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CURRICULAR ANNUAL PLAN

SCHOOL YEAR 2016-2017

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

CURRICULAR ANNUAL PLAN


1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teachers: Lcda. Elizabeth Saráuz
Grade/ Course: “4th A, B, C” Pre A1.1 Education Level: EGB
2. TIME
WEEKLY NUMBER OF WEEKS OF LEARNING ASSESSMENT TOTAL WEEKS OF CLASS TOTAL
HOURS WORK WEEKS OF
PERIOD
S
3 Hours 40 weeks 5 weeks 35 weeks 105
Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1. Encounter socio-cultural aspects of their own and other countries in a O.EFL 2.1.Identify some main ideas and details of written texts, in order
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures to develop an approach of critical inquiry to written and oral texts.
and languages from the secure standpoint of their own national and cultural
identity. O.EFL 2.2.Assess and appreciate English as an international language,
as well as the five aspects of English that contribute to communicative
OG.EFL 2. Draw on this established propensity for curiosity and tolerance towards competence.
different cultures to comprehend the role of diversity in building an intercultural and
multinational society. O.EFL 2.3.Independently read level-appropriate texts in English for pure
enjoyment/entertainment and to access information.
OG.EFL 3. Access greater flexibility of mind, creativity, enhanced linguistic
intelligence, and critical thinking skills through an appreciation of linguistic O.EFL 2.4.Develop creative and critical thinking skills to foster problem-
differences. Enjoy an enriched perspective of their L1 and of language use for solving and independent learning using both spoken and written
communication and learning. English.

OG.EFL 4.Deploy a range of learning strategies, thereby increasing disposition and O.EFL 2.5.Use in-class library resources and explore the use of ICT to
ability to independently access further (language) learning and practice enrich competencies in the four skills.
opportunities. Respect themselves and others within the communication process,
cultivating habits of honesty and integrity into responsible academic behavior. O.EFL 2.6.Write short descriptive and informative texts and use them as
a means of communication and written expression of thought.
OG.EFL 5.Directly access the main points and important details of up-to date.
English language texts, such as those published on the web, for professional or O.EFL 2.7.Appreciate the use of English language through spoken and
general investigation, through the efficient use of ICT and reference tools where written literary texts such as poems, rhymes, chants, riddles and songs,
required. in order to foster imagination, curiosity and memory, while developing a
taste for literature.
OG.EFL 6.Through selected media, participate in reasonably extended spoken or
written dialogue with peers from different L1 backgrounds on work, study, or O.EFL 2.8.Demonstrate a living relationship with the English language
general topics of common interest, expressing ideas and opinions effectively and through interaction with written and spoken texts, in order to explore
appropriately. creative writing as an outlet to personal expression.
O.EFL 2.9.Be able to interact in English in a simple way using basic
OG.EFL 7.Interact quite clearly, confidently, and appropriately in a range of formal expressions and short phrases in familiar contexts to satisfy needs of a
and informal social situations with a limited but effective command of the spoken concrete type, provided others talk slowly and clearly and are prepared
language (CEFR B1 level). to help.
TRANSVERSAL AXES: UNIT 1

-To take advantage of this time to strengthen the Faith and the confidence
that together we can continue to dream of a Education of quality and
warmth in Faith and Joy.

-Celebrate the life of Fe y Alegría, because we have lived the education


and social transformation with much vivacity and joy.

UNIT 2

- Recognize that the search for peace can be found at all times and in any
situation, and that Faith and Joy bet on it.

-Record the position of justice within Faith and Joy in his trajectory of the
golden age.

UNIT 3

-Dynamize the commitment of the girls, young people, parents, teachers


and managers with the Mission and Vision of Fe y Alegría, to continue
transforming our environments, where nobody is excluded.

UNIT 4

-Recognize ourselves as diverse women and diverse men, in whom is


reflected the capacity to love, to create, to be happy.

UNIT 5

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

UNIT 6

-Value the value of Dignity young girls, so that they continue to discover the
light they carry within and from it transform society.
5.UNITS TO BE DEVELOPED*
Nº Title of the unit Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation** Weeks
duratio
(Skills and strategies) n

1 LESSON 1: Hello! Students learn to: say hello; EFL.2.1.2 Communication and cultural CE.EFL.2.1.
introduce oneself and say Recognize the awareness Differentiate
goodbye; follow essential differences between different
directions for learning; ask and between where Drawing different houses and living situations in a 6
answer questions to identify people live among labeling different rooms and variety of weeks
essential items for learning the regions of the objects in a house. surroundings and
country in order to • Using question words (who, express curiosity
Students learn to: greet someone appreciate their what, where) to ask about places. about the world
LESSON 2: Is your
they have recently met with own environment. • Reflecting on differences through simple
Hi and a question to check (Example:house/a between a house and an questions.
name Stella?
knowledge of their name; give partmen,country/ci apartment.
and follow some essential ty, etc.) • Creating a diorama of urban and
directions for learning and some rural aspects.
EFL.2.1.3. Ask • Drawing a map of a I.EFL.2.1.1.
other useful directions; ask
simple basic neighborhood. Learners can
questions to check knowledge of
the words for recently learned questions in class • Asking and answering questions recognize
objects. about the world about where you and others live. differences
LESSON 3: I’m a boy. beyond one’s own between where
Students learn to: identify immediate Oral communication (listening people live and
I’m a girl. environment in and speaking)
themselves and others as a boy write or talk about
or a girl; give and follow essential order to increase
Listening to a very short and their own
classroom instructions; identify their
simple story and ordering the surroundings, as
things they see understanding of
different cultures. pictures showing what happens. well as ask
(Example: Jane is taking her dog questions about
EFL 2.1.4. for a walk. They see some birds. how other people
Express curiosity The birds fly away, etc.) live. (I.2, S.2)
about the world
and other cultures • Listening to a short and simple CE.EFL.2.6.
by asking simple conversation between 2 speakers Listening for
WH- questions in and deciding who is speaking, Meaning:
where they are, and how they
class after reading feel. (Example: a boy and his Understand the
and/or Dad, at a soccer game, happy, main ideas in short
participating in etc.) simple spoken texts
presentations or that include familiar
other group work • Watching a video clip and vocabulary and are
selecting the best title for it. set in everyday
EFL.2.2.1. (Example: Funny monkeys at the contexts.
Understand zoo, etc.)
meanings
expressed in short Reading
dialogues on I.EFL.2.6.1.
• Drawing a line from individual
familiar topics, as Learners can
words to a picture or a scene.
well as basic (Example: learners read a list of understand the
spoken farm animals and draw a line from main ideas in
instructions and each word to the appropriate short simple
simple questions animal in the scene, etc.) spoken texts and
about self, people, infer who is
animals, or things, • Reading a list of four words and
speaking and what
especially when crossing out the word that doesn’t
belong. (Example: arm – leg –
the situation is,
spoken slowly and
clearly. (Example: house – foot, etc.) without decoding
greetings, short every word. (I.3)
• Reading a simple sentence,
phrases, basic
looking at the accompanying
range of
picture, and ticking yes/no.
classroom
(Example: This is a house. Yes,
instructions,
etc.)
common personal
information • Completing a gap in a sentence CE.EFL.2.11.
questions: What’s (print or online). (Example: Identify and
your name? etc.) Words: go, sleep. Sentence: understand
EFL.2.2.2. Infer Every day I --- to school, etc.) individual every-day
who is speaking words, phrases, and
and what the Writing.
sentences, including
situation is when • Locating specific words on the
listening to short page and writing them in a list. instructions.
simple texts, (Example: all the words beginning
especially when with the sound /k/ or all the words
accompanied by that contain the long /a:/ sound,
etc.) I.EFL.2.11.1.
pictures or other
• Matching words to pictures. Learners can
visual aids, or
sound effects.
(Example: under the picture of a understand
chair, learners write the word familiar words,
(Example:
chair with the five letters of the phrases, and short
shopkeeper word on the five lines provided,
speaking to a etc.) simple sentences
customer who is • Unscrambling words or and can
buying some fruit.) sentences and writing them out successfully
EFL.2.2.6. Enjoy correctly. (Example: Word: veleen complete the
extensive listening = eleven. Sentence: There’s – simple
in English. under – the chair. – a backpack,
accompanying
(Example: listen to etc.)
• Finding hidden questions in a task. (I.4)
stories, watch
short movies, box and writing them down with
experience song the correct punctuation and
capitalization. (Example: does it
lyrics or poetry,
live on a farm / does it have two
etc.) legs, etc.) CE.EFL.2.17. Write
EFL.2.2.7. Be • Writing new words in a picture simple words,
comfortable taking dictionary and adding a sticker or phrases, and
meaning from picture. sentences to
spoken texts
demonstrate
containing words Language through the Arts
knowledge of
or sections which • Listening to or reading stories
spelling,
are not and drawing the main characters.
• Choosing pictures of or drawing punctuation,
understood.
the scenes of a literary text. capitalization and
Be aware that
• Standing up every time they handwriting /
understanding
hear the name of a character. typography, and
spoken texts does
• Explaining through pictures or identify their
not require
charts (ICT) the relationships meanings.
decoding every
word. between characters. (Example: I.EFL.2.17.1.
EFL.2.3.1. mom/daughter, friends, etc.) Learners can write
Demonstrate basic words, phrases,
reading and short simple
comprehension
sentences using
skills
by identifying the
the correct
meaning of conventions
individual words, (spelling,
phrases, and punctuation,
sentences, capitalization, and
including simple handwriting or
written typography, etc.),
instructions. for making simple
EFL.2.4.1 Know learning
how to spell simple
resources. (I.3)
English words
correctly,
demonstrating
awareness of CE.EFL.2.21.
sound-letter Distinguish key
relationships.(Exa information in
mple: sea, mean, stories and other
bee, etc.) age-appropriate
EFL.2.4.2. Make a literary texts, both
simple learning oral and written.
resource, in order
I.EFL.2.21.1.
to record and
practice new Learners can
words. (Example: recognize, through
a picture pictures or other
dictionary, media such as
a word list, set of ICT, key aspects
flashcards, etc.) of a story or
EFL.2.4.3. Write literary text (both
simple words, oral and written).
phrases and (J.1, I.2)
sentences with
correct use of
standard writing
mechanics.
(Example: spelling,
punctuation,
capitalization, and
writing by hand
and/ or on the
computer.
EFL.2.5.1. Identify
key information
such as events,
characters, and
objects in stories
and other age-
appropriate literary
texts if there is
visual support.
LESSON 4: What do Learn to: describe things they EFL.2.1.4. Communication and cultural CE.EFL.2.2.
you see? see; count from 1 to 10 Express curiosity awareness Catalog everyday
5
LESSON 5: Where’s about the world objects and places weeks
2
Learn to: ask and answer and other cultures • Labeling pictures with correct in different cultures
the crayon? names.
questions about where things by asking simple and recognize ways
LESSON 6: What are; agree. • Creating a poster of things that
WH- questions in to act responsibly
color is it? can be recycled.
Describe the color of things class after reading • Matching objects with the places towards one’s
PHONICS: Aa Bb Cc and/or where they can be found. environment and
Dd Ee Ff Recognize, pronounce, and form participating in (Example: stove in kitchen, bed in surroundings.
Aa through Ff; identify anchor presentations or bedroom, etc.)
words for each letter other group work. • Simulating actions through TPR
activities where learners follow
EFL.2.1.5. basic commands. (Example: Put I.EFL.2.2.1.
Recognize ways to away your book, etc.). Learners can
relate responsibly • Choosing pictures that
classify everyday
to one’s demonstrate responsibility
(cleaning room, watering the objects and
surroundings at
flowers). familiar places.
home and at
school by
Learners can
Oral communication (listening compare objects
exhibiting
and speaking) from different
responsible • Listening to short, staged
behaviors towards instructions and carrying them cultural contexts.
the environment. out. (Example: Open the door. Learners can say
(Example: chores Take this book to Mr. Davila. and recognize
at home, recycling, Walk, don’t run! etc.) ways to take care
etc.) • Listening to very short (spoken of the environment
or recorded) descriptions of
EFL2.2.3. scenes, and writing, coloring, or
and one’s
Recognize familiar drawing items within them. surroundings. (J.3,
names, words, and (Example: learners are given a S.1)
short phrases simple picture of a classroom.
about simple They listen to a description of it
everyday topics and identify the table where Sara
CE.EFL.2.7.
whether heard sits and draw 3 pens and a red
Listening for
isolation or within book on it, etc.)
• Listening to a short dialogue and Information: Follow
short, simple short and simple
filling in a simple form. (Example:
spoken texts spoken texts that
a conversation between a boy
describing people and a teacher meeting for the first include familiar
and objects. time. Learners fill in the boy’s vocabulary and are
(Example: name, age, birth date, (part of his) set in everyday
vocabulary about address (e.g., house number contexts. Identify
self, family, friends or street name), favorite subject, key items of
and immediate etc. on a simple form.) information within
surroundings at • Listening to a short text and the text, and record
school and home, demonstrating understanding of it or act upon them.
adjectives for color using an accompanying graphic
and size, etc.) organizer. (Example: marking the
route on a map while listening to
EFL.2.2.4. Identify directions, etc.) I.EFL.2.7.1.
items of specific Learners can
information within Reading understand short
simple messages and simple spoken
or from short and • Reading a short text and
showing comprehension by texts well enough
simple
descriptions about
completing the accompanying to be able to pick
graphic organizer. (Example: out key items of
familiar contexts,
learners read about the location information and
especially if visual of a house and mark the point X
support is on a map.) record them in
provided. • Reading a short simple story of writing or
(Example: letters just a few lines and ordering drawings, or
of the alphabet, simple pictures of familiar objects. physically act
numbers, prices • Reading a short simple text and upon them. (I.3)
and times, days, coloring a picture. (Example: This
dates and months, is Ben’s room. His bed is green.
etc.) Learners draw a green bed, etc.)
• Reading a short simple text and
EFL.2.2.5. Record circling the correct answer.
(Example: Question: What’s her CE.EFL.2.12.
key items of
name? Answer: Mary / Sandra / Understand the gist
specific
Mia, etc.) and details in short
information from a
simple written texts
heard message or
Writing. (online or print).
description, either
• Completing simple sentences to
in written form or
practice a grammar structure by
by drawing picture. writing words in gapped
(Example: letters sentences. Support learners by
of the alphabet, providing pictures for context and
numbers,
EFL.2.12.1.
/ or a box of answers, from which
quantities, prices they can choose. (Example: My Learners can
and times, days, best friend is ten --- old. --- name understand a short
dates and months, is Carol. --- birthday is in May, simple text on an
etc.)
etc.) • Identifying the differences everyday topic
between two pictures and writing and successfully
EFL.2.3.2. Read a simple sentences. (Example: In
complete a simple
short simple text picture A, there’s one car, but in
(online or print) picture B there are two cars, etc.) task to show that
and demonstrate • Answering questions about a they have
understanding of scene using full sentences. understood most
the gist and some (Example: How many boys are or some of it. (I.4)
basic details of the there? There are four boys, etc.)
content.
Language through the Arts
EFL.2.3.3. • Creating a dance for a song or
Understand most rhyme.
of the details of the • Illustrating a short piece of
content of a short writing. CE.EFL.2.18.
simple text (online • Participating in TPR activities Writing in order to
such as acting out the
or print). perform controlled
movements of a character in a
practice of
EFL.2.4.3. Write story as it is read aloud.
• Discussing things learners have vocabulary and
simple words, grammar items.
done that are similar to those the
phrases, and
characters in the story have done.
sentences with
(Example: gone on vacation to I.EFL.2.18.1.
correct use of the beach, got into a fight with a Learners can write
standard writing parent or friend, etc.) short simple
mechanics. • Moving to the rhythm of a song phrases and
(Example: spelling, or chant. sentences to show
punctuation, • Creating an audio message or
capitalization, and short video that tells what the
that they know
writing by hand student thought about the text. how to use simple
and/or on the • Writing short weekly journal grammar or
computer. entries. vocabulary items.
(I.3, I.4)
EFL.2.4.4. Write
simple words,
phrases, and
sentences for
controlled practice
of language items.

EFL.2.5.2.
Express emotions
and feelings using
basic adjectives CE.EFL.2.22.
and related Describe and write
images through about emotions and
written work on the responses to literary
school or class texts through words
bulletin board. and images, or other
media (video, audio)
EFL.2.5.3. Use on class or school
audio, video, and bulletin boards and
pictures to expand on ideas
respond to a and responses to
variety of literary texts
texts through read/seen/heard in
online or in-class by participating in
ICT activities. songs/chants, TPR
EFL.2.5.6. activities and
Generate and playground games.
expand ideas by I.EFL.2.22.1.
responding in a
Learners can
fun and playful
manner to oral and
report emotions
written texts in and compose
order to increase short responses to
enjoyment of the literary texts
language through through words and
TPR, playground images, or other
games, and songs media (video,
and chants. audio). Learners
can generate and
expand on
personal opinions
and responses to
oral and written
texts through TPR,
playground
games, and
songs. (I.3, S.3)
LESSON 7: Who do Learn to: ask and answer EFL.2.1.1. Communication and Cultural CE.EFL.2.3. Make
you see? questions about who they see Exchange basic Awareness use of basic
6
LESSON 8: What introductions and personal information weeks
3
learn to: ask and answer limited personal • Participating in short dialogues and expressions of
shape
questions about shapes information in using greetings and leave-taking. politeness in order
is it? class using simple to introduce oneself
learn to: ask and answer • Listening to or reading short
LESSON 9: Is it a questions about rooms and present tense in dialogues and answering and participate in a
light? furniture. order to get to questions about the speakers’ short conversation.
know their peers. names, grades, schools, etc.
PHONICS: Gg Hh Ii Jj learn to: recognize, pronounce, (Example: where I.EFL.2.3.1.
Kk Ll and form the letters Gg through one lives or goes • Practicing the use of Learners can use
Ll; identify anchor words for each to school, etc.) expressions of politeness during basic personal
letter collaborative pair and small group information and
EFL.2.1.6. work. expressions of
Understand and
use common • Adding expressions of politeness in short
expressions of politeness to dialogues. dialogues or
politeness in class conversations.
• Completing a short (J.2, J.3)
while working in
questionnaire or form about one’s
pairs or groups on
basic personal information.
projects.
(Example: name, school, age,
(Example: Please,
sorry, thank you, address, etc.)
etc.)
• Responding to pictures or short CE.EFL.2.8.
EFL.2.2.8. Imitate texts by circling the corresponding Production -
individual English emoticon. (Example: happy face, Pronunciation:
language sounds, sad face, confused face, etc.) Produce individual
especially those words and short
phonemes which Oral Communication: phrases clearly
do not exist in the (Listening and Speaking) enough that other
student’s own L1, • Asking the student simple people can usually
both in isolation questions about themselves, their understand them
and within key family, or their possessions and easily.
vocabulary items. checking whether the responses
(Example: /ŋ/ /ð/ are comprehensible. (Example:
/ʌ/ /i:/ and in words What’s your name? Juan. How do
like singing, these, you spell Juan? J-U-A-N. How old
up, sea, etc.) are you? I’m eight /aɪm eɪt /, etc.) I.EFL.2.8.1.
Learners can
EFL.2.2.9. Spell • Showing the student some
out key vocabulary
pronounce most
picture flashcards of familiar familiar vocabulary
items using the vocabulary items and asking them
English alphabet. items accurately,
to say the words. (Example: It’s a
(Example: names, house, a school, a car, a bike, to
and can therefore
colors, animals, see if they are easily understood, usually be easily
possessions, etc.) etc.) understood. They
can also produce
EFL.2.2.10 Clap, • Doing a mingle activity where
move, chant, or some phrases and
learners ask and answer simple
sing along with short sentences
questions about a picture which
short authentic clearly, and may
has been stuck to their own back.
English language (Example: for animal picture approximate
rhymes or songs, cards, learners ask and answer Is English rhythm
approximating it an elephant? No. Is it a horse? and intonation in
English rhythm Yes. Is it black or white? White. longer utterances.
and intonation
once familiar with etc.) Observing to see whether (I.3)
the text. (Example: each student’s questions and
jump or clap in answers are understandable by
time to jump-rope other learners.
rhymes, do the
actions to action • Ask the learner to sing a song or
songs or short recite a chant together with a
rhythmic poems, group of friends or with the
enunciating some teacher. Record the student’s
of words in time production with the recording
with the rhythm, device quite near to the student’s
etc.) mouth and listen to the recording
to assess clarity of sounds,
EFL.2.3.4. production of phonemes, rhythm
Understand the and intonation..
content in simple
short written Reading
• Matching common signs to their
environmental
meanings. (Example: a simple
print text types,
classroom sign or a notice in the
using artwork, park, Silence please, No eating,
symbols, and etc.) CE.EFL.2.13.
layout for support. • Studying an environmental print Understand the
(Example: price text type and drawing a line from content in a variety
tags, signs, the word to the artwork. of well-known text
notices (No eating, (Example: from the word cloud to types, both print and
etc.), candy a cloud weather symbol, or from online, using the
wrappers, etc.). the word stop to a “red” stop light, layout and artwork
etc.)
for support;
EFL.2.4.5. Write • Circling an emoticon to match to
recognize typical
simple sentences a picture. (Example: Amy feels
sick / Amy is happy /, etc.) signs and symbols
on familiar topics
• Comparing and contrasting found in the text
to communicate
information. (Example: learners types.
basic ideas.
read simple price tags and match
EFL.2.4.6. Write a them to the correct sentences: I.EFL.2.13.1.
short simple This toy is cheap. Those shoes Learners can
paragraph to are expensive, etc.) understand a short
convey some simple
simple facts about Writing
environmental
people, animals,
• Completing the gaps in a print text type and
places, things, sentence. (Example: My best
yourself or others,
successfully
friend is ten --- old. --- name is complete a simple
with the support of Carol. --- birthday is in May,etc.)
a model text. • Completing a simple open- task. (Example: a
(Example: where ended sentence. (Example: For sign, notice,
they live, what breakfast I eat _______; In my menu, etc.) (I.3)
they do, etc.) bedroom there is ______,etc.)
• Writing a description of yourself
EFL.2.4.7. Write a by completing the outline of a
short simple paragraph. Each sentence in the
paragraph to paragraph contains a sentence
describe yourself opener. (Example: My name’s…,
or other people, My hair is…, My eyes are…, etc.) CE.EFL.2.19.
animals, places • Reading a short simple Convey some
and things, with paragraph which serves as a simple ideas, facts
limited support. model text, then writing a similar or opinions in a
paragraph on the same topic.
(Example: by simple sentence or
(Example: Topics could include:
answering short paragraph,
my best friend, my family, my
questions or using house, my favorite animal, my using basic
key words). town, etc.) vocabulary and
• Writing a short simple paragraph structures.
EFL.2.5.4. Listen
on a familiar topic. Learners must
to and read short write the answer to specific
narratives and/or questions or use specific
other oral and I.EFL.2.19.1.
vocabulary. (Example: Topic:
written literary describe your clothes. Opening Learners can
texts in class (with phrase: I’m wearing…Words: t- produce a short
a preference for shirt, pants, shoes,etc.) simple sentence
authentic texts) in • Writing a short simple and a paragraph –
paragraph, using key words for
order to stimulate support. (Example: Draw a town with ample
imagination, and write about it using these support - on a
curiosity and a words: hospital, pet store, park,
variety of topics,
love for literature. bookstore, etc.)
and some learners
EFL.2.5.7. Create Language through the Arts can do so with
picture books only limited
and/or other • Doing extended reading, in support. (I.3)
graphic which learners get to choose what
expressions in they read and are not evaluated
pairs in class by or tested on it.
varying scenes, • Sharing in small groups or pairs
characters, or the learners’ favorite stories,
other elements of songs, poems, etc., and saying
literary texts. 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.
• Inviting authors as guest Display an affinity
speakers into the classroom so for a variety of
learners can share their literary texts by
responses to the story with them. responding within a
• Interviewing family members range of physical,
about their favorite book or poem, cognitive, and
and then sharing their findings in attitudinal manners,
class. and vary elements
of a literary text to
• Keeping a small class library
and allowing fast finishers to create a new text.
choose a book or magazine to
read while the rest of the class
completes the task. I.EFL.2.23.1.
• Listening to a song and rewriting Learners can
the song lyrics changing just one demonstrate an
aspect. (Example: choosing and affinity for a
replacing the character’s name, variety of literary
age, etc.) texts by
responding within
a range of
physical,
cognitive, and
attitudinal
manners and
adapt elements of
a literary text to
create a new text.
(I.1, I.4)
LESSON 10: What day Students learn to: ask and EFL.2.1.7. Communication and Cultural CE.EFL.2.4.
is it today? answer questions about the days Collaborate in a Awareness Develop skills of
LESSON 11: What are of the week friendly manner by collaboration by
4 sharing classroom • Completing a very short, picture- working together on 6
these?
Students learn to: ask and materials and based self-evaluation or peer projects and sharing weeks
PHONICS: Mm Nn Oo answer questions to identify personal objects evaluation form. materials while
Pp different clothing items while participating • Playing games in which learners expressing personal
in games and must pass objects around the preferences with
• Students learn to: recognize, room. (Example: hot potato, etc.)
pronounce, and form the letters activities in class peers.
and on the • Practicing helpful classroom
Mm through Pp; identify anchor language in mini dialogues and/or
words for each letter playground.
chants (Example: Can I borrow
I.EFL.2.4.1.
EFL.2.1.8. your eraser? Do you have a Learners can
Exchange basic pencil? etc.) select pictures
personal • Completing a short survey about and/or short
preferences with favorites or likes/dislikes and then phrases that relate
peers in order to sharing ideas with a partner.
to collaborating
express likes and • Making a pie chart about the
dislikes. things that are most liked in the
and sharing and
class. express personal
EFL.2.2.11. preferences. (J.2,
Produce simple, Oral Communication: J.3, S.4)
mainly isolated (Listening and Speaking)
utterances using
very short phrases • Asking learners simple
and sometimes questions about themselves, their
individual words, family, or their possessions and
possibly with slow noting whether their response
and/or hesitant time is acceptable (i.e. may be CE.EFL.2.9.
delivery. slow, but not so slow that the Production -
(Example: words, interaction becomes Fluency: Utterances
phrases and short uncomfortable for the student or are sometimes
sentences about the teacher), and whether their produced slowly but
people, animals, response is appropriate. Some use appropriate
things, etc.) learners may produce short words and phrases
sentences in response to basic to express basic
EFL.2.2.12. questions. (Example: What color ideas, initiate
Respond to simple are your shoes? Yes What color conversations and
questions in quite are your shoes? Blue or They’re respond to
a short time and blue, etc.) questions, including
initiate basic some chunks of
interaction • Giving learners a picture of a language and short
spontaneously familiar scene and asking them to sentences.
when there are tell you what they can see. Some
opportunities to learners may produce longer I.EFL.2.9.1.
speak. Speech is utterances. (Example: a picture of Learners can
produced a little a classroom where learners name express basic
less slowly and individual items: table, chair, clock ideas, initiate
hesitantly. There are four chairs. The clock conversations,
says 4 o’clock., etc.) and respond to
EFL.2.3.5. Show
the ability to use a • Running a mingle activity where simple questions
simple learning each learner has a different using appropriate
resource.(Example simple question to ask the others. words, phrases,
: a small set of Learners move around the room and short
flashcards, a asking their question and listening sentences.
picture-based to the answers received. Responses may
dictionary (online Observing to see whether each
be slow though
or print), or a student asks the question fluidly
pauses do not
simple word list). and answers using individual
words only or short sentences. make the
EFL.2.4.8. (Example questions: What’s your interaction tedious
Complete a basic favorite food? Chicken / It’s or uncomfortable
survey or a chicken and rice / Do you like for participants.
questionnaire by oranges? Yes. / Yes, I do. / I love (I.3)
providing personal oranges!, etc.)
details.
Reading
EFL.2.4.9. Write a • Using a simple learning
variety of short resource and locating details.
simple text types, (Example: finding and circling or
commonly used in coloring three different kinds of
print and online, fruit or three kinds of drink in an
with appropriate online or print picture dictionary,
language and etc.)
layout. (Example: • Using the alphabet to scan for
write a greeting on particular items in lists. (Example:
a birthday card, finding a word in a simple
dictionary or locating a boy’s CE.EFL.2.14.
name and address
name on a class list.)
on an envelope, a Demonstrate
• Testing each other on the
URL for a website, familiarity with study
an email address, meaning of flashcards. (Example: resources (both print
etc.) a boy shows a picture on a and digital).
flashcard and asks: What’s this? (Example: a picture
EFL.2.5.5. Apply Girl: it’s an airplane, etc.) dictionary, some
ICT and/or other flashcards of known
resources to words, or a word
communicate Writing
list.)
simple thoughts in • Having learners complete a
small groups. short simple questionnaire about I.EFL.2.14.1.
themselves. Learners read open- Learners can
EFL.2.5.8.
ended questions and write the successfully use
Produce short,
answers on the form. (Example: simple online and
creative texts What time do you get up? What
using ICT and/or time do you go to school? At 6
print learning
other resources at o’clock, etc.) resources.
home or at school • Interviewing a partner, asking (Example:
in order to recreate yes/no questions and writing flashcards, picture
familiar scenes yes/no on the survey form. dictionaries, word
and themes. (Example: Do you live in an
lists, etc.) (I.2)
apartment? Yes, etc.)
EFL.2.5.5. Apply • Writing a variety of simple text
ICT and/or other types, using the appropriate
resources to language and layout:
communicate • Listen to a URL address and
simple thoughts in write it down. (Example: CE.EFL.2.20.
small groups. www.cambridge.org, etc.) Complete a simple
• Write your own email address or survey form or
EFL.2.5.8. invent one. (Example: questionnaire by
Produce short, mydog@gmail.com for your pet, providing personal
creative texts etc.) details. Write a
using ICT and/or • Write a simple print/online variety of simple
other resources at message to a friend for their written text types,
birthday. (Example: Happy
home or at school used in print or
Valentine’s Day, Juan!, Have a
in order to recreate online, with
wonderful birthday, Kate!, etc.)
familiar scenes appropriate layout
and themes. Language through the Arts and language.
(Examples:
• Writing a text message to a message on a
friend. greeting card, name
• Producing an audio clip stating and address on an
the student’s daily routine. envelope, an email
• Using ICT resources to organize address, etc.)
and edit a short piece of creative
or informational writing.
• Taking pictures of or drawing
what the learners usually eat for
breakfast, then using the picture I.EFL.2.20.1.
as a prompt for conversation in
Learners can write
class.
• Writing a short, fictional story
information in a
about a family member. simple survey
• Putting short captions under form or
pictures. questionnaire, and
can type or write
some simple
digital text-types,
such as a URL
and an email
address. (I.3)

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

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

EFL.2.4.9. Write a • Write a simple print/online


variety of short message to a friend for their
simple text types, birthday. (Example: Happy CE.EFL.2.20.
commonly used in Valentine’s Day, Juan!, Have a Complete a simple
wonderful birthday, Kate!, etc.) survey form or
print and online,
questionnaire by
with appropriate Language through the Arts providing personal
language and details. Write a
layout. (Example: • Working on a project in small variety of simple
write a greeting on groups of 4-5 and discussing written text types,
a birthday card, what the group is doing well and used in print or
name and address what it could do to improve. online, with
on an envelope, a • Brainstorming ideas for a writing appropriate layout
project together as a class, using and language.
URL for a website,
a graphic organizer. (Examples:
an email address,
• Creating a product for another message on a
etc.) class and making a short greeting card, name
advertisement that could be used
EFL.2.5.9. Use to sell the product. and address on an
creative thinking • Playing games in class or doing envelope, an email
skills to learn how puzzles. address, etc.)
to share and • Discussing mistakes and how
respect all ideas learners (and all humans) can
through learn from them.
brainstorming
I.EFL.2.20.1.
activities and pair
work in class.
Learners can write
information in a
simple survey
form or
questionnaire, and
can type or write
some simple
digital text-types,
such as a URL
and an email
address. (I.3)

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

I.EFL.2.25.1.
Learners can
utilize a range of
creative thinking
skills to show a
respect for sharing
and accepting
different ideas
while working in
pairs and through
brainstorms. (J.3,
S.4)
EFL.2.1.9. Communication and Cultural CE.EFL.2.5. Model
Communicate to Awareness turn-taking and
6 LESSON 15: Can you Students learn to: ask and
peers and teacher ways to express to
sing?
answer questions about ability
when something is • Role-playing and participating in others when 6
short dialogues. something is not weeks
Students learn to: state their not understood in
LESSON 16: I’m • Playing games that practice understood to
mood and the speed at which class through the
happy. classroom language and turn- improve
they can move use of simple taking. comprehension
PHONICS: Ww Xx basic questions. • Singing songs or chants that and/or intelligibility
Students learn to: recognize, practice helpful language.
Yy Zz EFL.2.1.10. in conversations.
pronounce, and form the letters • Working in pairs and groups on
Ww through Zz; identify anchor Recognize when
a small project.
words for each letter to speak and when
I.EFL.2.5.1.
to listen while Oral Communication:
working in pairs or
Learners can
(Listening and Speaking)
small groups in
apply turn-taking
class by following • Conducting a conversation with and ways to
classroom the teacher and learner playing express to others
instructions and two characters using masks or when something is
simple commands. hand puppets. The learner may not understood in
be given the character’s details or short
EFL.2.2.13. invent them. (Example: name, conversations.
Understand and age, favorite color, etc.) The (J.3, S.1, S.4)
use basic student’s character could
greetings, leave- introduce other puppets or CE.EFL.2.10.
taking request permission to do Interaction –
expressions, and something. (Example: This is Interpersonal:
other simple Sebastian. He’s 11. Can I borrow Participate
everyday phrases a pencil, please?, etc.) effectively in basic
to facilitate interpersonal
interpersonal • Doing a mingle activity where interactions in
learners meet and greet each everyday contexts,
interaction, to
other and ask and answer simple provided the
introduce others,
questions. Observing to see interlocutor speaks
and to name slowly and clearly.
things. (Example: whether the learner can interact
effectively, and whether they are (Example:
Thank-you, Can I requesting,
help you? This is able to ask for repetition when
introducing,
[name], etc.) required, and / or react
responding, etc.)
appropriately to responses
EFL.2.2.14. Ask received. (Example: Find I.EFL.2.10.1.
and answer basic someone who…. Do you have a Learners can
personal red car? Yes? interact effectively
information using a range of
questions, as well Great! – writes down name of
person.) basic functional
as simple
exponents for
questions about • Establishing a clear expectation interpersonal
other people, of English use for classroom conversations in
animals, and functions. (Example: greeting, everyday contexts,
possessions, requesting, thanking, asking for providing speech
provided the repetition / clarification, offering is slow and clear.
interaction is slow help, taking leave, etc.) Informal Learners can
and clear. assessment could involve a star
(Example: Where
request repetition
chart, with points for learners who or clarification,
do you live? Do use L2 regularly.
you have a and can react
bicycle?, etc.) Reading appropriately to
• Reading a list of words in a responses
EFL.2.2.16. Say Venn diagram and understanding received. (I.3)
when they do not the meaning. (Example: Venn
understand and diagram: Dog/Cat. Task:
ask for slower or Read a sentence and tick yes/no.
clearer repetition Sentence: Dogs and cats have
where required. tails , etc.)
(Example: Sorry? • Matching a simple short text to
Could you say that the correct plan. (Example: Text:
a short simple description about a
again, etc.)
zoo: The giraffes are next to the
EFL.2.2.17. React pandas. Plan: a simple map of
appropriately to the zoo, etc.)
what others say • Reading a short simple text and
coloring a simple bar chart.
using verbal/non-
(Example: a description of some
verbal back
children’s favorite ice cream.
channeling, or by Task: color the chart accordingly,
asking further etc.)
simple questions Writing
to extend the
interaction. • Having learners complete a CE.EFL.2.15. Learn
(Example: express short simple questionnaire about to read graphs,
interest using themselves. Learners read open- diagrams, charts,
facial expression ended questions and write the and other kinds of
or simple words answers on the form. (Example: graphic organizer.
with appropriate What time do you get up? What Demonstrate
time do you go to school? At 6 understanding of a
intonation: Oh!,
o’clock, etc.) text presented in the
Yes! Thanks. And
form of a graphic
you? etc.)
• Interviewing a partner, asking organizer (both print
EFL.2.3.6. yes/no questions and writing and digital).
Understand the yes/no on the survey form.
content of a simple (Example: Do you live in an
graphic organizer apartment? Yes, etc.)
I.EFL.2.15.1.
(online or print).
• Writing a variety of simple text Learners can use
(Example, Venn
types, using the appropriate simple graphic
Diagrams, charts,
organizers to
and labeled language and layout: show that they can
diagrams.) understand a short
• Listen to a URL address and
simple text.
EFL.2.4.8. write it down. (Example:
(Example: maps,
Complete a basic www.cambridge.org, etc.)
diagrams, bar
survey or a
• Write your own email address or charts, Venn
questionnaire by
invent one. (Example: diagrams, etc.)
providing personal
details. mydog@gmail.com for your pet, (I.4)
etc.)
EFL.2.4.9. Write a
variety of short • Write a simple print/online
simple text types, message to a friend for their CE.EFL.2.20.
birthday. (Example: Happy Complete a simple
commonly used in
print and online, Valentine’s Day, Juan!, Have a survey form or
wonderful birthday, Kate!, etc.) questionnaire by
with appropriate providing personal
language and Language through the Arts details. Write a
layout. (Example: variety of simple
write a greeting on • Working on a project in small written text types,
a birthday card, groups of 4-5 and discussing used in print or
name and address what the group is doing well and online, with
on an envelope, a what it could do to improve. appropriate layout
URL for a website, • Brainstorming ideas for a writing and language.
project together as a class, using (Examples:
an email address,
a graphic organizer. message on a
etc.)
• Creating a product for another greeting card, name
EFL.2.5.9. Use class and making a short and address on an
creative thinking advertisement that could be used envelope, an email
to sell the product. address, etc.)
skills to learn how
• Playing games in class or doing
to share and
puzzles.
respect all ideas • Discussing mistakes and how
through learners (and all humans) can
brainstorming learn from them. I.EFL.2.20.1.
activities and pair
Learners can write
work in class. information in a
simple survey
form or
questionnaire, and
can type or write
some simple
digital text-types,
such as a URL
and an email
address. (I.3)

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

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

ELABORATED BY REVISED BY APPROVED BY

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

Lcda. Elizabeth Saráuz

Signature: Signature: Signature:

Date: MARCH, 15ND/ 2017 Date: MARCH, 15ND/ 2017 Date: MARCH, 15ND/ 2017

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