Beruflich Dokumente
Kultur Dokumente
SCHOOL YEAR:
2019 - 2020
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): Rhommel Castillo
Grade/ Course: 4ro EGB – 5to EGB – 6to EGB Education Level: A-B-C A.1.1 (children)
2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of periods
3 Hours 36 weeks
4 weeks 40 weeks 120 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
Nº Title of the Unit Specific Objectives Contents/skills Methodological Orientations Evaluation Weeks
unit (Skills and strategies) duration
Students learn how to: Exchange personal information in Communication and Cultural CE.EFL.2.5. Model turn-taking and ways to
1 What is your greet; introduce themselves and class. (Example: where one lives or Awareness express to others when something is not 6
others with first and/or family goes to school, etc.).Ref. FL.2.1.1. Drawing different houses and understood to improve comprehension
favorite
names; ask and answer questions Collaborate in a friendly manner by labeling different rooms and and/or intelligibility in conversations.
class? sharing classroom materials and objects in a house.
Where is the about favorite/least favorite personal objects while Using question words (who, what, I.EFL.2.5.1. Learners can apply turn-taking
classes. participating in games and where) to ask about places. and ways to express to others when
gym?
Global Benchmarks: activities in class and on the Reflecting on differences between something is not understood in short
Phonic: Students can: recognize and playground. Ref.EFL.2.1.7. a house and an apartment. conversations. (J.3, S.1, S.4)
understand basic words and Understand meanings expressed Creating a diorama of urban and
bl,br,cl,cr,fl,fr
phrases concerning him/herself, on familiar topics, as well as basic rural aspects. CE.EFL.2.10. Interaction – Interpersonal:
,dr,tr. family and school; identify basic spoken instructions and simple Drawing a map of a neighborhood. Participate effectively in basic
familiar words and phrases in a questions about self, people, Asking and answering questions interpersonal interactions in everyday
new piece of text; give simple animals, or things. (Example: about where you and others li contexts, provided the interlocutor
answers to basic questions when greetings, short phrases, basic speaks slowly and clearly. (Example:
given time to reply and the other range of classroom instructions, Oral Communication: (Listening requesting, introducing, responding, etc.)
person is prepared to help; use common personal information and Speaking) I.EFL.2.10.1. Learners can interact
simple phrases and sentences to questions: What’s your name?etc.) Listening to a very short and simple effectively using a range of basic
describe where he/she lives and Ref. EFL.2.2.1. story and ordering the pictures functional exponents for interpersonal
people he/she knows; copy words Listening to short simple texts, showing what happens. (Example: conversations in everyday contexts,
and short phrases that are being especially when accompanied by Jane is taking her dog for a walk providing speech is slow and clear.
learned in class. pictures or other visual aids, or They see some birds. The birds fly Learners can request repetition or
Students learn to: sound effects. (Example: away, etc.) clarification, and can react appropriately
Recognize the letter shopkeeper speaking to a Listening to a short and simple to responses received. (I.3)
combinatidentify different places customer who is buying some conversation between 2 speakers
at school; identify teachers of fruit.) Ref. EFL.2.2.2. and deciding who is speaking, CE.EFL.2.13. Understand the content in a
different subjects. EFL.2.2.9.Spell out key vocabulary where they are, and how they feel. variety of well-known text types, both
Global Benchmarks: items using the English alphabet. (Example: a boy and his Dad, at a print and online, using the layout and
Students can: understand simple (Example: names, colors, animals, soccer game, happy, etc.) artwork for support; recognize typical
questions and instructions when possessions, etc.) Watching a video clip and selecting signs and symbols found in the text types.
teachers and other pupils; speak Show the ability to use a simple the best title for it. (Example: I.EFL.2.13.1. Learners can understand a
very slowly and clearly; recognize learning resource. (Example: a Funny monkeys at the zoo, etc.) short simple environmental print text
and understand basic signs and small set of flashcards,).Ref. type and successfully complete a simple
simple notices in the school; ask EFL.2.3.5. Reading task. (Example: a sign, notice, menu, etc.)
for directions to another place EFL.2.5.3. Use video, and pictures Drawing a line from individual (I.3)
nearby in the school; use very to respond to a variety of literary words to a picture or a scene. CE.EFL.2.20. Complete a simple survey
limited number of grammatical texts (Example: learners read a list of form or questionnaire by providing
structures; write some labels, EFL.2.5.6. Generate and expand farm animals and draw a line from personal details. Write a variety of simple
words, and short phrases ideas by responding in a fun and each word to the appropriate written text types, used in print or online,
independently. Students learn to: playful manner to oral and written animal in the scene, etc.) with appropriate layout and language.
recognize the letter combinations (Examples: message on a greeting card,
“bl,” “br;” “cl,” “cr;” “fl,” “fr;” texts in order to increase Reading a list of four words and name and address on an envelope, an
“dr,” “tr” and their enjoyment of the language. crossing out the word that doesn’t email address, etc.)
pronunciations. belong. (Example: arm – leg – I.EFL.2.20.1. Learners can write
Global Benchmarks: house – foot, etc.) information in a simple survey form or
Students can: recognize names of Reading a simple sentence, looking questionnaire, and can type or write some
letters of the alphabet and their at the accompanying picture, and simple digital text-types, such as a URL
sounds. ticking yes/no. (Example: This is a and an email address. (I.3)
house. Yes, etc.)
Completing a gap in a sentence CE.EFL.2.22. Describe and write about
(print or online). (Example: Words: emotions and responses to literary texts
go, sleep. Sentence: Every day I --- through words and images, or other
to school, etc.) media (video, audio) on class or school
bulletin boards and expand on ideas and
Writing responses to texts read/seen/heard in by
Locating specific words on the page participating in songs/chants, TPR
and writing them in a list. activities and playground games.
(Example: all the words beginning I.EFL.2.22.1. Learners can report
with the sound /k/ or all the words emotions and compose short responses
that contain the long /a:/ sound, to literary texts through words and
etc.) images, or other media (video, audio).
Matching words to pictures. Learners can generate and expand on
(Example: under the picture of a personal opinions and responses to oral
chair, learners write the word chair and written texts through TPR,
with the five letters of the word on playground games, and songs. (I.3, S.3)
the five lines provided, etc.)
Writing
Completing the gaps in a sentence.
(Example: My best friend is ten ---
old. --- Name is Carol. --- birthday is
in May, etc.)
Completing a simple open-ended
sentence. (Example: For breakfast I
eat _______; In my bedroom there
is ______, etc.)
Writing a description of yourself by
completing the outline of a
paragraph. Each sentence in the
paragraph contains a sentence
opener. (Example: My names..., My
hair is..., My eyes are..., etc.)
Reading a short simple paragraph
which serves as a model text, then
writing a similar paragraph on the
same topic. (Example: Topics could
include: my best friend, my family,
my house, my favorite animal, my
town, etc.)
Writing a short simple paragraph
on a familiar topic. Learners must
write the answer to specific
questions or use specific
vocabulary. (Example: Topic:
describe your clothes. Opening
phrase: I ’m wearing...Words: t-
shirt, pants, shoes, etc.)
Writing a short simple paragraph,
using key words for support.
(Example: Draw a town and write
about it using these words:
hospital, pet store, park,
bookstore, etc.)
Can you play Students learn how to: EFL2.2.3.Recognize familiar names, Communication and Cultural CE.EFL.2.3. Make use of basic personal
4 Identify musical instruments; ask words, and short phrases Awareness information and expressions of politeness 6
the piano?
about and expressing ability; ask (Example: vocabulary about self, Completing a very short, picture- in order to introduce oneself and
Review about preferences; ask about family, friends and immediate based self-evaluation or peer participate in a short conversation.
what is done/saying what one surroundings at school and home, evaluation form. I.EFL.2.3.1. Learners can use basic
Learn more
does. adjectives for color and size, etc.) Playing games in which learners personal information and expressions of
Global Benchmarks: EFL.2.2.4.Identify items of specific must pass objects around the politeness in short dialogues or
Students can: recognize and information within familiar room. (Example: hot potato, etc.) conversations.
understand basic words and contexts, especially if visual (J.2, J.3)
Phonics: spl, phrases concerning him/herself, support is provided. (Example: Practicing helpful classroom CE.EFL.2.7. Listening for Information:
family, and school; identify basic letters of the alphabet, numbers, language in mini dialogues and/or Follow short and simple spoken texts that
spr,squ,ct,ft,
familiar words and phrases in a prices and times, days, dates and chants (Example: Can I borrow your include familiar vocabulary and are set in
nd,nt,nk,mp new piece of text; give simple months, etc.) eraser? Do you have a pencil? Etc.) everyday contexts. Identify key items of
answers to basic questions when Record key items of specific Completing a short survey about information within the text, and record or
given time to reply and the other information from a description by favorites or likes/dislikes and then act upon them.
person is prepared to help; use drawing picture. (Example: letters sharing ideas with a partner. I.EFL.2.7.1. Learners can understand short
very limited number of of the alphabet, numbers, Making a pie chart about the things and simple spoken texts well enough to
grammatical structures; copy quantities, prices and times, days, that are most liked in the class be able to pick out key items of
labels on a picture. dates and months, etc.) Ref. information and record them in writing or
Students learn to: recognize the EFL.2.2.5. Oral Communication: (Listening drawings, or physically act upon them.
letter combinations “spl,” “spr,” EFL.2.2.10Clap, move, chant, or and Speaking) (I.3)
“squ,” “ct,” “ft,” “nd,” “nt,” “nk,” sing along with short authentic Asking learners simple questions
“mp,” and their pronunciations. English language rhymes or songs, about themselves, their family, or CE.EFL.2.9. Production - Fluency:
Global Benchmarks: approximating English rhythm and their possessions and noting Utterances are sometimes produced
Students can: recognize names of intonation once familiar with the whether their res-ponse time is slowly but use appropriate words and
letters of the alphabet and their text. (Example: jump or clap in time acceptable (i.e. may be slow, but phrases to express basic ideas, initiate
sounds. to jump-rope rhymes, do the not so slow that the interaction conversations and respond to questions,
actions to action songs or short becomes uncomfortable for the including some chunks of language and
rhythmic poems, enunciating some student or the teacher), and short sentences.
of words in time with the rhythm, whether their response is I.EFL.2.9.1. Learners can express basic
etc.) appropriate. Some learners may ideas, initiate conversations, and respond
EFL.2.4.2. Make a simple learning produce short sentences in to simple questions using appropriate
resource, in order to record. response to basic questions. words, phrases, and short sentences.
(Example: a picture dictionary, a (Example: What color are your Responses may be slow though pauses do
word list, set of flashcards, etc.) shoes? Yes What color are your not make the interaction tedious or
EFL.2.4.3. Write simple words, shoes? Blue or They’re blue, etc.) uncomfortable for participants. (I.3)
phrases and sentences with correct Giving learners a picture of a
use of writing mechanics. familiar scene and asking them to CE.EFL.2.12. Understand the gist and
(Example: spelling, punctuation, tell you what they can see. Some details in short simple written texts
capitalization. learners may pro- duce longer (online or print).
EFL.2.5.6. Generate and expand utterances. (Example: a picture of a I.EFL.2.12.1. Learners can understand a
ideas by responding in a fun and classroom where learners name short simple text on an everyday topic and
playful manner to oral and written individual items: table, chair, clock successfully complete a simple task to
texts in order to increase There are four chairs. The clock show that they have understood most or
enjoyment of the language says 4 o’clock. Etc.) some of it. (I.4)
Running a mingle activity where
each learner has a different simple CE.EFL.2.17. Write simple words, phrases,
question to ask the others. and sentences to demonstrate knowledge
Learners move around the room of spelling, punctuation, capitalization
asking their question and listening and handwriting /typography, and
to the answers received. Observing identify their meanings.
to see whether each student asks I.EFL.2.17.1. Learners can write words,
the question fluidly and answers phrases, and short simple sentences using
using individual words only or short the correct conventions (spelling,
sentences. (Example questions: punctuation, capitalization, and
What’s your favorite food? Chicken handwriting or typography, etc.), for
/ It’s chicken and rice / Do you like making simple learning resources. (I.3)
oranges? Yes. / Yes, I do. / I love
oranges!, etc.) CE.EFL.2.18. Writing in order to perform
controlled practice of vocabulary and
Reading grammar items.
Using a simple learning resource I.EFL.2.18.1. Learners can write short
and locating details. (Example: simple phrases and sentences to show
finding and circling or coloring that they know how to use simple
three different kinds of fruit or grammar or vocabulary items. (I.3, I.4)
three kinds of drink in an online or
print picture dictionary, etc.) CE.EFL.2.21. Distinguish key information
Using the alphabet to scan for in stories and other age-appropriate
particular items in lists. (Example: literary texts, both oral and written.
finding a word in a simple I.EFL.2.21.1. Learners can recognize,
dictionary or locating a boy’s name through pictures or other media such as
on a class list.) ICT, key aspects of a story or literary text
Testing each other on the meaning (both oral and written). (J.1, I.2)
of flashcards. (Example: a boy
shows a picture on a flashcard and
asks: What’s this? Girl: it’s an
airplane, etc.)
Writing
Having learners complete a short
simple questionnaire about
themselves. Learners read open-
ended questions 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, etc.)
Interviewing a partner, asking
yes/no questions and writing
yes/no on the survey form.
(Example: Do you live in an
apartment? Yes, etc.)
Writing a variety of simple text
types, using the appropriate
language and layout:
Writing
Interviewing a partner, asking
yes/no questions and writing
yes/no on the survey form.
(Example: Do you live in an
apartment? Yes, etc.)
Writing a variety of simple text
types, using the appropriate
language and layout:
Listen to a URL address and write it
down. (Example:
www.cambridge.org, etc.)
Write your own email address or
invent one. (Example:
mydog@gmail.com for your pet,
etc.)
Write a simple print/online
message to a friend for their
birthday. (Example: Happy
Valentine’s Day, Juan! Have a
wonderful birthday, Kate!,Etc.)
Writing
Interviewing a partner, asking
yes/no questions and writing
yes/no on the survey form.
(Example: Do you live in an
apartment? Yes, etc.)
Write a simple print/online
message to a friend for their
birthday. (Example: Happy
Valentine’s Day, Juan! Have a
wonderful birthday, Kate!,etc.)
Language through the Arts
Working on a project in small
groups of 4-5 and discussing what
the group is doing well and what it
could do to improve.
Brainstorming ideas for a writing
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 sell the product.
Playing games in class or doing
puzzles.
Discussing mistakes and how
learners (and all humans) can learn
from them.