative texts • Writing a variety of simple text
using ICT and/or other types, using the appropriate language
CE.EFL.2.20. Complete
resources at home or at and layout:
• Listen to a URL address and write it a simple survey form or
school in order to
down. (Example: questionnaire by
recreate familiar scenes
www.cambridge.org, etc.) providing personal
and themes.
• Write your own email address or details. Write a variety
invent one. (Example: of simple written text
mydog@gmail.com for your pet, etc.) types, used in print or
• Write a simple print/online message online, with appropriate
to a friend for their birthday. layout and language.
(Example: Happy Valentine’s Day, (Examples: message on
Juan!, Have a wonderful birthday, a greeting card, name
Kate!, etc.) and address on an
Language through the Arts
envelope, an email
• Writing a text message to a friend. address, etc.)
• Producing an audio clip stating the
student’s daily routine.
• Using ICT resources to organize
and edit a short piece of creative or
informational writing. I.EFL.2.20.1. Learners
• Taking pictures of or drawing what can write information
the learners usually eat for breakfast, in a simple survey
then using the picture as a prompt for form or
conversation in class.
questionnaire, and
• Writing a short, fictional story about
a family member. can type or write
• Putting short captions under some simple digital
pictures.
text-types, such as a
URL and an email
address. (I.3)

CE.EFL.2.24.
Communicate ideas and
experiences and create
short original texts
through a range of
resources and other
media, including ICT.

I.EFL.2.24.1. Learners
can communicate
thoughts, feelings,
and/or personal
experiences and
create short original
texts through a range
of resources and
other media,
including ICT. (I.2, I.3,
I.4)

LESSON 12: Can you swim? Students learn to: ask and answer
questions to identify different
LESSON 13: Who’s she?
family members
Who’s he?
5 • Playing games that practice
Students learn to: ask and answer
LESSON 14: She’s my
questions to identify different
friend
people they know
PHONICS: Qq Rr Ss Tt Uu
Students learn to: recognize,
Vv
pronounce, and form the letters
Qq through Vv; identify anchor
words for each letter
EFL.2.1.9. Communication and Cultural CE.EFL.2.5. Model
Communicate to peers Awareness turn-taking and ways to
express to others when
and teacher when
something is not • Role-playing and participating in something is not
short dialogues. understood to improve
understood in class
comprehension and/or
through the use of
classroom language and turn-taking. intelligibility in
simple basic questions. • Singing songs or chants that
conversations.
EFL.2.1.10. Recognize practice helpful language.
• Working in pairs and groups on a
when to speak and
small project. I.EFL.2.5.1. Learners
when to listen while
working in pairs or Oral Communication: (Listening
can apply turn-taking
small groups in class and Speaking) and ways to express
by following classroom to others when
instructions and simple • Conducting a conversation with the something is not
commands. teacher and learner playing two understood in short
characters using masks or hand conversations. (J.3,
EFL.2.2.13. puppets. The learner may be given
Understand and use S.1, S.4)
the character’s details or invent them.
basic greetings, leave- (Example: name, age, favorite color, CE.EFL.2.10.
taking expressions, and etc.) The student’s character could Interaction –
other simple everyday introduce other puppets or request Interpersonal:
phrases to facilitate permission to do something. Participate effectively in
interpersonal (Example: This is Sebastian. He’s 11. basic interpersonal
interaction, to Can I borrow a pencil, please?, etc.) interactions in everyday
introduce others, and to contexts,
name things. • Doing a mingle activity where provided the interlocutor
(Example: Thank-you, learners meet and greet each other speaks slowly and
Can I help you? This is and ask and answer simple questions. clearly. (Example:
[name], etc.) Observing to see whether the learner requesting, introducing,
can interact effectively, and whether responding, etc.)
EFL.2.2.14. Ask and they are able to ask for repetition
answer basic personal when required, and / or react I.EFL.2.10.1. Learners
information questions, appropriately to responses received. can interact
as well as simple (Example: Find someone who…. Do effectively using a
questions about other you have a red car? Yes? range of basic
people, animals, and functional exponents
possessions, provided Great! – writes down name of
person.) for interpersonal
the interaction is slow conversations in
and clear. (Example: • Establishing a clear expectation of everyday contexts,
Where do you live? Do English use for classroom functions. providing speech is
you have a bicycle?, (Example: greeting, requesting,
etc.)
slow and clear.
thanking, asking for repetition / Learners can request
clarification, offering help, taking
EFL.2.2.16. Say when repetition or
they do not understand leave, etc.) Informal assessment could
clarification, and can
and ask for slower or involve a star chart, with points for
learners who use L2 regularly. react appropriately to
clearer repetition responses received.
where required. Reading (I.3)
(Example: Sorry? • Reading a list of words in a Venn
Could you say that diagram and understanding the
again, etc.) meaning. (Example: Venn diagram:
Dog/Cat. Task:
EFL.2.2.17. React Read a sentence and tick yes/no.
appropriately to what Sentence: Dogs and cats have tails ,
others say using etc.)
verbal/non-verbal back • Matching a simple short text to the
channeling, or by correct plan. (Example: Text: a short
asking further simple simple description about a zoo: The
questions to extend the giraffes are next to the pandas. Plan: a
interaction. (Example: simple map of the zoo, etc.)
express interest using • Reading a short simple text and
facial expression or coloring a simple bar chart.
(Example: a description of some
simple words with
children’s favorite ice cream. Task:
appropriate intonation: color the chart accordingly, etc.)
Oh!, Yes! Thanks. And Writing
you? etc.)
• Having learners complete a short
EFL.2.3.6. Understand simple questionnaire about
the content of a simple CE.EFL.2.15. Learn to
graphic organizer themselves. Learners read open- read graphs, diagrams,
(online or print). ended questions and write the charts, and other kinds
(Example, Venn answers on the form. (Example: What of graphic organizer.
Diagrams, charts, and time do you get up? What time do Demonstrate
labeled diagrams.) you go to school? At 6 o’clock, etc.) understanding of a text
presented in the form of
EFL.2.4.8. Complete a • Interviewing a partner, asking a graphic organizer
basic survey or a yes/no questions and writing yes/no (both print and digital).
questionnaire by on the survey form. (Example: Do
providing personal you live in an apartment? Yes, etc.)
details.
• Writing a variety of simple text I.EFL.2.15.1. Learners
EFL.2.4.9. Write a types, using the appropriate language can use simple
variety of short simple and layout: graphic organizers to
text types, commonly show that they can
used in print and • Listen to a URL address and write it
down. (Example: understand a short
online, with
www.cambridge.org, etc.) simple text. (Example:
appropriate language
maps, diagrams, bar
and layout. (Example: • Write your own email address or
write a greeting on a
charts, Venn
invent one. (Example: diagrams, etc.) (I.4)
birthday card, name mydog@gmail.com for your pet, etc.)
and address on an
envelope, a URL for a • Write a simple print/online message
website, an email to a friend for their birthday.
CE.EFL.2.20. Complete
address, etc.) (Example: Happy Valentine’s Day,
a simple survey form or
Juan!, Have a wonderful birthday, questionnaire by
EFL.2.5.9. Use Kate!, etc.) providing personal
creative thinking skills
details. Write a variety
to learn how to share Language through the Arts
of simple written text
and respect all ideas types, used in print or
• Working on a project in small
through brainstorming online, with appropriate
groups of 4-5 and discussing what the
activities and pair work layout and language.
group is doing well and what it could
in class. do to improve. (Examples: message on
• Brainstorming ideas for a writing a greeting card, name
project together as a class, using a and address on an
graphic organizer. envelope, an email
• Creating a product for another class address, etc.)
and making a short advertisement that
could be used to sell the product.
• Playing games in class or doing
puzzles.
• Discussing mistakes and how I.EFL.2.20.1. Learners
learners (and all humans) can learn can write information
from them.
in a simple survey
form or
questionnaire, and
can type or write
some simple digital
text-types, such as a
URL and an email
address. (I.3)

CE.EFL.2.25.
Implement a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas in
brainstorms and pair
work.

I.EFL.2.25.1. Learners
can utilize a range of
creative thinking skills
to show a respect for
sharing and accepting

6 LESSON 15: Can you Students learn to: ask and answer
questions about ability
sing?
Students learn to: state their
LESSON 16: I’m happy.
mood and the speed at which
PHONICS: Ww Xx they can move
Yy Zz Students learn to: recognize,
pronounce, and form the letters
Ww through Zz; identify anchor
words for each letter
different ideas while
working in pairs and
through brainstorms.
(J.3, S.4)
EFL.2.1.9. Communication and Cultural CE.EFL.2.5. Model
Communicate to peers Awareness turn-taking and ways to
express to others when
and teacher when
something is not • Role-playing and participating in something is not
short dialogues. understood to improve
understood in class
• Playing games that practice comprehension and/or
through the use of
classroom language and turn-taking. intelligibility in
simple basic questions. • Singing songs or chants that conversations.
EFL.2.1.10. Recognize practice helpful language.
• Working in pairs and groups on a
when to speak and
small project. I.EFL.2.5.1. Learners
when to listen while
working in pairs or Oral Communication: (Listening
can apply turn-taking
small groups in class and Speaking) and ways to express
by following classroom to others when
instructions and simple • Conducting a conversation with the something is not
commands. teacher and learner playing two understood in short
characters using masks or hand conversations. (J.3,
EFL.2.2.13. puppets. The learner may be given
Understand and use S.1, S.4)
the character’s details or invent them.
basic greetings, leave- (Example: name, age, favorite color, CE.EFL.2.10.
taking expressions, and etc.) The student’s character could Interaction –
other simple everyday introduce other puppets or request Interpersonal:
phrases to facilitate permission to do something. Participate effectively in
interpersonal (Example: This is Sebastian. He’s 11. basic interpersonal
interaction, to Can I borrow a pencil, please?, etc.) interactions in everyday
introduce others, and to contexts,
name things. • Doing a mingle activity where provided the interlocutor
(Example: Thank-you, learners meet and greet each other speaks slowly and
Can I help you? This is and ask and answer simple questions. clearly. (Example:
Observing to see whether the learner requesting, introducing,
[name], etc.) can interact effectively, and whether responding, etc.)
they are able to ask for repetition
EFL.2.2.14. Ask and when required, and / or react I.EFL.2.10.1. Learners
answer basic personal appropriately to responses received. can interact
information questions, (Example: Find someone who…. Do effectively using a
as well as simple you have a red car? Yes?
questions about other
range of basic
people, animals, and Great! – writes down name of functional exponents
possessions, provided person.) for interpersonal
the interaction is slow conversations in
and clear. (Example: • Establishing a clear expectation of everyday contexts,
Where do you live? Do English use for classroom functions. providing speech is
(Example: greeting, requesting,
you have a bicycle?, slow and clear.
etc.) thanking, asking for repetition /
Learners can request
clarification, offering help, taking
EFL.2.2.16. Say when leave, etc.) Informal assessment could
repetition or
they do not understand involve a star chart, with points for clarification, and can
and ask for slower or learners who use L2 regularly. react appropriately to
clearer repetition responses received.
where required. Reading (I.3)
• Reading a list of words in a Venn
(Example: Sorry?
diagram and understanding the
Could you say that
meaning. (Example: Venn diagram:
again, etc.) Dog/Cat. Task:
EFL.2.2.17. React Read a sentence and tick yes/no.
Sentence: Dogs and cats have tails ,
appropriately to what
etc.)
others say using
• Matching a simple short text to the
verbal/non-verbal back correct plan. (Example: Text: a short
channeling, or by simple description about a zoo: The
asking further simple giraffes are next to the pandas. Plan: a
questions to extend the simple map of the zoo, etc.)
interaction. (Example: • Reading a short simple text and
express interest using coloring a simple bar chart.
facial expression or (Example: a description of some
simple words with children’s favorite ice cream. Task:
appropriate intonation: color the chart accordingly, etc.)
Oh!, Yes! Thanks. And Writing
you? etc.)
• Having learners complete a short
EFL.2.3.6. Understand simple questionnaire about CE.EFL.2.15. Learn to
the content of a simple themselves. Learners read open- read graphs, diagrams,
graphic organizer ended questions and write the charts, and other kinds
(online or print). answers on the form. (Example: What of graphic organizer.
(Example, Venn time do you get up? What time do Demonstrate
Diagrams, charts, and you go to school? At 6 o’clock, etc.) understanding of a text
labeled diagrams.) presented in the form of
• Interviewing a partner, asking a graphic organizer
EFL.2.4.8. Complete a yes/no questions and writing yes/no (both print and digital).
basic survey or a on the survey form. (Example: Do
questionnaire by you live in an apartment? Yes, etc.)
providing personal
• Writing a variety of simple text I.EFL.2.15.1. Learners
details.
types, using the appropriate language can use simple
EFL.2.4.9. Write a and layout: graphic organizers to
variety of short simple show that they can
• Listen to a URL address and write it
text types, commonly understand a short
down. (Example:
used in print and
www.cambridge.org, etc.) simple text. (Example:
online, with
maps, diagrams, bar
appropriate language • Write your own email address or
and layout. (Example:
charts, Venn
invent one. (Example:
write a greeting on a diagrams, etc.) (I.4)
mydog@gmail.com for your pet, etc.)
birthday card, name
and address on an • Write a simple print/online message
envelope, a URL for a to a friend for their birthday.
CE.EFL.2.20. Complete
website, an email (Example: Happy Valentine’s Day,
a simple survey form or
address, etc.) Juan!, Have a wonderful birthday, questionnaire by
Kate!, etc.) providing personal
EFL.2.5.9. Use
details. Write a variety
creative thinking skills Language through the Arts
of simple written text
to learn how to share types, used in print or
• Working on a project in small
and respect all ideas groups of 4-5 and discussing what the online, with appropriate
through brainstorming group is doing well and what it could layout and language.
activities and pair work do to improve. (Examples: message on
in class. • Brainstorming ideas for a writing a greeting card, name
project together as a class, using a and address on an
graphic organizer. envelope, an email
• Creating a product for another class address, etc.)
and making a short advertisement that
could be used to sell the product.
• Playing games in class or doing
puzzles.
• Discussing mistakes and how I.EFL.2.20.1. Learners
learners (and all humans) can learn can write information
from them.
in a simple survey
form or
questionnaire, and
can type or write
some simple digital
text-types, such as a
URL and an email
address. (I.3)

CE.EFL.2.25.
Implement a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas in
brainstorms and pair
work.

I.EFL.2.25.1. Learners
 can utilize a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas while
working in pairs and
through brainstorms.
(J.3, S.4)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS

ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): NAME: NAME:

Signature: Signature: Signature:

Date: Date: Date: