Академический Документы
Профессиональный Документы
Культура Документы
PHONICS: Gg Hh
furniture. (Example: where one during collaborative pair and small group work. can use basic personal
learn to: recognize, pronounce, lives or goes to Adding expressions of politeness to dialogues.
Ii Jj Kk Ll
and form the letters Gg through school, etc.) Completing a short questionnaire or form
information and
Ll; identify anchor words for EFL.2.1.6. about ones basic personal information. expressions of
each letter Understand and use (Example: name, school, age, address, etc.) politeness in short
common expressions Responding to pictures or short texts by dialogues or
of politeness in class circling the corresponding emoticon. (Example: conversations. (J.2, J.3)
while working in pairs happy face, sad face, confused face, etc.)
or groups on projects. Oral Communication: (Listening and
(Example: Please, Speaking)
sorry, thank you, etc.) Asking the student simple questions about CE.EFL.2.8. Production -
EFL.2.2.8. Imitate themselves, their family, or their possessions Pronunciation: Produce
individual English and checking whether the responses are individual words and short
language sounds, comprehensible. (Example: Whats your name? phrases clearly enough that
especially those Juan. How do you spell Juan? J-U-A-N. How other people can usually
phonemes which do old are you? Im eight /am et /, etc.) understand them easily.
not exist in the Showing the student some picture flashcards
students own L1, of familiar vocabulary items and asking them to
both in isolation and say the words. (Example: Its a house, a school,
within key vocabulary a car, a bike, to see if they are easily understood,
I.EFL.2.8.1. Learners
items. (Example: // etc.) can pronounce most
// // /i:/ and in words Doing a mingle activity where learners ask and familiar vocabulary
like singing, these, up, answer simple questions about a picture which items accurately, and can
sea, etc.) has been stuck to their own back. (Example: for therefore usually be
EFL.2.2.9. Spell out animal picture cards, learners ask and answer Is
key vocabulary items it an elephant? No. Is it a horse? Yes. Is it black
easily understood. They
using the English or white? White. etc.) Observing to see whether can also produce some
alphabet. (Example: each students questions and answers are phrases and short
names, colors, understandable by other learners. sentences clearly, and
animals, possessions, Ask the learner to sing a song or recite a chant may approximate
etc.) together with a group of friends or with the
EFL.2.2.10 Clap, teacher. Record the students production with
English rhythm and
move, chant, or sing the recording device quite near to the students intonation in longer
along with short mouth and listen to the recording to assess utterances. (I.3)
authentic English
language rhymes or clarity of sounds, production of phonemes,
songs, approximating rhythm and intonation..
English rhythm and Reading
intonation once Matching common signs to their meanings.
familiar with the text. (Example: a simple classroom sign or a notice
(Example: jump or in the park, Silence please, No eating, etc.)
clap in time to jump- Studying an environmental print text type and
rope rhymes, do the drawing a line from the word to the artwork.
actions to action (Example: from the word cloud to a cloud
songs or short weather symbol, or from the word stop to a
rhythmic poems, red stop light, etc.) CE.EFL.2.13. Understand
enunciating some of Circling an emoticon to match to a picture. the content in a variety of
words in time with the (Example: Amy feels sick / Amy is happy /, well-known text types, both
rhythm, etc.) etc.) print and online, using the
EFL.2.3.4. Comparing and contrasting information. layout and artwork for
Understand the (Example: learners read simple price tags and support; recognize typical
content in simple match them to the correct sentences: This toy is signs and symbols found in
short written cheap. Those shoes are expensive, etc.) the text types.
environmental print I.EFL.2.13.1. Learners
text types, using Writing can understand a short
artwork, symbols, and Completing the gaps in a sentence. (Example:
layout for support. My best friend is ten --- old. --- name is Carol. -
simple environmental
(Example: price tags, -- birthday is in May,etc.) print text type and
signs, notices (No Completing a simple open-ended sentence. successfully complete a
eating, etc.), candy (Example: For breakfast I eat _______; In my simple task. (Example: a
wrappers, etc.). bedroom there is ______,etc.) sign, notice, menu, etc.)
EFL.2.4.5. Write Writing a description of yourself by
simple sentences on completing the outline of a paragraph. Each
(I.3)
familiar topics to sentence in the paragraph contains a sentence
communicate basic opener. (Example: My names, My hair is,
ideas. My eyes are, etc.)
EFL.2.4.6. Write a Reading a short simple paragraph which CE.EFL.2.19. Convey some
short simple serves as a model text, then writing a similar simple ideas, facts or
paragraph to convey paragraph on the same topic. opinions in a simple sentence
some simple facts (Example: Topics could include: my best friend, or short paragraph, using
about people, my family, my house, my favorite animal, my basic vocabulary and
animals, places, town, etc.) structures.
things, yourself or Writing a short simple paragraph on a familiar
others, with the topic. Learners must write the answer to specific
support of a model questions or use specific vocabulary. (Example: I.EFL.2.19.1. Learners
text. (Example: where Topic: describe your clothes. Opening phrase: can produce a short
they live, what they Im wearingWords: t-shirt, pants, shoes,etc.)
do, etc.) Writing a short simple paragraph, using key
simple sentence and a
EFL.2.4.7. Write a words for support. (Example: Draw a town and paragraph with ample
short simple write about it using these words: hospital, pet support - on a variety of
paragraph to describe store, park, bookstore, etc.) topics, and some
yourself or other learners can do so with
people, animals, Language through the Arts
places and things, Doing extended reading, in which learners get
only limited support.
with limited support. to choose what they read and are not evaluated (I.3)
(Example: by or tested on it.
answering questions Sharing in small groups or pairs the learners
or using key words). favorite stories, songs, poems, etc., and saying
EFL.2.5.4. Listen to why.
and read short Responding to a poem by drawing how it
narratives and/or makes the learner feel.
other oral and written Writing questions the learners would like to
literary texts in class ask a character in the story, or the author of the
(with a preference for story.
authentic texts) in Inviting authors as guest speakers into the CE.EFL.2.23. Display an
order to stimulate classroom so learners can share their responses affinity for a variety of
imagination, curiosity to the story with them. literary texts by responding
and a love for Interviewing family members about their within a range of physical,
literature. favorite book or poem, and then sharing their cognitive, and attitudinal
EFL.2.5.7. Create findings in class. manners, and vary elements
picture books and/or Keeping a small class library and allowing fast of a literary text to create a
other graphic finishers to choose a book or magazine to read new text.
expressions in pairs in while the rest of the class completes the task.
class by varying Listening to a song and rewriting the song I.EFL.2.23.1. Learners
scenes, characters, or lyrics changing just one aspect. (Example: can demonstrate an
other elements of choosing and replacing the characters name, affinity for a variety of
literary texts. age, etc.)
literary texts by
responding within a
range of physical,
cognitive, and attitudinal
manners and adapt
elements of a literary
text to create a new text.
(I.1, I.4)
4. LESSON 10: What Students learn to: ask and answer EFL.2.1.7. Communication and Cultural Awareness CE.EFL.2.4. Develop skills
day is it today? questions about the days of the Collaborate in a Completing a very short, picture-based self- of collaboration by working
LESSON 11: What week friendly manner by evaluation or peer evaluation form. together on projects and
are these? Students learn to: ask and answer sharing classroom Playing games in which learners must pass sharing materials while
PHONICS: Mm
Nn Oo Pp
questions to identify different materials and objects around the room. (Example: hot potato, expressing personal
clothing items personal objects while etc.) preferences with peers.
Students learn to: recognize, participating in games Practicing helpful classroom language in mini 6 weeks
pronounce, and form the letters and activities in class dialogues and/or chants (Example: Can I borrow I.EFL.2.4.1. Learners
Mm through Pp; identify anchor and on the your eraser? Do you have a pencil? etc.) can select pictures
words for each letter playground. Completing a short survey about favorites or
EFL.2.1.8. Exchange likes/dislikes and then sharing ideas with a
and/or short phrases that
basic personal partner. relate to collaborating
preferences with Making a pie chart about the things that are and sharing and express
peers in order to most liked in the class. personal preferences.
express likes and (J.2, J.3, S.4)
dislikes. Oral Communication: (Listening and
EFL.2.2.11. Produce Speaking)
simple, mainly Asking learners simple questions about
isolated utterances themselves, their family, or their possessions CE.EFL.2.9. Production -
using very short and noting whether their response time is Fluency: Utterances are
phrases and acceptable (i.e. may be slow, but not so slow sometimes produced slowly
sometimes individual that the interaction becomes uncomfortable for but use appropriate words and
words, possibly with the student or the teacher), and whether their phrases to express basic
slow and/or hesitant response is appropriate. Some learners may ideas, initiate conversations
delivery. (Example: produce short sentences in response to basic and respond to questions,
words, phrases and questions. (Example: What color are your including some chunks of
short sentences about shoes? Yes What color are your shoes? Blue or language and short sentences.
people, animals, Theyre blue, etc.)
things, etc.) Giving learners a picture of a familiar scene
I.EFL.2.9.1. Learners
EFL.2.2.12. Respond and asking them to tell you what they can see. can express basic ideas,
to simple questions in Some learners may produce longer utterances. initiate conversations,
quite a short time and (Example: a picture of a classroom where and respond to simple
initiate basic learners name individual items: table, chair, questions using
interaction clock There are four chairs. The clock says 4
spontaneously when oclock., etc.)
appropriate words,
there are Running a mingle activity where each learner phrases, and short
opportunities to has a different simple question to ask the others. sentences. Responses
speak. Speech is Learners move around the room asking their
produced a little less question and listening to the answers received.
may be slow though
slowly and hesitantly. Observing to see whether each student asks the pauses do not make the
EFL.2.3.5. Show the question fluidly and answers using individual interaction tedious or
ability to use a simple words only or short sentences. (Example uncomfortable for
learning questions: Whats your favorite food? Chicken / participants. (I.3)
resource.(Example: a Its chicken and rice / Do you like oranges? Yes.
small set of / Yes, I do. / I love oranges!, etc.)
flashcards, a picture- Reading
based dictionary Using a simple learning resource and locating
(online or print), or a details. (Example: finding and circling or
simple word list). coloring three different kinds of fruit or three
EFL.2.4.8. Complete kinds of drink in an online or print picture
a basic survey or a dictionary, etc.) CE.EFL.2.14. Demonstrate
questionnaire by Using the alphabet to scan for particular items familiarity with study
providing personal in lists. (Example: finding a word in a simple resources (both print and
details. dictionary or locating a boys name on a class digital). (Example: a picture
EFL.2.4.9. Write a list.) dictionary, some flashcards of
variety of short Testing each other on the meaning of known words, or a word list.)
simple text types, flashcards. (Example: a boy shows a picture on
commonly used in a flashcard and asks: Whats this? Girl: its an
I.EFL.2.14.1. Learners
print and online, with airplane, etc.) can successfully use
appropriate language simple online and print
and layout. Writing learning resources.
(Example: write a Having learners complete a short simple (Example: flashcards,
greeting on a birthday questionnaire about themselves. Learners read
card, name and open-ended questions and write the answers on
picture dictionaries,
address on an the form. (Example: What time do you get up? word lists, etc.) (I.2)
envelope, a URL for What time do you go to school? At 6 oclock,
a website, an email etc.)
address, etc.) Interviewing a partner, asking yes/no CE.EFL.2.20. Complete a
EFL.2.5.5. Apply ICT questions and writing yes/no on the survey simple survey form or
and/or other form. (Example: Do you live in an apartment? questionnaire by providing
resources to Yes, etc.) personal details. Write a
communicate simple Writing a variety of simple text types, using variety of simple written text
thoughts in small the appropriate language and layout: types, used in print or online,
groups. Listen to a URL address and write it down. with appropriate layout and
EFL.2.5.8. Produce (Example: www.cambridge.org, etc.) language. (Examples:
short, creative texts Write your own email address or invent one. message on a greeting card,
using ICT and/or (Example: mydog@gmail.com for your pet, name and address on an
other resources at etc.) envelope, an email address,
home or at school in Write a simple print/online message to a friend etc.)
order to recreate for their birthday. (Example: Happy Valentines
familiar scenes and Day, Juan!, Have a wonderful birthday, Kate!,
themes. etc.) I.EFL.2.20.1. Learners
EFL.2.5.5. Apply ICT Language through the Arts can write information in
and/or other Writing a text message to a friend.
resources to Producing an audio clip stating the students
a simple survey form or
communicate simple daily routine. questionnaire, and can
thoughts in small Using ICT resources to organize and edit a type or write some
groups. short piece of creative or informational writing. simple digital text-types,
EFL.2.5.8. Produce Taking pictures of or drawing what the such as a URL and an
short, creative texts learners usually eat for breakfast, then using the
using ICT and/or picture as a prompt for conversation in class.
email address. (I.3)
other resources at Writing a short, fictional story about a family
home or at school in member. CE.EFL.2.24. Communicate
order to recreate Putting short captions under pictures. ideas and experiences and
familiar scenes and create short original texts
themes. 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)
5. EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5. Model turn-
Communicate to taking and ways to express to
LESSON 12: Can Students learn to: ask and answer peers and teacher Role-playing and participating in short others when something is not
you swim? questions to identify different when something is not dialogues. understood to improve
LESSON 13: family members understood in class Playing games that practice classroom comprehension and/or 6 weeks
Whos she? Whos Students learn to: ask and answer through the use of language and turn-taking. intelligibility in
he?
LESSON 14: Shes
questions to identify different simple basic Singing songs or chants that practice helpful conversations.
my friend people they know questions. language.
PHONICS: Qq Rr Students learn to: recognize, EFL.2.1.10. Working in pairs and groups on a small
Ss Tt Uu Vv pronounce, and form the letters Recognize when to project. I.EFL.2.5.1. Learners
Qq through Vv; identify anchor speak and when to Oral Communication: (Listening and can apply turn-taking
words for each letter listen while working Speaking)
in pairs or small Conducting a conversation with the teacher
and ways to express to
groups in class by and learner playing two characters using masks others when something
following classroom or hand puppets. The learner may be given the is not understood in
instructions and characters details or invent them. (Example: short conversations.
simple commands. name, age, favorite color, etc.) The students (J.3, S.1, S.4)
EFL.2.2.13. character could introduce other puppets or
Understand and use request permission to do something. (Example: CE.EFL.2.10. Interaction
basic greetings, leave- This is Sebastian. Hes 11. Can I borrow a Interpersonal: Participate
taking expressions, pencil, please?, etc.) effectively in basic
and other simple Doing a mingle activity where learners meet interpersonal interactions in
everyday phrases to and greet each other and ask and answer simple everyday contexts,
facilitate questions. Observing to see whether the learner provided the interlocutor
interpersonal can interact effectively, and whether they are speaks slowly and clearly.
interaction, to able to ask for repetition when required, and / or (Example: requesting,
introduce others, and react appropriately to responses received. introducing, responding, etc.)
to name things. (Example: Find someone who. Do you have a
(Example: Thank- red car? Yes?
you, Can I help you? Great! writes down name of person.)
I.EFL.2.10.1. Learners
This is [name], etc.) Establishing a clear expectation of English use can interact effectively
EFL.2.2.14. Ask and for classroom functions. (Example: greeting, using a range of basic
answer basic personal requesting, thanking, asking for repetition / functional exponents for
information clarification, offering help, taking leave, etc.) interpersonal
questions, as well as Informal assessment could involve a star chart,
simple questions with points for learners who use L2 regularly.
conversations in
about other people, Reading everyday contexts,
animals, and Reading a list of words in a Venn diagram and providing speech is
possessions, provided understanding the meaning. (Example: Venn slow and clear. Learners
the interaction is slow diagram: Dog/Cat. Task: can request repetition or
and clear. (Example:
Where do you live? Read a sentence and tick yes/no. Sentence: clarification, and can
Do you have a Dogs and cats have tails , etc.) react appropriately to
bicycle?, etc.) Matching a simple short text to the correct
EFL.2.2.16. Say when plan. (Example: Text: a short simple description
responses received. (I.3)
they do not about a zoo: The giraffes are next to the pandas.
understand and ask Plan: a simple map of the zoo, etc.)
for slower or clearer Reading a short simple text and coloring a
repetition where simple bar chart. (Example: a description of
required. (Example: some childrens favorite ice cream. Task: color
Sorry? Could you say the chart accordingly, etc.)
that again, etc.) Writing
EFL.2.2.17. React Having learners complete a short simple
appropriately to what questionnaire about themselves. Learners read
others say using open-ended questions and write the answers on
verbal/non-verbal the form. (Example: What time do you get up?
back channeling, or What time do you go to school? At 6 oclock,
by asking further etc.)
simple questions to Interviewing a partner, asking yes/no questions
extend the interaction. and writing yes/no on the survey form.
(Example: express (Example: Do you live in an apartment? Yes,
interest using facial etc.)
expression or simple Writing a variety of simple text types, using
words with the appropriate language and layout:
appropriate Listen to a URL address and write it down.
intonation: Oh!, Yes! (Example: www.cambridge.org, etc.) CE.EFL.2.15. Learn to read
Thanks. And you? Write your own email address or invent one. graphs, diagrams, charts, and
etc.) (Example: mydog@gmail.com for your pet, other kinds of graphic
EFL.2.3.6. etc.) organizer. Demonstrate
Understand the Write a simple print/online message to a friend understanding of a text
content of a simple for their birthday. (Example: Happy Valentines presented in the form of a
graphic organizer Day, Juan!, Have a wonderful birthday, Kate!, graphic organizer (both print
(online or print). etc.) and digital).
(Example, Venn Language through the Arts
Diagrams, charts, and Working on a project in small groups of 4-5
labeled diagrams.) and discussing what the group is doing well and
EFL.2.4.8. Complete what it could do to improve. I.EFL.2.15.1. Learners
a basic survey or a Brainstorming ideas for a writing project can use simple graphic
questionnaire by together as a class, using a graphic organizer. organizers to show that
providing personal Creating a product for another class and they can understand a
details. making a short advertisement that could be used short simple text.
EFL.2.4.9. Write a to sell the product.
variety of short simple Playing games in class or doing puzzles.
(Example: maps,
text types, commonly Discussing mistakes and how learners (and all diagrams, bar charts,
used in print and humans) can learn from them. Venn diagrams, etc.)
online, with (I.4)
appropriate language
and layout. (Example:
write a greeting on a
birthday card, name CE.EFL.2.20. Complete a
and address on an simple survey form or
envelope, a URL for a questionnaire by providing
website, an email personal details. Write a
address, etc.) variety of simple written text
EFL.2.5.9. Use types, used in print or online,
creative thinking with appropriate layout and
skills to learn how to language. (Examples:
share and respect all message on a greeting card,
ideas through name and address on an
brainstorming envelope, an email address,
activities and pair etc.)
work in class.
I.EFL.2.20.1. Learners
can write information in
a simple survey form or
questionnaire, and can
type or write some
simple digital text-
types, such as a URL
and an email address.
(I.3)
CE.EFL.2.25. Implement a
range of creative thinking
skills to show a respect for
sharing and accepting
different ideas in brainstorms
and pair work.
I.EFL.2.25.1. Learners
can utilize a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas while
working in pairs and
through brainstorms.
(J.3, S.4)
6. EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5. Model turn-
LESSON 15: Can Students learn to: ask and answer Communicate to Role-playing and participating in short taking and ways to express to
you questions about ability peers and teacher dialogues. others when something is not
sing? Students learn to: state their when something is not Playing games that practice classroom understood to improve
LESSON 16: Im mood and the speed at which
happy.
understood in class language and turn-taking. comprehension and/or
PHONICS: Ww
they can move through the use of Singing songs or chants that practice helpful intelligibility in
Students learn to: recognize, simple basic language. conversations. 6 weeks
Xx
Yy Zz pronounce, and form the letters questions. Working in pairs and groups on a small
Ww through Zz; identify anchor EFL.2.1.10. project.
words for each letter Recognize when to Oral Communication: (Listening and I.EFL.2.5.1. Learners
speak and when to Speaking) can apply turn-taking
listen while working Conducting a conversation with the teacher
in pairs or small and learner playing two characters using masks
and ways to express to
groups in class by or hand puppets. The learner may be given the others when something
following classroom characters details or invent them. (Example: is not understood in
instructions and name, age, favorite color, etc.) The students short conversations.
simple commands. character could introduce other puppets or (J.3, S.1, S.4)
EFL.2.2.13. request permission to do something. (Example:
Understand and use
basic greetings, leave- This is Sebastian. Hes 11. Can I borrow a CE.EFL.2.10. Interaction
taking expressions, pencil, please?, etc.) Interpersonal: Participate
and other simple Doing a mingle activity where learners meet effectively in basic
everyday phrases to and greet each other and ask and answer simple interpersonal interactions in
facilitate questions. Observing to see whether the learner everyday contexts,
interpersonal can interact effectively, and whether they are provided the interlocutor
interaction, to able to ask for repetition when required, and / or speaks slowly and clearly.
introduce others, and react appropriately to responses received. (Example: requesting,
to name things. (Example: Find someone who. Do you have a introducing, responding, etc.)
(Example: Thank- red car? Yes?
you, Can I help you? Great! writes down name of person.) I.EFL.2.10.1. Learners
This is [name], etc.) Establishing a clear expectation of English use can interact effectively
EFL.2.2.14. Ask and for classroom functions. (Example: greeting,
answer basic personal requesting, thanking, asking for repetition /
using a range of basic
information clarification, offering help, taking leave, etc.) functional exponents for
questions, as well as Informal assessment could involve a star chart, interpersonal
simple questions with points for learners who use L2 regularly. conversations in
about other people, Reading everyday contexts,
animals, and Reading a list of words in a Venn diagram and
possessions, provided understanding the meaning. (Example: Venn
providing speech is
the interaction is slow diagram: Dog/Cat. Task: slow and clear. Learners
and clear. (Example: Read a sentence and tick yes/no. Sentence: can request repetition or
Where do you live? Dogs and cats have tails , etc.) clarification, and can
Do you have a Matching a simple short text to the correct react appropriately to
bicycle?, etc.) plan. (Example: Text: a short simple description
EFL.2.2.16. Say when about a zoo: The giraffes are next to the pandas.
responses received. (I.3)
they do not Plan: a simple map of the zoo, etc.)
understand and ask Reading a short simple text and coloring a
for slower or clearer simple bar chart. (Example: a description of
repetition where some childrens favorite ice cream. Task: color
required. (Example: the chart accordingly, etc.)
Sorry? Could you say Writing
that again, etc.) Having learners complete a short simple
EFL.2.2.17. React questionnaire about themselves. Learners read
appropriately to what open-ended questions and write the answers on
others say using the form. (Example: What time do you get up?
verbal/non-verbal What time do you go to school? At 6 oclock,
back channeling, or etc.)
by asking further
simple questions to Interviewing a partner, asking yes/no questions
extend the interaction. and writing yes/no on the survey form.
(Example: express (Example: Do you live in an apartment? Yes,
interest using facial etc.)
expression or simple Writing a variety of simple text types, using
words with the appropriate language and layout:
appropriate Listen to a URL address and write it down.
intonation: Oh!, Yes! (Example: www.cambridge.org, etc.) CE.EFL.2.15. Learn to read
Thanks. And you? Write your own email address or invent one. graphs, diagrams, charts, and
etc.) (Example: mydog@gmail.com for your pet, other kinds of graphic
EFL.2.3.6. etc.) organizer. Demonstrate
Understand the Write a simple print/online message to a friend understanding of a text
content of a simple for their birthday. (Example: Happy Valentines presented in the form of a
graphic organizer Day, Juan!, Have a wonderful birthday, Kate!, graphic organizer (both print
(online or print). etc.) and digital).
(Example, Venn Language through the Arts
Diagrams, charts, and Working on a project in small groups of 4-5
labeled diagrams.) and discussing what the group is doing well and
EFL.2.4.8. Complete what it could do to improve. I.EFL.2.15.1. Learners
a basic survey or a Brainstorming ideas for a writing project can use simple graphic
questionnaire by together as a class, using a graphic organizer.
providing personal Creating a product for another class and
organizers to show that
details. making a short advertisement that could be used they can understand a
EFL.2.4.9. Write a to sell the product. short simple text.
variety of short simple Playing games in class or doing puzzles. (Example: maps,
text types, commonly Discussing mistakes and how learners (and all diagrams, bar charts,
used in print and humans) can learn from them.
online, with
Venn diagrams, etc.)
appropriate language (I.4)
and layout. (Example:
write a greeting on a
birthday card, name
and address on an CE.EFL.2.20. Complete a
envelope, a URL for a simple survey form or
website, an email questionnaire by providing
address, etc.) personal details. Write a
EFL.2.5.9. Use variety of simple written text
creative thinking types, used in print or online,
skills to learn how to with appropriate layout and
share and respect all language. (Examples:
ideas through message on a greeting card,
brainstorming name and address on an
activities and pair envelope, an email address,
work in class. etc.)
I.EFL.2.20.1. Learners
can write information in
a simple survey form or
questionnaire, and can
type or write some
simple digital text-
types, such as a URL
and an email address.
(I.3)
CE.EFL.2.25. Implement a
range of creative thinking
skills to show a respect for
sharing and accepting
different ideas in brainstorms
and pair work.
I.EFL.2.25.1. Learners
can utilize a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas while
working in pairs and
through brainstorms.
(J.3, S.4)
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
Ministerio de educacion, julio de 2016. Teachers book. Pre A11 It will use the English Book Pre A1.1, the which is directed
Muoz, O. J. (2015). TEACHERS BOOK - LEVEL 1. Quito: Norma. to 2th, 3th and 4th of EGB.
Villalba, J., & Rosero, I. (Septiembre de 2012). Ministerio de Educacin del Ecuador - MinEduc. Obtenido de http://educacion.gob.ec/wp-
content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): Alisson Melany Herrera Gavilanes NAME: NAME:
Signature: Signature: Signature: