CURRICULAR ANNUAL PLAN

SCHOOL YEAR 2017-2018

CENTRO DE EDUCACION BASICA “SAN DANIEL COMBONI FE Y ALEGRIA”

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teachers: Lcda. Elizabeth Saráuz
Grade/ “4th Pre A1.1 Education Level: EGB
Course:
2. TIME
WEEKLY NUMBER LEARNING ASSESSMENT TOTAL WEEKS OF CLASS TOTAL OF
HOURS OF WEEKS PERIODS
WEEKS
OF
WORK
3 Hours 40 weeks 5 weeks 35 weeks 105 Hours
3. GENERAL AIMS
Objectives of the Grade/Course
TRANSVERSAL AXES:
O.EFL 2.1.Identify some main ideas and details of written texts, in order to develop an approach of critical inquiry to
written and oral texts.
O.EFL 2.2.Assess and appreciate English as an international language, as well as the five aspects of English that
contribute to communicative competence.
O.EFL 2.3.Independently read level-appropriate texts in English for pure enjoyment/entertainment and to access
information.
O.EFL 2.4.Develop creative and critical thinking skills to foster problem-solving and independent learning using both
spoken and written English.
O.EFL 2.5.Use in-class library resources and explore the use of ICT to enrich competencies in the four skills.
O.EFL 2.6.Write short descriptive and informative texts and use them as a means of communication and written
expression of thought.
O.EFL 2.7.Appreciate the use of English language through spoken and written literary texts such as poems, rhymes,
chants, riddles and songs, in order to foster imagination, curiosity and memory, while developing a taste for literature.
O.EFL 2.8.Demonstrate a living relationship with the English language through interaction with written and spoken texts,
in order to explore creative writing as an outlet to personal expression.
O.EFL 2.9.Be able to interact in English in a simple way using basic expressions and short phrases in familiar contexts
to satisfy needs of a concrete type, provided others talk slowly and clearly and are prepared to help.
UNIT 1
-To take advantage of this time to strengthen the Faith and the confidence that together we can continue to dream of a
Education of quality and warmth in Faith and Joy.
-Celebrate the life of Fe y Alegría, because we have lived the education and social transformation with much vivacity and
joy.
UNIT 2
- Recognize that the search for peace can be found at all times and in any situation, and that Faith and Joy bet on it.
 -Record the position of justice within Faith and Joy in his trajectory of the golden age.

UNIT 3

-Dynamize the commitment of the girls, young people, parents, teachers and managers with the Mission and Vision of Fe
y Alegría, to continue transforming our environments, where nobody is excluded.

UNIT 4

-Recognize ourselves as diverse women and diverse men, in whom is reflected the capacity to love, to create, to be
happy.

UNIT 5

- Strengthen the value of Solidarity, joining the cause of the other.

UNIT 6

-Value the value of Dignity young girls, so that they continue to discover the light they carry within and from it transform
society.
5.UNITS TO BE DEVELOPED*

Nº Title of Unit Contents/skills ** Methodological Orientations Evaluation** Weeks

the unit Specific duration
Objective (Skills and strategies)
s

1 LESSO Students EFL.2.1.2 Communication and cultural awareness CE.EFL.2.1. Differentiate

N 1: learn to: Recognize the between different living
Hello! say hello; differences Drawing different houses and labeling different rooms and situations in a variety of
introduce between where objects in a house. surroundings and express 6 weeks
oneself people live • Using question words (who, what, where) to ask about curiosity about the world through
and say among the places. simple questions.
goodbye; regions of the • Reflecting on differences between a house and an
follow country in order apartment.
essential to appreciate • Creating a diorama of urban and rural aspects.
directions their own • Drawing a map of a neighborhood.
LESSO for environment. • Asking and answering questions about where you and I.EFL.2.1.1. Learners can
N 2: Is learning; (Example:house others live. recognize differences
your ask and /apartmen,count between where people live
name answer ry/city, etc.) Oral communication (listening and speaking) and write or talk about their
Stella? questions
EFL.2.1.3. Ask Listening to a very short and simple story and ordering the own surroundings, as well as
to identify
essential simple basic pictures showing what happens. (Example: Jane is taking ask questions about how
items for questions in her dog for a walk. They see some birds. The birds fly other people live. (I.2, S.2)
learning class about the away, etc.)
world beyond CE.EFL.2.6. Listening for
one’s own • Listening to a short and simple conversation between 2 Meaning: Understand the main
Students speakers and deciding who is speaking, where they are, ideas in short simple spoken
learn to: immediate
environment in and how they feel. (Example: a boy and his Dad, at a texts that include familiar
LESSO greet
order to soccer game, happy, etc.) vocabulary and are set in
N 3: I’m someone
a boy. increase their everyday contexts.
they have • Watching a video clip and selecting the best title for it.
recently understanding of (Example: Funny monkeys at the zoo, etc.)
I’m a
met with different
girl.
cultures. Reading I.EFL.2.6.1. Learners can
Hi and a
question • Drawing a line from individual words to a picture or a
understand the main ideas in
EFL 2.1.4.
to check Express scene. (Example: learners read a list of farm animals and short simple spoken texts and
knowledg curiosity about draw a line from each word to the appropriate animal in the infer who is speaking and
e of their the world and scene, etc.) what the situation is, without
name; other cultures by decoding every word. (I.3)
give and • Reading a list of four words and crossing out the word that
asking simple
follow doesn’t belong. (Example: arm – leg – house – foot, etc.)
WH- questions
some in class after • Reading a simple sentence, looking at the accompanying
essential reading and/or picture, and ticking yes/no. (Example: This is a house. Yes,
directions participating in etc.)
for presentations or
learning • Completing a gap in a sentence (print or online). CE.EFL.2.11. Identify and
other group
and some (Example: Words: go, sleep. Sentence: Every day I --- to understand individual every-day
work
other school, etc.) words, phrases, and sentences,
useful EFL.2.2.1. including instructions.
directions Understand Writing.
; ask meanings • Locating specific words on the page and writing them in a
questions expressed in list. (Example: all the words beginning with the sound /k/ or
to check short dialogues all the words that contain the long /a:/ sound, etc.) I.EFL.2.11.1. Learners can
knowledg on familiar • Matching words to pictures. (Example: under the picture understand familiar words,
e of the topics, as well of a chair, learners write the word chair with the five letters phrases, and short simple
words for as basic spoken of the word on the five lines provided, etc.) sentences and can
• Unscrambling words or sentences and writing them out
recently instructions and successfully complete the
correctly. (Example: Word: veleen = eleven. Sentence:
learned simple questions simple accompanying task.
There’s – under – the chair. – a backpack, etc.)
objects. about self, • Finding hidden questions in a box and writing them down (I.4)
people, animals, with the correct punctuation and capitalization. (Example:
Students or things, does it live on a farm / does it have two legs, etc.)
learn to: especially when • Writing new words in a picture dictionary and adding a
identify spoken slowly sticker or picture.
themselv and clearly. CE.EFL.2.17. Write simple
es and (Example: Language through the Arts words, phrases, and sentences
others as greetings, short • Listening to or reading stories and drawing the main
to demonstrate knowledge of
a boy phrases, basic characters.
spelling, punctuation,
or a girl; range of • Choosing pictures of or drawing the scenes of a literary
text. capitalization and handwriting /
give and classroom typography, and identify their
• Standing up every time they hear the name of a character.
follow instructions, meanings.
• Explaining through pictures or charts (ICT) the
essential common
relationships between characters. (Example:
classroo personal I.EFL.2.17.1. Learners can
mom/daughter, friends, etc.)
m information write words, phrases, and
instructio questions: short simple sentences using
ns; What’s your the correct conventions
identify name? etc.)
(spelling, punctuation,
things EFL.2.2.2. Infer
capitalization, and
they see who is speaking
and what the handwriting or typography,
situation is when etc.), for making simple
listening to short learning resources. (I.3)
simple texts,
especially when
accompanied by CE.EFL.2.21. Distinguish key
pictures or other information in stories and other
visual aids, or age-appropriate literary texts,
sound effects. both oral and written.
(Example:
shopkeeper I.EFL.2.21.1. Learners can
speaking to a recognize, through pictures or
customer who is other media such as ICT, key
buying some aspects of a story or literary
fruit.) text (both oral and written).
EFL.2.2.6. Enjoy (J.1, I.2)
extensive
listening in
English.
(Example: listen
to stories, watch
short movies,
experience song
lyrics or poetry,
etc.)
EFL.2.2.7. Be
comfortable
taking meaning
from spoken
texts containing
words or
sections which
are not
understood.
Be aware that
understanding
spoken texts
does not require
decoding every
word.
EFL.2.3.1.
Demonstrate
basic reading
comprehension
skills
by identifying
the meaning of
individual words,
phrases, and
sentences,
including simple
written
instructions.
EFL.2.4.1 Know
how to spell
simple English
words correctly,
demonstrating
awareness of
sound-letter
relationships.(Ex
ample: sea,
mean, bee, etc.)
EFL.2.4.2. Make
a simple
learning
resource, in
order to record
and practice
new words.
(Example: a
 picture
dictionary,
a word list, set
of flashcards,
etc.)
EFL.2.4.3. Write
simple words,
phrases and
sentences with
correct use of
standard writing
mechanics.
(Example:
spelling,
punctuation,
capitalization,
and writing by
hand and/ or on
the computer.
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.

LESSO Learn to: EFL.2.1.4. Communication and cultural awareness CE.EFL.2.2. Catalog everyday
N 4: describe Express objects and places in different
 What do things curiosity about • Labeling pictures with correct names. cultures and recognize ways to 5 weeks
you they see; the world and • Creating a poster of things that can be recycled. act responsibly towards one’s
2 see? count other cultures by • Matching objects with the places where they can be environment and surroundings.
from 1 to asking simple found. (Example: stove in kitchen, bed in bedroom, etc.)
LESSO
10 WH- questions • Simulating actions through TPR activities where learners
N 5:
follow basic commands. (Example: Put away your book,
Where’s in class after I.EFL.2.2.1. Learners can
Learn to: etc.).
the reading and/or
crayon? ask and • Choosing pictures that demonstrate responsibility classify everyday objects and
participating in
answer (cleaning room, watering the flowers). familiar places. Learners can
presentations or
LESSO questions compare objects from different
N 6: other group Oral communication (listening and speaking)
about work. cultural contexts. Learners
What • Listening to short, staged instructions and carrying them
where can say and recognize ways
color is out. (Example: Open the door. Take this book to Mr. Davila.
things EFL.2.1.5.
it? Walk, don’t run! etc.) to take care of the
are; Recognize ways • Listening to very short (spoken or recorded) descriptions environment and one’s
PHONIC agree. to relate of scenes, and writing, coloring, or drawing items within
S: Aa surroundings. (J.3, S.1)
responsibly to them. (Example: learners are given a simple picture of a
Bb Cc Describe one’s classroom. They listen to a description of it and identify the
Dd Ee Ff the color surroundings at table where Sara sits and draw 3 pens and a red book on it,
of things home and at etc.) CE.EFL.2.7. Listening for
school by • Listening to a short dialogue and filling in a simple form. Information: Follow short and
Recogniz
exhibiting (Example: a conversation between a boy and a teacher simple spoken texts that include
e,
responsible meeting for the first time. Learners fill in the boy’s name, familiar vocabulary and are set in
pronounc age, birth date, (part of his) address (e.g., house number
behaviors everyday contexts. Identify key
e, and or street name), favorite subject, etc. on a simple form.)
towards the items of information within the
form Aa • Listening to a short text and demonstrating understanding
environment. text, and record or act upon them.
through of it using an accompanying graphic organizer. (Example:
Ff; (Example: marking the route on a map while listening to directions,
identify chores at home, etc.)
anchor recycling, etc.) I.EFL.2.7.1. Learners can
words for Reading understand short and simple
EFL2.2.3.
each Recognize spoken texts well enough to
• Reading a short text and showing comprehension by
letter familiar names, be able to pick out key items
completing the accompanying graphic organizer. (Example:
words, and short learners read about the location of a house and mark the of information and record
phrases about point X on a map.)
simple everyday • Reading a short simple story of just a few lines and them in writing or drawings, or
topics whether ordering simple pictures of familiar objects. physically act upon them. (I.3)
heard isolation • Reading a short simple text and coloring a picture.
or within short, (Example: This is Ben’s room. His bed is green. Learners
simple spoken draw a green bed, etc.)
texts describing • Reading a short simple text and circling the correct
answer. (Example: Question: What’s her name? Answer:
people and CE.EFL.2.12. Understand the
Mary / Sandra / Mia, etc.)
objects. gist and details in short simple
(Example: Writing. written texts (online or print).
vocabulary • Completing simple sentences to practice a grammar
about self, structure by writing words in gapped sentences. Support
family, friends learners by providing pictures for context and / or a box of
and immediate answers, from which they can choose. (Example: My best
surroundings at friend is ten --- old. --- name is Carol. --- birthday is in May, EFL.2.12.1. Learners can
school and etc.) understand a short simple text
home, adjectives • Identifying the differences between two pictures and
writing simple sentences. (Example: In picture A, there’s
on an everyday topic and
for color and
one car, but in picture B there are two cars, etc.) successfully complete a
size, etc.)
• Answering questions about a scene using full sentences. simple task to show that they
EFL.2.2.4. (Example: How many boys are there? There are four boys, have understood most or
Identify items of etc.) some of it. (I.4)
specific
information Language through the Arts
• Creating a dance for a song or rhyme.
within simple
• Illustrating a short piece of writing.
messages or
• Participating in TPR activities such as acting out the
from short and movements of a character in a story as it is read aloud.
simple • Discussing things learners have done that are similar to
descriptions CE.EFL.2.18. Writing in order to
those the characters in the story have done. (Example:
about familiar perform controlled practice of
gone on vacation to the beach, got into a fight with a parent
contexts, or friend, etc.) vocabulary and grammar items.
especially if • Moving to the rhythm of a song or chant.
I.EFL.2.18.1. Learners can
visual support is • Creating an audio message or short video that tells what
the student thought about the text. write short simple phrases and
provided.
(Example: letters • Writing short weekly journal entries. sentences to show that they
of the alphabet, know how to use simple
numbers, prices grammar or vocabulary items.
and times, days, (I.3, I.4)
dates and
months, etc.)

EFL.2.2.5.
Record key
items of specific
information from
a heard
message or
description,
CE.EFL.2.22. Describe and write
either in written
about emotions and responses to
form or by
literary texts through words and
drawing picture.
images, or other media (video,
(Example: letters
audio) on class or school bulletin
of the alphabet,
boards and expand on ideas and
numbers,
responses to texts
quantities, prices
read/seen/heard in by
and times, days,
participating in songs/chants,
dates and
TPR activities and playground
months, etc.)
games.
EFL.2.3.2. Read
a short simple
I.EFL.2.22.1. Learners can
text (online or report emotions and compose
print) and short responses to literary
demonstrate texts through words and
understanding of images, or other media (video,
the gist and audio). Learners can generate
some basic and expand on personal
details of the opinions and responses to
content. oral and written texts through
EFL.2.3.3. TPR, playground games, and
Understand songs. (I.3, S.3)
most of the
details of the
content of a
short simple text
(online or print).

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

EFL.2.4.4. Write
simple words,
phrases, and
sentences for
controlled
practice of
language items.

EFL.2.5.2.
Express
emotions and
feelings using
basic adjectives
and related
images through
written work on
the school or
class bulletin
board.

EFL.2.5.3. Use
audio, video,
and pictures to
respond to a
variety of literary
texts through
online or in-class
ICT activities.

EFL.2.5.6.
Generate and
expand ideas by
responding in a
fun and playful
manner to oral
and written texts
in order to
increase
enjoyment of the
language
through TPR,
playground
games, and
songs and
chants.
 LESSO Learn to: EFL.2.1.1. Communication and Cultural Awareness CE.EFL.2.3. Make use of basic
N 7: ask and Exchange basic personal information and
Who do answer introductions • Participating in short dialogues using greetings and leave- expressions of politeness in order
6
you taking. weeks
3 questions and limited to introduce oneself and
see?
about personal • Listening to or reading short dialogues and answering participate in a short
LESSO who they information in questions about the speakers’ names, grades, schools, etc. conversation.
N 8: see class using
What simple present • Practicing the use of expressions of politeness during I.EFL.2.3.1. Learners can use
shape learn to: tense in order to collaborative pair and small group work. basic personal information
ask and get to know their and expressions of politeness
is it? answer • Adding expressions of politeness to dialogues.
peers. in short dialogues or
LESSO questions (Example: where • Completing a short questionnaire or form about one’s conversations. (J.2, J.3)
N 9: Is it about one lives or goes basic personal information. (Example: name, school, age,
a light? shapes to school, etc.) address, etc.)
PHONIC learn to: EFL.2.1.6. • Responding to pictures or short texts by circling the
S: Gg ask and
Hh Ii Jj Understand and corresponding emoticon. (Example: happy face, sad face,
answer use common
Kk Ll confused face, etc.)
questions expressions of CE.EFL.2.8. Production -
about politeness in Oral Communication: (Listening and Speaking) Pronunciation: Produce
rooms class while individual words and short
and • Asking the student simple questions about themselves,
working in pairs phrases clearly enough that other
furniture. their family, or their possessions and checking whether the
or groups on people can usually understand
responses are comprehensible. (Example: What’s your
learn to: projects. them easily.
name? Juan. How do you spell Juan? J-U-A-N. How old
recognize (Example:
are you? I’m eight /aɪm eɪt /, etc.)
, Please, sorry,
pronounc thank you, etc.) • Showing the student some picture flashcards of familiar
e, and vocabulary items and asking them to say the words.
EFL.2.2.8.
form the (Example: It’s a house, a school, a car, a bike, to see if they I.EFL.2.8.1. Learners can
Imitate individual
letters Gg are easily understood, etc.) pronounce most familiar
English
through language vocabulary items accurately,
• Doing a mingle activity where learners ask and answer
Ll; identify sounds, and can therefore usually be
simple questions about a picture which has been stuck to
anchor especially those easily understood. They can
their own back. (Example: for animal picture cards, learners
words for
each phonemes which ask and answer Is it an elephant? No. Is it a horse? Yes. Is also produce some phrases
letter do not exist in it black or white? White. etc.) Observing to see whether and short sentences clearly,
the student’s each student’s questions and answers are understandable and may approximate English
own L1, both in by other learners. rhythm and intonation in
isolation and
• Ask the learner to sing a song or recite a chant together longer utterances. (I.3)
within key
vocabulary with a group of friends or with the teacher. Record the
items. (Example: student’s production with the recording device quite near to
/ŋ/ /ð/ /ʌ/ /i:/ and the student’s mouth and listen to the recording to assess
in words like clarity of sounds, production of phonemes, rhythm and
singing, these, intonation..
up, sea, etc.) Reading
• Matching common signs to their meanings. (Example: a
EFL.2.2.9. Spell
simple classroom sign or a notice in the park, Silence
out key
please, No eating, etc.)
vocabulary items • Studying an environmental print text type and drawing a
using the line from the word to the artwork. (Example: from the word
English cloud to a cloud weather symbol, or from the word stop to a
alphabet. “red” stop light, etc.)
(Example: • Circling an emoticon to match to a picture. (Example: Amy
names, colors, feels sick / Amy is happy /, etc.)
animals, • Comparing and contrasting information. (Example:
possessions, learners read simple price tags and match them to the
etc.) correct sentences: This toy is cheap. Those shoes are
expensive, etc.)
EFL.2.2.10 Clap, CE.EFL.2.13. Understand the
move, chant, or Writing content in a variety of well-known
sing along with text types, both print and online,
• Completing the gaps in a sentence. (Example: My best using the layout and artwork for
short authentic
friend is ten --- old. --- name is Carol. --- birthday is in
English support; recognize typical signs
May,etc.)
language • Completing a simple open-ended sentence. (Example: and symbols found in the text
rhymes or For breakfast I eat _______; In my bedroom there is types.
songs, ______,etc.)
approximating I.EFL.2.13.1. Learners can
understand a short simple
English rhythm • Writing a description of yourself by completing the outline environmental print text type
and intonation of a paragraph. Each sentence in the paragraph contains a and successfully complete a
once familiar sentence opener. (Example: My name’s…, My hair is…, My
simple task. (Example: a sign,
with the text. eyes are…, etc.)
• Reading a short simple paragraph which serves as a notice, menu, etc.) (I.3)
(Example: jump
or clap in time to model text, then writing a similar paragraph on the same
topic.
jump-rope
(Example: Topics could include: my best friend, my family,
rhymes, do the
my house, my favorite animal, my town, etc.)
actions to action • Writing a short simple paragraph on a familiar topic.
songs or short Learners must write the answer to specific questions or use
rhythmic poems, specific vocabulary. (Example: Topic: describe your CE.EFL.2.19. Convey some
enunciating clothes. Opening phrase: I’m wearing…Words: t-shirt, simple ideas, facts or opinions in
some of words in pants, shoes,etc.) a simple sentence or short
time with the • Writing a short simple paragraph, using key words for paragraph, using basic
rhythm, etc.) support. (Example: Draw a town and write about it using vocabulary and structures.
these words: hospital, pet store, park, bookstore, etc.)
EFL.2.3.4.
Understand the Language through the Arts
content in simple I.EFL.2.19.1. Learners can
short written • Doing extended reading, in which learners get to choose produce a short simple
environmental what they read and are not evaluated or tested on it. sentence and a paragraph –
print text types, • Sharing in small groups or pairs the learners’ favorite with ample support - on a
using artwork, stories, songs, poems, etc., and saying why. variety of topics, and some
symbols, and learners can do so with only
layout for • Responding to a poem by drawing how it makes the limited support. (I.3)
support. learner feel.
(Example: price
tags, signs, • Writing questions the learners would like to ask a
notices (No character in the story, or the author of the story.
eating, etc.), • Inviting authors as guest speakers into the classroom so
candy wrappers, learners can share their responses to the story with them.
etc.).
EFL.2.4.5. Write • Interviewing family members about their favorite book or
simple poem, and then sharing their findings in class.
sentences on
familiar topics to • Keeping a small class library and allowing fast finishers to
communicate choose a book or magazine to read while the rest of the
basic ideas. class completes the task.

EFL.2.4.6. Write • Listening to a song and rewriting the song lyrics changing CE.EFL.2.23. Display an affinity
a short simple just one aspect. (Example: choosing and replacing the for a variety of literary texts by
paragraph to character’s name, age, etc.) responding within a range of
convey some physical, cognitive, and
simple facts attitudinal manners, and vary
about people, elements of a literary text to
animals, places, create a new text.
things, yourself
or others, with
the support of a I.EFL.2.23.1. Learners can
model text.
demonstrate an affinity for a
(Example: where
variety of literary texts by
they live, what
they do, etc.) responding within a range of
physical, cognitive, and
EFL.2.4.7. Write attitudinal manners and adapt
a short simple elements of a literary text to
paragraph to create a new text. (I.1, I.4)
describe
yourself or other
people, animals,
places and
things, with
limited support.
(Example: by
answering
questions or
 using key
words).

EFL.2.5.4.
Listen to and
read short
narratives and/or
other oral and
written literary
texts in class
(with a
preference for
authentic texts)
in order to
stimulate
imagination,
curiosity and a
love for
literature.

EFL.2.5.7.
Create picture
books and/or
other graphic
expressions in
pairs in class by
varying scenes,
characters, or
other elements
of literary texts.

LESSO Students EFL.2.1.7. Communication and Cultural Awareness CE.EFL.2.4. Develop skills of
N 10: learn to: Collaborate in a collaboration by working together
What ask and friendly manner • Completing a very short, picture-based self-evaluation or on projects and sharing materials
answer by sharing peer evaluation form.
4 day is it questions classroom • Playing games in which learners must pass objects while expressing personal 6
today? about the materials and around the room. (Example: hot potato, etc.) preferences with peers. weeks

LESSO days of personal objects • Practicing helpful classroom language in mini dialogues
N 11: the week while and/or chants (Example: Can I borrow your eraser? Do you
What participating in have a pencil? etc.) I.EFL.2.4.1. Learners can
Students games and • Completing a short survey about favorites or likes/dislikes
are
learn to: select pictures and/or short
these? activities in class and then sharing ideas with a partner.
ask and and on the • Making a pie chart about the things that are most liked in
phrases that relate to
PHONIC answer collaborating and sharing and
playground. the class.
S: Mm questions express personal
Nn Oo to identify EFL.2.1.8.
Pp Oral Communication: (Listening and Speaking) preferences. (J.2, J.3, S.4)
different Exchange basic
clothing personal • Asking learners simple questions about themselves, their
items preferences with family, or their possessions and noting whether their
peers in order to response time is acceptable (i.e. may be slow, but not so
• Students express likes slow that the interaction becomes uncomfortable for the
learn to: and dislikes. student or the teacher), and whether their response is
recognize appropriate. Some learners may produce short sentences CE.EFL.2.9. Production -
, EFL.2.2.11. in response to basic questions. (Example: What color are Fluency: Utterances are
pronounc Produce simple, your shoes? Yes What color are your shoes? Blue or sometimes produced slowly but
e, and mainly isolated They’re blue, etc.) use appropriate words and
form the utterances using phrases to express basic ideas,
letters very short • Giving learners a picture of a familiar scene and asking initiate conversations and
Mm phrases and them to tell you what they can see. Some learners may respond to questions, including
through sometimes produce longer utterances. (Example: a picture of a some chunks of language and
Pp; individual words, classroom where learners name individual items: table, short sentences.
identify possibly with chair, clock There are four chairs. The clock says 4
anchor slow and/or o’clock., etc.) I.EFL.2.9.1. Learners can
words for hesitant express basic ideas, initiate
each delivery. • Running a mingle activity where each learner has a
conversations, and respond to
letter (Example: different simple question to ask the others. Learners move
around the room asking their question and listening to the
simple questions using
words, phrases appropriate words, phrases,
and short answers received. Observing to see whether each student
asks the question fluidly and answers using individual and short sentences.
sentences about
words only or short sentences. (Example questions: What’s Responses may be slow
people, animals, your favorite food? Chicken / It’s chicken and rice / Do you though pauses do not make
things, etc.) like oranges? Yes. / Yes, I do. / I love oranges!, etc.) the interaction tedious or
EFL.2.2.12. Reading uncomfortable for
Respond to • Using a simple learning resource and locating details. participants. (I.3)
simple questions (Example: finding and circling or coloring three different
in quite a short kinds of fruit or three kinds of drink in an online or print
time and initiate picture dictionary, etc.)
basic interaction • Using the alphabet to scan for particular items in lists.
(Example: finding a word in a simple dictionary or locating a
spontaneously
boy’s name on a class list.)
when there are
• Testing each other on the meaning of flashcards.
opportunities to (Example: a boy shows a picture on a flashcard and asks:
speak. Speech What’s this? Girl: it’s an airplane, etc.)
is produced a
little less slowly
and hesitantly. Writing

EFL.2.3.5. Show • Having learners complete a short simple questionnaire

CE.EFL.2.14. Demonstrate
the ability to use about themselves. Learners read open-ended questions
familiarity with study resources
a simple and write the answers on the form. (Example: What time do
you get up? What time do you go to school? At 6 o’clock, (both print and digital). (Example:
learning a picture dictionary, some
etc.)
resource.(Exam flashcards of known words, or a
• Interviewing a partner, asking yes/no questions and
ple: a small set word list.)
writing yes/no on the survey form. (Example: Do you live in
of flashcards, a an apartment? Yes, etc.)
picture-based • Writing a variety of simple text types, using the I.EFL.2.14.1. Learners can
dictionary appropriate language and layout: successfully use simple online
(online or print), • Listen to a URL address and write it down. (Example: and print learning resources.
or a simple word www.cambridge.org, etc.) (Example: flashcards, picture
list). • Write your own email address or invent one. (Example:
dictionaries, word lists, etc.)
mydog@gmail.com for your pet, etc.)
EFL.2.4.8. • Write a simple print/online message to a friend for their (I.2)
Complete a birthday. (Example: Happy Valentine’s Day, Juan!, Have a
basic survey or wonderful birthday, Kate!, etc.)
a questionnaire Language through the Arts
by providing • Writing a text message to a friend. CE.EFL.2.20. Complete a simple
personal details. • Producing an audio clip stating the student’s daily routine. survey form or questionnaire by
• Using ICT resources to organize and edit a short piece of providing personal details. Write
EFL.2.4.9. Write creative or informational writing. a variety of simple written text
a variety of short • Taking pictures of or drawing what the learners usually types, used in print or online, with
simple text eat for breakfast, then using the picture as a prompt for appropriate layout and language.
types, conversation in class. (Examples: message on a
commonly used • Writing a short, fictional story about a family member. greeting card, name and address
in print and • Putting short captions under pictures. on an envelope, an email
online, with address, etc.)
appropriate
language and
layout.
(Example: write
a greeting on a I.EFL.2.20.1. Learners can
birthday card,
write information in a simple
name and
address on an
survey form or questionnaire,
envelope, a URL and can type or write some
for a website, an simple digital text-types, such
email address, as a URL and an email
etc.) address. (I.3)
EFL.2.5.5. Apply
ICT and/or other
resources to CE.EFL.2.24. Communicate
communicate ideas and experiences and
simple thoughts create short original texts through
in small groups. a range of resources and other
media, including ICT.
EFL.2.5.8.
Produce short,
creative texts I.EFL.2.24.1. Learners can
using ICT and/or
communicate thoughts,
other resources
 at home or at feelings, and/or personal
school in order experiences and create short
to recreate original texts through a range
familiar scenes of resources and other media,
and themes.
including ICT. (I.2, I.3, I.4)
EFL.2.5.5. Apply
ICT and/or other
resources to
communicate
simple thoughts
in small groups.

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

EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5. Model turn-taking

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

EFL.2.3.6.
Understand the CE.EFL.2.25. Implement a
content of a range of creative thinking skills
simple graphic to show a respect for sharing
organizer (online and accepting different ideas in
or print). brainstorms and pair work.
(Example, Venn
Diagrams, I.EFL.2.25.1. Learners can
charts, and utilize a range of creative
labeled thinking skills to show a
diagrams.) respect for sharing and
accepting different ideas
EFL.2.4.8.
while working in pairs and
Complete a
basic survey or a through brainstorms. (J.3,
questionnaire by S.4)
providing
personal details.

EFL.2.4.9. Write
a variety of short
simple text
types, commonly
used in print and
online, with
appropriate
language and
layout.
(Example: write
a greeting on a
birthday card,
name and
address on an
envelope, a URL
for a website, an
email address,
etc.)

EFL.2.5.9. Use
creative thinking
skills to learn
how to share and
respect all ideas
through
brainstorming
activities and
pair work in
class.
 EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5. Model turn-taking
Communicate to and ways to express to others
6 LESSO Students
peers and • Role-playing and participating in short dialogues. when something is not
N 15: learn to: • Playing games that practice classroom language and turn-
teacher when understood to improve 6
Can you ask and taking.
something is not comprehension and/or weeks
sing? answer • Singing songs or chants that practice helpful language. intelligibility in conversations.
understood in • Working in pairs and groups on a small project.
questions
LESSO class through
about
N 16: I’m the use of simple Oral Communication: (Listening and Speaking)
ability I.EFL.2.5.1. Learners can
happy. basic questions.
• Conducting a conversation with the teacher and learner apply turn-taking and ways to
Students express to others when
PHONIC EFL.2.1.10. playing two characters using masks or hand puppets. The
learn to: something is not understood
S: Ww Recognize when learner may be given the character’s details or invent them.
state their
Xx to speak and (Example: name, age, favorite color, etc.) The student’s in short conversations. (J.3,
mood and S.1, S.4)
Yy Zz
when to listen character could introduce other puppets or request
the speed
while working in permission to do something. (Example: This is Sebastian.
at which CE.EFL.2.10. Interaction –
pairs or small He’s 11. Can I borrow a pencil, please?, etc.)
they can Interpersonal: Participate
groups in class
move
by following • Doing a mingle activity where learners meet and greet effectively in basic interpersonal
each other and ask and answer simple questions. interactions in everyday
Students classroom
Observing to see whether the learner can interact contexts,
learn to: instructions and
effectively, and whether they are able to ask for repetition provided the interlocutor speaks
recognize simple slowly and clearly. (Example:
commands. when required, and / or react appropriately to responses
, requesting, introducing,
received. (Example: Find someone who…. Do you have a
pronounc responding, etc.)
EFL.2.2.13. red car? Yes?
e, and
Understand and
form the Great! – writes down name of person.) I.EFL.2.10.1. Learners can
use basic
letters interact effectively using a
greetings, leave- • Establishing a clear expectation of English use for
Ww range of basic functional
taking classroom functions. (Example: greeting, requesting,
through
expressions,
exponents for interpersonal
Zz; thanking, asking for repetition / clarification, offering help, conversations in everyday
and other simple taking leave, etc.) Informal assessment could involve a star
identify
everyday contexts, providing speech is
anchor chart, with points for learners who use L2 regularly. slow and clear. Learners can
phrases to
words for Reading request repetition or
facilitate
each interpersonal • Reading a list of words in a Venn diagram and clarification, and can react
letter interaction, to understanding the meaning. (Example: Venn diagram: appropriately to responses
introduce others, Dog/Cat. Task: received. (I.3)
and to name Read a sentence and tick yes/no. Sentence: Dogs and cats
things. have tails , etc.)
(Example: • Matching a simple short text to the correct plan. (Example:
Text: a short simple description about a zoo: The giraffes
Thank-you, Can
are next to the pandas. Plan: a simple map of the zoo, etc.)
I help you? This
• Reading a short simple text and coloring a simple bar
is [name], etc.) chart. (Example: a description of some children’s favorite
EFL.2.2.14. Ask ice cream. Task: color the chart accordingly, etc.)
Writing
and answer
basic personal • Having learners complete a short simple questionnaire
information about themselves. Learners read open-ended questions
questions, as and write the answers on the form. (Example: What time do
well as simple you get up? What time do you go to school? At 6 o’clock,
questions about etc.)
other people,
animals, and • Interviewing a partner, asking yes/no questions and
possessions, writing yes/no on the survey form. (Example: Do you live in
provided the an apartment? Yes, etc.)
interaction is
• Writing a variety of simple text types, using the
slow and clear. CE.EFL.2.15. Learn to read
appropriate language and layout: graphs, diagrams, charts, and
(Example:
Where do you • Listen to a URL address and write it down. (Example: other kinds of graphic organizer.
live? Do you Demonstrate understanding of a
www.cambridge.org, etc.)
have a bicycle?, text presented in the form of a
• Write your own email address or invent one. (Example: graphic organizer (both print and
etc.)
mydog@gmail.com for your pet, etc.) digital).
EFL.2.2.16. Say
when they do not • Write a simple print/online message to a friend for their
understand and birthday. (Example: Happy Valentine’s Day, Juan!, Have a
ask for slower or wonderful birthday, Kate!, etc.) I.EFL.2.15.1. Learners can
clearer repetition use simple graphic organizers
to show that they can
where required. Language through the Arts understand a short simple
(Example: text. (Example: maps,
Sorry? Could • Working on a project in small groups of 4-5 and
diagrams, bar charts, Venn
discussing what the group is doing well and what it could
you say that diagrams, etc.) (I.4)
do to improve.
again, etc.)
• Brainstorming ideas for a writing project together as a
EFL.2.2.17. class, using a graphic organizer.
React • Creating a product for another class and making a short
advertisement that could be used to sell the product. CE.EFL.2.20. Complete a simple
appropriately to survey form or questionnaire by
• Playing games in class or doing puzzles.
what others say providing personal details. Write
• Discussing mistakes and how learners (and all humans)
using can learn from them. a variety of simple written text
verbal/non- types, used in print or online,
verbal back with appropriate layout and
channeling, or language. (Examples: message
by asking further on a greeting card, name and
simple questions address on an envelope, an
email address, etc.)
to extend the
interaction.
(Example:
express interest
using facial I.EFL.2.20.1. Learners can
expression or write information in a simple
simple words survey form or questionnaire,
with appropriate and can type or write some
intonation: Oh!, simple digital text-types, such
Yes! Thanks. as a URL and an email
And you? etc.) address. (I.3)
EFL.2.3.6.
Understand the
content of a
simple graphic CE.EFL.2.25. Implement a
organizer (online range of creative thinking skills
or print). to show a respect for sharing
(Example, Venn and accepting different ideas in
Diagrams, brainstorms and pair work.
charts, and
labeled I.EFL.2.25.1. Learners can
diagrams.) utilize a range of creative
thinking skills to show a
EFL.2.4.8. respect for sharing and
Complete a accepting different ideas
basic survey or a while working in pairs and
questionnaire by through brainstorms. (J.3,
providing S.4)
personal details.

EFL.2.4.9. Write
a variety of short
simple text
types, commonly
used in print and
online, with
appropriate
language and
layout.
(Example: write
a greeting on a
birthday card,
name and
address on an
envelope, a URL
for a website, an
email address,
etc.)

EFL.2.5.9. Use
creative thinking
skills to learn
 how to share and
respect all ideas
through
brainstorming
activities and
pair work in
class.

6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS

ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): NAME: LIC. Lic. Santiago Paez /Juan Chalacama NAME: Lic. Santiago Aguilar.

Lcda.
Elizabeth Saráuz

Signature: Signature: Signature:

Date: Octuber, Date: Octuber, 16/2017 Date: Octuber, 16/2017

16/2017