OBJETIVES OF YEARS FOR SUBNIVEL ELEMENTAL OF BASIC EDUCATION
2ND
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.
3RD
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.
4TH
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 2.7.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 2.7.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 2.8.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 2.8.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.
O.EFL 2.9.Be able to interact in English in a simple O.EFL 2.9.Be able to interact in English in a simple way
way using basic expressions and short phrases in using basic expressions and short phrases in familiar contexts
familiar contexts to satisfy needs of a concrete type, to satisfy needs of a concrete type, provided others talk slowly
provided others talk slowly and clearly and are and clearly and are prepared to help.
prepared to help.
CRITERIA OF EVALUATION SKILLS WITH CRITERIA PERFORMANCE / YEARS
SECOND
CE.EFL.2.1. Differentiate between different EFL.2.1.2 Recognize the
living situations in a variety of surroundings and differences between where
express curiosity about the world through people live among the regions
simple questions of the country in order to
appreciate their own
environment. (Example:
house/apartment,
country/city, etc.)
EFL.2.1.3. Ask simple basic
questions in class about the
world beyond one’s own
immediate environment in
order to increase their
understanding of different
cultures..
EFL 2.1.4. Express curiosity
about the world and other
cultures by asking simple WH-
questions in class after reading
and/or participating in
presentations or other group
work.
THIRD
EFL.2.1.2 Recognize the
differences between where
people live among the regions
of the country in order to
appreciate their own
environment. (Example:
house/apartment,
country/city, etc.)
EFL.2.1.3. Ask simple basic
questions in class about the
world beyond one’s own
immediate environment in
order to increase their
understanding of different
cultures..
EFL 2.1.4. Express curiosity
about the world and other
cultures by asking simple WH-
questions in class after reading
and/or participating in
presentations or other group
work.
FOURTH
EFL.2.1.2 Recognize the
differences between where
people live among the regions
of the country in order to
appreciate their own
environment. (Example:
house/apartment,
country/city, etc.)
EFL.2.1.3. Ask simple basic
questions in class about the
world beyond one’s own
immediate environment in
order to increase their
understanding of different
cultures..
EFL 2.1.4. Express curiosity
about the world and other
cultures by asking simple WH-
questions in class after reading
and/or participating in
presentations or other group
work.
CE.EFL.2.2. Catalog everyday objects and places
in different cultures and recognize ways to act
responsibly towards one’s environment and
surroundings
EFL.2.1.4. Express curiosity
about the world and other
cultures by asking simple WH-
questions in class after reading
and/or participating in
presentations or other group
work.
EFL.2.1.4. Express curiosity
about the world and other
cultures by asking simple WH-
questions in class after reading
and/or participating in
presentations or other group
work.
EFL.2.1.4. Express curiosity
about the world and other
cultures by asking simple WH-
questions in class after reading
and/or participating in
presentations or other group
work.

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

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

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

EFL.2.1.6. Understand and use EFL.2.1.6. Understand and use EFL.2.1.6. Understand and use
common expressions of common expressions of common expressions of
politeness in class while politeness in class while politeness in class while
working in pairs or groups on working in pairs or groups on working in pairs or groups on
 projects. (Example: Please,
sorry, thank you, etc.)
CE.EFL.2.4. Develop skills of collaboration by EFL.2.1.7. Collaborate in a
working together on projects and sharing friendly manner by sharing
materials while expressing personal classroom materials and
preferences with peers. personal objects while
participating in games and
activities in class and on the
playground.
EFL.2.1.8. Exchange basic
personal preferences with
peers in order to express likes
and dislikes.
CE.EFL.2.5. Model turn-taking and ways to EFL.2.1.9. Communicate to
express to others when something is not peers and teacher when
understood to improve comprehension and/or something is not understood in
intelligibility in conversations class through the use of simple
basic questions.
EFL.2.1.10. Recognize when to
speak and when to listen while
working in pairs or small
groups in class by following
classroom instructions and
simple commands.
CE.EFL.2.6. Listening for Meaning: Understand EFL.2.2.1. Understand
the main ideas in short simple spoken texts that meanings expressed in short
include familiar vocabulary and are set in dialogues on familiar topics, as
everyday contexts. well as basic spoken
projects. (Example: Please,
sorry, thank you, etc.)
EFL.2.1.7. Collaborate in a
friendly manner by sharing
classroom materials and
personal objects while
participating in games and
activities in class and on the
playground.
EFL.2.1.8. Exchange basic
personal preferences with
peers in order to express likes
and dislikes.
EFL.2.1.9. Communicate to
peers and teacher when
something is not understood in
class through the use of simple
basic questions.
EFL.2.1.10. Recognize when to
speak and when to listen while
working in pairs or small
groups in class by following
classroom instructions and
simple commands.
EFL.2.2.1. Understand
meanings expressed in short
dialogues on familiar topics, as
well as basic spoken
projects. (Example: Please,
sorry, thank you, etc.)
EFL.2.1.7. Collaborate in a
friendly manner by sharing
classroom materials and
personal objects while
participating in games and
activities in class and on the
playground.
EFL.2.1.8. Exchange basic
personal preferences with
peers in order to express likes
and dislikes.
EFL.2.1.9. Communicate to
peers and teacher when
something is not understood in
class through the use of simple
basic questions.
EFL.2.1.10. Recognize when to
speak and when to listen while
working in pairs or small
groups in class by following
classroom instructions and
simple commands.
EFL.2.2.1. Understand
meanings expressed in short
dialogues on familiar topics, as
well as basic spoken
instructions and simple
questions about self, people,
animals, or things, especially
when spoken slowly and
clearly. (Example: greetings,
short phrases, basic range of
classroom instructions,
common personal information
questions: What’s your name?
etc.)
EFL.2.2.2. Infer who is speaking
and what the situation is when
listening to short simple texts,
especially when accompanied
by pictures or other visual aids,
or sound effects. (Example:
shopkeeper speaking to a
customer who is buying some
fruit.)
EFL.2.2.6. Enjoy 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
instructions and simple
questions about self, people,
animals, or things, especially
when spoken slowly and
clearly. (Example: greetings,
short phrases, basic range of
classroom instructions,
common personal information
questions: What’s your name?
etc.)
EFL.2.2.2. Infer who is speaking
and what the situation is when
listening to short simple texts,
especially when accompanied
by pictures or other visual aids,
or sound effects. (Example:
shopkeeper speaking to a
customer who is buying some
fruit.)
EFL.2.2.6. Enjoy 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
instructions and simple
questions about self, people,
animals, or things, especially
when spoken slowly and
clearly. (Example: greetings,
short phrases, basic range of
classroom instructions,
common personal information
questions: What’s your name?
etc.)
EFL.2.2.2. Infer who is speaking
and what the situation is when
listening to short simple texts,
especially when accompanied
by pictures or other visual aids,
or sound effects. (Example:
shopkeeper speaking to a
customer who is buying some
fruit.)
EFL.2.2.6. Enjoy 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

CE.EFL.2.7. Listening for Information: Follow
short and simple spoken texts that include
familiar vocabulary and are set in everyday
contexts. Identify key items of information
within the text, and record or act upon them.
does not require decoding
every word.
EFL2.2.3. Recognize familiar
names, words, and short
phrases about simple everyday
topics whether heard in
isolation or within short,
simple spoken texts describing
people and objects. (Example:
vocabulary about self, family,
friends and immediate
surroundings at school and
home, adjectives for color and
size, etc.)
EFL.2.2.4. Identify items of
specific information within
simple messages or from short
and simple descriptions about
familiar contexts, especially if
visual support is provided.
(Example: letters of the
alphabet, numbers, prices and
times, days, dates and months,
etc.)
EFL.2.2.5. Record key items of
specific information from a
heard message or description,
either in written form or by
drawing picture. (Example:
letters of the alphabet,
numbers, quantities, prices and
does not require decoding
every word.
EFL2.2.3. Recognize familiar
names, words, and short
phrases about simple everyday
topics whether heard in
isolation or within short,
simple spoken texts describing
people and objects. (Example:
vocabulary about self, family,
friends and immediate
surroundings at school and
home, adjectives for color and
size, etc.)
EFL.2.2.4. Identify items of
specific information within
simple messages or from short
and simple descriptions about
familiar contexts, especially if
visual support is provided.
(Example: letters of the
alphabet, numbers, prices and
times, days, dates and months,
etc.)
EFL.2.2.5. Record key items of
specific information from a
heard message or description,
either in written form or by
drawing picture. (Example:
letters of the alphabet,
numbers, quantities, prices and
does not require decoding
every word.
EFL2.2.3. Recognize familiar
names, words, and short
phrases about simple everyday
topics whether heard in
isolation or within short,
simple spoken texts describing
people and objects. (Example:
vocabulary about self, family,
friends and immediate
surroundings at school and
home, adjectives for color and
size, etc.)
EFL.2.2.4. Identify items of
specific information within
simple messages or from short
and simple descriptions about
familiar contexts, especially if
visual support is provided.
(Example: letters of the
alphabet, numbers, prices and
times, days, dates and months,
etc.)
EFL.2.2.5. Record key items of
specific information from a
heard message or description,
either in written form or by
drawing picture. (Example:
letters of the alphabet,
numbers, quantities, prices and
 times, days, dates and months,
etc.)
CE.EFL.2.8. Production - Pronunciation: Produce EFL.2.2.8. Imitate individual
individual words and short phrases clearly English language sounds,
enough that other people can usually especially those phonemes
understand them easily. which do not exist in the
student’s own L1, both in
isolation and within key
vocabulary items. (Example:
/ŋ/ /ð/ /ʌ/ /i:/ and in words
like singing, these, up, sea,
etc.)
EFL.2.2.9. Spell out key
vocabulary items using the
English alphabet. (Example:
names, colors, animals,
possessions, etc.)
EFL.2.2.10 Clap, move, chant,
or sing along with short
authentic English language
rhymes or songs,
approximating English rhythm
and intonation once familiar
with the text. (Example: jump
or clap in time to jump-rope
rhymes, do the actions to
action songs or short rhythmic
poems, enunciating some of
words in time with the rhythm,
etc.)
times, days, dates and months,
etc.)
EFL.2.2.8. Imitate individual
English language sounds,
especially those phonemes
which do not exist in the
student’s own L1, both in
isolation and within key
vocabulary items. (Example:
/ŋ/ /ð/ /ʌ/ /i:/ and in words
like singing, these, up, sea,
etc.)
EFL.2.2.9. Spell out key
vocabulary items using the
English alphabet. (Example:
names, colors, animals,
possessions, etc.)
EFL.2.2.10 Clap, move, chant,
or sing along with short
authentic English language
rhymes or songs,
approximating English rhythm
and intonation once familiar
with the text. (Example: jump
or clap in time to jump-rope
rhymes, do the actions to
action songs or short rhythmic
poems, enunciating some of
words in time with the rhythm,
etc.)
times, days, dates and months,
etc.)
EFL.2.2.8. Imitate individual
English language sounds,
especially those phonemes
which do not exist in the
student’s own L1, both in
isolation and within key
vocabulary items. (Example:
/ŋ/ /ð/ /ʌ/ /i:/ and in words
like singing, these, up, sea,
etc.)
EFL.2.2.9. Spell out key
vocabulary items using the
English alphabet. (Example:
names, colors, animals,
possessions, etc.)
EFL.2.2.10 Clap, move, chant,
or sing along with short
authentic English language
rhymes or songs,
approximating English rhythm
and intonation once familiar
with the text. (Example: jump
or clap in time to jump-rope
rhymes, do the actions to
action songs or short rhythmic
poems, enunciating some of
words in time with the rhythm,
etc.)
CE.EFL.2.9. Production - Fluency: Utterances EFL.2.2.11. Produce simple,
are sometimes produced slowly but use mainly isolated utterances
appropriate words and phrases to express basic using very short phrases and
ideas, initiate conversations and respond to sometimes individual words,
questions, including some chunks of language possibly with slow and/or
and short sentences. hesitant delivery. (Example:
words, phrases and short
sentences about people,
animals, things, etc.)
EFL.2.2.12. Respond to simple
questions in quite a short time
and initiate basic interaction
spontaneously when there are
opportunities to speak. Speech
is produced a little less slowly
and hesitantly.
CE.EFL.2.10. Interaction – Interpersonal: EFL.2.2.13. Understand and
Participate effectively in basic interpersonal use basic greetings, leave-
interactions in everyday contexts, provided the taking expressions, and other
interlocutor speaks slowly and clearly. simple everyday phrases to
(Example: requesting, introducing, responding, facilitate interpersonal
etc.) interaction, to introduce
others, and to name things.
(Example: Thank-you, Can I
help you? This is [name], etc.)
EFL.2.2.14. Ask and answer
basic personal information
questions, as well as simple
questions about other people,
animals, and possessions,
provided the interaction is slow
EFL.2.2.11. Produce simple,
mainly isolated utterances
using very short phrases and
sometimes individual words,
possibly with slow and/or
hesitant delivery. (Example:
words, phrases and short
sentences about people,
animals, things, etc.)
EFL.2.2.12. Respond to simple
questions in quite a short time
and initiate basic interaction
spontaneously when there are
opportunities to speak. Speech
is produced a little less slowly
and hesitantly.
EFL.2.2.13. Understand and
use basic greetings, leave-
taking expressions, and other
simple everyday phrases to
facilitate interpersonal
interaction, to introduce
others, and to name things.
(Example: Thank-you, Can I
help you? This is [name], etc.)
EFL.2.2.14. Ask and answer
basic personal information
questions, as well as simple
questions about other people,
animals, and possessions,
provided the interaction is slow
EFL.2.2.11. Produce simple,
mainly isolated utterances
using very short phrases and
sometimes individual words,
possibly with slow and/or
hesitant delivery. (Example:
words, phrases and short
sentences about people,
animals, things, etc.)
EFL.2.2.12. Respond to simple
questions in quite a short time
and initiate basic interaction
spontaneously when there are
opportunities to speak. Speech
is produced a little less slowly
and hesitantly.
EFL.2.2.13. Understand and
use basic greetings, leave-
taking expressions, and other
simple everyday phrases to
facilitate interpersonal
interaction, to introduce
others, and to name things.
(Example: Thank-you, Can I
help you? This is [name], etc.)
EFL.2.2.14. Ask and answer
basic personal information
questions, as well as simple
questions about other people,
animals, and possessions,
provided the interaction is slow

CE.EFL.2.11. Identify and understand individual EFL.2.3.1. Demonstrate basic
every-day words, phrases, and sentences,
including instructions.
CE.EFL.2.12. Understand the gist and details in EFL.2.3.2. Read a short simple
short simple written texts (online or print).
and clear. (Example: Where do and clear. (Example: Where do and clear. (Example: Where do
you live? Do you have a
bicycle?, etc.)instructions for a bicycle?, etc.)instructions for a bicycle?, etc.)instructions for a
task.
EFL.2.2.16. Say when they do
not understand and ask for
slower or clearer repetition
where required. (Example:
Sorry? Could you say that
again, etc.)
EFL.2.2.17. React appropriately
to what others say using
verbal/non-verbal
backchanneling, or by asking
further simple questions to
extend the interaction.
(Example: express interest
using facial expression or
simple words with appropriate
intonation: Oh!, Yes! Thanks.
And you? etc.)
reading comprehension skills
by identifying the meaning of
individual words, phrases, and
sentences, including simple
written instructions.
text (online or print) and
demonstrate understanding of
you live? Do you have a
task..
EFL.2.2.16. Say when they do
not understand and ask for
slower or clearer repetition
where required. (Example:
Sorry? Could you say that
again, etc.)
EFL.2.2.17. React appropriately
to what others say using
verbal/non-verbal
backchanneling, or by asking
further simple questions to
extend the interaction.
(Example: express interest
using facial expression or
simple words with appropriate
intonation: Oh!, Yes! Thanks.
And you? etc.)
EFL.2.3.1. Demonstrate basic
reading comprehension skills
by identifying the meaning of
individual words, phrases, and
sentences, including simple
written instructions.
EFL.2.3.2. Read a short simple
text (online or print) and
demonstrate understanding of
you live? Do you have a
task.
EFL.2.2.16. Say when they do
not understand and ask for
slower or clearer repetition
where required. (Example:
Sorry? Could you say that
again, etc.)
EFL.2.2.17. React appropriately
to what others say using
verbal/non-verbal
backchanneling, or by asking
further simple questions to
extend the interaction.
(Example: express interest
using facial expression or
simple words with appropriate
intonation: Oh!, Yes! Thanks.
And you? etc.)
EFL.2.3.1. Demonstrate basic
reading comprehension skills
by identifying the meaning of
individual words, phrases, and
sentences, including simple
written instructions.
EFL.2.3.2. Read a short simple
text (online or print) and
demonstrate understanding of

CE.EFL.2.13. Understand the content in a
variety of well-known text types, both print and
online, using the layout and artwork for
support; recognize typical signs and symbols
found in the text types.
CE.EFL.2.14. Demonstrate familiarity with study
resources (both print and digital). (Example: a
picture dictionary, some flashcards of known
words, or a word list.)
CE.EFL.2.15. Learn to read graphs, diagrams,
charts, and other kinds of graphic organizer.
Demonstrate understanding of a text presented
in the form of a graphic organizer (both print
and digital).
CE.EFL.2.16. Understand the main ideas in short
simple written texts on cross-curricular
subjects, both print and digital. (Example: art,
science, music, math, history, etc.)
the gist and some basic details
of the content.
EFL.2.3.3. Understand most of
the details of the content of a
short simple text (online or
print).
EFL.2.3.4. Understand the
content in simple short written
environmental print text types,
using artwork, symbols, and
layout for support. (Example:
price tags, signs, notices (No
eating, etc.), candy wrappers,
etc.).
EFL.2.3.5. Show the ability to
use a simple learning resource.
(Example: a small set of
flashcards, a picture-based
dictionary (online or print), or a
simple word list).
EFL.2.3.6. Understand the
content of a simple graphic
organizer (online or print).
(Example, Venn Diagrams,
charts, and labeled diagrams.)
EFL.2.3.7. Read and
understand the main ideas in a
short simple text on a cross-
curricular topic. (Example: art,
music, history, etc.)
the gist and some basic details
of the content..
EFL.2.3.3. Understand most of
the details of the content of a
short simple text (online or
print).
EFL.2.3.4. Understand the
content in simple short written
environmental print text types,
using artwork, symbols, and
layout for support. (Example:
price tags, signs, notices (No
eating, etc.), candy wrappers,
etc.).
EFL.2.3.5. Show the ability to
use a simple learning resource.
(Example: a small set of
flashcards, a picture-based
dictionary (online or print), or a
simple word list).
EFL.2.3.6. Understand the
content of a simple graphic
organizer (online or print).
(Example, Venn Diagrams,
charts, and labeled diagrams.)
EFL.2.3.7. Read and
understand the main ideas in a
short simple text on a cross-
curricular topic. (Example: art,
music, history, etc.)
the gist and some basic details
of the content.
EFL.2.3.3. Understand most of
the details of the content of a
short simple text (online or
print).
EFL.2.3.4. Understand the
content in simple short written
environmental print text types,
using artwork, symbols, and
layout for support. (Example:
price tags, signs, notices (No
eating, etc.), candy wrappers,
etc.).
EFL.2.3.5. Show the ability to
use a simple learning resource.
(Example: a small set of
flashcards, a picture-based
dictionary (online or print), or a
simple word list)..
EFL.2.3.6. Understand the
content of a simple graphic
organizer (online or print).
(Example, Venn Diagrams,
charts, and labeled diagrams.)
EFL.2.3.7. Read and
understand the main ideas in a
short simple text on a cross-
curricular topic. (Example: art,
music, history, etc.)

CE.EFL.2.17. Write simple words, phrases, and
sentences to demonstrate knowledge of
spelling, punctuation, capitalization and
handwriting / typography, and identify their
meanings.
EFL.2.3.8. Show understanding
of some basic details in short
simple cross-curricular texts by
matching, labeling, and
answering simple questions.
EFL.2.3.9. Identify the meaning
of specific content-based
words and phrases, with the
aid of visual support
EFL.2.3.10. Read a variety of
simple text types and graphic
organizers used to present
cross-curricular information
(Example: instructions, graphs,
diagrams, charts, plans or
maps, etc.)
EFL.2.4.1 Know how to spell
simple English words correctly,
demonstrating awareness of
sound-letter relationships.
(Example: 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
EFL.2.3.8. Show understanding
of some basic details in short
simple cross-curricular texts by
matching, labeling, and
answering simple questions.
EFL.2.3.9. Identify the meaning
of specific content-based
words and phrases, with the
aid of visual support
EFL.2.3.10. Read a variety of
simple text types and graphic
organizers used to present
cross-curricular information
(Example: instructions, graphs,
diagrams, charts, plans or
maps, etc.)
EFL.2.4.1 Know how to spell
simple English words correctly,
demonstrating awareness of
sound-letter relationships.
(Example: 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
EFL.2.3.8. Show understanding
of some basic details in short
simple cross-curricular texts by
matching, labeling, and
answering simple questions.
EFL.2.3.9. Identify the meaning
of specific content-based
words and phrases, with the
aid of visual support
EFL.2.3.10. Read a variety of
simple text types and graphic
organizers used to present
cross-curricular information
(Example: instructions, graphs,
diagrams, charts, plans or
maps, etc.)
EFL.2.4.1 Know how to spell
simple English words correctly,
demonstrating awareness of
sound-letter relationships.
(Example: 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.
CE.EFL.2.18. Writing in order to perform EFL.2.4.3. Write simple words,
controlled practice of vocabulary and grammar phrases, and sentences with
items. 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
CE.EFL.2.19. Convey some simple ideas, facts or EFL.2.4.5. Write simple
opinions in a simple sentence or short sentences on familiar topics to
paragraph, using basic vocabulary and communicate basic ideas.
structures. EFL.2.4.6. Write a short simple
paragraph to convey some
simple facts about people,
animals, places, things,
yourself or others, with the
support of a model text.
(Example: where they live,
what they do, etc.)
EFL.2.4.7. Write a short simple
paragraph to describe yourself
or other people, animals,
places and things, with limited
mechanics. (Example: spelling,
punctuation, capitalization,
and writing by hand and/ or on
the computer.
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.2.4.5. Write simple
sentences on familiar topics to
communicate basic ideas
EFL.2.4.6. Write a short simple
paragraph to convey some
simple facts about people,
animals, places, things,
yourself or others, with the
support of a model text.
(Example: where they live,
what they do, etc.)
EFL.2.4.7. Write a short simple
paragraph to describe yourself
or other people, animals,
places and things, with limited
mechanics. (Example: spelling,
punctuation, capitalization,
and writing by hand and/ or on
the computer.
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.2.4.5. Write simple
sentences on familiar topics to
communicate basic ideas
EFL.2.4.6. Write a short simple
paragraph to convey some
simple facts about people,
animals, places, things,
yourself or others, with the
support of a model text.
(Example: where they live,
what they do, etc.)
EFL.2.4.7. Write a short simple
paragraph to describe yourself
or other people, animals,
places and things, with limited
 support. (Example: by
answering questions or using
key words).
CE.EFL.2.20. Complete a simple survey form or EFL.2.4.8. Complete a basic
questionnaire by providing personal details. survey or a questionnaire by
Write a variety of simple written text types, providing personal details.
used in print or online, with appropriate layout EFL.2.4.9. Write a variety of
and language. (Examples: message on a short simple text types,
greeting card, name and address on an commonly used in print and
envelope, an email address, etc.) 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.)
CE.EFL.2.21. Distinguish key information in EFL.2.5.1. Identify key
stories and other age-appropriate literary texts, information such as events,
both oral and written. characters, and objects in
stories and other age-
appropriate literary texts if
there is visual support.
CE.EFL.2.22. Describe and write about emotions EFL.2.5.2. Express emotions
and responses to literary texts through words and feelings using basic
and images, or other media (video, audio) on adjectives and related images
class or school bulletin boards and expand on through written work on the
ideas and responses to texts read/seen/heard school or class bulletin board.
in by participating in songs/chants, TPR EFL.2.5.3. Use audio, video,
activities and playground games. and pictures to respond to a
variety of literary texts through
online or in-class ICT activities.
support. (Example: by
answering questions or using
key words).
EFL.2.4.8. Complete a basic
survey or a questionnaire by
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.2.5.1. Identify key
information such as events,
characters, and objects in
stories and other age-
appropriate literary texts if
there is visual support.
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.
support. (Example: by
answering questions or using
key words).
EFL.2.4.8. Complete a basic
survey or a questionnaire by
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.2.5.1. Identify key
information such as events,
characters, and objects in
stories and other age-
appropriate literary texts if
there is visual support..
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.

CE.EFL.2.23. Display an affinity for a variety of
literary texts by responding within a range of
physical, cognitive, and attitudinal manners,
and vary elements of a literary text to create a
new text.
CE.EFL.2.24. Communicate ideas and
experiences and create short original texts
through a range of resources and other media,
including ICT.
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.
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.
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
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.
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.
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
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.
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.
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.
CE.EFL.2.25. Implement a range of creative EFL.2.5.9. Use creative thinking
thinking skills to show a respect for sharing and skills to learn how to share and
accepting different ideas in brainstorms and respect all ideas through
pair work. brainstorming activities and
pair work in class.
school in order to recreate
familiar scenes and themes.
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.
school in order to recreate
familiar scenes and themes.
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.
 MATRIZ DE DESAGREGACIÓN DE D.C.D.
CE.EFL.2.1. Differentiate between different living situations in a variety of surroundings and express curiosity about the world through simple
questions

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

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

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

SKILL WITH CRITERIA PERFORMANCE

YEARS
 2ND 3RD 4TH

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

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

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.2.1. Understand meanings expressed in short EFL.2.2.1. Understand meanings
dialogues on familiar topics, as well as basic spoken expressed in short dialogues on familiar
instructions and simple questions about self, people, topics, as well as basic spoken
animals, or things, especially when spoken slowly and instructions and simple questions about
clearly. (Example: greetings, short phrases, basic range self, people, animals, or things,
of classroom instructions, common personal especially when spoken slowly and
information questions: What’s your name? etc.) clearly. (Example: greetings, short
phrases, basic range of classroom
instructions, common personal
information questions: What’s your
name? etc.)
EFL.2.2.2. Infer who is speaking and what the situation EFL.2.2.2. Infer who is speaking and
is when listening to short simple texts, especially when what the situation is when listening to
accompanied by pictures or other visual aids, or sound short simple texts, especially when
effects. (Example: shopkeeper speaking to a customer accompanied by pictures or other visual
who is buying some fruit.) aids, or sound effects. (Example:
shopkeeper speaking to a customer
who is buying some fruit.)
EFL.2.2.6. Enjoy extensive listening in English. (Example: EFL.2.2.6. Enjoy extensive listening in
listen to stories, watch short movies, experience song English. (Example: listen to stories,
lyrics or poetry, etc.) watch short movies, experience song
lyrics or poetry, etc.)
EFL.2.2.1. Understand meanings expressed
in short dialogues on familiar topics, as well
as basic spoken instructions and simple
questions about self, people, animals, or
things, especially when spoken slowly and
clearly. (Example: greetings, short phrases,
basic range of classroom instructions,
common personal information questions:
What’s your name? etc.)
EFL.2.2.2. Infer who is speaking and what
the situation is when listening to short
simple texts, especially when accompanied
by pictures or other visual aids, or sound
effects. (Example: shopkeeper speaking to a
customer who is buying some fruit.)
EFL.2.2.6. Enjoy 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.2.2.7. 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.2.2.7. 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.
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar vocabulary and are set in everyday contexts.
Identify key items of information within the text, and record or act upon them.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL2.2.3. Recognize familiar names, words, and short EFL2.2.3. Recognize familiar names, EFL2.2.3. Recognize familiar names, words,
phrases about simple everyday topics whether heard in words, and short phrases about simple and short phrases about simple everyday
isolation or within short, simple spoken texts describingeveryday topics whether heard in topics whether heard in isolation or within
people and objects. (Example: vocabulary about self, isolation or within short, simple spoken short, simple spoken texts describing people
family, friends and immediate surroundings at school texts describing people and objects. and objects. (Example: vocabulary about
and home, adjectives for color and size, etc.) (Example: vocabulary about self, family, self, family, friends and immediate
friends and immediate surroundings at surroundings at school and home, adjectives
school and home, adjectives for color for color and size, etc.)
and size, etc.)
EFL.2.2.4. Identify items of specific information within EFL.2.2.4. Identify items of specific EFL.2.2.4. Identify items of specific
simple messages or from short and simple descriptions information within simple messages or information within simple messages or from
about familiar contexts, especially if visual support is from short and simple descriptions short and simple descriptions about familiar
provided. (Example: letters of the alphabet, numbers, about familiar contexts, especially if contexts, especially if visual support is
prices and times, days, dates and months, etc.) visual support is provided. (Example: provided. (Example: letters of the alphabet,
letters of the alphabet, numbers, prices numbers, prices and times, days, dates and
and times, days, dates and months, etc.) months, etc.)
EFL.2.2.5. Record key items of specific information from EFL.2.2.5. Record key items of specific EFL.2.2.5. Record key items of specific
a heard message or description, either in written form information from a heard message or information from a heard message or
or by drawing picture. (Example: letters of the description, either in written form or by description, either in written form or by
alphabet, numbers, quantities, prices and times, days, drawing picture. (Example: letters of the drawing picture. (Example: letters of the
dates and months, etc.) alphabet, numbers, quantities, prices alphabet, numbers, quantities, prices and
and times, days, dates and months, etc.) times, days, dates and months, etc.)
CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly enough that other people can usually understand
them easily.
SKILL WITH CRITERIA PERFORMANCE
2ND
EFL.2.2.8. Imitate individual English language sounds,
especially those phonemes which do not exist in the
student’s own L1, both in isolation and within key
vocabulary items. (Example: /ŋ/ /ð/ /ʌ/ /i:/ and in
words like singing, these, up, sea, etc.)
EFL.2.2.9. Spell out key vocabulary items using the
English alphabet. (Example: names, colors, animals,
possessions, etc.)
EFL.2.2.10 Clap, move, chant, or sing along with short
authentic English language rhymes or songs,
approximating English rhythm and intonation once
familiar with the text. (Example: jump or clap in time to
jump-rope rhymes, do the actions to action songs or
short rhythmic poems, enunciating some of words in
time with the rhythm, etc.)
YEARS
3RD
EFL.2.2.8. Imitate individual English
language sounds, especially those
phonemes which do not exist in the
student’s own L1, both in isolation and
within key vocabulary items. (Example:
/ŋ/ /ð/ /ʌ/ /i:/ and in words like singing,
these, up, sea, etc.)
EFL.2.2.9. Spell out key vocabulary
items using the English alphabet.
(Example: names, colors, animals,
possessions, etc.)
EFL.2.2.10 Clap, move, chant, or sing
along with short authentic English
language rhymes or songs,
approximating English rhythm and
intonation once familiar with the text.
(Example: jump or clap in time to jump-
rope rhymes, do the actions to action
songs or short rhythmic poems,
enunciating some of words in time with
the rhythm, etc.)
4TH
EFL.2.2.8. Imitate individual English language
sounds, especially those phonemes which do
not exist in the student’s own L1, both in
isolation and within key vocabulary items.
(Example: /ŋ/ /ð/ /ʌ/ /i:/ and in words like
singing, these, up, sea, etc.)
EFL.2.2.9. Spell out key vocabulary items
using the English alphabet. (Example: names,
colors, animals, possessions, etc.)
EFL.2.2.10 Clap, move, chant, or sing along
with short authentic English language
rhymes or songs, approximating English
rhythm and intonation once familiar with
the text. (Example: jump or clap in time to
jump-rope rhymes, do the actions to action
songs or short rhythmic poems, enunciating
some of words in time with the rhythm, etc.)
CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use appropriate words and phrases to express basic ideas,
initiate conversations and respond to questions, including some chunks of language and short sentences.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

YEARS

2ND 3RD 4TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

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

YEARS

2ND 3RD 4TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

SKILL WITH CRITERIA PERFORMANCE

 YEARS

2ND 3RD 4TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.4.1 Know how to spell simple English words
correctly, demonstrating awareness of sound-letter
relationships. (Example: 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.2.4.1 Know how to spell simple
English words correctly, demonstrating
awareness of sound-letter relationships.
(Example: 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.2.4.1 Know how to spell simple English
words correctly, demonstrating awareness
of sound-letter relationships. (Example: 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.
CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar items.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.4.3. Write simple words, phrases, and sentences
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.2.4.3. 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.2.4.3. 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

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.5.2. Express emotions and feelings using basic
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.
CE.EFL.2.23. Display an affinity for a variety of literary texts by responding within a range of physical, cognitive, and attitudinal manners, and
vary elements of a literary text to create a new text.
SKILL WITH CRITERIA PERFORMANCE
2ND
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.2.5.2. 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.
YEARS
3RD
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.2.5.2. 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.
4TH
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 EFL.2.5.7. Create picture books and/or EFL.2.5.7. Create picture books and/or other
expressions in pairs in class by varying scenes, other graphic expressions in pairs in graphic expressions in pairs in class by
characters, or other elements of literary texts. class by varying scenes, characters, or varying scenes, characters, or other
other elements of literary texts. elements of literary texts.

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

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

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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

3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1. Encounter socio-cultural aspects of their own and other countries in a
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures and
languages from the secure standpoint of their own national and cultural identity.
OG.EFL 2. Draw on this established propensity for curiosity and tolerance towards
different cultures to comprehend the role of diversity in building an intercultural and
multinational society.
OG.EFL 3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence,
and critical thinking skills through an appreciation of linguistic differences. Enjoy an
enriched perspective of their L1 and of language use for communication and learning.
OG.EFL 4.Deploy a range of learning strategies, thereby increasing disposition and ability
to independently access further (language) learning and practice opportunities. Respect
themselves and others within the communication process, cultivating habits of honesty and
integrity into responsible academic behavior.
OG.EFL 5.Directly access the main points and important details of up-to date. English
language texts, such as those published on the web, for professional or general
investigation, through the efficient use of ICT and reference tools where required.
OG.EFL 6.Through selected media, participate in reasonably extended spoken or written
dialogue with peers from different L1 backgrounds on work, study, or general topics of
common interest, expressing ideas and opinions effectively and appropriately.
OG.EFL 7.Interact quite clearly, confidently, and appropriately in a range of formal and
informal social situations with a limited but effective command of the spoken language
(CEFR B1 level).
TRANSVERSAL AXES:
5.UNITS TO BE DEVELOPED*
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.
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
Nº Title of the unit Unit Specific Objectives
1 LESSON 1: Hello! Students learn to: say hello;
introduce oneself and say
goodbye; follow essential
directions for learning; ask and
answer questions to identify
essential items for learning
Students learn to: greet someone
LESSON 2: Is your they have recently met with
Hi and a question to check
name Stella?
knowledge of their name; give
and follow some essential
directions for learning and some
other useful directions; ask
questions to check knowledge
of the words for recently
learned objects.
LESSON 3: I’m a boy.
Students learn to: identify
themselves and others as a boy
I’m a girl.
or a girl; give and follow
essential
classroom instructions; identify
things they see
Contents/skills ** Methodological Orientations Evaluation** Weeks
duratio
(Skills and strategies) n
EFL.2.1.2 Recognize Communication and cultural CE.EFL.2.1.
the differences between awareness Differentiate between
where people live different living
among the regions of Drawing different houses and situations in a variety of 5
the country in order to labeling different rooms and objects surroundings and
appreciate their own in a house. express curiosity about
environment. • Using question words (who, what, the world through
(Example:house/apartm where) to ask about places. simple questions.
en,country/city, etc.) • Reflecting on differences between
a house and an apartment.
EFL.2.1.3. Ask simple • Creating a diorama of urban and
basic questions in class rural aspects. I.EFL.2.1.1. Learners
about the world beyond • Drawing a map of a neighborhood. can recognize
one’s own immediate • Asking and answering questions differences between
environment in order to about where you and others live. where people live
increase their
and write or talk
understanding of Oral communication (listening and
different cultures. speaking)
about their own
surroundings, as well
EFL 2.1.4. Express Listening to a very short and simple
as ask questions
curiosity about the story and ordering the pictures
about how other
world and other showing what happens. (Example:
cultures by asking Jane is taking her dog for a walk. people live. (I.2, S.2)
simple WH- questions They see some birds. The birds fly
CE.EFL.2.6. Listening
in class after reading away, etc.) for Meaning:
and/or participating in Understand the main
presentations or other • Listening to a short and simple
conversation between 2 speakers and ideas in short simple
group work spoken texts that
deciding who is speaking, where
EFL.2.2.1. Understand they are, and how they feel. include familiar
meanings expressed in
short dialogues on (Example: a boy and his Dad, at a vocabulary and are set
familiar topics, as well soccer game, happy, etc.) in everyday contexts.
as basic spoken
instructions and simple • Watching a video clip and selecting
questions about self, the best title for it. (Example: Funny
monkeys at the zoo, etc.) I.EFL.2.6.1. Learners
people, animals, or
things, especially when
can understand the
Reading
spoken slowly and main ideas in short
clearly. (Example: • Drawing a line from individual simple spoken texts
greetings, short words to a picture or a scene. and infer who is
phrases, basic range of (Example: learners read a list of speaking and what
classroom instructions, farm animals and draw a line from
the situation is,
common personal each word to the appropriate animal
information questions: in the scene, etc.) without decoding
What’s your name? every word. (I.3)
• Reading a list of four words and
etc.)
crossing out the word that doesn’t
EFL.2.2.2. Infer who is
belong. (Example: arm – leg – house
speaking and what the
– foot, etc.)
situation is when
listening to short • Reading a simple sentence, looking
simple texts, especially at the accompanying picture, and CE.EFL.2.11. Identify
when ticking yes/no. (Example: This is a and understand
accompanied by house. Yes, etc.) individual every-day
pictures or other visual words, phrases, and
aids, or sound effects. • Completing a gap in a sentence
sentences, including
(Example: shopkeeper (print or online). (Example: Words:
instructions.
speaking to a customer go, sleep. Sentence: Every day I ---
who is buying some to school, etc.)
fruit.)
Writing. I.EFL.2.11.1. Learners
EFL.2.2.6. Enjoy
• Locating specific words on the
extensive listening in page and writing them in a list.
can understand
English. (Example: (Example: all the words beginning familiar words,
listen to stories, watch with the sound /k/ or all the words phrases, and short
short movies, that contain the long /a:/ sound, etc.)
experience song lyrics • Matching words to pictures. simple sentences and
or poetry, etc.) (Example: under the picture of a can successfully
EFL.2.2.7. Be chair, learners write the word chair
with the five letters of the word on complete the simple
comfortable taking
meaning from spoken the five lines provided, etc.) accompanying task.
texts containing words • Unscrambling words or sentences (I.4)
and writing them out correctly.
or sections which are
(Example: Word: veleen = eleven.
not understood.
Sentence: There’s – under – the
Be aware that chair. – a backpack, etc.)
understanding spoken • Finding hidden questions in a box
texts does not require CE.EFL.2.17. Write
and writing them down with the
decoding every word. correct punctuation and simple words, phrases,
EFL.2.3.1. capitalization. (Example: does it live and sentences to
Demonstrate basic on a farm / does it have two legs, demonstrate knowledge
reading comprehension etc.) of spelling, punctuation,
skills • Writing new words in a picture capitalization and
by identifying the dictionary and adding a sticker or handwriting /
meaning of individual picture. typography, and
words, phrases, and identify their meanings.
Language through the Arts
sentences, including
• Listening to or reading stories and I.EFL.2.17.1. Learners
simple written drawing the main characters.
instructions. can write words,
• Choosing pictures of or drawing
EFL.2.4.1 Know how the scenes of a literary text. phrases, and short
to spell simple English • Standing up every time they hear simple sentences
words correctly, the name of a character. using the correct
demonstrating • Explaining through pictures or conventions (spelling,
awareness of sound- charts (ICT) the relationships
punctuation,
letter between characters. (Example:
relationships.(Example: mom/daughter, friends, etc.) capitalization, and
sea, mean, bee, etc.) handwriting or
EFL.2.4.2. Make a typography, etc.), for
simple learning making simple
resource, in order to
record and practice

LESSON 4: What do you Learn to: describe things they
see? see; count from 1 to 10
LESSON 5: Where’s the Learn to: ask and answer
2 crayon? questions about where things
are; agree.
LESSON 6: What color is
it? Describe the color of things
PHONICS: Aa Bb Cc Dd Ee Recognize, pronounce, and form
Ff Aa through Ff; identify anchor
words for each letter
new words. (Example: learning resources.
a picture dictionary, (I.3)
a word list, set of
flashcards, etc.)
EFL.2.4.3. Write
simple words, phrases CE.EFL.2.21.
and sentences with Distinguish key
correct use of standard information in stories
writing mechanics. and other age-
(Example: spelling, appropriate literary
punctuation, texts, both oral and
capitalization, and written.
writing by hand and/ or I.EFL.2.21.1. Learners
on the computer.
can recognize,
EFL.2.5.1. Identify key
information such as through pictures or
events, characters, and other media such as
objects in stories and ICT, key aspects of a
other age-appropriate story or literary text
literary texts if there is (both oral and
visual support.
written). (J.1, I.2)
EFL.2.1.4. Express Communication and cultural CE.EFL.2.2. Catalog
curiosity about the awareness everyday objects and
world and other cultures places in different
by asking simple WH- • Labeling pictures with correct cultures and recognize
names.
questions in class after ways to act responsibly
• Creating a poster of things that can
reading and/or towards one’s
be recycled.
participating in • Matching objects with the places environment and
presentations or other where they can be found. (Example: surroundings.
group work. stove in kitchen, bed in bedroom,
etc.)
EFL.2.1.5. Recognize
ways to relate
responsibly to one’s • Simulating actions through TPR
I.EFL.2.2.1. Learners
surroundings at home activities where learners follow basic
can classify everyday
and at school by commands. (Example: Put away
your book, etc.). objects and familiar
exhibiting responsible
behaviors towards the places. Learners can
• Choosing pictures that demonstrate
environment. responsibility (cleaning room, compare objects from
watering the flowers). different cultural
(Example: chores at
home, recycling, etc.)
Oral communication (listening and contexts. Learners
EFL2.2.3. Recognize speaking) can say and recognize
familiar names, words, • Listening to short, staged ways to take care of
instructions and carrying them out.
and short the environment and
(Example: Open the door. Take this
one’s surroundings.
phrases about simple book to Mr. Davila. Walk, don’t run!
everyday topics etc.) (J.3, S.1)
whether heard isolation • Listening to very short (spoken or
recorded) descriptions of scenes, and
or within short, simple
writing, coloring, or drawing items
spoken texts describing within them. (Example: learners are CE.EFL.2.7. Listening
people and objects. given a simple picture of a for Information: Follow
(Example: vocabulary classroom. They listen to a short and simple spoken
about self, family, description of it and identify the texts that include
friends and immediate table where Sara sits and draw 3 familiar vocabulary and
surroundings at school pens and a red book on it, etc.) are set in everyday
and home, adjectives • Listening to a short dialogue and contexts. Identify key
for color and size, etc.) filling in a simple form. (Example: a items of information
conversation between a boy and a within the text, and
EFL.2.2.4. Identify teacher meeting for the first time. record or act upon them.
items of specific Learners fill in the boy’s name, age,
information within birth date, (part of his) address (e.g.,
simple messages or house number
from short and simple or street name), favorite subject, etc. I.EFL.2.7.1. Learners
descriptions about on a simple form.) can understand short
• Listening to a short text and
familiar contexts, and simple spoken
demonstrating understanding of it
especially if visual texts well enough to
using an accompanying graphic
support is provided.
(Example: letters of the organizer. (Example: marking the be able to pick out key
alphabet, numbers, route on a map while listening to items of information
prices and times, days, directions, etc.)
and record them in
dates and months, etc.)
Reading writing or drawings,
EFL.2.2.5. Record key or physically act upon
items of specific • Reading a short text and showing
comprehension by completing the them. (I.3)
information from a
accompanying graphic organizer.
heard message or
(Example: learners read about the
description, either in
location of a house and mark the
written form or by point X on a map.)
drawing picture. • Reading a short simple story of just CE.EFL.2.12.
(Example: letters of the a few lines and ordering simple Understand the gist and
alphabet, numbers, pictures of familiar objects. details in short simple
quantities, prices and • Reading a short simple text and written texts (online or
times, days, dates and coloring a picture. (Example: This is print).
months, etc.) Ben’s room. His bed is green.
Learners draw a green bed, etc.)
EFL.2.3.2. Read a short • Reading a short simple text and
simple text (online or circling the correct answer.
print) and demonstrate (Example: Question: What’s her
understanding of the name? Answer: Mary / Sandra / Mia, EFL.2.12.1. Learners
gist and some basic etc.) can understand a
details of the content. short simple text on
Writing.
• Completing simple sentences to
an everyday topic and
EFL.2.3.3. Understand
most of the details of practice a grammar structure by successfully complete
the content of a short writing words in gapped sentences. a simple task to show
simple text (online or Support learners by providing that they have
print). pictures for context and / or a box of
answers, from which they can understood most or
EFL.2.4.3. Write choose. (Example: My best friend is some of it. (I.4)
simple words, phrases, ten --- old. --- name is Carol. ---
and sentences with birthday is in May, etc.)
correct use of standard • Identifying the differences between
two pictures and writing simple
writing mechanics. sentences. (Example: In picture A,
(Example: spelling, there’s one car, but in picture B there
punctuation, are two cars, etc.)
capitalization, and • Answering questions about a scene
CE.EFL.2.18. Writing
writing by hand and/or using full sentences. (Example: How
many boys are there? There are four in order to perform
on the computer. controlled practice of
boys, etc.)
EFL.2.4.4. Write vocabulary and
simple words, phrases, Language through the Arts grammar items.
and sentences for • Creating a dance for a song or
rhyme. I.EFL.2.18.1. Learners
controlled practice of
• Illustrating a short piece of writing. can write short simple
language items.
• Participating in TPR activities such phrases and
EFL.2.5.2. Express as acting out the movements of a
character in a story as it is read
sentences to show
emotions and feelings
aloud. that they know how
using basic adjectives
• Discussing things learners have to use simple
and related images
done that are similar to those the grammar or
through written work on characters in the story have done.
the school or class (Example: gone on vacation to the vocabulary items. (I.3,
bulletin board. beach, got into a fight with a parent I.4)
or friend, etc.)
EFL.2.5.3. Use audio,
• Moving to the rhythm of a song or
video, and pictures to chant.
respond to a variety of • Creating an audio message or short
literary texts through video that tells what the student
online or in-class ICT thought about the text.
activities. • Writing short weekly journal
entries.
EFL.2.5.6. Generate
and expand ideas by
responding in a fun and CE.EFL.2.22. Describe
playful manner to oral and write about
and written texts in emotions and responses
order to increase to literary texts through
enjoyment of the words and images, or

LESSON 7: Who do you Learn to: ask and answer
see? questions about who they see
LESSON 8: What shape learn to: ask and answer
3
questions about shapes
language through TPR, other media (video,
playground games, and audio) on class or school
songs and chants. bulletin boards and
expand on ideas and
responses to texts
read/seen/heard in by
participating in
songs/chants, TPR
activities and
playground games.
I.EFL.2.22.1. Learners
can report emotions
and compose short
responses to literary
texts through words
and images, or other
media (video, audio).
Learners can generate
and expand on
personal opinions and
responses to oral and
written texts through
TPR, playground
games, and songs.
(I.3, S.3)
EFL.2.1.1. Exchange Communication and Cultural CE.EFL.2.3. Make use
basic introductions and Awareness of basic personal
limited personal information and
information in class • Participating in short dialogues expressions of
using simple present using greetings and leave-taking. politeness in order to
is it? learn to: ask and answer
questions about rooms and
LESSON 9: Is it a light?
furniture.
PHONICS: Gg Hh Ii Jj Kk Ll
learn to: recognize, pronounce,
and form the letters Gg through
Ll; identify anchor words for
each letter
tense in order to get to • Listening to or reading short introduce oneself and
know their peers. dialogues and answering questions participate in a short
(Example: where one about the speakers’ names, grades, conversation.
lives or goes to school, schools, etc.
etc.) I.EFL.2.3.1. Learners
• Practicing the use of expressions of can use basic personal
EFL.2.1.6. Understand politeness during collaborative pair
information and
and use common and small group work.
expressions of expressions of
politeness in class while • Adding expressions of politeness to politeness in short
working in pairs or dialogues. dialogues or
groups on projects. • Completing a short questionnaire conversations. (J.2,
(Example: Please, or form about one’s basic personal J.3)
sorry, thank you, etc.) information. (Example: name,
EFL.2.2.8. Imitate school, age, address, etc.)
individual English • Responding to pictures or short
language sounds, texts by circling the corresponding
especially those emoticon. (Example: happy face, sad
phonemes which do not face, confused face, etc.) CE.EFL.2.8.
exist in the student’s Production -
own L1, both in Oral Communication: (Listening Pronunciation: Produce
isolation and within key and Speaking) individual words and
vocabulary items. short phrases clearly
• Asking the student simple
(Example: /ŋ/ /ð/ /ʌ/ /i:/ enough that other people
questions about themselves, their
and in words like can usually understand
family, or their possessions and
singing, these, up, sea, them easily.
checking whether the responses are
etc.)
comprehensible. (Example: What’s
EFL.2.2.9. Spell out your name? Juan. How do you spell
key vocabulary items Juan? J-U-A-N. How old are you?
using the English I’m eight /aɪm eɪt /, etc.)
alphabet. (Example: I.EFL.2.8.1. Learners
• Showing the student some picture can pronounce most
flashcards of familiar vocabulary
familiar vocabulary
names, colors, animals, items and asking them to say the items accurately, and
possessions, etc.) words. (Example: It’s a house, a can therefore usually
school, a car, a bike, to see if they
EFL.2.2.10 Clap, move, be easily understood.
are easily understood, etc.)
chant, or sing along They can also produce
with short authentic • Doing a mingle activity where some phrases and
English language learners ask and answer simple short sentences
rhymes or songs, questions about a picture which has
clearly, and may
approximating English been stuck to their own back.
rhythm and intonation (Example: for animal picture cards, approximate English
once familiar with the learners ask and answer Is it an rhythm and
text. (Example: jump or elephant? No. Is it a horse? Yes. Is it intonation in longer
clap in time to jump- black or white? White. etc.) utterances. (I.3)
rope rhymes, do the Observing to see whether each
actions to action songs student’s questions and answers are
or short rhythmic understandable by other learners.
poems, enunciating
some of words in time • Ask the learner to sing a song or
with the rhythm, etc.) recite a chant together with a group
of friends or with the teacher.
EFL.2.3.4. Understand Record the student’s production with
the content in simple the recording device quite near to the
short written student’s mouth and listen to the
environmental print text recording to assess clarity of sounds,
types, using artwork, production of phonemes, rhythm and
symbols, and layout for intonation..
support. (Example:
price tags, signs, notices Reading
• Matching common signs to their
(No eating, etc.), candy
meanings. (Example: a simple
wrappers, etc.).
classroom sign or a notice in the
EFL.2.4.5. Write park, Silence please, No eating, etc.)
simple sentences on • Studying an environmental print
text type and drawing a line from the CE.EFL.2.13.
familiar topics to
word to the artwork. (Example: from Understand the content
communicate basic the word cloud to a cloud weather in a variety of well-
ideas. symbol, or from the word stop to a known text types, both
“red” stop light, etc.) print and online, using
EFL.2.4.6. Write a short • Circling an emoticon to match to a the layout and artwork
simple paragraph to picture. (Example: Amy feels sick / for support; recognize
convey some simple Amy is happy /, etc.) typical signs and
facts about people, • Comparing and contrasting
symbols found in the
animals, places, things, information. (Example: learners read
text types.
yourself or others, with simple price tags and match them to
the correct sentences: This toy is
the support of a model I.EFL.2.13.1. Learners
text. (Example: where cheap. Those shoes are expensive,
etc.) can understand a
they live, what they do,
short simple
etc.)
Writing environmental print
EFL.2.4.7. Write a short text type and
• Completing the gaps in a sentence.
simple paragraph to (Example: My best friend is ten --- successfully complete
describe yourself or old. --- name is Carol. --- birthday is a simple task.
other people, animals, in May,etc.)
(Example: a sign,
places and things, with • Completing a simple open-ended
limited support. sentence. (Example: For breakfast I notice, menu, etc.)
(Example: by eat _______; In my bedroom there is (I.3)
answering questions or ______,etc.)
using key words). • Writing a description of yourself
by completing the outline of a
EFL.2.5.4. Listen to and paragraph. Each sentence in the
read short narratives paragraph contains a sentence
and/or other oral and opener. (Example: My name’s…,
written literary texts in My hair is…, My eyes are…, etc.) CE.EFL.2.19. Convey
class (with a preference • Reading a short simple paragraph some simple ideas, facts
for authentic texts) in which serves as a model text, then or opinions in a simple
writing a similar paragraph on the sentence or short
order to stimulate
same topic.
imagination, curiosity paragraph, using basic
(Example: Topics could include: my
and a love for literature. best friend, my family, my house, vocabulary and
my favorite animal, my town, etc.) structures.
EFL.2.5.7. Create • Writing a short simple paragraph
picture books and/or on a familiar topic. Learners must
other graphic write the answer to specific I.EFL.2.19.1. Learners
expressions in pairs in questions or use specific vocabulary. can produce a short
class by varying scenes, (Example: Topic: describe your simple sentence and a
characters, or other clothes. Opening phrase: I’m
wearing…Words: t-shirt, pants, paragraph – with
elements of literary
shoes,etc.) ample support - on a
texts.
• Writing a short simple paragraph, variety of topics, and
using key words for support.
some learners can do
(Example: Draw a town and write
about it using these words: hospital, so with only limited
pet store, park, bookstore, etc.) support. (I.3)

Language through the Arts

• Doing extended reading, in which

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

• Sharing in small groups or pairs the

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

• Responding to a poem by drawing

how it makes the learner feel.

• Writing questions the learners

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

• Writing a text message to a friend.

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

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

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

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

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

EFL.2.5.9. Use creative • Write your own email address or

thinking skills to learn invent one. (Example:
how to share and mydog@gmail.com for your pet, CE.EFL.2.20.
respect all ideas through etc.) Complete a simple
brainstorming activities survey form or
and pair work in class. • Write a simple print/online questionnaire by
message to a friend for their providing personal
birthday. (Example: Happy details. Write a variety
Valentine’s Day, Juan!, Have a of simple written text
wonderful birthday, Kate!, etc.) types, used in print or
online, with appropriate
Language through the Arts layout and language.
(Examples: message on
• Working on a project in small a greeting card, name
groups of 4-5 and discussing what and address on an
the group is doing well and what it envelope, an email
could do to improve. address, etc.)
• 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 I.EFL.2.20.1. Learners
that could be used to sell the
product.
can write information
• Playing games in class or doing in a simple survey
puzzles. form or
• Discussing mistakes and how questionnaire, and
learners (and all humans) can learn can type or write
from them. some simple digital
text-types, such as a
URL and an email
address. (I.3)

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

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

ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): LCDA ALEJANDRA CHICAIZA, NAME: NAME:

Signature: Signature: Signature:

Date: Date: Date:

PUD
 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017
“MONS. LEONIDAS PROAÑO”
MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Lcda Alejandra Chicaiza Area:English ENGLISH: PRE A1.1 Grade/Course: 4TH Class: BGE
as a Foreign
Language
Unit * Textbook : Lesson 1: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 1 Starship Pre Hello Objectives: language through spoken and written literary
A1.1 English! O.EFL2.2 Appreciate texts such as poems, rhymes, chants, riddles
Unit Title: Lesson 2: English as an and songs.
Is your name international language. O. EFL 2.9 Be able to interact in English in a
Stella? O.EFL 2.3 Read level simple way using basic expressions.
Lesson 3: appropriate texts in
I´m a boy I´m a English for pure
girl enjoyment/entertainment
. and to access
information.
O. EFL 2.5 Use in class
library resources.

PERIODS: 18 PERIODS, 6 STARTING 6

CLASSS PERIODS WEEK: WEEKS
PER LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION
DEVELOPED CRITERIA
EFL 2.1.1 Exchange basic introductions and limited COMMUNICATION AND CULTURAL AWARENESS
personal information in class using simple present tense CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to
in order to get to know their peers. (Example: My name introduce oneself and par- ticipate in a short conversation.
is, ..I am …..etc)
STUDENT BOOK Lesson 1
• Greetings
(Hello., My name’s…,
What’s your name?)
Wh-questions with BE (What’s) (What’s this? It’s a
book/a pencil/an eraser)
STUDENT BOOK Lesson 2
• Greetings (Hello. Hi.)
Questions about names (Is your name Stella? No, it isn’t.
Yes, it is.)
STUDENT BOOK Lesson 3
Describing oneself and others (I’m a boy. I’m a girl.
He’s a boy. She’s a girl.) ORAL COMMUNICATION
EFL.2.1.6 Understand and use common expressions of
politeness in class while CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include
working in pairs or groups on projects. (Example: please, familiar vocabulary and are set in everyday contexts. Identify key items of information within
sorry, thank you, etc.) the text, and record or act upon them.
STUDENT BOOK Lesson 3
Asking others to do things (please) CE.EFL.2.9. Production - Fluency: Utterances are sometimes
ORAL COMMUNICATION produced slowly but use appropriate words and phrases to express basic ideas, initiate
EFL 2.2.3 Recognize familiar names, words, and short conversations and respond to questions, including some chunks of language and short
phrases about simple everyday topics whether heard in sentences.
isolation or within short, simple spoken texts describing
people and objects. (Example: vocabulary about self,
family, friends and immediate surroundings at school
and home, color and size, etc.)
STUDENT BOOK Lesson 1
• Asking others to do things (Open your book. Close
your book. Point to the book. Look.
Listen. Write. Say book.) Wh-questions with BE
(What’s) (What’s this? It’s a book/a pencil/an eraser)
STUDENT BOOK Lesson 2
• Questions about names and things (Is your name READING
Stella? No, it isn’t. CE.EFL.2.11. Identify and understand individual every-day words, phrases, and sentences,
Yes, it is. including instructions.
Is this a board/door/window/chair/desk??
No, it isn’t. It’s a... Yes, it is.)
Simple phrasal verbs (sit down, stand up)
STUDENT BOOK Lesson 3
• Describing oneself and others (I’m a boy. I’m a girl.
He’s a boy. He’s a girl.)
Describing things you see (What do you see? I see a
crayon/pen/ruler.)
ACTIVITY BOOK All Lessons
• Listen and check Sections
Listen and say sections
EFL 2.2.4 Identify items of specific information within
simple messages or from short and simple descriptions
about familiar contexts, especially if visual support is
provided. (Example: letters of the alphabet, numbers,
prices and times, days, dates and months, etc.)
STUDENT BOOK Lesson 1
Wh-questions with BE (What’s) (What’s this? It’s a
book/a pencil/an eraser.)
STUDENT BOOK Lesson 2
Questions about names and things (Is this a
board/door/window/chair/desk?? No, It isn’t. It’s a...
Yes, it is.)
STUDENT BOOK Lesson 3
Describing things you see (I see a crayon/pen/ruler.)
ACTIVITY BOOK All Lessons WRITING
• Listen and check sections CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar
• Listen and say sections ítems.
Listen and match sections
EFL 2.2.5 Record key items of specific information
from a heard message or description, either in written
form or by drawing picture. (Example: letters of the
alphabet, numbers, prices and times, days, dates and
months, etc.)
EFL.2.2.11 Produce simple, mainly isolated utterances
using very short phrases and sometimes individual
words, possibly with slow and/or hesitant delivery.
(Example: words, phrases, and short sentences about
people, animals, things, etc.)
STUDENT BOOK Lesson 1
• Greetings (Hello., My name’s…, What’s your name?
Good bye,…)
• Asking others to do things (Open your book. Close
your book. Point to the book. Look. Listen. Write. Say
book.) Wh-questions with BE (What’s) (What’s this? It’s
a book/a pencil/an eraser)
STUDENT BOOK Lesson 2
• Greetings (Hello.Hi.) LANGUAGE THROUGH THE ARTS
• Questions about names and things (Is your name…? CE.EFL.2.21. Distinguish key information in stories and other age appropriate literary texts,
No, it isn’t. Yes,it is. Is this a both oral and written.
board/door/window/chair/desk?? No,it isn’t.
It’s a... Yes, it is.)
Asking others to do things. (Stand up. Sit down. Come
here. Go to the board. Open the window. Close the
door.)
STUDENT BOOK Lesson 3
• Describing oneself and others (I’m a boy. I’m a girl.
He’s a boy. He’s a girl.)
• Asking others to do things
(Hands up. Hands down. Be quiet, please. Work in pairs.
Work in groups.)
Describing things you see (What do you see? I see a
crayon/pen/ruler.)
ACTIVITY BOOK All Lessons
Listen and say sections
EFL.2.2.12 Respond to simple questions in quite a short
time and initiate basic interaction spontaneously when
there are opportunities to speak. Speech is produced a
little less slowly and hesitantly.
READING
EFL 2.3.1 Demonstrate basic reading comprehension
skills by identifying the
meaning of individual words, phrases, and sentences,
including simple written instructions
STUDENT BOOK Lesson 1
• Greetings
(Hello., My name’s…, What’s your name? Good bye,…)
• Asking others to do things (Open your book. Close
your book. Point to the book. Look. Listen. Write. Say
book.) Wh-questions with BE (What’s) (What’s this? It’s
a book/a pencil/an eraser)
STUDENT BOOK Lesson 2
• Greetings (Hello.Hi.)
• Questions about names and things (Is your name…?
No, it isn’t. Yes,it is. Is this a
board/door/window/chair/desk?? No,it isn’t.
It’s a... Yes, it is.)
Asking others to do things. (Stand up. Sit down. Come
here. Go to the board. Open the window. Close the
door.)
STUDENT BOOK Lesson 3
• Describing oneself and others (I’m a boy. I’m a girl.
He’s a boy. He’s a girl.)
• Asking others to do things
(Hands up. Hands down. Be quiet, please. Work in pairs.
Work in groups.)
Describing things you see (What do you see? I see a
crayon/pen/ruler.)
ACTIVITY BOOK All
Lessons
• Read and say sections
• Match sections
Read and match sections
WRITING
EFL 2.4.3 Write simple words by hand and/or on the
computer with correct use of standard writing
mechanics. Example: blue, cat, dog, son, etc
STUDENT BOOK All
Lessons Vocabulary
(see Scope and Sequence)
EFL 2.4.4 Write simple words, phrases and sentences
for controlled practice of language arts.
STUDENT BOOK All Lessons
Language Items (see Scope and Sequence)
LANGUAGE THROUGH THE ARTS
EFL 2.5.1 Identify key information such as events,
characters, and objects in stories and other age-
appropriate literary texts if there is visual support.
STUDENT BOOK All Lessons
Look, listen, and say sections

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards 1–10 • CULTURAL AWARENESS Preview the greeting song from the
1.Mimic gestures or movements to learn and show Star & • I.EFL.2.3.1. Learners can lesson’s Sing activity. As the song
comprehension. Stella puppets • Audio use basic personal information
2.Work in small groups to greet and say their names CD:T1–5 • Song and expressions of politeness plays, use gestures to introduce the
3. Write their names first using Audio in short dialogues or words.
letter cards, then writing the letters CD • Activity Book: conversations. Lesson 2 Warm-Up (5 minutes):
4.Use real objects to name pp. ORAL COMMUNICATION Preview the introducing song from
classroom objects AB4–AB7 • Optional: Learners can understand short the lesson’s Sing activity. As the
5. Recognize basic phonemes of box and simple spoken texts well song plays, use the Star and Stella
the alphabet using letter cards and Lesson 2 enough to be able to pick out puppets as well as gestures to
listening to the audio Flash Cards 11–18• key items of information and clarify meaning.
6.Recognize words and match Star & Stella puppets • record them in drawings, or Lesson 3 Warm-Up (10 minutes):
words to pictures Audio physically act upon them. Preview the classroom instructions
7.Use simple resources such as CD:T6–10 • Song Ref I.EFL.2.7.1. song from the lesson’s Sing
flash cards to learn vocabulary Audio CD• Activity •I.EFL.2.9.1. Learners can activity. As the song plays, use
8.Unscramble words to write short Book: express basic ideas, initiate actions to clarify the instructions.
sentences pp.AB8–AB11 • conversations, and respond to Encourage learners to perform the
9.Create and use puppets Optional: simple questions using actions as they sing along.
10.Sing songs and recite chants Flash Cards 1–7 appropriate words, phrases, COMMUNICATION AND
11.Move to the rhythm of a song or Lesson 3 and short sentences. CULTURAL AWARENESS
chant Flash Cards 19–26• Responses may be slow ACTIVITY
Star & Stella puppets• though pauses do not make the ACTIVITY
Audio interaction tedious or • Use small role plays to check that
CD:T11–15• Song uncomfortable for participants. learners can greet and introduce
Audio CD• Activity READING themselves.
Book: pp. I.EFL.2.11.1. Learners can TECHNIQUE
AB12–AB15 • understand familiar words, Observation
Optional: phrases, and short simple INSTRUMENT
Flash Cards 8–16, sentences and can successfully Checklist
crayon, pen, ruler. complete the simple ACTIVITY
accompanying task. • Use pair work to give and follow
WRITING classroom instructions.
TECHNIQUE
Learners can draw symbols Observation
and letters to show that they INSTRUMENT
know how to use simple Checklist
grammar or vocabulary items. ORAL COMMUNICATION
[Ref. I.EFL.2.18.1. ACTIVITY
•Have learners work in pairs to ask
I.EFL.2.21.1. Learners can and answer questions about
recognize, through pictures or classroom objects.
other media such as ICT, key TECHNIQUE
aspects of a story or literary Observation
text (orally). INSTRUMENT
Rating scale
ACTIVITY
•Ask learners to act out the actions
in the song for Lesson 3.
TECHNIQUE
Quiz
INSTRUMENT
Sampling song
READING
ACTIVITY
•Check word recognition by asking
learners to point to a word and say
it.
TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
•Check word recognition by asking
learners to match words and
pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
•Check spelling skills by asking
learners to unscramble the letters in
a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to act out
classroom instructions.
TECHNIQUE
Interview
INSTRUMENT
Cuestionary
ACTIVITY
 •Have learners listen to a song or
chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

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

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

TEACHER: LCDA ALEJANDRA CHICAIZA, COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017
“MONS. LEONIDAS PROAÑO”
MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Lcda Alejandra Area:Englis ENGLISH: PRE A1.1 Grade/Course: 4TH Class: BGE
Chicaiza h as a
Foreign
Language
Unit * Textbook : Lesson 4: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 2 Starship Pre What do Objectives: language through spoken and written literary
A1.1 you see? O.EFL2.2 Appreciate texts such as poems, rhymes, chants, riddles
Unit Title: Lesson 5: English as an and songs.
Where´s international language. O. EFL 2.9 Be able to interact in English in a
the O.EFL 2.3 Read level simple way using basic expressions.
crayon? appropriate texts in
Lesson 6: English for pure
What enjoyment/entertainmen
color is t and to access
it? information.
Phonics: O. EFL 2.5 Use in class
Aa Bb Cc library resources.
Dd
.
PERIODS 18 PERIODS, 6 STARTING 6
: CLASSS PERIODS WEEK: WEEKS
PER LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO EVALUATION
BE DEVELOPED CRITERIA
EFL.2.1.4. Express curiosity about the world and other cultures by COMMUNICATION AND CULTURAL AWARENESS
asking simple WH- questions in class after reading and/or
participating in presentations or other group work. CE.EFL.2.2. Catalog everyday objects and places in different cultures and recognize ways to act
STUDENT BOOK Lesson 4 responsibly towards one’s environment and surroundings.
• Letters
(Article an)
Letters Aa and Bb
Wh-questions with DO (What do you see?)
STUDENT BOOK Lesson 5
• Letters
Letters Cc and Dd
Wh questions with (Where) contracted with BE (
Where´s the duck)
Prepositions of place ( in, on)
STUDENT BOOK Lesson 6
Letter, forms and colors
Letters Ee and Ff
Wh question ( What Color is it?)
Color adjectives
PHONETICS
Phonemes Aa, Bb, Cc. Dd, Ee and Ff.
EFL.2.1.5. Recognize ways to relate responsibly to one’s
surroundings at home and at school by exhibiting responsible
behaviors towards the environment. (Example: chores at home,
recycling, etc.)
ORAL COMMUNICATION ORAL COMMUNICATION
EFL 2.2.3 Recognize familiar names, words, and short
phrases about simple everyday topics whether heard in CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that
isolation or within short, simple spoken texts describing include familiar vocabulary and are set in everyday contexts. Identify key items of
people and objects. (Example: vocabulary about self, information within the text, and record or act upon them.
family, friends and immediate surroundings at school CE.EFL.2.12. Understand the gist and details in short simple written texts (online or
and home, color and size, etc.) print).
STUDENT BOOK Lesson 4
• Letters
(Article an)
Say letters Aa and Bb
Wh-questions with DO (What do you see?)
Ask partners using the vocabulary words
STUDENT BOOK Lesson 5
• Letters
Say letters Cc and Dd
Wh questions with (Where) contracted with BE (
Where´s the duck)
Ask partners using the vocabulary words
Prepositions of place ( in, on)
STUDENT BOOK Lesson 6
Letter, forms and colors
Letters Ee and Ff
Wh question ( What Color is it?)
Ask partners about the colors
Describe the colors of things
PHONETICS
Phonemes Aa, Bb, Cc. Dd, Ee and Ff.

ACTIVITY BOOK All Lessons

• Listen and check Sections
Listen and say sections

EFL 2.2.5 Record key items of specific information

from a heard message or description, either in written
form or by drawing picture. (Example: letters of the
alphabet, numbers, prices and times, days, dates and
months, etc.)
EFL.2.2.11 Produce simple, mainly isolated utterances
using very short phrases and sometimes individual
words, possibly with slow and/or hesitant delivery.
(Example: words, phrases, and short sentences about
people, animals, things, etc.)
STUDENT BOOK Lesson 4
• Letters
(Article an)
Say letters Aa and Bb
Wh-questions with DO (What do you see?)
Ask partners using the vocabulary words
STUDENT BOOK Lesson 5
• Letters
Say letters Cc and Dd
Wh questions with (Where) contracted with BE (
Where´s the duck)
Ask partners using the vocabulary words
Prepositions of place ( in, on)
STUDENT BOOK Lesson 6
Letter, forms and colors
Letters Ee and Ff
Wh question ( What Color is it?)
Ask partners about the colors
Describe the colors of things
PHONETICS
Phonemes Aa, Bb, Cc. Dd, Ee and Ff.
ACTIVITY BOOK All Lessons
Listen and say sections
EFL.2.2.12 Respond to simple questions in quite a
short time and initiate basic interaction spontaneously
when there are opportunities to speak. Speech is
produced a little less slowly and hesitantly.
READING
EFL 2.3.1 Demonstrate basic reading comprehension READING
skills by identifying the CE.EFL.2.11. Identify and understand individual every-day words, phrases, and
meaning of individual words, phrases, and sentences, sentences, including instructions
including simple written instructions
STUDENT BOOK Lesson 4
• Letters
(Article an)
Say letters Aa and Bb
Wh-questions with DO (What do you see?)
Ask partners using the vocabulary words
STUDENT BOOK Lesson 5
• Letters
Say letters Cc and Dd
Wh questions with (Where) contracted with BE (
Where´s the duck)
Asking partners using the vocabulary words
Prepositions of place ( in, on)
STUDENT BOOK Lesson 6
Letter, forms and colors
Letters Ee and Ff
Wh question ( What Color is it?)
Asking partners about the colors
Describe the colors of things
PHONETICS
Phonemes Aa, Bb, Cc. Dd, Ee and Ff.
ACTIVITY BOOK All Lessons
• Read and say sections
• Match sections
Read and match sections
WRITING
EFL 2.4.3 Write simple words by hand and/or on the WRITING
computer with correct use of standard writing CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and
mechanics. Example: blue, cat, dog, son, etc grammar ítems.
STUDENT BOOK All .
Lessons Vocabulary
(see Scope and Sequence)
EFL 2.4.4 Write simple words, phrases and sentences
for controlled practice of language arts.
STUDENT BOOK All Lessons
Language Items (see Scope and Sequence)
LANGUAGE THROUGH THE ARTS
EFL 2.5.1 Identify key information such as events, LANGUAGE THROUGH THE ARTS
characters, and objects in stories and other age- CE.EFL.2.21. Distinguish key information in stories and other age appropriate
appropriate literary texts if there is visual support. literary texts, both oral and written.
STUDENT BOOK All Lessons
Look, listen, and say sections

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMENT
S
This performance criteria could be Lesson 4 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards 27– CULTURAL Preview the greeting song from
40 • Star & AWARENESS the lesson’s Sing activity. As the
1.Mimic gestures or movements to learn and show Stella puppets • • I.EFL.2.3.1. Learners can song plays, use gestures to
comprehension. Audio CD:T5 use basic personal introduce the words.
2.Work in small groups to greet and say their names 16-19, 74-75 • information and expressions Lesson 2 Warm-Up (5 minutes):
3. Write their names first using Activity Book: of politeness in short Preview the introducing song from
letter cards, then writing the letters pp. AB16– dialogues or conversations. the lesson’s Sing activity. As the
4.Use real objects to name AB19 Extras: ORAL song plays, use the Star and Stella
classroom objects Soft Ball, COMMUNICATION puppets as well as gestures to
5. Recognize basic phonemes of alphabet, Learners can understand clarify meaning.
the alphabet using letter cards and poster, A4 short and simple spoken Lesson 3 Warm-Up (10 minutes):
listening to the audio sheets. texts well enough to be able Preview the classroom instructions
6.Recognize words and match Lesson 5 to pick out key items of song from the lesson’s Sing
words to pictures Flash Cards 41– information and record them activity. As the song plays, use
7.Use simple resources such as 46 • Star & in drawings, or physically actions to clarify the instructions.
flash cards to learn vocabulary Stella puppets • act upon them. Encourage learners to perform the
8.Unscramble words to write short Audio Ref I.EFL.2.7.1. actions as they sing along.
sentences CD:T19–23, •I.EFL.2.9.1. Learners can COMMUNICATION AND
9.Create and use puppets 76-77 express basic ideas, initiate CULTURAL AWARENESS
10.Sing songs and recite chants Activity Book: conversations, and respond ACTIVITY
11.Move to the rhythm of a song or pp.AB20–AB23 to simple questions using ACTIVITY
chant • Optional: appropriate words, phrases, • Use small role plays to check
Flash Cards and short sentences. that learners can greet and
24,26–30 Responses may be slow introduce themselves.
Lesson 6 though pauses do not make TECHNIQUE
Flash Cards 47– the interaction tedious or Observation
56• Star & uncomfortable for INSTRUMENT
Stella puppets• participants. Checklist
Audio READING ACTIVITY
CD:T24–27, I.EFL.2.11.1. Learners can • Use pair work to give and follow
78-79 understand familiar words, classroom instructions.
phrases, and short simple TECHNIQUE
Activity Book: sentences and can Observation
pp.AB24–AB27 successfully complete the INSTRUMENT
• Optional: simple accompanying task. Checklist
Flash Cards WRITING ORAL COMMUNICATION
10,17,24,26,41– Learners can draw symbols ACTIVITY
46, alphabet and letters to show that they •Have learners work in pairs to
posters. know how to use simple ask and answer questions about
grammar or vocabulary classroom objects.
PHONETTIC items. [Ref. I.EFL.2.18.1. TECHNIQUE
Alphabet cards Observation
Aa to Ff I.EFL.2.21.1. Learners can INSTRUMENT
Picture Card for recognize, through pictures Rating scale
A to F or other media such as ICT, ACTIVITY
key aspects of a story or •Ask learners to act out the actions
literary text (orally). in the song for Lesson 3.
TECHNIQUE
Quiz
INSTRUMENT
Sampling song
READING
ACTIVITY
•Check word recognition by
asking learners to point to a word
and say it.
TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
•Check word recognition by
asking learners to match words
and pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
•Check spelling skills by asking
learners to unscramble the letters
in a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary
comprehension by asking learners
to act out classroom instructions.
TECHNIQUE
Interview
INSTRUMENT
Cuestionary
ACTIVITY
 •Have learners listen to a song or
chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

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

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

TEACHER: LCDA ALEJANDRA CHICAIZA, COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:

2016-2017
“MONS. LEONIDAS PROAÑO”
MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Lcda Alejandra Area:Englis ENGLISH: PRE A1.1 Grade/Course: 4TH Class: BGE
Chicaiza h as a
Foreign
Language
Unit * Textbook : Lesson 7: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 3 Starship Pre Who do you Objectives: language through spoken and written
A1.1 see? O.EFL2.2 Appreciate literary texts such as poems, rhymes,
Unit Title: Lesson 8: English as an chants, riddles and songs.
What shape is international language. O. EFL 2.9 Be able to interact in English
it? O.EFL 2.3 Read level in a simple way using basic expressions.
Lesson 9: appropriate texts in
Is it a light? English for pure
Phonics: Gg, enjoyment/entertainmen
Hh, Ii, Jj, Kk, t and to access
Ll. information.
. O. EFL 2.5 Use in
class library resources.

PERIODS 18 PERIODS, 6 STARTING 6

: CLASSS PERIODS WEEK: WEEKS
PER LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO EVALUATION
BE DEVELOPED CRITERIA
EFL.2.1.1. Exchange basic introductions and limited personal COMMUNICATION AND CULTURAL AWARENESS
information in class using simple present tense in order to get to
know their peers. (Example: where one lives or goes to school, CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to introduce
etc.) oneself and participate in a short conversation.
STUDENT BOOK Lesson 7
• Letters forms and people
Letters Gg and Hh
Wh-questions with Who (Who do you see?)
Wh questions with (What) contracted with BE (
What’s this)

STUDENT BOOK Lesson 8

• Letters and shapes
Letters Ii and Jj
Wh questions about shape ( What shape is it?)
Statements
Name shapes
Wh questions with DO
STUDENT BOOK Lesson 9
Letter, forms and parts of a room
Letters Kk and Ll
Wh question with what contracted with BE ( What’s
this?)
Yes/No questions
PHONETICS
Phonemes Gg, Hh, Ii, Jj, Kk and Ll
EFL.2.2.9. Spell out key vocabulary items using the English
alphabet. (Example: names, colors, animals, possessions, etc.) ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly enough that
EFL 2.2.3 Recognize familiar names, words, and other people can usually understand them easily.
short phrases about simple everyday topics whether
heard in isolation or within short, simple spoken texts
describing people and objects. (Example: vocabulary
about self, family, friends and immediate
surroundings at school and home, color and size,
etc.)
STUDENT BOOK Lesson 7
• Letters forms and people
Letters Gg and Hh
Wh-questions with Who (Who do you see?)
Wh questions with (What) contracted with BE (
What’s this)

STUDENT BOOK Lesson 8

• Letters and shapes
Letters Ii and Jj
Wh questions about shape ( What shape is it?)
Statements
Name shapes
Wh questions with DO
STUDENT BOOK Lesson 9
Letter, forms and parts of a room
Letters Kk and Ll
Wh question with what contracted with BE ( What’s
this?)
Yes/No questions
PHONETICS
Phonemes Gg, Hh, Ii, Jj, Kk and Ll

ACTIVITY BOOK All Lessons

• Listen and check Sections
Listen and say sections
EFL.2.2.8. Imitate individual English language sounds,
especially those phonemes which do not exist in the student’s
own L1, both in isolation and within key vocabulary items.
(Example: /ŋ/ /ð/ /ʌ/ /i:/ and in words like singing, these, up, sea,
etc.)

EFL.2.2.11 Produce simple, mainly isolated

utterances using very short phrases and sometimes
individual words, possibly with slow and/or hesitant
delivery. (Example: words, phrases, and short
sentences about people, animals, things, etc.)

STUDENT BOOK Lesson 7

• Letters forms and people
Letters Gg and Hh
Wh-questions with Who (Who do you see?)
Wh questions with (What) contracted with BE (
What’s this)

STUDENT BOOK Lesson 8

• Letters and shapes
Letters Ii and Jj
Wh questions about shape ( What shape is it?)
Statements
Name shapes
Wh questions with DO
STUDENT BOOK Lesson 9
Letter, forms and parts of a room
Letters Kk and Ll
Wh question with what contracted with BE ( What’s
this?)
Yes/No questions
PHONETICS
Phonemes Gg, Hh, Ii, Jj, Kk and Ll

ACTIVITY BOOK All Lessons

• Listen and check Sections
Listen and say sections

EFL.2.2.9. Spell out key vocabulary items using the English

alphabet. (Example: names, colors, animals, possessions, etc.)

EFL.2.2.12 Respond to simple questions in quite a

short time and initiate basic interaction
spontaneously when there are opportunities to speak.
Speech is produced a little less slowly and hesitantly. READING
CE.EFL.2.13. Understand the content in a variety of well-known text types, both print and online, using
the layout and artwork for support; recognize typical signs and symbols found in the text types.
READING
EFL 2.3.1 Demonstrate basic reading comprehension
skills by identifying the meaning of individual words,
phrases, and sentences, including simple written
instructions
STUDENT BOOK Lesson 7
• Letters forms and people
Letters Gg and Hh
Wh-questions with Who (Who do you see?)
Wh questions with (What) contracted with BE (
What’s this)

STUDENT BOOK Lesson 8

• Letters and shapes
Letters Ii and Jj
Wh questions about shape ( What shape is it?)
Statements
Name shapes
Wh questions with DO
STUDENT BOOK Lesson 9
Letter, forms and parts of a room
Letters Kk and Ll
Wh question with what contracted with BE ( What’s
this?)
Yes/No questions
PHONETICS
Phonemes Gg, Hh, Ii, Jj, Kk and Ll
ACTIVITY BOOK All Lessons
• Read and say sections
• Match sections WRITING
Read and match sections CE.EFL.2.19. Convey some simple ideas, facts or opinions in a simple sentence or short paragraph,
WRITING using basic vocabulary and structures.
EFL.2.4.5. Write simple sentences on familiar topics to
communicate basic ideas.
STUDENT BOOK All
Lessons Vocabulary
(see Scope and Sequence)
EFL.2.4.6. Write a short simple paragraph to convey some
simple facts about people, animals, places, things, yourself or
others, with the support of a model text. (Example: where they
live, what they do, etc.)
EFL.2.4.7. Write a short simple paragraph to describe yourself
or other people, animals, places and things, with limited support.
(Example: by answering questions or using key words). LANGUAGE THROUGH THE ARTS
STUDENT BOOK All Lessons CE.EFL.2.23. Display an affinity for a variety of literary texts by responding within a range of physical,
Language Items (see Scope and Sequence) cognitive, and attitudinal manners, and vary elements of a literary text to create a new text.
LANGUAGE THROUGH THE ARTS
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
.STUDENT BOOK All Lessons
Look, listen, and say sections

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMEN
TS
This performance criteria could be Lesson 7 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards CULTURAL AWARENESS Preview the greeting song from
57–60 • Star & the lesson’s Sing activity. As the
1.Mimic gestures or movements to learn and show Stella puppets • I.EFL.2.3.1. Learners can use basic song plays, use gestures to
comprehension. Audio CD:T5 personal information and introduce the words.
2.Work in small groups to greet and say their names 28-31, 80-81 • expressions of politeness in short Lesson 2 Warm-Up (5 minutes):
3. Write their names first using Activity Book: dialogues or conversations. (J.2, J.3) Preview the introducing song
letter cards, then writing the letters pp. AB28- ORAL COMMUNICATION from the lesson’s Sing activity.
4.Use real objects to name AB31 Extras: Learners can understand short As the song plays, use the Star
classroom objects Flash cards 8- and simple spoken texts well and Stella puppets as well as
5. Recognize basic phonemes of 10, 17 – 18, enough to be able to pick out key gestures to clarify meaning.
the alphabet using letter cards and 24-30, 41-44, items of information and record Lesson 3 Warm-Up (10
listening to the audio 47-56. them in drawings, or physically minutes):
6.Recognize words and match Lesson 8 act upon them. Preview the classroom
words to pictures Flash Cards Ref I.EFL.2.7.1. instructions song from the
7.Use simple resources such as 41–46 • Star & I.EFL.2.8.1. Learners can pronounce lesson’s Sing activity. As the
flash cards to learn vocabulary Stella puppets • most familiar vocabulary items song plays, use actions to clarify
8.Unscramble words to write short Audio accurately, and can therefore the instructions.
sentences CD:T19–23, usually be easily understood. They Encourage learners to perform
9.Create and use puppets 76-77 can also produce some phrases and the actions as they sing along.
10.Sing songs and recite chants Activity Book: short sentences clearly, and may COMMUNICATION AND
11.Move to the rhythm of a song or pp.AB20– approximate English rhythm and CULTURAL AWARENESS
chant AB23 • intonation in longer utterances. (I.3) ACTIVITY
Optional: READING ACTIVITY
Flash Cards I.EFL.2.13.1. Learners can • Use small role plays to check
24,26–30 understand a short simple that learners can greet and
environmental print text type and
Lesson 9 introduce themselves.
successfully complete a simple task.
Flash Cards TECHNIQUE
(Example: a sign, notice, menu, etc.)
69–78• Star & Observation
(I.3)
Stella puppets• INSTRUMENT
WRITING
Audio Checklist
Learners can draw symbols and
CD:T36–39, ACTIVITY
letters to show that they know
84-85
how to use simple grammar or
Activity Book: vocabulary items. [Ref. • Use pair work to give and
pp.AB36– I.EFL.2.18.1. follow classroom instructions.
AB39 • TECHNIQUE
Optional: I.EFL.2.19.1. Learners can produce a Observation
Flash Cardsn short simple sentence and a INSTRUMENT
65–68, paragraph – with ample support - on Checklist
alphabet a variety of topics, and some ORAL COMMUNICATION
posters. learners can do so with only limited ACTIVITY
support. (I.3) •Have learners work in pairs to
PHONETTIC ask and answer questions about
Alphabet cards classroom objects.
Gg to Ll TECHNIQUE
Picture Card Observation
for A to l INSTRUMENT
Rating scale
ACTIVITY
•Ask learners to act out the
actions in the song for Lesson 3.
TECHNIQUE
Quiz
INSTRUMENT
Sampling song
READING
ACTIVITY
•Check word recognition by
asking learners to point to a word
and say it.
TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
•Check word recognition by
asking learners to match words
and pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
•Check spelling skills by asking
learners to unscramble the letters
in a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH
THE
ARTS
ACTIVITY
• Check vocabulary
comprehension by asking
learners to act out classroom
instructions.
TECHNIQUE
 Interview
INSTRUMENT
Cuestionary
ACTIVITY
•Have learners listen to a song or
chant about classroom objects
and draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

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

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

TEACHER: LCDA ALEJANDRA CHICAIZA, COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017
“MONS. LEONIDAS PROAÑO”
MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Lcda Alejandra Area:Englis ENGLISH: PRE A1.1 Grade/Course: 4TH Class: BGE
Chicaiza h as a
Foreign
Language
Unit * Textbook : LESSON 10: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 4 Starship Pre What day is it Objectives: language through spoken and written
A1.1 today? O.EFL2.2 Appreciate literary texts such as poems, rhymes,
Unit Title: LESSON 11: English as an chants, riddles and songs.
What are international language. O. EFL 2.9 Be able to interact in English
these? O.EFL 2.3 Read level in a simple way using basic expressions.
appropriate texts in
Phonics: Mm, English for pure
Nn, Oo, Pp. enjoyment/entertainmen
. t and to access
information.
O. EFL 2.5 Use in
class library resources.

PERIODS 18 PERIODS, 6 STARTING 6

: CLASSS PERIODS WEEK: WEEKS
PER LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO EVALUATION
BE DEVELOPED CRITERIA
EFL.2.1.7. Collaborate in a friendly manner by sharing COMMUNICATION AND CULTURAL AWARENESS
classroom materials and personal objects while participating in
games and activities in class and on the playground. CE.EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials while
STUDENT BOOK Lesson 10 expressing personal preferences with peers.
• Letters forms and days of the week
Letters Mm and Nn
Wh-questions (What day of the week is it?)
Statements about days of the week
Questions with Do ( Do you see?)

STUDENT BOOK Lesson 11

• Letters and clothing items
Letters Oo and Pp
Wh questions with What to ask about plural items (
What are these?)
Statements
Plurar nouns
Wh questions with BE
PHONETICS
Phonemes Mm, Nn Oo and Pp
EFL.2.1.8. Exchange basic personal preferences with peers in
order to express likes and dislikes
ORAL COMMUNICATION
EFL.2.2.11. Produce simple, mainly isolated utterances using
very short phrases and sometimes individual words, possibly
with slow and/or hesitant delivery. (Example: words, phrases
and short sentences about people, animals, things, etc.
STUDENT BOOK Lesson 10 ORAL COMMUNICATION
• Letters forms and days of the week
Letters Mm and Nn
Wh-questions (What day of the week is it?)
Statements about days of the week
Questions with Do ( Do you see?) CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use appropriate words
and phrases to express basic ideas, initiate conversations and respond to questions, including some chunks
of language and short sentences.
STUDENT BOOK Lesson 11
• Letters and clothing items
Letters Oo and Pp
Wh questions with What to ask about plural items (
What are these?)
Statements
Plurar nouns
Wh questions with BE
PHONETICS
Phonemes Mm, Nn Oo and Pp
ACTIVITY BOOK All Lessons
• Listen and check Sections
Listen and say sections

EFL.2.2.12. Respond to simple questions in quite a short time

and initiate basic interaction spontaneously when there are
opportunities to speak. Speech is produced a little less slowly
and hesitantly.

EFL.2.3.5. Show the ability to use a simple learning

resource.(Example: a small set of flashcards, a picture-based
dictionary (online or print), or a simple word list).

STUDENT BOOK Lesson 10

• Letters forms and days of the week
Letters Mm and Nn
Wh-questions (What day of the week is it?)
Statements about days of the week
Questions with Do ( Do you see?)
STUDENT BOOK Lesson 11
• Letters and clothing items
Letters Oo and Pp
Wh questions with What to ask about plural items (
What are these?)
Statements
Plurar nouns
Wh questions with BE
PHONETICS
Phonemes Mm, Nn Oo and Pp
ACTIVITY BOOK All Lessons
• Listen and check Sections
Listen and say sections

EFL.2.2.9. Spell out key vocabulary items using the English

alphabet. (Example: names, colors, animals, possessions, etc.)

READING
EFL 2.3.1 Demonstrate basic reading comprehension
skills by identifying the meaning of individual words,
phrases, and sentences, including simple written
instructions
STUDENT BOOK Lesson 10
• Letters forms and days of the week
Letters Mm and Nn
Wh-questions (What day of the week is it?)
Statements about days of the week
Questions with Do ( Do you see?)
STUDENT BOOK Lesson 11
• Letters and clothing items
Letters Oo and Pp
Wh questions with What to ask about plural items (
What are these?)
Statements
Plurar nouns
Wh questions with BE
PHONETICS
Phonemes Mm, Nn Oo and Pp
ACTIVITY BOOK All Lessons
• Read and say sections
• Match sections
Read and match sections
WRITING
EFL.2.4.8. Complete a basic survey or a questionnaire by
providing personal details.
STUDENT BOOK All
Lessons Vocabulary READING
(see Scope and Sequence) CE.EFL.2.14. Demonstrate familiarity with study resources (both print and digital). (Example: a picture
EFL.2.4.9. Write a variety of short simple text types, dictionary, some flashcards of known words, or a word list.)
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.)

STUDENT BOOK All Lessons

Language Items (see Scope and Sequence)
LANGUAGE THROUGH THE ARTS
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.
STUDENT BOOK All Lessons
Look, listen, and say sections

WRITING

CE.EFL.2.20. Complete a simple survey form or questionnaire by providing personal details. Write a
variety of simple written text types, used in print or online, with appropriate layout and language.
(Examples: message on a greeting card, name and address on an envelope, an email address, etc.)
 LANGUAGE THROUGH THE ARTS

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

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMEN
TS
This performance criteria could be Lesson 10 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards CULTURAL AWARENESS Preview the greeting song from
79–82 • Star & the lesson’s Sing activity. As the
1.Mimic gestures or movements to learn and show Stella puppets • I.EFL.2.4.1. Learners can select song plays, use gestures to
comprehension. Audio pictures and/or short phrases that introduce the words.
2.Work in small groups to greet and say their names CD:T40-43, relate to collaborating and sharing Lesson 2 Warm-Up (5 minutes):
3. Write their names first using 86-87 • and express personal preferences. Preview the introducing song
letter cards, then writing the letters Activity Book: (J.2, J.3, S.4) from the lesson’s Sing activity.
4.Use real objects to name pp. AB40- ORAL COMMUNICATION As the song plays, use the Star
classroom objects AB43 Learners can understand short and Stella puppets as well as
5. Recognize basic phonemes of Extras: Flash and simple spoken texts well gestures to clarify meaning.
the alphabet using letter cards and cards enough to be able to pick out key Lesson 3 Warm-Up (10
listening to the audio 41,43,50,57,69 items of information and record minutes):
6.Recognize words and match -72. them in drawings, or physically Preview the classroom
words to pictures Flash Cards act upon them. instructions song from the
7.Use simple resources such as Lesson 11 Ref I.EFL.2.7.1. lesson’s Sing activity. As the
flash cards to learn vocabulary Flash cards I.EFL.2.9.1. Learners can express song plays, use actions to clarify
8.Unscramble words to write short 83–93 • Star & basic ideas, initiate conversations, the instructions.
sentences Stella puppets • and respond to simple questions Encourage learners to perform
9.Create and use puppets Audio using appropriate words, phrases, the actions as they sing along.
10.Sing songs and recite chants CD:T44–47, and short sentences. Responses COMMUNICATION AND
11.Move to the rhythm of a song or 88-89 may be slow though pauses do not CULTURAL AWARENESS
chant Activity Book: make the interaction tedious or ACTIVITY
pp.AB44– uncomfortable for participants. (I.3) ACTIVITY
AB47 • READING • Use small role plays to check
Optional: I.EFL.2.14.1. Learners can that learners can greet and
successfully use simple online and
Five cards days introduce themselves.
print learning resources. (Example:
of the week TECHNIQUE
flashcards, picture dictionaries,
Observation
word lists, etc.) (I.2)
PHONETTIC INSTRUMENT
WRITING
Alphabet cards Checklist
Learners can draw symbols and
AA to Pp ACTIVITY
letters to show that they know
how to use simple grammar or
Picture Card vocabulary items. [Ref. • Use pair work to give and
for A to P I.EFL.2.18.1. follow classroom instructions.
TECHNIQUE
I.EFL.2.20.1. Learners can write Observation
information in a simple survey form INSTRUMENT
or questionnaire, and can type or Checklist
write some simple digital text-types, ORAL COMMUNICATION
such as a URL and an email address. ACTIVITY
(I.3) •Have learners work in pairs to
ask and answer questions about
LANGUAGE THROUGH classroom objects.
THE ARTS TECHNIQUE
Observation
I.EFL.2.24.1. Learners can INSTRUMENT
communicate thoughts, feelings, Rating scale
and/or personal experiences and ACTIVITY
create short original texts through •Ask learners to act out the
a range of resources and other actions in the song for Lesson 3.
media, including ICT. (I.2, I.3, I.4) TECHNIQUE
Quiz
INSTRUMENT
Sampling song
READING
ACTIVITY
•Check word recognition by
asking learners to point to a word
and say it.
TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
•Check word recognition by
asking learners to match words
and pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
•Check spelling skills by asking
learners to unscramble the letters
in a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH
THE
ARTS
ACTIVITY
• Check vocabulary
comprehension by asking
learners to act out classroom
instructions.
TECHNIQUE
 Interview
INSTRUMENT
Cuestionary
ACTIVITY
•Have learners listen to a song or
chant about classroom objects
and draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

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

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

TEACHER: LCDA ALEJANDRA CHICAIZA, COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017
“MONS. LEONIDAS PROAÑO”
MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Lcda Alejandra Area:Englis ENGLISH: PRE A1.1 Grade/Course: 4TH Class: BGE
Chicaiza h as a
Foreign
Language
Unit * Textbook : LESSON 12: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 5 Starship Pre Can you Objectives: language through spoken and written
A1.1 swim? O.EFL2.2 Appreciate literary texts such as poems, rhymes,
Unit Title: LESSON 13: English as an chants, riddles and songs.
Who’s she? international language. O. EFL 2.9 Be able to interact in English
Who’s he? O.EFL 2.3 Read level in a simple way using basic expressions.
LESSON 14: appropriate texts in
She’s my English for pure
friend enjoyment/entertainme
PHONICS: nt and to access
Qq Rr Ss Tt information.
Uu Vv O. EFL 2.5 Use in
class library resources.

PERIODS 18 PERIODS, 6 STARTING 6

: CLASSS PERIODS WEEK: WEEKS
PER LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO EVALUATION
BE DEVELOPED CRITERIA
EFL.2.1.9. Communicate to peers and teacher when something is COMMUNICATION AND CULTURAL AWARENESS
not understood in class through the use of simple basic questions.
STUDENT BOOK Lesson 12 CE.EFL.2.5. Model turn-taking and ways to express to others when something is not understood to
• Letters forms and abilities improve comprehension and/or intelligibility in conversations.
Letters Qq and Rr
Questions with can (Can you walk?)
Yes/No answers with can and can´t
Questions with Do ( What do you see?)

STUDENT BOOK Lesson 13

• Letters forms and family members
Letters Ss and Tt
Wh questions with Who (Who´she?)
Question What´s this?
Personal pronouns
Use the personal pronouns to say simple sentences

STUDENT BOOK Lesson 14

• Letters forms and people you know
Letters Uu and Vv
Wh questions to identify people
Wh question with Do (What do you see?)
Possesive statemens

PHONETICS
Phonemes Qq Rr, Ss Tt Uu and Vv
EFL.2.1.10. Recognize when to speak and when to listen while
working in pairs or small groups in class by following classroom
instructions and simple commands.
ORAL COMMUNICATION
EFL.2.2.13. Understand and use basic greetings, leave-taking ORAL COMMUNICATION
expressions, and other simple everyday phrases to facilitate
interpersonal interaction, to introduce others, and to name things.
(Example: Thank-you, Can I help you? This is [name], etc.) CE.EFL.2.10. Interaction – Interpersonal: Participate effectively in basic interpersonal interactions in
STUDENT BOOK Lesson 12 everyday contexts, provided the interlocutor speaks slowly and clearly. (Example: requesting,
• Letters forms and abilities introducing, responding, etc.)
Letters Qq and Rr
Questions with can (Can you walk?)
Yes/No answers with can and can´t
Questions with Do ( What do you see?)

STUDENT BOOK Lesson 13

• Letters forms and family members
Letters Ss and Tt
Ask answer and Wh questions with Who (Who´she?)
Talk with partners make question What´s this?
Personal pronouns
Use the personal pronouns to say simple sentences

STUDENT BOOK Lesson 14

• Letters forms and people you know
Letters Uu and Vv
Ask answer and Wh questions to identify people
Wh question with Do (What do you see?)
Possesive statemens
PHONETICS
Phonemes Qq Rr, Ss Tt Uu and Vv
ACTIVITY BOOK All Lessons
• Listen and check Sections
Listen and say sections
EFL.2.2.14. Ask and answer basic personal information questions,
as well as simple questions about other people, animals, and
possessions, provided the interaction is slow and clear. (Example:
Where do you live? Do you have a bicycle?, etc.)
EFL.2.2.16. Say when they do not understand and ask for slower
or clearer repetition where required. (Example: Sorry? Could you
say that again, etc.)

STUDENT BOOK Lesson 12

• Letters forms and abilities
Letters Qq and Rr
Questions with can (Can you walk?)
Yes/No answers with can and can´t
Questions with Do ( What do you see?)

STUDENT BOOK Lesson 13

• Letters forms and family members
Letters Ss and Tt
Ask answer and Wh questions with Who (Who´she?)
Talk with partners make question What´s this?
Personal pronouns
Use the personal pronouns to say simple sentences

STUDENT BOOK Lesson 14

• Letters forms and people you know
Letters Uu and Vv
Ask answer and Wh questions to identify people
Wh question with Do (What do you see?)
Possesive statemens
PHONETICS
Phonemes Qq Rr, Ss Tt Uu and Vv
ACTIVITY BOOK All Lessons
• Listen and check Sections
Listen and say sections

EFL.2.2.17. React appropriately to what others say using

verbal/non-verbal back channeling, or by asking further simple
questions to extend the interaction. (Example: express interest
using facial expression or simple words with appropriate
intonation: Oh!, Yes! Thanks. And you? etc.)

READING

STUDENT BOOK Lesson 12

• Letters forms and abilities
Letters Qq and Rr
Questions with can (Can you walk?)
Yes/No answers with can and can´t
Questions with Do ( What do you see?)

STUDENT BOOK Lesson 13

• Letters forms and family members
Letters Ss and Tt
Ask answer and Wh questions with Who (Who´she?)
Talk with partners make question What´s this? READING
Personal pronouns CE.EFL.2.15. Learn to read graphs, diagrams, charts, and other kinds of graphic organizer.
Use the personal pronouns to say simple sentences Demonstrate understanding of a text presented in the form of a graphic organizer (both print and
digital).

STUDENT BOOK Lesson 14

• Letters forms and people you know
Letters Uu and Vv
Ask answer and Wh questions to identify people
Wh question with Do (What do you see?)
Possesive statemens
PHONETICS
Phonemes Qq Rr, Ss Tt Uu and Vv
ACTIVITY BOOK All Lessons
• Read and say sections
• Match sections
Read and match sections
WRITING
EFL.2.4.8. Complete a basic survey or a questionnaire by
providing personal details. WRITING
STUDENT BOOK All
Lessons Vocabulary CE.EFL.2.20. Complete a simple survey form or questionnaire by providing personal details. Write a
(see Scope and Sequence) variety of simple written text types, used in print or online, with appropriate layout and language.
EFL.2.4.9. Write a variety of short simple text types, commonly (Examples: message on a greeting card, name and address on an envelope, an email address, etc.)
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.)

STUDENT BOOK All Lessons

Language Items (see Scope and Sequence)
LANGUAGE THROUGH THE ARTS
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.
STUDENT BOOK All Lessons
Look, listen, and say sections LANGUAGE THROUGH THE ARTS

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.
METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES
STRATEGIES INDICATORS TECHNIQUES/INSTRUMENT
S
This performance criteria could be Lesson 12 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards 94– CULTURAL Preview the greeting song from
1.Mimic gestures or movements to learn and show 101 • Star & AWARENESS the lesson’s Sing activity. As the
comprehension. Stella puppets • I.EFL.2.5.1. Learners can apply song plays, use gestures to
2.Work in small groups to greet and say their names Audio CD:T48- turn-taking and ways to express introduce the words.
3. Write their names first using 51, 90-91 • to others when something is Lesson 2 Warm-Up (5 minutes):
letter cards, then writing the letters Activity Book: not understood in short Preview the introducing song
4.Use real objects to name pp. AB48- conversations. (J.3, S.1, S.4) from the lesson’s Sing activity.
classroom objects AB51 ORAL As the song plays, use the Star
5. Recognize basic phonemes of Extras: Flash COMMUNICATION and Stella puppets as well as
the alphabet using letter cards and cards 83 -86. Learners can understand gestures to clarify meaning.
listening to the audio Flash Cards short and simple spoken texts Lesson 3 Warm-Up (10
6.Recognize words and match Lesson 13 well enough to be able to minutes):
words to pictures Flash cards pick out key items of Preview the classroom
7.Use simple resources such as 102–111 • Star information and record them instructions song from the
flash cards to learn vocabulary & Stella puppets in drawings, or physically act lesson’s Sing activity. As the song
8.Unscramble words to write short • Audio upon them. plays, use actions to clarify the
sentences CD:T52–55, 92- Ref I.EFL.2.7.1. instructions.
9.Create and use puppets 93 I.EFL.2.10.1. Learners can Encourage learners to perform the
10.Sing songs and recite chants Activity Book: interact effectively using a actions as they sing along.
11.Move to the rhythm of a song or pp.AB52–AB55 range of basic functional COMMUNICATION AND
chant • exponents for interpersonal CULTURAL AWARENESS
Lesson 14 conversations in everyday ACTIVITY
Flash cards contexts, providing speech is ACTIVITY
112–118 • Star slow and clear. Learners can • Use small role plays to check
& Stella puppets request repetition or that learners can greet and
• Audio clarification, and can react introduce themselves.
CD:T56–59, 94- appropriately to responses TECHNIQUE
95 received. (I.3) Observation
Activity Book: READING INSTRUMENT
pp.AB56–AB59 I.EFL.2.15.1. Learners can use Checklist
• simple graphic organizers to ACTIVITY
show that they can understand • Use pair work to give and
Optional: a short simple text. (Example: follow classroom instructions.
Extra flash cards maps, diagrams, bar charts, TECHNIQUE
106-111 Venn diagrams, etc.) (I.4) Observation
PHONETTIC WRITING INSTRUMENT
Alphabet cards Learners can draw symbols Checklist
AA to Vv and letters to show that they ORAL COMMUNICATION
Picture Card for know how to use simple ACTIVITY
A to V grammar or vocabulary •Have learners work in pairs to
items. [Ref. I.EFL.2.18.1. ask and answer questions about
classroom objects.
I.EFL.2.20.1. Learners can write TECHNIQUE
information in a simple survey Observation
form or questionnaire, and can INSTRUMENT
type or write some simple Rating scale
digital text-types, such as a URL ACTIVITY
and an email address. (I.3) •Ask learners to act out the
actions in the song for Lesson 3.
LANGUAGE THROUGH TECHNIQUE
THE ARTS Quiz
INSTRUMENT
I.EFL.2.25.1. Learners can utilize
Sampling song
a range of creative thinking
READING
skills to show a respect for
ACTIVITY
sharing and accepting different
ideas while working in pairs and •Check word recognition by
through brainstorms. (J.3, S.4) asking learners to point to a word
and say it.
TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
•Check word recognition by
asking learners to match words
and pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
•Check spelling skills by asking
learners to unscramble the letters
in a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
 • Check vocabulary
comprehension by asking learners
to act out classroom instructions.
TECHNIQUE
Interview
INSTRUMENT
Cuestionary
ACTIVITY
•Have learners listen to a song or
chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

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

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

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017
“MONS. LEONIDAS PROAÑO”
MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Lcda Alejandra Area:Englis ENGLISH: PRE A1.1 Grade/Course: 4TH Class: BGE
Chicaiza h as a
Foreign
Language
Unit * Textbook : LESSON 15: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 6 Starship Pre Can you Objectives: language through spoken and written
A1.1 sing? O.EFL2.2 Appreciate literary texts such as poems, rhymes,
Unit Title: LESSON 16: English as an chants, riddles and songs.
I’m happy. international language. O. EFL 2.9 Be able to interact in English
PHONICS: Ww O.EFL 2.3 Read level in a simple way using basic expressions.
Xx appropriate texts in
English for pure
Yy Zz
enjoyment/entertainme
nt and to access
information.
O. EFL 2.5 Use in
class library resources.

PERIODS 18 PERIODS, 6 STARTING 6

: CLASSS PERIODS WEEK: WEEKS
PER LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO EVALUATION
BE DEVELOPED CRITERIA
EFL.2.1.9. Communicate to peers and teacher when something is COMMUNICATION AND CULTURAL AWARENESS
not understood in class through the use of simple basic questions.
STUDENT BOOK Lesson 15 CE.EFL.2.5. Model turn-taking and ways to express to others when something is not understood to
• Letters forms and abilities improve comprehension and/or intelligibility in conversations.
Letters Ww and Xx
Statements with can and can´t
Yes/No answers with can and can´t
Questions with What ( What, this?)

STUDENT BOOK Lesson 16

• Letters forms and family members
Letters Yy and Zz
Wh questions with Do (What do you see?)

PHONETICS
Phonemes Ww, Xx Yy and Zz
EFL.2.1.10. Recognize when to speak and when to listen while
working in pairs or small groups in class by following classroom
instructions and simple commands.
ORAL COMMUNICATION
EFL.2.2.13. Understand and use basic greetings, leave-taking
expressions, and other simple everyday phrases to facilitate
interpersonal interaction, to introduce others, and to name things.
(Example: Thank-you, Can I help you? This is [name], etc.)
STUDENT BOOK Lesson 15
• Letters forms and abilities
Letters Ww and Xx
Statements with can and can´t
Yes/No answers with can and can´t
Questions with What ( What, this?)
STUDENT BOOK Lesson 16
• Letters forms and family members ORAL COMMUNICATION
Letters Yy and Zz
Wh questions with Do (What do you see?)
CE.EFL.2.10. Interaction – Interpersonal: Participate effectively in basic interpersonal interactions in
everyday contexts, provided the interlocutor speaks slowly and clearly. (Example: requesting,
PHONETICS introducing, responding, etc.)
Phonemes Ww, Xx Yy and Zz
ACTIVITY BOOK All Lessons
• Listen and check Sections
Listen and say sections

EFL.2.2.14. Ask and answer basic personal information questions,

as well as simple questions about other people, animals, and
possessions, provided the interaction is slow and clear. (Example:
Where do you live? Do you have a bicycle?, etc.)
EFL.2.2.16. Say when they do not understand and ask for slower
or clearer repetition where required. (Example: Sorry? Could you
say that again, etc.)

STUDENT BOOK Lesson 15

• Letters forms and abilities
Letters Ww and Xx
Statements with can and can´t
Yes/No answers with can and can´t
Questions with What ( What, this?)

STUDENT BOOK Lesson 16

• Letters forms and family members
Letters Yy and Zz
Wh questions with Do (What do you see?)
PHONETICS
Phonemes Ww, Xx Yy and Zz
ACTIVITY BOOK All Lessons
• Listen and check Sections
Listen and say sections

EFL.2.2.17. React appropriately to what others say using

verbal/non-verbal back channeling, or by asking further simple
questions to extend the interaction. (Example: express interest
using facial expression or simple words with appropriate
intonation: Oh!, Yes! Thanks. And you? etc.)

READING

STUDENT BOOK Lesson 15

• Letters forms and abilities
Letters Ww and Xx
Statements with can and can´t
Yes/No answers with can and can´t
Questions with What ( What, this?)

STUDENT BOOK Lesson 16

• Letters forms and family members
Letters Yy and Zz
Wh questions with Do (What do you see?)

PHONETICS
Phonemes Ww, Xx Yy and Zz
ACTIVITY BOOK All Lessons
• Read and say sections
• Match sections
Read and match sections
WRITING
EFL.2.4.8. Complete a basic survey or a questionnaire by
providing personal details.
STUDENT BOOK All
Lessons Vocabulary
(see Scope and Sequence)
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.)

STUDENT BOOK All Lessons

Language Items (see Scope and Sequence)
LANGUAGE THROUGH THE ARTS
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.
STUDENT BOOK All Lessons
Look, listen, and say sections

READING
CE.EFL.2.15. Learn to read graphs, diagrams, charts, and other kinds of graphic organizer.
Demonstrate understanding of a text presented in the form of a graphic organizer (both print and
digital).
WRITING

CE.EFL.2.20. Complete a simple survey form or questionnaire by providing personal details. Write a
variety of simple written text types, used in print or online, with appropriate layout and language.
(Examples: message on a greeting card, name and address on an envelope, an email address, etc.)

LANGUAGE THROUGH THE ARTS

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.
METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES
STRATEGIES INDICATORS TECHNIQUES/INSTRUMENT
S
This performance criteria could be Lesson 12 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards 94– CULTURAL Preview the greeting song from
101 • Star & AWARENESS the lesson’s Sing activity. As the
1.Mimic gestures or movements to learn and show Stella puppets • I.EFL.2.5.1. Learners can apply song plays, use gestures to
comprehension. Audio CD:T48- turn-taking and ways to express introduce the words.
2.Work in small groups to greet and say their names 51, 90-91 • to others when something is Lesson 2 Warm-Up (5 minutes):
3. Write their names first using Activity Book: not understood in short Preview the introducing song
letter cards, then writing the letters pp. AB48- conversations. (J.3, S.1, S.4) from the lesson’s Sing activity.
4.Use real objects to name AB51 ORAL As the song plays, use the Star
classroom objects Extras: Flash COMMUNICATION and Stella puppets as well as
5. Recognize basic phonemes of cards 83 -86. Learners can understand gestures to clarify meaning.
the alphabet using letter cards and Flash Cards short and simple spoken texts Lesson 3 Warm-Up (10
listening to the audio Lesson 13 well enough to be able to minutes):
6.Recognize words and match Flash cards pick out key items of Preview the classroom
words to pictures 102–111 • Star information and record them instructions song from the
7.Use simple resources such as & Stella puppets in drawings, or physically act lesson’s Sing activity. As the song
flash cards to learn vocabulary • Audio upon them. plays, use actions to clarify the
8.Unscramble words to write short CD:T52–55, 92- Ref I.EFL.2.7.1. instructions.
sentences 93 I.EFL.2.10.1. Learners can Encourage learners to perform the
9.Create and use puppets Activity Book: interact effectively using a actions as they sing along.
10.Sing songs and recite chants pp.AB52–AB55 range of basic functional COMMUNICATION AND
11.Move to the rhythm of a song or • exponents for interpersonal CULTURAL AWARENESS
chant Lesson 14 conversations in everyday ACTIVITY
Flash cards contexts, providing speech is ACTIVITY
112–118 • Star slow and clear. Learners can • Use small role plays to check
& Stella puppets request repetition or that learners can greet and
• Audio clarification, and can react introduce themselves.
appropriately to responses
CD:T56–59, 94- TECHNIQUE
received. (I.3)
95 Observation
Activity Book: READING INSTRUMENT
I.EFL.2.15.1. Learners can use
pp.AB56–AB59 Checklist
simple graphic organizers to
• ACTIVITY
show that they can understand
a short simple text. (Example:
Optional: maps, diagrams, bar charts, • Use pair work to give and
Extra flash cards Venn diagrams, etc.) (I.4) follow classroom instructions.
106-111 WRITING TECHNIQUE
PHONETTIC Learners can draw symbols Observation
Alphabet cards and letters to show that they INSTRUMENT
AA to Vv know how to use simple Checklist
Picture Card for grammar or vocabulary ORAL COMMUNICATION
A to V items. [Ref. I.EFL.2.18.1. ACTIVITY
•Have learners work in pairs to
I.EFL.2.20.1. Learners can write ask and answer questions about
information in a simple survey classroom objects.
form or questionnaire, and can TECHNIQUE
type or write some simple Observation
digital text-types, such as a URL INSTRUMENT
and an email address. (I.3) Rating scale
ACTIVITY
LANGUAGE THROUGH •Ask learners to act out the
THE ARTS actions in the song for Lesson 3.
TECHNIQUE
I.EFL.2.25.1. Learners can utilize Quiz
a range of creative thinking INSTRUMENT
skills to show a respect for Sampling song
sharing and accepting different READING
ideas while working in pairs and ACTIVITY
through brainstorms. (J.3, S.4) •Check word recognition by
asking learners to point to a word
and say it.
TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
•Check word recognition by
asking learners to match words
and pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
•Check spelling skills by asking
learners to unscramble the letters
in a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary
comprehension by asking learners
to act out classroom instructions.
TECHNIQUE
Interview
INSTRUMENT
 Cuestionary
ACTIVITY
•Have learners listen to a song or
chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

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

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

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE: