Ministry of Education

Dosage from Official Program

School: San Cristobal Subject : English Grades: K,1,2,3,4,5,6 School year : 2014
Teachers: Ana de Espinosa & Edeisy Hernandez


QUARTER N OF WEEKS IN
THE QUARTER
WORKING WEEKS AREAS OBJECTIVES CONTENT
CLASSES EVALUATION
& ACTIVITIES
I
Monday
February 24th
through May
23rd 2014
12 10 3 1 1, 2, 3

1-2,3,4,5,6,7.

II
Monday June
2nd through
August 30th
2014
12 11 3 1 4,5,6 4-2,5,6.

III
Monday
September 8th
through
December 12th
2014
13 10 3 1 7,8,9 7-3,4,8,9.







Ana de Espinosa & Edeisy Hernandez



Ministry of Education
Dosage from Official Program
School: San Cristobal Subject : English Grades: K A & KB School year : 2014
Teachers: Ana de Espinosa & Edeisy Hernandez
The student:
1. Uses appropriate vocabulary to talk about family members.
2. Interacts in a conversation.
3. Expresses ideas, thoughts, emotion, opinions, creations
4. Understands messages, commands, and communication codes.
5. Answers basic personal questions in a simple form.
6. Uses the English language to interact in different environments.



























CONCEPTUAL PROCEDURAL ATTITUDINALS ACHIEVEMENT INDICATORS
1.Family, school, community, and country
1.1-Commonly used expressions.
Greetings
Polite expressions
-Please
-Thank you
-You are welcome
-Farewelles.


1.2- Commands -Stand up / Sit down
-Raise your hand -Be quiet -Listen
and repeat -Clap your hands -Turn
around -Jump and so on.




-Pencil -Glue -Scissors
-Crayons -Ruler and others.






1.4 People in my school -Students
-Boy -Girl -Teachers
-Administrators principals and others
Subjects pronouns he/she.
verb be she is a janitor.


1.1. Using greetings and polite
expressions in welcome and farewell
situations.
- Performing short dialogues using
the given expressions.







1.2- Responding to classroom
commands.
- Moving his/her body according to
the instructions.




1.3. Naming and speaking about the
school supplies through
demonstrative pronouns, verb to,
and indefinite articles. - Labeling
school supplies according to
teacher`s instructions.




1.4. Naming and speaking about the
school supplies through
demonstrative pronouns, verb to,
and indefinite articles. - Labeling
school supplies according to
1.1. Greeting peers and teacher
respectfully.
- Recognizing the importance of
polite expressions.
Respond in one-or-two words phrases
to greet and request.






1.2- Being aware of the importance
of using polite instructions.
- Showing politeness when giving
commands.




1.3. Showing respect to other
peoples possessions.
- Associating school supplies with
their importance in the classroom.






1.4. Recognizing vocabulary related
to people at school.
- Talking about people at his or her
school using subject
1.1.The student: - Uses greetings
and polite expressions with peers
and school staff.
- Performs short dialogues and
role- plays.







1.2- Responds to simple commands.
- Listens and follows one-step
instructions.
- Gives simple command to a
classmate.



1.3. The student: - Identifies
school supplies
- Names school supplies with
correct pronunciation
- Uses the correct grammar,
vocabulary, and pronunciation
referring to school supplies.
- Associates the school supplies
with the classroom.

1.4. Showing respect to other
peoples possessions.
- Associating school supplies with
their importance in the classroom.

1.5- School Areas -Administration -
Principal office -Secretary Office -
Laboratory -Library -Computer class and
others. Grammar: -Preposition of place -
Adjectives -Personal Pronoun -Where is the
library? It is next to the principal office.








1.6- Family Nuclear (extended and others)
familys members.
Verb be
- This is my mother Maria.








1.7 My house
Parts of the house:
Living room
Bedroom
Kitchen
Bathroom
door
window
floor
roof.
teacher`s instructions pronouns and
verb be.
Picturing graphically people in hie or
her school.


1.5-Visiting and describing the school
areas in a tour.
-Drawing the school areas.






1.6- Identifying family members.
- Talking about his/her family
members.









1.7 Recognizes parts of the house
Describing hi7her house suninh
preposition of place and adjectives
Answering wh questions
about parts of the house.















1.5 Valuing and protecting the school
areas.
-Respecting each school area.






1. 6- Being aware of the different
types of families.
- Showing respect for his/her and
peers families.







1.7 Cooperating to keep clean and
healthy environment at home.
Sharing ideas of how to keep his/her
house clean.










Correctly name the school personal.
Compare and contrast students
positive characteristics.

1.5- The student: -answers question
about the school areas.
-Draws his/her favorite school area.
-Describes orally his/her pictures.







1.6- The student: - Categorizes the
members of the family.
- Uses the correct word to name
each member of the family. - Draws
his/her family.
- Describes the members of the
family when describing them.
Associate the Word with the image.




1.7 Students will identify parts of the
house through flash cards or pictures.
Creates a representation of
different clean,healthy, duty
or tidy home tidy (drawing
built block structures, uses
boxes.)







Wh question: Where
-
Where is your father? - In the kitchen
-My bedroom is clean.

1.8- Color, Forms and Size
1- Colors Primary Red, blue, yellow
and green Secondary Purple, pink,
orange, and brown Neutral white black.
2.Size
Short,tall,big, samall.
3.Shapes:
Circle, square, triangle, rectangle





2. People, feelings and body parts

feel -Happy / sad -Hungry / thirsty
and others.
he, she, it, we, you, they



2.2 Parts of the Body Face (eyes, ear,
nose, mouth, the head, the hair, neck and
-Show me
your nose - This is my nose





Smell Hearing Sight
Touch




1.8- Distinguishing different colors,
forms and sizes.
-Combining primary colors to get
secondary colors.
-Drawing shapes with different sizes
and colors.
house clean.







2.1. Expressing emotional states.
- Comparing different emotional
states.
- Asking and answering questions to
describe feelings





2.2- Identifies the bodys parts
Discribing different parts of the
body.
Speaking about body care using
demostrative and possessive
pronouns.





2.3 Identify sensens and their

1.8- Being familiar with shapes,
colors and sizes in the classroom.
-Shown interest to discriminate
shapes, colors and forms in the
school.
different clean, healthy, dirty or tidy
homes (drawing, build block
structure, use boxes).






2.1. Respectfully talking about
emotional states.











2.2 Show interest to know the human
body.
Taking care of his or her body.
Being tolerante toward people with
physical disability.







2.3. The student - Identifies and
1.8- Distinguishes different colors.
- Creates a collage with different
colors.
- Identifies basic shapes, forms and
sizes indoor and outdoor the school.
tidy parts of the house using pictures
from magazines.
- Sings songs related to the topic.
- Plays games (bingo, twister,
monopoly, and others).


2.1. The student: - Represents
emotional states through drawing.
- Mimics feelings.
- Matches the concept with the
picture.
- Follows oral instructions and
demonstrates different feelings.








2.2 Identify body parts.
Associate the body parts with the
senses.
Point out the body parts when is
mentioned it.
Recognize and draw the patrts of the
body.
Incorporate demostrative adjectives
and simple present tense.




2.3. The student - Identifies and

- Describing different parts of the body.
- Speaking about body care using
demonstratives and possessives pronouns.









3.1- Personal hygiene:
toothbrush, soap, brush, and toothpaste.





3.2-Hygiene: habits Morning routines
Take a shower Brush the teeth Wash the
-
Every morning -Everyday
- Relating the five senses with the organs.


Every weekend Frequency adverbs:
Always






3.3-
food
- Vocabulary -Adjectives -Colors
-shapes. - big, small, and others -
Verb Be and others. -Likes and dislikes
functions.
Matching the senses with
the correct part of the body
(orally pictures drawing and
others.
Relating the five senses with
the organ.











3.1. Identifying personal hygiene and
daily habits.





-3.2 Talking about his/her
hygiene habits using time expressions
and frequency adverbs.
- Joining up personal hygiene with
the pictures.
- Recognizing pictures related to
health.
- Demonstrates tolerance to a variety
of textures, sounds, sights, tastes and
visual stimuli presented within the
childs environment.
Talking and practicing the higiene
habits.

3.3- Identifying types of food.
names the five senses.
- Draws the senses.
- Matches senses with body parts.
- Recites poems related to the
bodys part.
- Matches the word with the
picture.
- Labels the parts of the face.
- Sings the song head, shoulders








3.1- Being familiar with personal
hygiene and habits.






- Valuing the importance of personal
hygiene.













names the five senses.
- Draws the senses.
- Matches senses with body parts.
- Recites poems related to the
bodys part.
- Matches the word with the
picture.
- Labels the parts of the face.
- Sings the song head, shoulders







3.1 .Identifies basic personal
hygiene and habits.



- Dramatizes hygiene habits and
personal care activities.



- Recognizes pictures related to
health.


- Talks and practices hygiene habits.









I like red apples. The orange is round.












- Creating a healthy food corner.
- Explaining healthy food recipe using
adjectives and verbs.
- Elaborating a poster about their
food preferences using like and
dislike.
















3.3- Promoting eating healthy food.
- Valuing the importance of eating
healthy food.

















3.3- Discriminates healthy food from
junk food.
- Classifies in a chart healthy and junk
food.
































Ministry of Education
Dosage from Official Program
School: San Cristobal Subject : English Grades: 1 A,B School year : 2014
Teachers: Ana de Espinosa & Edeisy Hernandez
The student:
LEARNING OBJECTIVES:
Identify the differences between his/her families and other families.

the school.


CONCEPTUAL PROCEDURAL ACTITUDINAL COMPETENCES ACHIEVEMENT
INDICATORS