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OBJETIVES OF YEARS FOR SUBNIVEL MEDIO OF BASIC EDUCATION

2ND 3RD 4TH

O.EFL 2.1.Identify some main ideas and details O.EFL 2.1.Identify some main ideas and details O.EFL 2.1.Identify some main ideas and details of written
of written texts, in order to develop an approach of written texts, in order to develop an approach texts, in order to develop an approach of critical inquiry to
of critical inquiry to written and oral texts. of critical inquiry to written and oral texts. written and oral texts.

O.EFL 2.2.Assess and appreciate English as an O.EFL 2.2.Assess and appreciate English as an O.EFL 2.2.Assess and appreciate English as an
international language, as well as the five aspects international language, as well as the five aspects international language, as well as the five aspects of
of English that contribute to communicative of English that contribute to communicative English that contribute to communicative competence.
competence. competence.

O.EFL 2.3.Independently read level-appropriate O.EFL 2.3.Independently read level-appropriate O.EFL 2.3.Independently read level-appropriate texts in
texts in English for pure texts in English for pure enjoyment/entertainment English for pure enjoyment/entertainment and to access
enjoyment/entertainment and to access and to access information. information.
information.
O.EFL 2.4.Develop creative and critical O.EFL 2.4.Develop creative and critical thinking O.EFL 2.4.Develop creative and critical thinking skills to
thinking skills to foster problem-solving and skills to foster problem-solving and independent foster problem-solving and independent learning using both
independent learning using both spoken and learning using both spoken and written English. spoken and written English.
written English.
O.EFL 2.5.Use in-class library resources and O.EFL 2.5.Use in-class library resources and O.EFL 2.5.Use in-class library resources and explore the
explore the use of ICT to enrich competencies in explore the use of ICT to enrich competencies in use of ICT to enrich competencies in the four skills.
the four skills. the four skills.

O.EFL 2.6.Write short descriptive and O.EFL 2.6.Write short descriptive and O.EFL 2.6.Write short descriptive and informative texts
informative texts and use them as a means of informative texts and use them as a means of and use them as a means of communication and written
communication and written expression of communication and written expression of expression of thought.
thought. thought.
O.EFL 2.7.Appreciate the use of English O.EFL 2.7.Appreciate the use of English O.EFL 2.7.Appreciate the use of English language through
language through spoken and written literary language through spoken and written literary spoken and written literary texts such as poems, rhymes,
texts such as poems, rhymes, chants, riddles and texts such as poems, rhymes, chants, riddles and chants, riddles and songs, in order to foster imagination,
songs, in order to foster imagination, curiosity songs, in order to foster imagination, curiosity curiosity and memory, while developing a taste for
and memory, while developing a taste for and memory, while developing a taste for literature.
literature. literature.

O.EFL 2.8.Demonstrate a living relationship O.EFL 2.8.Demonstrate a living relationship with O.EFL 2.8.Demonstrate a living relationship with the
with the English language through interaction the English language through interaction with English language through interaction with written and
with written and spoken texts, in order to explore written and spoken texts, in order to explore spoken texts, in order to explore creative writing as an outlet
creative writing as an outlet to personal creative writing as an outlet to personal to personal expression.
expression. expression.

O.EFL 2.9.Be able to interact in English in a O.EFL 2.9.Be able to interact in English in a simple O.EFL 2.9.Be able to interact in English in a simple way
simple way using basic expressions and short way using basic expressions and short phrases in using basic expressions and short phrases in familiar contexts
phrases in familiar contexts to satisfy needs of a familiar contexts to satisfy needs of a concrete type, to satisfy needs of a concrete type, provided others talk slowly
concrete type, provided others talk slowly and provided others talk slowly and clearly and are and clearly and are prepared to help.
clearly and are prepared to help. prepared to help.
CRITERIA OF EVALUATION SKILLS WITH CRITERIA PERFORMANCE / YEARS

SECOND THIRD FOURTH

CE.EFL.2.1. Differentiate between different EFL.2.1.2 Recognize the EFL.2.1.2 Recognize the EFL.2.1.2 Recognize the
living situations in a variety of surroundings and differences between where differences between where differences between where
express curiosity about the world through people live among the regions people live among the regions people live among the regions
simple questions of the country in order to of the country in order to of the country in order to
appreciate their own appreciate their own appreciate their own
environment. (Example: environment. (Example: environment. (Example:
house/apartment, house/apartment, house/apartment,
country/city, etc.) country/city, etc.) country/city, etc.)
EFL.2.1.3. Ask simple basic EFL.2.1.3. Ask simple basic EFL.2.1.3. Ask simple basic
questions in class about the questions in class about the questions in class about the
world beyond one’s own world beyond one’s own world beyond one’s own
immediate environment in immediate environment in immediate environment in
order to increase their order to increase their order to increase their
understanding of different understanding of different understanding of different
cultures.. cultures.. cultures..
EFL 2.1.4. Express curiosity EFL 2.1.4. Express curiosity EFL 2.1.4. Express curiosity
about the world and other about the world and other about the world and other
cultures by asking simple WH- cultures by asking simple WH- cultures by asking simple WH-
questions in class after reading questions in class after reading questions in class after reading
and/or participating in and/or participating in and/or participating in
presentations or other group presentations or other group presentations or other group
work. work. work.
CE.EFL.2.2. Catalog everyday objects and places EFL.2.1.4. Express curiosity EFL.2.1.4. Express curiosity EFL.2.1.4. Express curiosity
in different cultures and recognize ways to act about the world and other about the world and other about the world and other
responsibly towards one’s environment and cultures by asking simple WH- cultures by asking simple WH- cultures by asking simple WH-
surroundings questions in class after reading questions in class after reading questions in class after reading
and/or participating in and/or participating in and/or participating in
presentations or other group presentations or other group presentations or other group
work. work. work.

EFL.2.1.5. Recognize ways to EFL.2.1.5. Recognize ways to EFL.2.1.5. Recognize ways to


relate responsibly to one’s relate responsibly to one’s relate responsibly to one’s
surroundings at home and at surroundings at home and at surroundings at home and at
school by exhibiting school by exhibiting school by exhibiting
responsible behaviors towards responsible behaviors towards responsible behaviors towards
the environment. (Example: the environment. (Example: the environment. (Example:
chores at home, recycling, chores at home, recycling, chores at home, recycling,
etc.) etc.) etc.)

CE.EFL.2.3. Make use of basic personal EFL.2.1.1. Exchange basic EFL.2.1.1. Exchange basic EFL.2.1.1. Exchange basic
information and expressions of politeness in introductions and limited introductions and limited introductions and limited
order to introduce oneself and participate in a personal information in class personal information in class personal information in class
short conversation. using simple present tense in using simple present tense in using simple present tense in
order to get to know their order to get to know their order to get to know their
peers. (Example: where one peers. (Example: where one peers. (Example: where one
lives or goes to school, etc.) lives or goes to school, etc.) lives or goes to school, etc.)

EFL.2.1.6. Understand and use EFL.2.1.6. Understand and use EFL.2.1.6. Understand and use
common expressions of common expressions of common expressions of
politeness in class while politeness in class while politeness in class while
working in pairs or groups on working in pairs or groups on working in pairs or groups on
projects. (Example: Please, projects. (Example: Please, projects. (Example: Please,
sorry, thank you, etc.) sorry, thank you, etc.) sorry, thank you, etc.)

CE.EFL.2.4. Develop skills of collaboration by EFL.2.1.7. Collaborate in a EFL.2.1.7. Collaborate in a EFL.2.1.7. Collaborate in a
working together on projects and sharing friendly manner by sharing friendly manner by sharing friendly manner by sharing
materials while expressing personal classroom materials and classroom materials and classroom materials and
preferences with peers. personal objects while personal objects while personal objects while
participating in games and participating in games and participating in games and
activities in class and on the activities in class and on the activities in class and on the
playground. playground. playground.

EFL.2.1.8. Exchange basic EFL.2.1.8. Exchange basic EFL.2.1.8. Exchange basic


personal preferences with personal preferences with personal preferences with
peers in order to express likes peers in order to express likes peers in order to express likes
and dislikes. and dislikes. and dislikes.
CE.EFL.2.5. Model turn-taking and ways to EFL.2.1.9. Communicate to EFL.2.1.9. Communicate to EFL.2.1.9. Communicate to
express to others when something is not peers and teacher when peers and teacher when peers and teacher when
understood to improve comprehension and/or something is not understood in something is not understood in something is not understood in
intelligibility in conversations class through the use of simple class through the use of simple class through the use of simple
basic questions. basic questions. basic questions.
EFL.2.1.10. Recognize when to EFL.2.1.10. Recognize when to EFL.2.1.10. Recognize when to
speak and when to listen while speak and when to listen while speak and when to listen while
working in pairs or small working in pairs or small working in pairs or small
groups in class by following groups in class by following groups in class by following
classroom instructions and classroom instructions and classroom instructions and
simple commands. simple commands. simple commands.
CE.EFL.2.6. Listening for Meaning: Understand EFL.2.2.1. Understand EFL.2.2.1. Understand EFL.2.2.1. Understand
the main ideas in short simple spoken texts that meanings expressed in short meanings expressed in short meanings expressed in short
include familiar vocabulary and are set in dialogues on familiar topics, as dialogues on familiar topics, as dialogues on familiar topics, as
everyday contexts. well as basic spoken well as basic spoken well as basic spoken
instructions and simple instructions and simple instructions and simple
questions about self, people, questions about self, people, questions about self, people,
animals, or things, especially animals, or things, especially animals, or things, especially
when spoken slowly and when spoken slowly and when spoken slowly and
clearly. (Example: greetings, clearly. (Example: greetings, clearly. (Example: greetings,
short phrases, basic range of short phrases, basic range of short phrases, basic range of
classroom instructions, classroom instructions, classroom instructions,
common personal information common personal information common personal information
questions: What’s your name? questions: What’s your name? questions: What’s your name?
etc.) etc.) etc.)
EFL.2.2.2. Infer who is speaking EFL.2.2.2. Infer who is speaking EFL.2.2.2. Infer who is speaking
and what the situation is when and what the situation is when and what the situation is when
listening to short simple texts, listening to short simple texts, listening to short simple texts,
especially when accompanied especially when accompanied especially when accompanied
by pictures or other visual aids, by pictures or other visual aids, by pictures or other visual aids,
or sound effects. (Example: or sound effects. (Example: or sound effects. (Example:
shopkeeper speaking to a shopkeeper speaking to a shopkeeper speaking to a
customer who is buying some customer who is buying some customer who is buying some
fruit.) fruit.) fruit.)
EFL.2.2.6. Enjoy extensive EFL.2.2.6. Enjoy extensive EFL.2.2.6. Enjoy extensive
listening in English. (Example: listening in English. (Example: listening in English. (Example:
listen to stories, watch short listen to stories, watch short listen to stories, watch short
movies, experience song lyrics movies, experience song lyrics movies, experience song lyrics
or poetry, etc.) or poetry, etc.) or poetry, etc.)
EFL.2.2.7. Be comfortable EFL.2.2.7. Be comfortable EFL.2.2.7. Be comfortable
taking meaning from spoken taking meaning from spoken taking meaning from spoken
texts containing words or texts containing words or texts containing words or
sections which are not sections which are not sections which are not
understood. Be aware that understood. Be aware that understood. Be aware that
understanding spoken texts understanding spoken texts understanding spoken texts
does not require decoding does not require decoding does not require decoding
every word. every word. every word.
CE.EFL.2.7. Listening for Information: Follow EFL2.2.3. Recognize familiar EFL2.2.3. Recognize familiar EFL2.2.3. Recognize familiar
short and simple spoken texts that include names, words, and short names, words, and short names, words, and short
familiar vocabulary and are set in everyday phrases about simple everyday phrases about simple everyday phrases about simple everyday
contexts. Identify key items of information topics whether heard in topics whether heard in topics whether heard in
within the text, and record or act upon them. isolation or within short, isolation or within short, isolation or within short,
simple spoken texts describing simple spoken texts describing simple spoken texts describing
people and objects. (Example: people and objects. (Example: people and objects. (Example:
vocabulary about self, family, vocabulary about self, family, vocabulary about self, family,
friends and immediate friends and immediate friends and immediate
surroundings at school and surroundings at school and surroundings at school and
home, adjectives for color and home, adjectives for color and home, adjectives for color and
size, etc.) size, etc.) size, etc.)
EFL.2.2.4. Identify items of EFL.2.2.4. Identify items of EFL.2.2.4. Identify items of
specific information within specific information within specific information within
simple messages or from short simple messages or from short simple messages or from short
and simple descriptions about and simple descriptions about and simple descriptions about
familiar contexts, especially if familiar contexts, especially if familiar contexts, especially if
visual support is provided. visual support is provided. visual support is provided.
(Example: letters of the (Example: letters of the (Example: letters of the
alphabet, numbers, prices and alphabet, numbers, prices and alphabet, numbers, prices and
times, days, dates and months, times, days, dates and months, times, days, dates and months,
etc.) etc.) etc.)
EFL.2.2.5. Record key items of EFL.2.2.5. Record key items of EFL.2.2.5. Record key items of
specific information from a specific information from a specific information from a
heard message or description, heard message or description, heard message or description,
either in written form or by either in written form or by either in written form or by
drawing picture. (Example: drawing picture. (Example: drawing picture. (Example:
letters of the alphabet, letters of the alphabet, letters of the alphabet,
numbers, quantities, prices and numbers, quantities, prices and numbers, quantities, prices and
times, days, dates and months, times, days, dates and months, times, days, dates and months,
etc.) etc.) etc.)
CE.EFL.2.8. Production - Pronunciation: Produce EFL.2.2.8. Imitate individual EFL.2.2.8. Imitate individual EFL.2.2.8. Imitate individual
individual words and short phrases clearly English language sounds, English language sounds, English language sounds,
enough that other people can usually especially those phonemes especially those phonemes especially those phonemes
understand them easily. which do not exist in the which do not exist in the which do not exist in the
student’s own L1, both in student’s own L1, both in student’s own L1, both in
isolation and within key isolation and within key isolation and within key
vocabulary items. (Example: vocabulary items. (Example: vocabulary items. (Example:
/ŋ/ /ð/ /ʌ/ /i:/ and in words /ŋ/ /ð/ /ʌ/ /i:/ and in words /ŋ/ /ð/ /ʌ/ /i:/ and in words
like singing, these, up, sea, like singing, these, up, sea, like singing, these, up, sea,
etc.) etc.) etc.)
EFL.2.2.9. Spell out key EFL.2.2.9. Spell out key EFL.2.2.9. Spell out key
vocabulary items using the vocabulary items using the vocabulary items using the
English alphabet. (Example: English alphabet. (Example: English alphabet. (Example:
names, colors, animals, names, colors, animals, names, colors, animals,
possessions, etc.) possessions, etc.) possessions, etc.)
EFL.2.2.10 Clap, move, chant, EFL.2.2.10 Clap, move, chant, EFL.2.2.10 Clap, move, chant,
or sing along with short or sing along with short or sing along with short
authentic English language authentic English language authentic English language
rhymes or songs, rhymes or songs, rhymes or songs,
approximating English rhythm approximating English rhythm approximating English rhythm
and intonation once familiar and intonation once familiar and intonation once familiar
with the text. (Example: jump with the text. (Example: jump with the text. (Example: jump
or clap in time to jump-rope or clap in time to jump-rope or clap in time to jump-rope
rhymes, do the actions to rhymes, do the actions to rhymes, do the actions to
action songs or short rhythmic action songs or short rhythmic action songs or short rhythmic
poems, enunciating some of poems, enunciating some of poems, enunciating some of
words in time with the rhythm, words in time with the rhythm, words in time with the rhythm,
etc.) etc.) etc.)
CE.EFL.2.9. Production - Fluency: Utterances EFL.2.2.11. Produce simple, EFL.2.2.11. Produce simple, EFL.2.2.11. Produce simple,
are sometimes produced slowly but use mainly isolated utterances mainly isolated utterances mainly isolated utterances
appropriate words and phrases to express basic using very short phrases and using very short phrases and using very short phrases and
ideas, initiate conversations and respond to sometimes individual words, sometimes individual words, sometimes individual words,
questions, including some chunks of language possibly with slow and/or possibly with slow and/or possibly with slow and/or
and short sentences. hesitant delivery. (Example: hesitant delivery. (Example: hesitant delivery. (Example:
words, phrases and short words, phrases and short words, phrases and short
sentences about people, sentences about people, sentences about people,
animals, things, etc.) animals, things, etc.) animals, things, etc.)
EFL.2.2.12. Respond to simple EFL.2.2.12. Respond to simple EFL.2.2.12. Respond to simple
questions in quite a short time questions in quite a short time questions in quite a short time
and initiate basic interaction and initiate basic interaction and initiate basic interaction
spontaneously when there are spontaneously when there are spontaneously when there are
opportunities to speak. Speech opportunities to speak. Speech opportunities to speak. Speech
is produced a little less slowly is produced a little less slowly is produced a little less slowly
and hesitantly. and hesitantly. and hesitantly.
CE.EFL.2.10. Interaction – Interpersonal: EFL.2.2.13. Understand and EFL.2.2.13. Understand and EFL.2.2.13. Understand and
Participate effectively in basic interpersonal use basic greetings, leave- use basic greetings, leave- use basic greetings, leave-
interactions in everyday contexts, provided the taking expressions, and other taking expressions, and other taking expressions, and other
interlocutor speaks slowly and clearly. simple everyday phrases to simple everyday phrases to simple everyday phrases to
(Example: requesting, introducing, responding, facilitate interpersonal facilitate interpersonal facilitate interpersonal
etc.) interaction, to introduce interaction, to introduce interaction, to introduce
others, and to name things. others, and to name things. others, and to name things.
(Example: Thank-you, Can I (Example: Thank-you, Can I (Example: Thank-you, Can I
help you? This is [name], etc.) help you? This is [name], etc.) help you? This is [name], etc.)
EFL.2.2.14. Ask and answer EFL.2.2.14. Ask and answer EFL.2.2.14. Ask and answer
basic personal information basic personal information basic personal information
questions, as well as simple questions, as well as simple questions, as well as simple
questions about other people, questions about other people, questions about other people,
animals, and possessions, animals, and possessions, animals, and possessions,
provided the interaction is slow provided the interaction is slow provided the interaction is slow
and clear. (Example: Where do and clear. (Example: Where do and clear. (Example: Where do
you live? Do you have a you live? Do you have a you live? Do you have a
bicycle?, etc.)instructions for a bicycle?, etc.)instructions for a bicycle?, etc.)instructions for a
task. task.. task.
EFL.2.2.16. Say when they do EFL.2.2.16. Say when they do EFL.2.2.16. Say when they do
not understand and ask for not understand and ask for not understand and ask for
slower or clearer repetition slower or clearer repetition slower or clearer repetition
where required. (Example: where required. (Example: where required. (Example:
Sorry? Could you say that Sorry? Could you say that Sorry? Could you say that
again, etc.) again, etc.) again, etc.)
EFL.2.2.17. React appropriately EFL.2.2.17. React appropriately EFL.2.2.17. React appropriately
to what others say using to what others say using to what others say using
verbal/non-verbal verbal/non-verbal verbal/non-verbal
backchanneling, or by asking backchanneling, or by asking backchanneling, or by asking
further simple questions to further simple questions to further simple questions to
extend the interaction. extend the interaction. extend the interaction.
(Example: express interest (Example: express interest (Example: express interest
using facial expression or using facial expression or using facial expression or
simple words with appropriate simple words with appropriate simple words with appropriate
intonation: Oh!, Yes! Thanks. intonation: Oh!, Yes! Thanks. intonation: Oh!, Yes! Thanks.
And you? etc.) And you? etc.) And you? etc.)
CE.EFL.2.11. Identify and understand individual EFL.2.3.1. Demonstrate basic EFL.2.3.1. Demonstrate basic EFL.2.3.1. Demonstrate basic
every-day words, phrases, and sentences, reading comprehension skills reading comprehension skills reading comprehension skills
including instructions. by identifying the meaning of by identifying the meaning of by identifying the meaning of
individual words, phrases, and individual words, phrases, and individual words, phrases, and
sentences, including simple sentences, including simple sentences, including simple
written instructions. written instructions. written instructions.
CE.EFL.2.12. Understand the gist and details in EFL.2.3.2. Read a short simple EFL.2.3.2. Read a short simple EFL.2.3.2. Read a short simple
short simple written texts (online or print). text (online or print) and text (online or print) and text (online or print) and
demonstrate understanding of demonstrate understanding of demonstrate understanding of
the gist and some basic details the gist and some basic details the gist and some basic details
of the content. of the content.. of the content.
EFL.2.3.3. Understand most of EFL.2.3.3. Understand most of EFL.2.3.3. Understand most of
the details of the content of a the details of the content of a the details of the content of a
short simple text (online or short simple text (online or short simple text (online or
print). print). print).
CE.EFL.2.13. Understand the content in a EFL.2.3.4. Understand the EFL.2.3.4. Understand the EFL.2.3.4. Understand the
variety of well-known text types, both print and content in simple short written content in simple short written content in simple short written
online, using the layout and artwork for environmental print text types, environmental print text types, environmental print text types,
support; recognize typical signs and symbols using artwork, symbols, and using artwork, symbols, and using artwork, symbols, and
found in the text types. layout for support. (Example: layout for support. (Example: layout for support. (Example:
price tags, signs, notices (No price tags, signs, notices (No price tags, signs, notices (No
eating, etc.), candy wrappers, eating, etc.), candy wrappers, eating, etc.), candy wrappers,
etc.). etc.). etc.).
CE.EFL.2.14. Demonstrate familiarity with study EFL.2.3.5. Show the ability to EFL.2.3.5. Show the ability to EFL.2.3.5. Show the ability to
resources (both print and digital). (Example: a use a simple learning resource. use a simple learning resource. use a simple learning resource.
picture dictionary, some flashcards of known (Example: a small set of (Example: a small set of (Example: a small set of
words, or a word list.) flashcards, a picture-based flashcards, a picture-based flashcards, a picture-based
dictionary (online or print), or a dictionary (online or print), or a dictionary (online or print), or a
simple word list). simple word list). simple word list)..
CE.EFL.2.15. Learn to read graphs, diagrams, EFL.2.3.6. Understand the EFL.2.3.6. Understand the EFL.2.3.6. Understand the
charts, and other kinds of graphic organizer. content of a simple graphic content of a simple graphic content of a simple graphic
Demonstrate understanding of a text presented organizer (online or print). organizer (online or print). organizer (online or print).
in the form of a graphic organizer (both print (Example, Venn Diagrams, (Example, Venn Diagrams, (Example, Venn Diagrams,
and digital). charts, and labeled diagrams.) charts, and labeled diagrams.) charts, and labeled diagrams.)
CE.EFL.2.16. Understand the main ideas in short EFL.2.3.7. Read and EFL.2.3.7. Read and EFL.2.3.7. Read and
simple written texts on cross-curricular understand the main ideas in a understand the main ideas in a understand the main ideas in a
subjects, both print and digital. (Example: art, short simple text on a cross- short simple text on a cross- short simple text on a cross-
science, music, math, history, etc.) curricular topic. (Example: art, curricular topic. (Example: art, curricular topic. (Example: art,
music, history, etc.) music, history, etc.) music, history, etc.)
EFL.2.3.8. Show understanding EFL.2.3.8. Show understanding EFL.2.3.8. Show understanding
of some basic details in short of some basic details in short of some basic details in short
simple cross-curricular texts by simple cross-curricular texts by simple cross-curricular texts by
matching, labeling, and matching, labeling, and matching, labeling, and
answering simple questions. answering simple questions. answering simple questions.
EFL.2.3.9. Identify the meaning EFL.2.3.9. Identify the meaning EFL.2.3.9. Identify the meaning
of specific content-based of specific content-based of specific content-based
words and phrases, with the words and phrases, with the words and phrases, with the
aid of visual support aid of visual support aid of visual support
EFL.2.3.10. Read a variety of EFL.2.3.10. Read a variety of EFL.2.3.10. Read a variety of
simple text types and graphic simple text types and graphic simple text types and graphic
organizers used to present organizers used to present organizers used to present
cross-curricular information cross-curricular information cross-curricular information
(Example: instructions, graphs, (Example: instructions, graphs, (Example: instructions, graphs,
diagrams, charts, plans or diagrams, charts, plans or diagrams, charts, plans or
maps, etc.) maps, etc.) maps, etc.)
CE.EFL.2.17. Write simple words, phrases, and EFL.2.4.1 Know how to spell EFL.2.4.1 Know how to spell EFL.2.4.1 Know how to spell
sentences to demonstrate knowledge of simple English words correctly, simple English words correctly, simple English words correctly,
spelling, punctuation, capitalization and demonstrating awareness of demonstrating awareness of demonstrating awareness of
handwriting / typography, and identify their sound-letter relationships. sound-letter relationships. sound-letter relationships.
meanings. (Example: sea, mean, bee, etc.) (Example: sea, mean, bee, etc.) (Example: sea, mean, bee, etc.)
EFL.2.4.2. Make a simple EFL.2.4.2. Make a simple EFL.2.4.2. Make a simple
learning resource, in order to learning resource, in order to learning resource, in order to
record and practice new record and practice new record and practice new
words. (Example: a picture words. (Example: a picture words. (Example: a picture
dictionary, a word list, set of dictionary, a word list, set of dictionary, a word list, set of
flashcards, etc.) flashcards, etc.) flashcards, etc.)
EFL.2.4.3. Write simple words, EFL.2.4.3. Write simple words, EFL.2.4.3. Write simple words,
phrases and sentences with phrases and sentences with phrases and sentences with
correct use of standard writing correct use of standard writing correct use of standard writing
mechanics. (Example: spelling, mechanics. (Example: spelling, mechanics. (Example: spelling,
punctuation, capitalization, punctuation, capitalization, punctuation, capitalization,
and writing by hand and/ or on and writing by hand and/ or on and writing by hand and/ or on
the computer. the computer. the computer.
CE.EFL.2.18. Writing in order to perform EFL.2.4.3. Write simple words, EFL.2.4.3. Write simple words, EFL.2.4.3. Write simple words,
controlled practice of vocabulary and grammar phrases, and sentences with phrases, and sentences with phrases, and sentences with
items. correct use of standard writing correct use of standard writing correct use of standard writing
mechanics. (Example: spelling, mechanics. (Example: spelling, mechanics. (Example: spelling,
punctuation, capitalization, punctuation, capitalization, punctuation, capitalization,
and writing by hand and/or on and writing by hand and/or on and writing by hand and/or on
the computer the computer the computer
EFL.2.4.4. Write simple words, EFL.2.4.4. Write simple words, EFL.2.4.4. Write simple words,
phrases, and sentences for phrases, and sentences for phrases, and sentences for
controlled practice of language controlled practice of language controlled practice of language
items items items
CE.EFL.2.19. Convey some simple ideas, facts or EFL.2.4.5. Write simple EFL.2.4.5. Write simple EFL.2.4.5. Write simple
opinions in a simple sentence or short sentences on familiar topics to sentences on familiar topics to sentences on familiar topics to
paragraph, using basic vocabulary and communicate basic ideas. communicate basic ideas communicate basic ideas
structures. EFL.2.4.6. Write a short simple EFL.2.4.6. Write a short simple EFL.2.4.6. Write a short simple
paragraph to convey some paragraph to convey some paragraph to convey some
simple facts about people, simple facts about people, simple facts about people,
animals, places, things, animals, places, things, animals, places, things,
yourself or others, with the yourself or others, with the yourself or others, with the
support of a model text. support of a model text. support of a model text.
(Example: where they live, (Example: where they live, (Example: where they live,
what they do, etc.) what they do, etc.) what they do, etc.)
EFL.2.4.7. Write a short simple EFL.2.4.7. Write a short simple EFL.2.4.7. Write a short simple
paragraph to describe yourself paragraph to describe yourself paragraph to describe yourself
or other people, animals, or other people, animals, or other people, animals,
places and things, with limited places and things, with limited places and things, with limited
support. (Example: by support. (Example: by support. (Example: by
answering questions or using answering questions or using answering questions or using
key words). key words). key words).
CE.EFL.2.20. Complete a simple survey form or EFL.2.4.8. Complete a basic EFL.2.4.8. Complete a basic EFL.2.4.8. Complete a basic
questionnaire by providing personal details. survey or a questionnaire by survey or a questionnaire by survey or a questionnaire by
Write a variety of simple written text types, providing personal details. providing personal details. providing personal details.
used in print or online, with appropriate layout EFL.2.4.9. Write a variety of EFL.2.4.9. Write a variety of EFL.2.4.9. Write a variety of
and language. (Examples: message on a short simple text types, short simple text types, short simple text types,
greeting card, name and address on an commonly used in print and commonly used in print and commonly used in print and
envelope, an email address, etc.) online, with appropriate online, with appropriate online, with appropriate
language and layout. (Example: language and layout. (Example: language and layout. (Example:
write a greeting on a birthday write a greeting on a birthday write a greeting on a birthday
card, name and address on an card, name and address on an card, name and address on an
envelope, a URL for a website, envelope, a URL for a website, envelope, a URL for a website,
an email address, etc.) an email address, etc.) an email address, etc.)
CE.EFL.2.21. Distinguish key information in EFL.2.5.1. Identify key EFL.2.5.1. Identify key EFL.2.5.1. Identify key
stories and other age-appropriate literary texts, information such as events, information such as events, information such as events,
both oral and written. characters, and objects in characters, and objects in characters, and objects in
stories and other age- stories and other age- stories and other age-
appropriate literary texts if appropriate literary texts if appropriate literary texts if
there is visual support. there is visual support. there is visual support..
CE.EFL.2.22. Describe and write about emotions EFL.2.5.2. Express emotions EFL.2.5.2. Express emotions EFL.2.5.2. Express emotions
and responses to literary texts through words and feelings using basic and feelings using basic and feelings using basic
and images, or other media (video, audio) on adjectives and related images adjectives and related images adjectives and related images
class or school bulletin boards and expand on through written work on the through written work on the through written work on the
ideas and responses to texts read/seen/heard school or class bulletin board. school or class bulletin board. school or class bulletin board..
in by participating in songs/chants, TPR EFL.2.5.3. Use audio, video, EFL.2.5.3. Use audio, video, EFL.2.5.3. Use audio, video,
activities and playground games. and pictures to respond to a and pictures to respond to a and pictures to respond to a
variety of literary texts through variety of literary texts through variety of literary texts through
online or in-class ICT activities. online or in-class ICT activities. online or in-class ICT activities.
EFL.2.5.6. Generate and EFL.2.5.6. Generate and EFL.2.5.6. Generate and
expand ideas by responding in expand ideas by responding in expand ideas by responding in
a fun and playful manner to a fun and playful manner to a fun and playful manner to
oral and written texts in order oral and written texts in order oral and written texts in order
to increase enjoyment of the to increase enjoyment of the to increase enjoyment of the
language through TPR, language through TPR, language through TPR,
playground games, and songs playground games, and songs playground games, and songs
and chants. and chants. and chants.
CE.EFL.2.23. Display an affinity for a variety of EFL.2.5.4. Listen to and read EFL.2.5.4. Listen to and read EFL.2.5.4. Listen to and read
literary texts by responding within a range of short narratives and/or other short narratives and/or other short narratives and/or other
physical, cognitive, and attitudinal manners, oral and written literary texts oral and written literary texts oral and written literary texts
and vary elements of a literary text to create a in class (with a preference for in class (with a preference for in class (with a preference for
new text. authentic texts) in order to authentic texts) in order to authentic texts) in order to
stimulate imagination, curiosity stimulate imagination, curiosity stimulate imagination, curiosity
and a love for literature. and a love for literature. and a love for literature.
EFL.2.5.7. Create picture books EFL.2.5.7. Create picture books EFL.2.5.7. Create picture books
and/or other graphic and/or other graphic and/or other graphic
expressions in pairs in class by expressions in pairs in class by expressions in pairs in class by
varying scenes, characters, or varying scenes, characters, or varying scenes, characters, or
other elements of literary other elements of literary other elements of literary
texts. texts. texts.

CE.EFL.2.24. Communicate ideas and EFL.2.5.5. Apply ICT and/or EFL.2.5.5. Apply ICT and/or EFL.2.5.5. Apply ICT and/or
experiences and create short original texts other resources to other resources to other resources to
through a range of resources and other media, communicate simple thoughts communicate simple thoughts communicate simple thoughts
including ICT. in small groups. in small groups. in small groups.
EFL.2.5.8. Produce short, EFL.2.5.8. Produce short, EFL.2.5.8. Produce short,
creative texts using ICT and/or creative texts using ICT and/or creative texts using ICT and/or
other resources at home or at other resources at home or at other resources at home or at
school in order to recreate school in order to recreate school in order to recreate
familiar scenes and themes. familiar scenes and themes. familiar scenes and themes.
CE.EFL.2.25. Implement a range of creative EFL.2.5.9. Use creative thinking EFL.2.5.9. Use creative thinking EFL.2.5.9. Use creative thinking
thinking skills to show a respect for sharing and skills to learn how to share and skills to learn how to share and skills to learn how to share and
accepting different ideas in brainstorms and respect all ideas through respect all ideas through respect all ideas through
pair work. brainstorming activities and brainstorming activities and brainstorming activities and
pair work in class. pair work in class. pair work in class.
MATRIZ DE DESAGREGACIÓN DE D.C.D.
CE.EFL.2.1. Differentiate between different living situations in a variety of surroundings and express curiosity about the world through simple
questions

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.1.2 Recognize the differences between where EFL.2.1.2 Recognize the differences EFL.2.1.2 Recognize the differences between
people live among the regions of the country in order between where people live among the where people live among the regions of the
to appreciate their own environment. (Example: regions of the country in order to country in order to appreciate their own
house/apartment, country/city, etc.) appreciate their own environment. environment. (Example: house/apartment,
(Example: house/apartment, country/city, etc.)
country/city, etc.)
EFL.2.1.3. Ask simple basic questions in class about the EFL.2.1.3. Ask simple basic questions in EFL.2.1.3. Ask simple basic questions in class
world beyond one’s own immediate environment in class about the world beyond one’s own about the world beyond one’s own
order to increase their understanding of different immediate environment in order to immediate environment in order to increase
cultures.. increase their understanding of their understanding of different cultures..
different cultures..
EFL 2.1.4. Express curiosity about the world and other EFL 2.1.4. Express curiosity about the EFL 2.1.4. Express curiosity about the
cultures by asking simple WH- questions in class after world and other cultures by asking world and other cultures by asking simple
reading and/or participating in presentations or other simple WH- questions in class after WH- questions in class after reading and/or
group work. reading and/or participating in participating in presentations or other group
presentations or other group work. work.
CE.EFL.2.2. Catalog everyday objects and places in different cultures and recognize ways to act responsibly towards one’s environment and
surroundings

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YEARS

2ND 3RD 4TH

EFL.2.1.4. Express curiosity about the world and other EFL.2.1.4. Express curiosity about the EFL.2.1.4. Express curiosity about the world
cultures by asking simple WH- questions in class after world and other cultures by asking and other cultures by asking simple WH-
reading and/or participating in presentations or other simple WH- questions in class after questions in class after reading and/or
group work. reading and/or participating in participating in presentations or other group
presentations or other group work. work.

EFL.2.1.5. Recognize ways to relate responsibly to EFL.2.1.5. Recognize ways to relate EFL.2.1.5. Recognize ways to relate
one’s surroundings at home and at school by exhibiting responsibly to one’s surroundings at responsibly to one’s surroundings at home
responsible behaviors towards the environment. home and at school by exhibiting and at school by exhibiting responsible
(Example: chores at home, recycling, etc.) responsible behaviors towards the behaviors towards the environment.
environment. (Example: chores at (Example: chores at home, recycling, etc.)
home, recycling, etc.)

CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to introduce oneself and participate in a short
conversation.

SKILL WITH CRITERIA PERFORMANCE

YEARS
2ND 3RD 4TH

EFL.2.1.1. Exchange basic introductions and limited EFL.2.1.1. Exchange basic introductions EFL.2.1.1. Exchange basic introductions and
personal information in class using simple present and limited personal information in limited personal information in class using
tense in order to get to know their peers. (Example: class using simple present tense in simple present tense in order to get to know
where one lives or goes to school, etc.) order to get to know their peers. their peers. (Example: where one lives or
(Example: where one lives or goes to goes to school, etc.)
school, etc.)

EFL.2.1.6. Understand and use common expressions of EFL.2.1.6. Understand and use common EFL.2.1.6. Understand and use common
politeness in class while working in pairs or groups on expressions of politeness in class while expressions of politeness in class while
projects. (Example: Please, sorry, thank you, etc.) working in pairs or groups on projects. working in pairs or groups on projects.
(Example: Please, sorry, thank you, etc.) (Example: Please, sorry, thank you, etc.)

CE.EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials while expressing personal preferences with
peers.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.1.7. Collaborate in a friendly manner by sharing EFL.2.1.7. Collaborate in a friendly EFL.2.1.7. Collaborate in a friendly manner
classroom materials and personal objects while manner by sharing classroom materials by sharing classroom materials and personal
participating in games and activities in class and on the and personal objects while participating objects while participating in games and
playground. in games and activities in class and on activities in class and on the playground.
the playground.
EFL.2.1.8. Exchange basic personal preferences with EFL.2.1.8. Exchange basic personal EFL.2.1.8. Exchange basic personal
peers in order to express likes and dislikes. preferences with peers in order to preferences with peers in order to express
express likes and dislikes. likes and dislikes.

CE.EFL.2.5. Model turn-taking and ways to express to others when something is not understood to improve comprehension and/or intelligibility
in conversations

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.1.9. Communicate to peers and teacher when EFL.2.1.9. Communicate to peers and EFL.2.1.9. Communicate to peers and
something is not understood in class through the use of teacher when something is not teacher when something is not understood
simple basic questions. understood in class through the use of in class through the use of simple basic
simple basic questions. questions.
EFL.2.1.10. Recognize when to speak and when to listen EFL.2.1.10. Recognize when to speak EFL.2.1.10. Recognize when to speak and
while working in pairs or small groups in class by and when to listen while working in when to listen while working in pairs or
following classroom instructions and simple commands. pairs or small groups in class by small groups in class by following classroom
following classroom instructions and instructions and simple commands.
simple commands.
CE.EFL.2.6. Listening for Meaning: Understand the main ideas in short simple spoken texts that include familiar vocabulary and are set in
everyday contexts.

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YEARS

2ND 3RD 4TH


EFL.2.2.1. Understand meanings expressed in short EFL.2.2.1. Understand meanings EFL.2.2.1. Understand meanings expressed
dialogues on familiar topics, as well as basic spoken expressed in short dialogues on familiar in short dialogues on familiar topics, as well
instructions and simple questions about self, people, topics, as well as basic spoken as basic spoken instructions and simple
animals, or things, especially when spoken slowly and instructions and simple questions about questions about self, people, animals, or
clearly. (Example: greetings, short phrases, basic range self, people, animals, or things, things, especially when spoken slowly and
of classroom instructions, common personal especially when spoken slowly and clearly. (Example: greetings, short phrases,
information questions: What’s your name? etc.) clearly. (Example: greetings, short basic range of classroom instructions,
phrases, basic range of classroom common personal information questions:
instructions, common personal What’s your name? etc.)
information questions: What’s your
name? etc.)
EFL.2.2.2. Infer who is speaking and what the situation EFL.2.2.2. Infer who is speaking and EFL.2.2.2. Infer who is speaking and what
is when listening to short simple texts, especially when what the situation is when listening to the situation is when listening to short
accompanied by pictures or other visual aids, or sound short simple texts, especially when simple texts, especially when accompanied
effects. (Example: shopkeeper speaking to a customer accompanied by pictures or other visual by pictures or other visual aids, or sound
who is buying some fruit.) aids, or sound effects. (Example: effects. (Example: shopkeeper speaking to a
shopkeeper speaking to a customer customer who is buying some fruit.)
who is buying some fruit.)
EFL.2.2.6. Enjoy extensive listening in English. (Example: EFL.2.2.6. Enjoy extensive listening in EFL.2.2.6. Enjoy extensive listening in
listen to stories, watch short movies, experience song English. (Example: listen to stories, English. (Example: listen to stories, watch
lyrics or poetry, etc.) watch short movies, experience song short movies, experience song lyrics or
lyrics or poetry, etc.) poetry, etc.)

EFL.2.2.7. Be comfortable taking meaning from spoken EFL.2.2.7. Be comfortable taking EFL.2.2.7. Be comfortable taking meaning
texts containing words or sections which are not meaning from spoken texts containing from spoken texts containing words or
understood. Be aware that understanding spoken texts words or sections which are not sections which are not understood. Be
does not require decoding every word. understood. Be aware that aware that understanding spoken texts does
understanding spoken texts does not not require decoding every word.
require decoding every word.
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar vocabulary and are set in everyday contexts.
Identify key items of information within the text, and record or act upon them.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL2.2.3. Recognize familiar names, words, and short EFL2.2.3. Recognize familiar names, EFL2.2.3. Recognize familiar names, words,
phrases about simple everyday topics whether heard in words, and short phrases about simple and short phrases about simple everyday
isolation or within short, simple spoken texts describingeveryday topics whether heard in topics whether heard in isolation or within
people and objects. (Example: vocabulary about self, isolation or within short, simple spoken short, simple spoken texts describing people
family, friends and immediate surroundings at school texts describing people and objects. and objects. (Example: vocabulary about
and home, adjectives for color and size, etc.) (Example: vocabulary about self, family, self, family, friends and immediate
friends and immediate surroundings at surroundings at school and home, adjectives
school and home, adjectives for color for color and size, etc.)
and size, etc.)
EFL.2.2.4. Identify items of specific information within EFL.2.2.4. Identify items of specific EFL.2.2.4. Identify items of specific
simple messages or from short and simple descriptions information within simple messages or information within simple messages or from
about familiar contexts, especially if visual support is from short and simple descriptions short and simple descriptions about familiar
provided. (Example: letters of the alphabet, numbers, about familiar contexts, especially if contexts, especially if visual support is
prices and times, days, dates and months, etc.) visual support is provided. (Example: provided. (Example: letters of the alphabet,
letters of the alphabet, numbers, prices numbers, prices and times, days, dates and
and times, days, dates and months, etc.) months, etc.)
EFL.2.2.5. Record key items of specific information from EFL.2.2.5. Record key items of specific EFL.2.2.5. Record key items of specific
a heard message or description, either in written form information from a heard message or information from a heard message or
or by drawing picture. (Example: letters of the description, either in written form or by description, either in written form or by
alphabet, numbers, quantities, prices and times, days, drawing picture. (Example: letters of the drawing picture. (Example: letters of the
dates and months, etc.) alphabet, numbers, quantities, prices alphabet, numbers, quantities, prices and
and times, days, dates and months, etc.) times, days, dates and months, etc.)
CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly enough that other people can usually understand
them easily.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.2.8. Imitate individual English language sounds, EFL.2.2.8. Imitate individual English EFL.2.2.8. Imitate individual English language
especially those phonemes which do not exist in the language sounds, especially those sounds, especially those phonemes which do
student’s own L1, both in isolation and within key phonemes which do not exist in the not exist in the student’s own L1, both in
vocabulary items. (Example: /ŋ/ /ð/ /ʌ/ /i:/ and in student’s own L1, both in isolation and isolation and within key vocabulary items.
words like singing, these, up, sea, etc.) within key vocabulary items. (Example: (Example: /ŋ/ /ð/ /ʌ/ /i:/ and in words like
/ŋ/ /ð/ /ʌ/ /i:/ and in words like singing, singing, these, up, sea, etc.)
these, up, sea, etc.)
EFL.2.2.9. Spell out key vocabulary items using the EFL.2.2.9. Spell out key vocabulary EFL.2.2.9. Spell out key vocabulary items
English alphabet. (Example: names, colors, animals, items using the English alphabet. using the English alphabet. (Example: names,
possessions, etc.) (Example: names, colors, animals, colors, animals, possessions, etc.)
possessions, etc.)

EFL.2.2.10 Clap, move, chant, or sing along with short EFL.2.2.10 Clap, move, chant, or sing EFL.2.2.10 Clap, move, chant, or sing along
authentic English language rhymes or songs, along with short authentic English with short authentic English language
approximating English rhythm and intonation once language rhymes or songs, rhymes or songs, approximating English
familiar with the text. (Example: jump or clap in time to approximating English rhythm and rhythm and intonation once familiar with
jump-rope rhymes, do the actions to action songs or intonation once familiar with the text. the text. (Example: jump or clap in time to
short rhythmic poems, enunciating some of words in (Example: jump or clap in time to jump- jump-rope rhymes, do the actions to action
time with the rhythm, etc.) rope rhymes, do the actions to action songs or short rhythmic poems, enunciating
songs or short rhythmic poems, some of words in time with the rhythm, etc.)
enunciating some of words in time with
the rhythm, etc.)
CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use appropriate words and phrases to express basic ideas,
initiate conversations and respond to questions, including some chunks of language and short sentences.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.2.11. Produce simple, mainly isolated utterances EFL.2.2.11. Produce simple, mainly EFL.2.2.11. Produce simple, mainly isolated
using very short phrases and sometimes individual isolated utterances using very short utterances using very short phrases and
words, possibly with slow and/or hesitant delivery. phrases and sometimes individual sometimes individual words, possibly with
(Example: words, phrases and short sentences about words, possibly with slow and/or slow and/or hesitant delivery. (Example:
people, animals, things, etc.) hesitant delivery. (Example: words, words, phrases and short sentences about
phrases and short sentences about people, animals, things, etc.)
people, animals, things, etc.)
EFL.2.2.12. Respond to simple questions in quite a short EFL.2.2.12. Respond to simple questions EFL.2.2.12. Respond to simple questions in
time and initiate basic interaction spontaneously when in quite a short time and initiate basic quite a short time and initiate basic
there are opportunities to speak. Speech is produced a interaction spontaneously when there interaction spontaneously when there are
little less slowly and hesitantly. are opportunities to speak. Speech is opportunities to speak. Speech is produced a
produced a little less slowly and little less slowly and hesitantly.
hesitantly.
CE.EFL.2.10. Interaction – Interpersonal: Participate effectively in basic interpersonal interactions in everyday contexts, provided the
interlocutor speaks slowly and clearly. (Example: requesting, introducing, responding, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH


EFL.2.2.13. Understand and use basic greetings, leave- EFL.2.2.13. Understand and use basic EFL.2.2.13. Understand and use basic
taking expressions, and other simple everyday phrases greetings, leave-taking expressions, and greetings, leave-taking expressions, and
to facilitate interpersonal interaction, to introduce other simple everyday phrases to other simple everyday phrases to facilitate
others, and to name things. (Example: Thank-you, Can I facilitate interpersonal interaction, to interpersonal interaction, to introduce
help you? This is [name], etc.) introduce others, and to name things. others, and to name things. (Example:
(Example: Thank-you, Can I help you? Thank-you, Can I help you? This is [name],
This is [name], etc.) etc.)
EFL.2.2.14. Ask and answer basic personal information EFL.2.2.14. Ask and answer basic EFL.2.2.14. Ask and answer basic personal
questions, as well as simple questions about other personal information questions, as well information questions, as well as simple
people, animals, and possessions, provided the as simple questions about other people, questions about other people, animals, and
interaction is slow and clear. (Example: Where do you animals, and possessions, provided the possessions, provided the interaction is slow
live? Do you have a bicycle?, etc.)instructions for a task. interaction is slow and clear. (Example: and clear. (Example: Where do you live? Do
Where do you live? Do you have a you have a bicycle?, etc.)instructions for a
bicycle?, etc.)instructions for a task.. task.
EFL.2.2.16. Say when they do not understand and ask EFL.2.2.16. Say when they do not EFL.2.2.16. Say when they do not
for slower or clearer repetition where required. understand and ask for slower or understand and ask for slower or clearer
(Example: Sorry? Could you say that again, etc.) clearer repetition where required. repetition where required. (Example: Sorry?
(Example: Sorry? Could you say that Could you say that again, etc.)
again, etc.)
EFL.2.2.17. React appropriately to what others say EFL.2.2.17. React appropriately to what EFL.2.2.17. React appropriately to what
using verbal/non-verbal backchanneling, or by asking others say using verbal/non-verbal others say using verbal/non-verbal
further simple questions to extend the interaction. backchanneling, or by asking further backchanneling, or by asking further simple
(Example: express interest using facial expression or simple questions to extend the questions to extend the interaction.
simple words with appropriate intonation: Oh!, Yes! interaction. (Example: express interest (Example: express interest using facial
Thanks. And you? etc.) using facial expression or simple words expression or simple words with appropriate
with appropriate intonation: Oh!, Yes! intonation: Oh!, Yes! Thanks. And you? etc.)
Thanks. And you? etc.)
CE.EFL.2.11. Identify and understand individual every-day words, phrases, and sentences, including instructions.
SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.3.1. Demonstrate basic reading comprehension EFL.2.3.1. Demonstrate basic reading EFL.2.3.1. Demonstrate basic reading
skills by identifying the meaning of individual words, comprehension skills by identifying the comprehension skills by identifying the
phrases, and sentences, including simple written meaning of individual words, phrases, meaning of individual words, phrases, and
instructions. and sentences, including simple written sentences, including simple written
instructions. instructions.
CE.EFL.2.12. Understand the gist and details in short simple written texts (online or print).

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.3.2. Read a short simple text (online or print) and EFL.2.3.2. Read a short simple text EFL.2.3.2. Read a short simple text (online or
demonstrate understanding of the gist and some basic (online or print) and demonstrate print) and demonstrate understanding of the
details of the content. understanding of the gist and some gist and some basic details of the content.
basic details of the content..
EFL.2.3.3. Understand most of the details of the EFL.2.3.3. Understand most of the EFL.2.3.3. Understand most of the details of
content of a short simple text (online or print). details of the content of a short simple the content of a short simple text (online or
text (online or print). print).

CE.EFL.2.13. Understand the content in a variety of well-known text types, both print and online, using the layout and artwork for support;
recognize typical signs and symbols found in the text types.
SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.3.4. Understand the content in simple short EFL.2.3.4. Understand the content in EFL.2.3.4. Understand the content in simple
written environmental print text types, using artwork, simple short written environmental short written environmental print text types,
symbols, and layout for support. (Example: price tags, print text types, using artwork, symbols, using artwork, symbols, and layout for
signs, notices (No eating, etc.), candy wrappers, etc.). and layout for support. (Example: price support. (Example: price tags, signs, notices
tags, signs, notices (No eating, etc.), (No eating, etc.), candy wrappers, etc.).
candy wrappers, etc.).
CE.EFL.2.14. Demonstrate familiarity with study resources (both print and digital). (Example: a picture dictionary, some flashcards of known
words, or a word list.)

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.3.5. Show the ability to use a simple learning EFL.2.3.5. Show the ability to use a EFL.2.3.5. Show the ability to use a simple
resource. (Example: a small set of flashcards, a picture- simple learning resource. (Example: a learning resource. (Example: a small set of
based dictionary (online or print), or a simple word list). small set of flashcards, a picture-based flashcards, a picture-based dictionary (online
dictionary (online or print), or a simple or print), or a simple word list)..
word list).
CE.EFL.2.15. Learn to read graphs, diagrams, charts, and other kinds of graphic organizer. Demonstrate understanding of a text presented in the
form of a graphic organizer (both print and digital).

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YEARS

2ND 3RD 4TH

EFL.2.3.6. Understand the content of a simple graphic EFL.2.3.6. Understand the content of a EFL.2.3.6. Understand the content of a
organizer (online or print). (Example, Venn Diagrams, simple graphic organizer (online or simple graphic organizer (online or print).
charts, and labeled diagrams.) print). (Example, Venn Diagrams, charts, (Example, Venn Diagrams, charts, and
and labeled diagrams.) labeled diagrams.)
CE.EFL.2.16. Understand the main ideas in short simple written texts on cross-curricular subjects, both print and digital. (Example: art, science,
music, math, history, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.3.7. Read and understand the main ideas in a EFL.2.3.7. Read and understand the EFL.2.3.7. Read and understand the main
short simple text on a cross-curricular topic. (Example:main ideas in a short simple text on a ideas in a short simple text on a cross-
art, music, history, etc.) cross-curricular topic. (Example: art, curricular topic. (Example: art, music,
music, history, etc.) history, etc.)
EFL.2.3.8. Show understanding of some basic details in EFL.2.3.8. Show understanding of some EFL.2.3.8. Show understanding of some basic
short simple cross-curricular texts by matching, basic details in short simple cross- details in short simple cross-curricular texts
labeling, and answering simple questions. curricular texts by matching, labeling, by matching, labeling, and answering simple
and answering simple questions. questions.
EFL.2.3.9. Identify the meaning of specific content- EFL.2.3.9. Identify the meaning of EFL.2.3.9. Identify the meaning of specific
based words and phrases, with the aid of visual support specific content-based words and content-based words and phrases, with the
phrases, with the aid of visual support aid of visual support
EFL.2.3.10. Read a variety of simple text types and EFL.2.3.10. Read a variety of simple text EFL.2.3.10. Read a variety of simple text
graphic organizers used to present cross-curricular types and graphic organizers used to types and graphic organizers used to present
information (Example: instructions, graphs, diagrams, present cross-curricular information cross-curricular information (Example:
charts, plans or maps, etc.) (Example: instructions, graphs, instructions, graphs, diagrams, charts, plans
diagrams, charts, plans or maps, etc.) or maps, etc.)
CE.EFL.2.17. Write simple words, phrases, and sentences to demonstrate knowledge of spelling, punctuation, capitalization and handwriting /
typography, and identify their meanings.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.4.1 Know how to spell simple English words EFL.2.4.1 Know how to spell simple EFL.2.4.1 Know how to spell simple English
correctly, demonstrating awareness of sound-letter English words correctly, demonstrating words correctly, demonstrating awareness
relationships. (Example: sea, mean, bee, etc.) awareness of sound-letter relationships. of sound-letter relationships. (Example: sea,
(Example: sea, mean, bee, etc.) mean, bee, etc.)
EFL.2.4.2. Make a simple learning resource, in order to EFL.2.4.2. Make a simple learning EFL.2.4.2. Make a simple learning resource,
record and practice new words. (Example: a picture resource, in order to record and in order to record and practice new words.
dictionary, a word list, set of flashcards, etc.) practice new words. (Example: a picture (Example: a picture dictionary, a word list,
dictionary, a word list, set of flashcards, set of flashcards, etc.)
etc.)
EFL.2.4.3. Write simple words, phrases and sentences EFL.2.4.3. Write simple words, phrases EFL.2.4.3. Write simple words, phrases and
with correct use of standard writing mechanics. and sentences with correct use of sentences with correct use of standard
(Example: spelling, punctuation, capitalization, and standard writing mechanics. (Example: writing mechanics. (Example: spelling,
writing by hand and/ or on the computer. spelling, punctuation, capitalization, punctuation, capitalization, and writing by
and writing by hand and/ or on the hand and/ or on the computer.
computer.
CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar items.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.4.3. Write simple words, phrases, and sentences EFL.2.4.3. Write simple words, phrases, EFL.2.4.3. Write simple words, phrases, and
with correct use of standard writing mechanics. and sentences with correct use of sentences with correct use of standard
(Example: spelling, punctuation, capitalization, and standard writing mechanics. (Example: writing mechanics. (Example: spelling,
writing by hand and/or on the computer spelling, punctuation, capitalization, punctuation, capitalization, and writing by
and writing by hand and/or on the hand and/or on the computer
computer
EFL.2.4.4. Write simple words, phrases, and sentences EFL.2.4.4. Write simple words, phrases, EFL.2.4.4. Write simple words, phrases, and
for controlled practice of language items and sentences for controlled practice of sentences for controlled practice of
language items language items

CE.EFL.2.19. Convey some simple ideas, facts or opinions in a simple sentence or short paragraph, using basic vocabulary and structures.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH


EFL.2.4.5. Write simple sentences on familiar topics to EFL.2.4.5. Write simple sentences on EFL.2.4.5. Write simple sentences on familiar
communicate basic ideas. familiar topics to communicate basic topics to communicate basic ideas
ideas

EFL.2.4.6. Write a short simple paragraph to convey EFL.2.4.6. Write a short simple EFL.2.4.6. Write a short simple paragraph to
some simple facts about people, animals, places, things, paragraph to convey some simple facts convey some simple facts about people,
yourself or others, with the support of a model text. about people, animals, places, things, animals, places, things, yourself or others,
(Example: where they live, what they do, etc.) yourself or others, with the support of a with the support of a model text. (Example:
model text. (Example: where they live, where they live, what they do, etc.)
what they do, etc.)
EFL.2.4.7. Write a short simple paragraph to describe EFL.2.4.7. Write a short simple EFL.2.4.7. Write a short simple paragraph to
yourself or other people, animals, places and things, paragraph to describe yourself or other describe yourself or other people, animals,
with limited support. (Example: by answering questions people, animals, places and things, with places and things, with limited support.
or using key words). limited support. (Example: by answering (Example: by answering questions or using
questions or using key words). key words).
CE.EFL.2.20. Complete a simple survey form or questionnaire by providing personal details. Write a variety of simple written text types, used in
print or online, with appropriate layout and language. (Examples: message on a greeting card, name and address on an envelope, an email
address, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.4.8. Complete a basic survey or a questionnaire EFL.2.4.8. Complete a basic survey or a EFL.2.4.8. Complete a basic survey or a
by providing personal details. questionnaire by providing personal questionnaire by providing personal details.
details.
EFL.2.4.9. Write a variety of short simple text types, EFL.2.4.9. Write a variety of short EFL.2.4.9. Write a variety of short simple
commonly used in print and online, with appropriate simple text types, commonly used in text types, commonly used in print and
language and layout. (Example: write a greeting on a print and online, with appropriate online, with appropriate language and
birthday card, name and address on an envelope, a URL language and layout. (Example: write a layout. (Example: write a greeting on a
for a website, an email address, etc.) greeting on a birthday card, name and birthday card, name and address on an
address on an envelope, a URL for a envelope, a URL for a website, an email
website, an email address, etc.) address, etc.)
CE.EFL.2.21. Distinguish key information in stories and other age-appropriate literary texts, both oral and written.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.5.1. Identify key information such as events, EFL.2.5.1. Identify key information such EFL.2.5.1. Identify key information such as
characters, and objects in stories and other age- as events, characters, and objects in events, characters, and objects in stories and
appropriate literary texts if there is visual support. stories and other age-appropriate other age-appropriate literary texts if there
literary texts if there is visual support. is visual support..
CE.EFL.2.22. Describe and write about emotions and responses to literary texts through words and images, or other media (video, audio) on
class or school bulletin boards and expand on ideas and responses to texts read/seen/heard in by participating in songs/chants, TPR activities
and playground games.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH


EFL.2.5.2. Express emotions and feelings using basic EFL.2.5.2. Express emotions and EFL.2.5.2. Express emotions and feelings
adjectives and related images through written work on feelings using basic adjectives and using basic adjectives and related images
the school or class bulletin board. related images through written work on through written work on the school or class
the school or class bulletin board. bulletin board..
EFL.2.5.3. Use audio, video, and pictures to respond to EFL.2.5.3. Use audio, video, and EFL.2.5.3. Use audio, video, and pictures to
a variety of literary texts through online or in-class ICT pictures to respond to a variety of respond to a variety of literary texts through
activities. literary texts through online or in-class online or in-class ICT activities.
ICT activities.

EFL.2.5.6. Generate and expand ideas by responding in EFL.2.5.6. Generate and expand ideas EFL.2.5.6. Generate and expand ideas by
a fun and playful manner to oral and written texts in by responding in a fun and playful responding in a fun and playful manner to
order to increase enjoyment of the language through manner to oral and written texts in oral and written texts in order to increase
TPR, playground games, and songs and chants. order to increase enjoyment of the enjoyment of the language through TPR,
language through TPR, playground playground games, and songs and chants.
games, and songs and chants.
CE.EFL.2.23. Display an affinity for a variety of literary texts by responding within a range of physical, cognitive, and attitudinal manners, and
vary elements of a literary text to create a new text.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.5.4. Listen to and read short narratives and/or EFL.2.5.4. Listen to and read short EFL.2.5.4. Listen to and read short narratives
other oral and written literary texts in class (with a narratives and/or other oral and written and/or other oral and written literary texts
preference for authentic texts) in order to stimulate literary texts in class (with a preference in class (with a preference for authentic
imagination, curiosity and a love for literature. for authentic texts) in order to stimulate texts) in order to stimulate imagination,
imagination, curiosity and a love for curiosity and a love for literature.
literature.
EFL.2.5.7. Create picture books and/or other graphic EFL.2.5.7. Create picture books and/or EFL.2.5.7. Create picture books and/or other
expressions in pairs in class by varying scenes, other graphic expressions in pairs in graphic expressions in pairs in class by
characters, or other elements of literary texts. class by varying scenes, characters, or varying scenes, characters, or other
other elements of literary texts. elements of literary texts.

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.5.5. Apply ICT and/or other resources to EFL.2.5.5. Apply ICT and/or other EFL.2.5.5. Apply ICT and/or other resources
communicate simple thoughts in small groups. resources to communicate simple to communicate simple thoughts in small
thoughts in small groups. groups.

EFL.2.5.8. Produce short, creative texts using ICT and/or EFL.2.5.8. Produce short, creative texts EFL.2.5.8. Produce short, creative texts using
other resources at home or at school in order to using ICT and/or other resources at ICT and/or other resources at home or at
recreate familiar scenes and themes. home or at school in order to recreate school in order to recreate familiar scenes
familiar scenes and themes. and themes.

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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH


EFL.2.5.9. Use creative thinking skills to learn how to EFL.2.5.9. Use creative thinking skills to EFL.2.5.9. Use creative thinking skills to learn
share and respect all ideas through brainstorming learn how to share and respect all ideas how to share and respect all ideas through
activities and pair work in class. through brainstorming activities and brainstorming activities and pair work in
pair work in class. class.
PCA
CURRICULAR ANNUAL PLAN TEMPLATE
INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR
UNIDAD EDUCATIVA MON. LEONIDA PROAÑO 2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): Lcda. Karla Chicaiza
Grade/ Course: 2nd, 3rd & 4th EGB Pre A1.1 Education Level: EGB
2. TIME
WEEKLY HOURS NUMBER OF WEEKS LEARNING ASSESSMENT WEEKS TOTAL WEEKS OF TOTAL OF
OF WORK CLASS PERIODS
3 Hours 4 weeks
40 weeks 36 weeks 108 Hours

3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1. Encounter socio-cultural aspects of their own and other countries in a O.EFL 2.1.Identify some main ideas and details of written texts, in order to
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures and develop an approach of critical inquiry to written and oral texts.
languages from the secure standpoint of their own national and cultural identity.
O.EFL 2.2.Assess and appreciate English as an international language, as well
OG.EFL 2. Draw on this established propensity for curiosity and tolerance towards as the five aspects of English that contribute to communicative competence.
different cultures to comprehend the role of diversity in building an intercultural and
multinational society. O.EFL 2.3.Independently read level-appropriate texts in English for pure
enjoyment/entertainment and to access information.
OG.EFL 3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence,
and critical thinking skills through an appreciation of linguistic differences. Enjoy an O.EFL 2.4.Develop creative and critical thinking skills to foster problem-
enriched perspective of their L1 and of language use for communication and learning. solving and independent learning using both spoken and written English.

OG.EFL 4.Deploy a range of learning strategies, thereby increasing disposition and ability O.EFL 2.5.Use in-class library resources and explore the use of ICT to enrich
to independently access further (language) learning and practice opportunities. Respect competencies in the four skills.
themselves and others within the communication process, cultivating habits of honesty and
integrity into responsible academic behavior. O.EFL 2.6.Write short descriptive and informative texts and use them as a
means of communication and written expression of thought.
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 O.EFL 2.7.Appreciate the use of English language through spoken and written
investigation, through the efficient use of ICT and reference tools where required. literary texts such as poems, rhymes, chants, riddles and songs, in order to
foster imagination, curiosity and memory, while developing a taste for
OG.EFL 6.Through selected media, participate in reasonably extended spoken or written literature.
dialogue with peers from different L1 backgrounds on work, study, or general topics of
common interest, expressing ideas and opinions effectively and appropriately. 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
OG.EFL 7.Interact quite clearly, confidently, and appropriately in a range of formal and
an outlet to personal expression.
informal social situations with a limited but effective command of the spoken language
O.EFL 2.9.Be able to interact in English in a simple way using basic expressions
(CEFR B1 level).
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:

Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5.UNITS TO BE DEVELOPED*
Nº Title of the unit Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation** Weeks
duration
(Skills and strategies)

1 LESSON 1: Hello! Students learn to: say hello; EFL.2.1.2 Recognize Communication and cultural CE.EFL.2.1.
introduce oneself and say the differences between awareness Differentiate between
goodbye; follow essential where people live different living
directions for learning; ask and among the regions of Drawing different houses and situations in a variety of 5
answer questions to identify the country in order to labeling different rooms and objects surroundings and
essential items for learning appreciate their own in a house. express curiosity about
environment. • Using question words (who, what, the world through
Students learn to: greet (Example:house/apartm where) to ask about places. simple questions.
LESSON 2: Is your someone en,country/city, etc.) • Reflecting on differences between
they have recently met with a house and an apartment.
name Stella?
Hi and a question to check EFL.2.1.3. Ask simple • Creating a diorama of urban and
basic questions in class rural aspects. I.EFL.2.1.1. Learners
knowledge of their name; give
and follow some essential about the world beyond • Drawing a map of a neighborhood. can recognize
directions for learning and one’s own immediate • Asking and answering questions differences between
some other useful directions; environment in order to about where you and others live. where people live
increase their
ask questions to check and write or talk
knowledge of the words for understanding of Oral communication (listening
different cultures. and speaking)
about their own
recently learned objects.
LESSON 3: I’m a boy. surroundings, as well
EFL 2.1.4. Express Listening to a very short and simple as ask questions
I’m a girl. Students learn to: identify curiosity about the story and ordering the pictures
themselves and others as a boy about how other
world and other cultures showing what happens. (Example:
or a girl; give and follow by asking simple WH- Jane is taking her dog for a walk. people live. (I.2, S.2)
essential questions in class after They see some birds. The birds fly
classroom instructions; identify CE.EFL.2.6. Listening
reading and/or away, etc.) for Meaning:
things they see participating in
• Listening to a short and simple Understand the main
presentations or other ideas in short simple
group work conversation between 2 speakers
and deciding who is speaking, spoken texts that
EFL.2.2.1. Understand where they are, and how they feel. include familiar
meanings expressed in
short dialogues on
familiar topics, as well (Example: a boy and his Dad, at a vocabulary and are set
as basic spoken soccer game, happy, etc.) in everyday contexts.
instructions and simple
questions about self, • Watching a video clip and
people, animals, or selecting the best title for it.
(Example: Funny monkeys at the I.EFL.2.6.1. Learners
things, especially when
spoken slowly and zoo, etc.) can understand the
clearly. (Example: main ideas in short
Reading
greetings, short phrases, simple spoken texts
basic range of • Drawing a line from individual and infer who is
classroom instructions, words to a picture or a scene. speaking and what
common personal (Example: learners read a list of
the situation is,
information questions: farm animals and draw a line from
What’s your name? etc.) each word to the appropriate animal without decoding
EFL.2.2.2. Infer who is in the scene, etc.) every word. (I.3)
speaking and what the
• Reading a list of four words and
situation is when
crossing out the word that doesn’t
listening to short simple
belong. (Example: arm – leg –
texts, especially when
house – foot, etc.)
accompanied by
pictures or other visual • Reading a simple sentence, CE.EFL.2.11. Identify
aids, or sound effects. looking at the accompanying and understand
(Example: shopkeeper picture, and ticking yes/no. individual every-day
speaking to a customer (Example: This is a house. Yes, etc.) words, phrases, and
who is buying some sentences, including
fruit.) • Completing a gap in a sentence
instructions.
EFL.2.2.6. Enjoy (print or online). (Example: Words:
extensive listening in go, sleep. Sentence: Every day I ---
English. (Example: to school, etc.)
listen to stories, watch I.EFL.2.11.1. Learners
Writing.
short movies, can understand
• Locating specific words on the
experience song lyrics page and writing them in a list. familiar words,
or poetry, etc.) (Example: all the words beginning phrases, and short
EFL.2.2.7. Be with the sound /k/ or all the words simple sentences and
comfortable taking that contain the long /a:/ sound, etc.) can successfully
meaning from spoken • Matching words to pictures.
(Example: under the picture of a complete the simple
texts containing words
or sections which are chair, learners write the word chair accompanying task.
not understood. with the five letters of the word on (I.4)
the five lines provided, etc.)
Be aware that
• Unscrambling words or sentences
understanding spoken
and writing them out correctly.
texts does not require (Example: Word: veleen = eleven.
decoding every word. Sentence: There’s – under – the
EFL.2.3.1. Demonstrate CE.EFL.2.17. Write
chair. – a backpack, etc.)
basic reading • Finding hidden questions in a box simple words, phrases,
comprehension skills and writing them down with the and sentences to
by identifying the correct punctuation and demonstrate knowledge
meaning of individual capitalization. (Example: does it live of spelling, punctuation,
words, phrases, and on a farm / does it have two legs, capitalization and
sentences, including etc.) handwriting /
simple written • Writing new words in a picture typography, and
instructions. dictionary and adding a sticker or identify their meanings.
picture.
EFL.2.4.1 Know how to
I.EFL.2.17.1. Learners
spell simple English
Language through the Arts can write words,
words correctly, • Listening to or reading stories and
demonstrating drawing the main characters. phrases, and short
awareness of sound- • Choosing pictures of or drawing simple sentences
letter the scenes of a literary text. using the correct
relationships.(Example: • Standing up every time they hear conventions (spelling,
sea, mean, bee, etc.) the name of a character.
• Explaining through pictures or punctuation,
EFL.2.4.2. Make a
simple learning charts (ICT) the relationships capitalization, and
resource, in order to between characters. (Example: handwriting or
record and practice new mom/daughter, friends, etc.) typography, etc.), for
words. (Example: a making simple
picture dictionary,
a word list, set of learning resources.
flashcards, etc.) (I.3)
EFL.2.4.3. Write simple
words, phrases and
sentences with correct
use of standard writing CE.EFL.2.21.
mechanics. (Example: Distinguish key
spelling, punctuation, information in stories
capitalization, and and other age-
writing by hand and/ or appropriate literary
on the computer. texts, both oral and
EFL.2.5.1. Identify key written.
information such as I.EFL.2.21.1. Learners
events, characters, and
can recognize,
objects in stories and
other age-appropriate through pictures or
literary texts if there is other media such as
visual support. ICT, key aspects of a
story or literary text
(both oral and
written). (J.1, I.2)
LESSON 4: What do you Learn to: describe things they EFL.2.1.4. Express Communication and cultural CE.EFL.2.2. Catalog
see? see; count from 1 to 10 curiosity about the awareness everyday objects and
world and other cultures places in different
LESSON 5: Where’s the Learn to: ask and answer by asking simple WH- • Labeling pictures with correct cultures and recognize
2 crayon? questions about where things names.
questions in class after ways to act responsibly
are; agree. • Creating a poster of things that can
LESSON 6: What color is reading and/or towards one’s
be recycled.
it? Describe the color of things participating in • Matching objects with the places environment and
presentations or other where they can be found. (Example: surroundings.
PHONICS: Aa Bb Cc Dd Ee Recognize, pronounce, and group work. stove in kitchen, bed in bedroom,
Ff form Aa through Ff; identify etc.)
anchor words for each letter EFL.2.1.5. Recognize
ways to relate
responsibly to one’s • Simulating actions through TPR I.EFL.2.2.1. Learners
surroundings at home activities where learners follow can classify everyday
and at school by basic commands. (Example: Put
away your book, etc.). objects and familiar
exhibiting responsible
behaviors towards the • Choosing pictures that places. Learners can
environment. (Example: demonstrate responsibility (cleaning compare objects from
room, watering the flowers). different cultural
chores at home,
recycling, etc.)
Oral communication (listening contexts. Learners
EFL2.2.3. Recognize and speaking) can say and recognize
familiar names, words, • Listening to short, staged ways to take care of
instructions and carrying them out.
and short the environment and
(Example: Open the door. Take this
book to Mr. Davila. Walk, don’t one’s surroundings.
phrases about simple
everyday topics whether run! etc.) (J.3, S.1)
heard isolation or within • Listening to very short (spoken or
recorded) descriptions of scenes,
short, simple spoken
and writing, coloring, or drawing
texts describing people items within them. (Example: CE.EFL.2.7. Listening
and objects. (Example: learners are given a simple picture for Information: Follow
vocabulary about self, of a classroom. They listen to a short and simple spoken
family, friends and description of it and identify the texts that include
immediate surroundings table where Sara sits and draw 3 familiar vocabulary and
at school and home, pens and a red book on it, etc.) are set in everyday
adjectives for color and • Listening to a short dialogue and contexts. Identify key
size, etc.) filling in a simple form. (Example: a items of information
conversation between a boy and a within the text, and
EFL.2.2.4. Identify teacher meeting for the first time. record or act upon them.
items of specific Learners fill in the boy’s name, age,
information within birth date, (part of his) address (e.g.,
simple messages or from house number
short and simple or street name), favorite subject, etc. I.EFL.2.7.1. Learners
descriptions about on a simple form.) can understand short
• Listening to a short text and
familiar contexts, and simple spoken
demonstrating understanding of it
especially if visual texts well enough to
using an accompanying graphic
support is provided.
(Example: letters of the organizer. (Example: marking the be able to pick out key
alphabet, numbers, route on a map while listening to items of information
prices and times, days, directions, etc.)
and record them in
dates and months, etc.)
Reading writing or drawings,
EFL.2.2.5. Record key or physically act upon
items of specific • Reading a short text and showing
comprehension by completing the them. (I.3)
information from a
accompanying graphic organizer.
heard message or
(Example: learners read about the
description, either in
location of a house and mark the
written form or by point X on a map.)
drawing picture. • Reading a short simple story of CE.EFL.2.12.
(Example: letters of the just a few lines and ordering simple Understand the gist and
alphabet, numbers, pictures of familiar objects. details in short simple
quantities, prices and • Reading a short simple text and written texts (online or
times, days, dates and coloring a picture. (Example: This is print).
months, etc.) Ben’s room. His bed is green.
Learners draw a green bed, etc.)
EFL.2.3.2. Read a short • Reading a short simple text and
simple text (online or circling the correct answer.
print) and demonstrate (Example: Question: What’s her
understanding of the gist name? Answer: Mary / Sandra / EFL.2.12.1. Learners
and some basic details of Mia, etc.) can understand a
the content. short simple text on
Writing.
• Completing simple sentences to
an everyday topic and
EFL.2.3.3. Understand
most of the details of the practice a grammar structure by successfully complete
content of a short simple writing words in gapped sentences. a simple task to show
text (online or print). Support learners by providing that they have
pictures for context and / or a box of
EFL.2.4.3. Write simple answers, from which they can understood most or
words, phrases, and choose. (Example: My best friend is some of it. (I.4)
sentences with correct ten --- old. --- name is Carol. ---
use of standard writing birthday is in May, etc.)
mechanics. (Example: • Identifying the differences
between two pictures and writing
spelling, punctuation, simple sentences. (Example: In
capitalization, and picture A, there’s one car, but in
writing by hand and/or picture B there are two cars, etc.)
on the computer. • Answering questions about a scene
CE.EFL.2.18. Writing
using full sentences. (Example:
EFL.2.4.4. Write simple How many boys are there? There in order to perform
words, phrases, and are four boys, etc.) controlled practice of
sentences for controlled vocabulary and
practice of language Language through the Arts grammar items.
items. • Creating a dance for a song or
rhyme. I.EFL.2.18.1. Learners
EFL.2.5.2. Express • Illustrating a short piece of can write short simple
emotions and feelings writing. phrases and
using basic adjectives • Participating in TPR activities
such as acting out the movements of
sentences to show
and related images
a character in a story as it is read that they know how
through written work on
the school or class
aloud. to use simple
• Discussing things learners have grammar or
bulletin board. done that are similar to those the
characters in the story have done. vocabulary items. (I.3,
EFL.2.5.3. Use audio,
(Example: gone on vacation to the I.4)
video, and pictures to
beach, got into a fight with a parent
respond to a variety of
or friend, etc.)
literary texts through • Moving to the rhythm of a song or
online or in-class ICT chant.
activities. • Creating an audio message or short
video that tells what the student
EFL.2.5.6. Generate and
thought about the text.
expand ideas by • Writing short weekly journal
responding in a fun and entries.
playful manner to oral
and written texts in order CE.EFL.2.22. Describe
to increase enjoyment of and write about
the language through emotions and responses
to literary texts through
words and images, or
TPR, playground games, other media (video,
and songs and chants. audio) on class or school
bulletin boards and
expand on ideas and
responses to texts
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
see? questions about who they see basic introductions and Awareness of basic personal
limited personal information and
LESSON 8: What shape learn to: ask and answer information in class • Participating in short dialogues expressions of
3
questions about shapes using simple present using greetings and leave-taking. politeness in order to
is it? learn to: ask and answer tense in order to get to • Listening to or reading short introduce oneself and
questions about rooms and know their peers. dialogues and answering questions participate in a short
LESSON 9: Is it a light?
furniture. (Example: where one about the speakers’ names, grades, conversation.
PHONICS: Gg Hh Ii Jj Kk Ll lives or goes to school, schools, etc.
learn to: recognize, pronounce, etc.) I.EFL.2.3.1. Learners
and form the letters Gg through • Practicing the use of expressions can use basic
Ll; identify anchor words for EFL.2.1.6. Understand of politeness during collaborative
personal information
each letter and use common pair and small group work.
expressions of and expressions of
politeness in class while • Adding expressions of politeness politeness in short
working in pairs or to dialogues. dialogues or
groups on projects. • Completing a short questionnaire conversations. (J.2,
(Example: Please, sorry, or form about one’s basic personal J.3)
thank you, etc.) information. (Example: name,
EFL.2.2.8. Imitate school, age, address, etc.)
individual English • Responding to pictures or short
language sounds, texts by circling the corresponding
especially those emoticon. (Example: happy face,
phonemes which do not sad face, confused face, etc.) CE.EFL.2.8.
exist in the student’s Production -
own L1, both in isolation Oral Communication: (Listening Pronunciation: Produce
and within key and Speaking) individual words and
vocabulary items. short phrases clearly
• Asking the student simple
(Example: /ŋ/ /ð/ /ʌ/ /i:/ enough that other people
questions about themselves, their
and in words like can usually understand
family, or their possessions and
singing, these, up, sea, them easily.
checking whether the responses are
etc.)
comprehensible. (Example: What’s
EFL.2.2.9. Spell out key your name? Juan. How do you spell
vocabulary items using Juan? J-U-A-N. How old are you?
the English alphabet. I’m eight /aɪm eɪt /, etc.)
(Example: names, I.EFL.2.8.1. Learners
• Showing the student some picture can pronounce most
flashcards of familiar vocabulary
familiar vocabulary
colors, animals, items and asking them to say the items accurately, and
possessions, etc.) words. (Example: It’s a house, a can therefore usually
school, a car, a bike, to see if they
EFL.2.2.10 Clap, move, be easily understood.
are easily understood, etc.)
chant, or sing along with They can also
short authentic English • Doing a mingle activity where produce some
language rhymes or learners ask and answer simple phrases and short
songs, approximating questions about a picture which has
sentences clearly, and
English rhythm and been stuck to their own back.
intonation once familiar (Example: for animal picture cards, may approximate
with the text. (Example: learners ask and answer Is it an English rhythm and
jump or clap in time to elephant? No. Is it a horse? Yes. Is intonation in longer
jump-rope rhymes, do it black or white? White. etc.) utterances. (I.3)
the actions to action Observing to see whether each
songs or short rhythmic student’s questions and answers are
poems, enunciating understandable by other learners.
some of words in time
with the rhythm, etc.) • Ask the learner to sing a song or
recite a chant together with a group
EFL.2.3.4. Understand of friends or with the teacher.
the content in simple Record the student’s production
short written with the recording device quite near
environmental print text to the student’s mouth and listen to
types, using artwork, the recording to assess clarity of
symbols, and layout for sounds, production of phonemes,
support. (Example: price rhythm and intonation..
tags, signs, notices (No
eating, etc.), candy Reading
• Matching common signs to their
wrappers, etc.).
meanings. (Example: a simple
EFL.2.4.5. Write simple classroom sign or a notice in the
sentences on familiar park, Silence please, No eating, etc.)
topics to communicate • Studying an environmental print
text type and drawing a line from CE.EFL.2.13.
basic ideas.
the word to the artwork. (Example: Understand the content
EFL.2.4.6. Write a short from the word cloud to a cloud in a variety of well-
simple paragraph to weather symbol, or from the word known text types, both
convey some simple stop to a “red” stop light, etc.) print and online, using
facts about people, • Circling an emoticon to match to a the layout and artwork
animals, places, things, picture. (Example: Amy feels sick / for support; recognize
yourself or others, with Amy is happy /, etc.) typical signs and
• Comparing and contrasting
the support of a model symbols found in the
information. (Example: learners
text. (Example: where text types.
read simple price tags and match
they live, what they do, them to the correct sentences: This
etc.) I.EFL.2.13.1. Learners
toy is cheap. Those shoes are
expensive, etc.) can understand a
EFL.2.4.7. Write a short
short simple
simple paragraph to
Writing environmental print
describe yourself or
other people, animals, • Completing the gaps in a sentence. text type and
places and things, with (Example: My best friend is ten --- successfully complete
limited support. old. --- name is Carol. --- birthday is a simple task.
(Example: by answering in May,etc.)
(Example: a sign,
questions or using key • Completing a simple open-ended
sentence. (Example: For breakfast I notice, menu, etc.)
words).
eat _______; In my bedroom there (I.3)
EFL.2.5.4. Listen to and is ______,etc.)
read short narratives • Writing a description of yourself
and/or other oral and by completing the outline of a
written literary texts in paragraph. Each sentence in the
paragraph contains a sentence
class (with a preference
opener. (Example: My name’s…,
for authentic texts) in
My hair is…, My eyes are…, etc.) CE.EFL.2.19. Convey
order to stimulate • Reading a short simple paragraph
imagination, curiosity some simple ideas, facts
which serves as a model text, then or opinions in a simple
and a love for literature. writing a similar paragraph on the sentence or short
same topic.
EFL.2.5.7. Create paragraph, using basic
(Example: Topics could include: my
picture books and/or best friend, my family, my house, vocabulary and
other graphic my favorite animal, my town, etc.) structures.
expressions in pairs in
class by varying scenes, • Writing a short simple paragraph
characters, or other on a familiar topic. Learners must
elements of literary write the answer to specific I.EFL.2.19.1. Learners
texts. questions or use specific can produce a short
vocabulary. (Example: Topic: simple sentence and a
describe your clothes. Opening
phrase: I’m wearing…Words: t- paragraph – with
shirt, pants, shoes,etc.) ample support - on a
• Writing a short simple paragraph, variety of topics, and
using key words for support.
some learners can do
(Example: Draw a town and write
about it using these words: hospital, so with only limited
pet store, park, bookstore, etc.) support. (I.3)

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

• Writing a text message to a friend.


• Producing an audio clip stating the
student’s daily routine. I.EFL.2.20.1. Learners
• Using ICT resources to organize can write information
and edit a short piece of creative or
in a simple survey
informational writing.
form or
• Taking pictures of or drawing questionnaire, and
what the learners usually eat for can type or write
breakfast, then using the picture as a
some simple digital
prompt for conversation in class.
• Writing a short, fictional story text-types, such as a
about a family member. URL and an email
• Putting short captions under address. (I.3)
pictures.

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)
EFL.2.1.9. Communication and Cultural CE.EFL.2.5. Model
Communicate to peers Awareness turn-taking and ways to
LESSON 12: Can you swim? Students learn to: ask and express to others when
and teacher when
answer questions to identify something is not • Role-playing and participating in something is not
LESSON 13: Who’s she?
different family members short dialogues. understood to improve
Who’s he? understood in class
5 • Playing games that practice comprehension and/or
Students learn to: ask and through the use of
LESSON 14: She’s my friend classroom language and turn-taking. intelligibility in
answer questions to identify simple basic questions. • Singing songs or chants that conversations.
PHONICS: Qq Rr Ss Tt Uu different people they know EFL.2.1.10. Recognize practice helpful language.
Vv • Working in pairs and groups on a
Students learn to: recognize, when to speak and when
small project. I.EFL.2.5.1. Learners
pronounce, and form the letters to listen while working
in pairs or small groups Oral Communication: (Listening
can apply turn-taking
Qq through Vv; identify anchor
words for each letter in class by following and Speaking) and ways to express
classroom instructions to others when
and simple commands. • Conducting a conversation with something is not
LESSON 15: Can you the teacher and learner playing two understood in short
EFL.2.2.13. Understand characters using masks or hand
6 sing? and use basic greetings,
conversations. (J.3,
puppets. The learner may be given
Students learn to: ask and
leave-taking S.1, S.4)
LESSON 16: I’m happy. answer questions about ability the character’s details or invent
expressions, and other them. (Example: name, age, favorite CE.EFL.2.10.
PHONICS: Ww Xx Students learn to: state their simple everyday phrases color, etc.) The student’s character Interaction –
mood and the speed at which to facilitate could introduce other puppets or
Yy Zz
Interpersonal:
they can move interpersonal request permission to do something. Participate effectively
interaction, to introduce (Example: This is Sebastian. He’s in basic interpersonal
Students learn to: recognize, others, and to name 11. Can I borrow a pencil, please?, interactions in everyday
pronounce, and form the letters things. (Example: etc.) contexts,
Ww through Zz; identify anchor Thank-you, Can I help provided the
words for each letter you? This is [name], • Doing a mingle activity where interlocutor speaks
etc.) learners meet and greet each other slowly and clearly.
and ask and answer simple (Example: requesting,
EFL.2.2.14. Ask and questions. Observing to see whether introducing,
answer basic personal the learner can interact effectively, responding, etc.)
information questions, and whether they are able to ask for
as well as simple repetition when required, and / or I.EFL.2.10.1. Learners
questions about other react appropriately to responses can interact
people, animals, and received. (Example: Find someone effectively using a
possessions, provided who…. Do you have a red car? range of basic
the interaction is slow Yes? functional exponents
and clear. (Example: for interpersonal
Where do you live? Do Great! – writes down name of
person.) conversations in
you have a bicycle?,
everyday contexts,
etc.) • Establishing a clear expectation of providing speech is
EFL.2.2.16. Say when English use for classroom functions. slow and clear.
(Example: greeting, requesting,
they do not understand Learners can request
and ask for slower or thanking, asking for repetition /
repetition or
clearer repetition where clarification, offering help, taking
leave, etc.) Informal assessment clarification, and can
required. (Example: react appropriately
Sorry? Could you say could involve a star chart, with
points for learners who use L2 to responses
that again, etc.)
regularly. received. (I.3)
EFL.2.2.17. React
appropriately to what Reading
• Reading a list of words in a Venn
others say using
diagram and understanding the
verbal/non-verbal back
meaning. (Example: Venn diagram:
channeling, or by asking Dog/Cat. Task:
further simple questions Read a sentence and tick yes/no.
to extend the interaction. Sentence: Dogs and cats have tails ,
(Example: express etc.)
interest using facial • Matching a simple short text to the
expression or simple correct plan. (Example: Text: a
words with appropriate short simple description about a
intonation: Oh!, Yes! zoo: The giraffes are next to the
Thanks. And you? etc.) pandas. Plan: a simple map of the
zoo, etc.)
EFL.2.3.6. Understand • Reading a short simple text and
the content of a simple coloring a simple bar chart.
graphic organizer (Example: a description of some
(online or print). children’s favorite ice cream. Task:
(Example, Venn color the chart accordingly, etc.)
Diagrams, charts, and Writing CE.EFL.2.15. Learn to
labeled diagrams.) read graphs, diagrams,
• Having learners complete a short charts, and other kinds
EFL.2.4.8. Complete a simple questionnaire about of graphic organizer.
basic survey or a themselves. Learners read open- Demonstrate
questionnaire by ended questions and write the understanding of a text
providing personal answers on the form. (Example: presented in the form of
details. What time do you get up? What a graphic organizer
time do you go to school? At 6 (both print and digital).
EFL.2.4.9. Write a o’clock, etc.)
variety of short simple
text types, commonly • Interviewing a partner, asking
used in print and online, yes/no questions and writing yes/no I.EFL.2.15.1. Learners
with appropriate on the survey form. (Example: Do can use simple
language and layout. you live in an apartment? Yes, etc.) graphic organizers to
(Example: write a show that they can
greeting on a birthday • Writing a variety of simple text
types, using the appropriate understand a short
card, name and address simple text.
on an envelope, a URL language and layout:
(Example: maps,
for a website, an email • Listen to a URL address and write diagrams, bar charts,
address, etc.) it down. (Example: Venn diagrams, etc.)
EFL.2.5.9. Use creative www.cambridge.org, etc.) (I.4)
thinking skills to learn • Write your own email address or
how to share and respect invent one. (Example:
all ideas through mydog@gmail.com for your pet,
brainstorming activities CE.EFL.2.20.
etc.)
and pair work in class. Complete a simple
• Write a simple print/online survey form or
message to a friend for their questionnaire by
providing personal
birthday. (Example: Happy
details. Write a variety
Valentine’s Day, Juan!, Have a
of simple written text
wonderful birthday, Kate!, etc.) types, used in print or
Language through the Arts online, with appropriate
layout and language.
• Working on a project in small (Examples: message on
groups of 4-5 and discussing what a greeting card, name
the group is doing well and what it and address on an
could do to improve. envelope, an email
• Brainstorming ideas for a writing address, etc.)
project together as a class, using a
graphic organizer.
• Creating a product for another
class and making a short
advertisement that could be used to I.EFL.2.20.1. Learners
sell the product. can write information
• Playing games in class or doing
in a simple survey
puzzles.
• Discussing mistakes and how form or
learners (and all humans) can learn questionnaire, and
from them. 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): LCDA KARLA CHICAIZA NAME: NAME:

Signature: Signature: Signature:

Date: Date: Date:


PUD
SCHOOL LOGO NAME OF THE SCHOOL MONS. LEONIDAS PROAÑO
MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: LCDA. Area:English ENGLISH: PRE A1.1 Grade/Course: 2ND, 3RD, 4TH Class:
as a Foreign
Language
Unit * Textbook : Lesson 1: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 1 Starship Pre Hello Objectives: language through spoken and written literary texts
A1.1 English! O.EFL2.2 Appreciate such as poems, rhymes, chants, riddles and songs.
Unit Title: Lesson 2: English as an O. EFL 2.9 Be able to interact in English in a simple
Is your name international language. way using basic expressions.
Stella? O.EFL 2.3 Read level
Lesson 3: appropriate texts in
I´m a boy I´m a English for pure
girl enjoyment/entertainment
. and to access
information.
O. EFL 2.5 Use in class
library resources.

PERIODS: 18 PERIODS, 6 STARTING 6


CLASSS WEEK: WEEKS
PERIODS PER
LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION
TO BE DEVELOPED CRITERIA
EFL 2.1.1 Exchange basic introductions and COMMUNICATION AND CULTURAL AWARENESS
limited personal information in class using CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to
simple present tense in order to get to know their introduce oneself and par- ticipate in a short conversation.
peers. (Example: My name is, ..I am …..etc)
STUDENT BOOK Lesson 1
• Greetings
(Hello., My name’s…,
What’s your name?)
Wh-questions with BE (What’s) (What’s this?
It’s a book/a pencil/an eraser)
STUDENT BOOK Lesson 2
• Greetings (Hello. Hi.)
Questions about names (Is your name Stella?
No, it isn’t. Yes, it is.)
STUDENT BOOK Lesson 3
Describing oneself and others (I’m a boy. I’m a
girl. He’s a boy. She’s a girl.) ORAL COMMUNICATION
EFL.2.1.6 Understand and use common
expressions of politeness in class while CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar
working in pairs or groups on projects. vocabulary and are set in everyday contexts. Identify key items of information within the text, and
(Example: please, sorry, thank you, etc.) record or act upon them.
STUDENT BOOK Lesson 3
Asking others to do things (please) CE.EFL.2.9. Production - Fluency: Utterances are sometimes
ORAL COMMUNICATION produced slowly but use appropriate words and phrases to express basic ideas, initiate conversations
EFL 2.2.3 Recognize familiar names, words, and respond to questions, including some chunks of language and short sentences.
and short phrases about simple everyday topics
whether heard in isolation or within short,
simple spoken texts describing people and
objects. (Example: vocabulary about self,
family, friends and immediate surroundings at
school and home, color and size, etc.)
STUDENT BOOK Lesson 1
• Asking others to do things (Open your book.
Close your book. Point to the book. Look.
Listen. Write. Say book.) Wh-questions with BE READING
(What’s) (What’s this? It’s a book/a pencil/an CE.EFL.2.11. Identify and understand individual every-day words, phrases, and sentences, including
eraser) instructions.
STUDENT BOOK Lesson 2
• Questions about names and things (Is your
name Stella? No, it isn’t.
Yes, it is.
Is this a board/door/window/chair/desk??
No, it isn’t. It’s a... Yes, it is.)
Simple phrasal verbs (sit down, stand up)
STUDENT BOOK Lesson 3
• Describing oneself and others (I’m a boy. I’m
a girl. He’s a boy. He’s a girl.)
Describing things you see (What do you see? I
see a crayon/pen/ruler.)
ACTIVITY BOOK All Lessons
• Listen and check Sections
Listen and say sections
EFL 2.2.4 Identify items of specific information
within simple messages or from short and
simple descriptions about familiar contexts,
especially if visual support is provided.
(Example: letters of the alphabet, numbers,
prices and times, days, dates and months, etc.)
STUDENT BOOK Lesson 1
Wh-questions with BE (What’s) (What’s this?
It’s a book/a pencil/an eraser.)
STUDENT BOOK Lesson 2
Questions about names and things (Is this a
board/door/window/chair/desk?? No, It isn’t. WRITING
It’s a... Yes, it is.) CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar ítems.
STUDENT BOOK Lesson 3
Describing things you see (I see a
crayon/pen/ruler.)
ACTIVITY BOOK All Lessons
• Listen and check sections
• Listen and say sections
Listen and match sections
EFL 2.2.5 Record key items of specific
information from a heard message or
description, either in written form or by drawing
picture. (Example: letters of the alphabet,
numbers, prices and times, days, dates and
months, etc.)
EFL.2.2.11 Produce simple, mainly isolated
utterances using very short phrases and
sometimes individual words, possibly with slow
and/or hesitant delivery. (Example: words,
phrases, and short sentences about people,
animals, things, etc.)
STUDENT BOOK Lesson 1 LANGUAGE THROUGH THE ARTS
• Greetings (Hello., My name’s…, What’s your CE.EFL.2.21. Distinguish key information in stories and other age appropriate literary texts, both oral
name? Good bye,…) and written.
• Asking others to do things (Open your book.
Close your book. Point to the book. Look.
Listen. Write. Say book.) Wh-questions with BE
(What’s) (What’s this? It’s a book/a pencil/an
eraser)
STUDENT BOOK Lesson 2
• Greetings (Hello.Hi.)
• Questions about names and things (Is your
name…? No, it isn’t. Yes,it is. Is this a
board/door/window/chair/desk?? No,it isn’t.
It’s a... Yes, it is.)
Asking others to do things. (Stand up. Sit down.
Come here. Go to the board. Open the window.
Close the door.)
STUDENT BOOK Lesson 3
• Describing oneself and others (I’m a boy. I’m
a girl.
He’s a boy. He’s a girl.)
• Asking others to do things
(Hands up. Hands down. Be quiet, please. Work
in pairs. Work in groups.)
Describing things you see (What do you see? I
see a crayon/pen/ruler.)
ACTIVITY BOOK All Lessons
Listen and say sections
EFL.2.2.12 Respond to simple questions in
quite a short time and initiate basic interaction
spontaneously when there are opportunities to
speak. Speech is produced a little less slowly
and hesitantly.
READING
EFL 2.3.1 Demonstrate basic reading
comprehension skills by identifying the
meaning of individual words, phrases, and
sentences, including simple written instructions
STUDENT BOOK Lesson 1
• Greetings
(Hello., My name’s…, What’s your name?
Good bye,…)
• Asking others to do things (Open your book.
Close your book. Point to the book. Look.
Listen. Write. Say book.) Wh-questions with BE
(What’s) (What’s this? It’s a book/a pencil/an
eraser)
STUDENT BOOK Lesson 2
• Greetings (Hello.Hi.)
• Questions about names and things (Is your
name…? No, it isn’t. Yes,it is. Is this a
board/door/window/chair/desk?? No,it isn’t.
It’s a... Yes, it is.)
Asking others to do things. (Stand up. Sit down.
Come here. Go to the board. Open the window.
Close the door.)
STUDENT BOOK Lesson 3
• Describing oneself and others (I’m a boy. I’m
a girl.
He’s a boy. He’s a girl.)
• Asking others to do things
(Hands up. Hands down. Be quiet, please. Work
in pairs. Work in groups.)
Describing things you see (What do you see? I
see a crayon/pen/ruler.)
ACTIVITY BOOK All
Lessons
• Read and say sections
• Match sections
Read and match sections
WRITING
EFL 2.4.3 Write simple words by hand and/or
on the computer with correct use of standard
writing mechanics. Example: blue, cat, dog, son,
etc
STUDENT BOOK All
Lessons Vocabulary
(see Scope and Sequence)
EFL 2.4.4 Write simple words, phrases and
sentences for controlled practice of language
arts.
STUDENT BOOK All Lessons
Language Items (see Scope and Sequence)
LANGUAGE THROUGH THE ARTS
EFL 2.5.1 Identify key information such as
events, characters, and objects in stories and
other age-appropriate literary texts if there is
visual support.
STUDENT BOOK All Lessons
Look, listen, and say sections
METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES
STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards 1–10 • Star CULTURAL AWARENESS Preview the greeting song from the
1.Mimic gestures or movements to learn and & • I.EFL.2.3.1. Learners can use lesson’s Sing activity. As the song
show comprehension. Stella puppets • Audio basic personal information and plays, use gestures to introduce the
2.Work in small groups to greet and say their CD:T1–5 • Song Audio expressions of politeness in short words.
names CD • Activity Book: pp. dialogues or conversations. Lesson 2 Warm-Up (5 minutes):
3. Write their names first using AB4–AB7 • Optional: ORAL COMMUNICATION Preview the introducing song from
letter cards, then writing the letters box Learners can understand short and the lesson’s Sing activity. As the
4.Use real objects to name Lesson 2 simple spoken texts well enough to song plays, use the Star and Stella
classroom objects Flash Cards 11–18• Star be able to pick out key items of puppets as well as gestures to clarify
5. Recognize basic phonemes of & Stella puppets • Audio information and record them in meaning.
the alphabet using letter cards and CD:T6–10 • Song Audio drawings, or physically act upon Lesson 3 Warm-Up (10 minutes):
listening to the audio CD• Activity Book: them. Preview the classroom instructions
6.Recognize words and match pp.AB8–AB11 • Ref I.EFL.2.7.1. song from the lesson’s Sing activity.
words to pictures Optional: •I.EFL.2.9.1. Learners can express As the song plays, use actions to
7.Use simple resources such as Flash Cards 1–7 basic ideas, initiate conversations, clarify the instructions.
flash cards to learn vocabulary Lesson 3 and respond to simple questions Encourage learners to perform the
8.Unscramble words to write short Flash Cards 19–26• Star using appropriate words, phrases, actions as they sing along.
sentences & Stella puppets• Audio and short sentences. Responses COMMUNICATION AND
9.Create and use puppets CD:T11–15• Song may be slow though pauses do not CULTURAL AWARENESS
10.Sing songs and recite chants Audio CD• Activity make the interaction tedious or ACTIVITY
11.Move to the rhythm of a song or Book: pp. uncomfortable for participants. ACTIVITY
chant AB12–AB15 • Optional: READING • Use small role plays to check that
Flash Cards 8–16, I.EFL.2.11.1. Learners can learners can greet and introduce
crayon, pen, ruler. understand familiar words, phrases, themselves.
and short simple sentences and can TECHNIQUE
successfully complete the simple Observation
accompanying task. INSTRUMENT
WRITING Checklist
ACTIVITY
Learners can draw symbols and • Use pair work to give and follow
letters to show that they know how classroom instructions.
to use simple grammar or TECHNIQUE
vocabulary items. [Ref. Observation
I.EFL.2.18.1. INSTRUMENT
Checklist
I.EFL.2.21.1. Learners can ORAL COMMUNICATION
recognize, through pictures or other ACTIVITY
media such as ICT, key aspects of a •Have learners work in pairs to ask
story or literary text (orally). and answer questions about
classroom objects.
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
•Ask learners to act out the actions in
the song for Lesson 3.
TECHNIQUE
Quiz
INSTRUMENT
Sampling song
READING
ACTIVITY
•Check word recognition by asking
learners to point to a word and say it.
TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
•Check word recognition by asking
learners to match words and pictures
with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
•Check spelling skills by asking
learners to unscramble the letters in a
word.
TECHNIQUE
INSTRUMENT
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to act out
classroom instructions.
TECHNIQUE
Interview
INSTRUMENT
Cuestionary
ACTIVITY
•Have learners listen to a song or
chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
PREPARED BY: REVISED BY: APPROVED BY:

TEACHER: LCDA KARLA CHICAIZA COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE: