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Mini Eli Program Description

Mini ELI is a four level English program for students between the ages of
four and seven years old. The purpose of this program is to guarantee that
students of these ages are able to communicate in the English language
effectively both orally and in written formthat they are able to read
short books, write paragraphs and mini books on their own. In Mini ELI
students are encouraged to communicate their feelings, wants and
experiences in the English language. Thus, in this program language is
viewed as a means of expression and communication. Rather than as a
subject. This means that Mini ELI students actually get to explore different
topics in English, just like they are doing in their native language. They are
also encouraged to form an opinion on the different topics and situations
and express their experiences and views. On the other hand kids in this
program learn to interact with others in English both in and out of the
classroom.
In this program students work with eight basic topics in each level. These
topics remain the same all throughout the program. This gives students the
opportunity of building from what they know and expanding on the topic
every time they see it to go from what they know to what they dont
know. As they also develop skills to handle themselves in and out of the
classroom.
Thus, communicative goals in this program are process oriented. This
means that the process of communicating in the classroom every day
with the same expanded goals becomes the goal itself and the key to
true effective communication for students in this program.

Mini Eli Principles

Language for communication.
Language for classroom use.
Process is as important as product. (lots of repetition).
Use of core activities.
Awakening all learning styles (V-A-K)
Sound imitation.
Students can only write what they can identify.
In order for students to write you need to give a lot of input flood.

Student Profile
Mini ELI students are divided into two different age groupsfour to
five and six to seven. This is because we acknowledge the fact the
former may need more time to adjust to classroom norms and to
complete different tasks. While the latter group tends to accomplish
such tasks much faster and would usually show readiness for greater
challenges. So, both age groups work with very similar material at a
different pace. Students entering ME level three or Big ME should
have developed their fine motor skills and be able to hold the pencil
and write or copy legible letters. Students finishing this program
between the age of seven and eight years old are expected to
communicate successfully in the English classroom, to use English in
the everyday life, read books and write about themselves and others
in paragraphs.

Program Components
The Mini ELI Program counts on different components to aid teachers in
providing students with the kind of input they need to become active in
the language.

Recycled Goals: These goals are called recycled in order to

acknowledge the fact that students are encouraged to work on
them over and over again. By doing this we make an emphasis on
the process of using these goals for every day communication
rather than looking at them as goals to be achieved and forgotten.
In level, recycled goals are more about identification and the ability
to listen to the teacher and follow instructions. These goals lay the
foundation so that in higher levels recycled goals become more
communicative as the teacher turns into a facilitator and students
get to use these to communicate in the language every day.

Communicative Goals: These goals stem from the topic of the unit.
Starting at level 2 students are expected to actually use these goals
for their own communication. And, at the same time, to begin
becoming aware of the works of the language.

Reading Books: Each unit in Mini ELI 1 and 2 comes with a book
thats connected to the topic and that the teacher gets to read
with students over and over again.

Starting in Mini ELi 3 and Big ME 2 students read mini-books on their

own and to each other as they become independent readers and
begin exploring the sound system in this language through
repetition.

Songs and chants: Each unit in Mini ELi brings songs and chants for
classroom practice. Students in Mini ELI are also handed CDs with
class songs for them to listen to at home.

Practice activities booklet: Students in Mini ELI are given an activity

book with practice activities to be done in and out of the classroom.

Students in Big Mini ELi have textbooks, workbooks and a CD Rom

with lots of extra activities.

Other class activities: This program includes ideas for activities to be

done in the classroom.

Teachers Activity booklet: This booklet contains photocopiable

extra practice activities for teachers to expand on the class work.

Core Activities: Each level of this program counts on core activities

that are used to present, practice and have students use the
language.

Every day activities: These activities are process oriented and have
to do with recycled goals. The teacher chooses between 3-4 of
these to do every day.

Unit Video: Every unit counts on two topic related videos that
provide for practice.

Unit project: Each unit of this program includes a project that serves
to assess students accomplishments and progress in the unit.

Big English Components

Teachers edition book.
Comprehensive overview of each unit, step-by-step Lesson Plans,
activities and ideas, a game bank, audio scripts, answer keys, and
notes for using the YLE Practice Materials found at the end of each
Student Book. Assessment for Learning techniques and ideas for
developing 21st Century Skills are incorporated throughout each
Lesson Plan.
Workbook with audio CD:
The Workbook provides engaging additional practice for each lesson
in the Student Book.
Student book.
Activities present key language in context, motivating learners to not
only understand but acquire it. Examples include songs, stories, sticker
activities, content language, and values lessons. Think Big activities
help students develop 21st Century Skills. 4-page Checkpoints after
every three units focus on Assessment for Learning and provide
opportunities for students to assess their own progress. Includes a
CYLET preparation section at the back of the book.
Student CD-ROM.
Student CD-ROM has interactive activities and games for extra
practice. It also includes songs, including karaoke versions for students
to share what they have learned at home.
Class Audio CD.
Audio CDs contain listening activities, songs, unit stories and CLIL
readings.

 Active teach.
This digital tool allows teachers to focus class attention on key
targets using the iWB and also includes helpful resources such as
DVD clips with Video Guide and Teachers Resource materials.
DVD.
Theme-based video clips with CLIL segments (documentaries) and
dramatic segments. An accompanying Video Guide can be
found in the Active Teach.
Assessment package:
The Assessment Package includes an overview of language
assessment for young children, as well as: placement tests,
practice tests, unit tests, mastery tests, final exams, materials for
oral assessment, and the ExamView Assessment Suite, an easy-touse test generating software.
Flashcards.
Perfect for big classes, extra-large cards illustrate target
vocabulary.
Posters.
Nine thematically-related teaching posters elicit and review target
language. Three grammar posters for classroom display provide
on-the-spot reference for learners.

Core Activities
ME 3 and BME2 CORE ACTIVITIES:
TPR (Total Physical Response)
Every ME3 and BME2 lesson includes a TPR time where students have the
opportunity of using their whole bodies to express their understanding of the
language. The TPR time is part of the class routine and might be done at the
beginning or at the end of the class. This activity may take different shapes
depending on the topic thats being presented.
Some common TPR activities are:

Commands: Students in ME3 and BME2 use commands to expand their

vocabulary both in relation to action words and to their description. In
other words, commands are used as a way to show meaning of action
words and of some adverbs. Eg. Read the book (quickly/ slowly/quietly)
etc.
Commands in this level are also used to report on what people did. For
example, the teacher asks half the class to do something. They other half
reports on what they did.
(t) Group A Run to the door
group A do it
(t) asks group b, what did they do?
group B they ran to the door

Once students own the commands the teacher gives them the teacher does
not perform the action to check on how much students can do on their own.
The teacher may also choose to call on different people to do different things.
A way of turning commands into a speaking practice is by asking students to
report on what they just did. They may also do this in order by saying 1st, we ran
to the door, 2nd we opened our books, etc.
You may also allow students to take turns calling on different commands once
they know a few on them. You may do this as a drill (by going around the circle
so everyone has a chance to do it)or at random.
Animal Simon Says
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Play a variation of Simon says with animals and related verbs/commands. E.G.:
swim like a shark, hop like a rabbit.
Command exercises:
On construction paper, trace and cut out a variety of large shapes (or
vocabulary pictures). Write the commands on the back of the shapes (cut
paper, read a book, hop like a rabbit, etc.) Display the shapes/ figures around
the classroom. Have the children walk around the room looking for the shapes.
When they find one, they will read the sentence and perform the command
depicted on the shape.
1. What am I doing?/what did I do?Students act out different actions and
the rest of the class needs to guess what they are doing. A variation is
asking students to do three things so others can report on what they did.
2. The Ellen game: teacher pastes a label on students forehead with a
command. Students mingle around acting out the commands on their
classmates heads in order to help them guess the command they are
carrying. They should do this by asking the question; is it eat?
3. Land and sea: Teachers may use different versions of this game as a
listening activity. Different places in the room should have different labels.
Students
get to move around the room from one spot to the other
depending on where they are requested to do or go. For example, when
practicing parts of the house, the classroom should be labeled as places
in a house and students should be asked to go to these places.
Variation: Students may get written sentences describing actions in
different places in the house. They divide these sentences according to
these places and read them out loud there.
4. Guess who? Students get a piece of paper with a name of a character or
sentence that they need to act out. The rest of the class needs to guess who or
what they are acting out as.
5. Poster time: Teachers in ME 3 and BME2 use posters as a way to present the
material and check for understanding. Once the material has been presented
students can read the words that represent them. Then they are asked to use
their fingers or pointers to point to objects that the teacher calls upon.

*A variation of this activity invites students to pretend to be the teacher and do

the calling of the objects for the rest of the class and asks them to repeat after
him or her.
*An expansion of this activity is having students do labeling on the posters. As a
game, students form teams, get labels and have to run to posters to place the
label on the correct place.
6.Team Go Fish: Students sit in a circle with objects at the center. They have to
go fish for the objects they are asked to go find. part of the team picks the
object and pronounces the word, then takes it to a partner for him to paste a
label on it.
This game can be used as a starting point for many writing activities. (E.G.: play
it with adverbs/adjectives and afterwards have students use the words they
picked to expand their previously written sentences.)
7. The Ellen game with characters: teacher pastes a label on students
forehead with a character. Students mingle around acting out as the character
of the person they have in front in order to help them guess who they are. They
should have conversations like this:
Am I a doctor? Yes, you are. No youre not.
8. Magic bag: Students get to ask questions on different topics and then they
pick a piece of paper from a Magic bag as if it had been brought by a Ginny
for the answer. Eg.
(s) will it rain tomorrow?
Response in the bag: I really dont think so.
9. Guess whats in the bag: Students touch the object in the bag so as to guess
what it might be. When doing this activity in this level students are asked to ask
questions including descriptions of the objects. Eg. Is this a long ruler?
When doing this activity it is important for students to know the category theyre
working with. As well as to ask and answer yes/no questions correctly.
10. What do you have? Students describe the object they have by describing it
as much as possible both orally and in written form.

They can shuffle their descriptions pick one and go around asking each other
questions like these; do you have a blue backpack and a yellow eraser? Yes I
do/ no. I dont.
11. Stand up and show me: Students are asked to stand up and say a sentence
about their object to the rest of the class when it is called upon.
12. Show and Tell: In this activity, students bring an item from home and show
the object to the class. The student uses the vocabulary that they have learned
to describe the object that they have brought in as much detail as possible.
Students can also write descriptions about these objects and exchange them
like in the previous activity.
Flashcards: These can be used to introduce vocabulary. Other variations of
flashcards use are:
13. What do you have? Students describe the object they have in as much
detail as possible.
Categorizing: Use flashcards to divide pictures of objects into categories.
14. If you have it, Say it: In this activity, the students sit in a circle. They have a
picture of a vocabulary word in front of them. The students have already been
introduced to the vocabulary words but are still learning them. The teacher
quickly makes sure each student knows the picture that is in front of them. The
teacher calls out a vocabulary word and the student with that picture needs to
raise the picture and repeat the word. The teacher does this several times
(quickly so the students do not get bored sitting and waiting for their word to be
called) until the students are confident with the word they have. Then, the
students rotate the vocabulary words and it starts again.
*A variation of this game is having the students use labels with the words
and teacher using the picture cards.
**Another way to challenge the students more is that the teacher can
show a vocabulary picture and the student with that same picture needs to
raise it up and say the word.
*An even greater challenge is the student needs to raise their word and
say it in a sentence such as This is a green car.This can be done with any
structure studied in any given unit.
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15. Phonics/Vocabulary race:Divide the class into several groups. Call out a
letter-sound. Students write as many words containing the letter-sound as
possible during a given amount of time. Award students one point for each
correct word.
You can do this activity with word categories as well. Eg. Classroom.
16. Point to the word: Stick words on the board in mixed order. Call two students
to the front of the room to stand a meter or two from the board. Call out a word.
The first student to run to the board and point to the correct word and use it in a
sentence wins. If the student is not able to say the sentence, the other student
has a chance to say a sentence.
17. Sponge throw: Place words face up on the floor or large table. Students
throw a sponge or other soft object. They read the card it lands on and say a
sentence using this word.
18. Interviews: Have students interview each other on different subjects. This can
be as simple as describing an object they have or talking about their family.
Variation:
a) Have students copy and read the questions they are going to ask.
b) Have students write x amount of sentences about the person they
interviewed.
19. Reversed interviews: Students report on the info. they got from someone else
by sharing it with the rest of the class.
Optional: You may ask students to write their report in sentences.
20. Sequence throw:Throw an object. Say a sentence. Throw a soft ball to a
student. He/she says the sentence from the person before plus a new one. I like
bananas.
Leo likes bananas and I like apples.
Mayra likes apples but I dont. I like pizza. Etc.
21. Question throw:Same as previous one but answering and asking questions.
22. Category writing:Divide the class into groups. Each group chooses their
captain. Write the name of a vocabulary category on the board. Each group
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tells their captain to write as many words as they can which belongs to that
category. They have one or two minutes to do it.
23. Reading race: Write sets of sentences on strips of paper. Divide the class into
teams and ask each team to stand in a line. Place a set of sentences face
down at the front of each line. Stick the picture cards describing the sentences
on the board. When you say Go! One student from each team picks up a
sentence, sticks it below the appropriate picture on the board, and runs back to
touch the hand of the next person on their team. The first team to stick all its
sentences under the correct cards is the winner.
24. Question and response match: Mix slips of paper with questions and their
responses. Have students work in pairs for matching them.
Have them read the questions and responses outloud with the right intonation.
25. Pass the ball: Students stand in a large circle. Make a paper ball, than call
out a category, e.g., family, and throw the ball to a student. He/She must say a
word in the category mentioned and throw the ball to another student who says
a word from the same category. If a student drops the ball, He/She must sit
down.
26. Unscramble:Divide the class into groups. Write a word on the board in
jumbled order. The first group to guess the word wins a point.
27. Whoops!Write as many words as possible on small pieces of paper. Also write
the word Whoops! many times Fold them and put them in a box. Students
choose a piece of paper and read the word. If they read it correctly, they keep
the piece of paper and get one point for their team. If they get the word
Whoops!, they sit down and do not get points.
28. I spy:Choose something you can see and say, I spy with my little eye
something beginning with (G). Students guess the object. (Only for ME 3)
Also play I spy for object description with 1 + adjectives.
29. Letter mess:(Only for ME3) Write a selection of letters on the board. Explain to
the class that they have to make up as many words as possible from the letters
within a time limit. Give examples before starting the game.
30. Spin the bottle: Great for the daily routine. Students sit in a circle on the floor.
Write questions on strips of paper and put them inside a bottle. Place a bottle in
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the middle of the circle and spin it. The student the bottle points to, chooses a
question and answers it.
31. Floor sentence charts: this activity is meant to be done with flashcards to
help students follow a more complex pattern. The teacher will use flashcards
with the structures practiced in class. Then, lay them on the floor. The teacher
presents a complex structure by saying a sentence as she steps on the words:
e.g. She
(has)
a
( blue backpack)
and then asks who (has) a
backpack? and invites students who do, to practice the pattern out loud with
the class. This can be used with many patterns: like/dont like, want/ dont want
and with different pronouns (she, he, we, they) with the goal of working on
accuracy.
32. Paper sentence charts: The teacher can make this game a competition by
timing the students to write as many sentences as possible using more complex
patterns and different pronouns E.g. (She) has a (adjective) (pencil case).
33. Obstacle Course
This activity can be done using transportation/animal vocabulary. Teacher sets
an obstacle course around the classroom with checkpoints. The checkpoints
should have pictures/words of animals/vehicles. Students have to run the
course, moving like the animal/vehicle of the last checkpoint they went through.
As they reach each checkpoint, students have to shout the vocabulary word
theyre working with. For higher levels, students should make a sentence that
describes their movement/vocabulary word: A car goes by land/ A rabbit hops
around.
34. Act it out
This activity is meant to be done after students read a minibook/book/story.
Associate characters with their signature action/movement from the story. Then
play mingle mingle and when teacher calls in freeze (or ACT) students should
pretend to be the chosen character and move around like him/her.
*As a scaffolding activity for this game, students can complete an action mind
map in which they include main characters names and actions associated
with them from the story. Depending on the level, this can be done by the
teacher and reviewed with students or by the students and reviewed by the
teacher.

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35. Bubbles move

This activity works great to practice the body parts. Students stand in a circle as
the teacher blows bubbles into the class. Teacher calls out a body part and asks
students to pop the bubbles using said body part.
*This game can also be played with actions instead of body parts. E.G. pop the
bubbles by smelling them, pop the bubbles by hugging them, etc.
36.Vocabulary Dice
This game requires a giant plastic dice. Teacher chooses vocabulary
words/pictures and pastes them to the sides of the dice. Students have to roll
the dice and identify the vocabulary item they got. They can do this by acting
out (executing an action, pretending to be an animal/character) or by saying
the word. For advance levels this can be used for oral sentence making by
having students use the given word in a sentence.
37.Vocabulary match game
For this game students get sets of flashcards: one a picture, the other a word.
They have to move around the classroom to match picture-word flashcards.
Once they find the match, they should present it to the teacher. From that point,
teacher can ask students to: pronounce the word, dissect/signal it, use in a
sentence, match it to a category, etc.
38. Racing to the fire
This activity works great with community/professions/transportation vocabulary.
Teacher pastes pictures of community places around the classroom. Students
will get sets of cars with vocabulary items related to each community place.
They should identify the correct one and take the object there. When they
deliver they should say a sentence following one of the class patterns (The
police officer works in the police station/The fire truck goes in the fire station).
39. Walk around the park
This game works great for practicing vocabulary items by category. Teacher
designates areas in the classroom. Students have to walk around the areas,
pretending to be a vocabulary item related to each area as they step into it.
EXAMPLE: for professions, make students walk around the classroom and have
them act out actions that each professional would do in their workplace. This
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can also be done with: types of animals, professions, actions related to places,
etc.
40.Taped conversations: Role playing using the Big ME conversations, record
students in the computer or other device. Then have them listen to their
conversations. Give feedback and record again. When they are recorded as
videos they can be uploaded to YouTube so they can watch themselves at
home and parents can watch them too.
Reading activities for ME 3
Conversations from Big English
These activities can be used:
1) To introduce the unit.
Before you listen: ask students to look at each picture and tell what they see. Ask
about the colors and encourage students to describe objects and people as
much as they can.
Show meaning for new vocabulary and expressions.
Create interest in the conversation by asking a question so students can find out
what the story is about.
Play the conversation once. Go over possible answers to the question.
Practice activities.
1. Ask other questions (mainly yes/no ones) to check for understanding.
2. You may also have students circle, color or mark the pictures to check for
understanding.
3. Check out the Big English suggested activities for more ideas.
2) For students to role play the conversation.
Before you listen:
Ask students to look at each picture and tell what they see. Ask about the colors
and encourage students to describe objects and people as much as they can.
Show meaning of new vocabulary and expressions.
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Create interest in the conversation by asking a question so students can find out
what the story is about.
Play the conversation once. Go over possible answers to the question.
Practice activities:
1. Do shadow reading-like repetition for each conversation box. Play with
different tones to make the shadow reading interesting. E.g. You can do
the shadow reading very loudly, you can whisper it, etc. Focus on word
stress and intonation.
2. Divide the class into two groups and have each group play one of the
roles, then exchange roles.
3. Do I say-you repeat and I say-you say as a class and in pairs.
4. Have students act out the conversation.
5. Have students play with the content of the conversations by changing
some of the words in it.
3) To do reading practice:
On top of activities in 1 above, you can ask students to cut the parts of the story
and a) put them in order b) match them with the sentences.
Introduce the topic of the reading.
Have students make predictions. For example, where are these? Who do you
think this is?
Ask questions about the cover and pictures. Ask them about what people are
doing? And/or about what people do in different situations.
Have students work on their own picture books based on the ones they have
read.
Read books over and over again. Have students say a word or phrase they
remember from the book while you are reading the book.
Have students do shadow reading with you using different kinds of voices.
Ask the students about the characters, title, author, mood, etc. about the
story.
Do book reports to tell the title, author, mood, characters, etc
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 Have students retell the story.

Intonation reading: ask students to read sentences from a story with the proper
intonation. To achieve this, have them focus on the pictures and sentence level.
Picture sequence unscrambling: this activity is useful to introduce dialogs to
students. They will have to organize a short 3-4 pictures story into a sequence.
Afterwards, have them describe whats happening with their own words.
*An expansion of this activity is: after they organize the pictures, students get to
read the sentences that describe whats happening on each one.
Color the parts of the sentence: using the traffic light system, students should
underline with crayons each part of the sentence.
Running dictation
Put a short reading passage on a wall somewhere. Students are in pairs, one
goes to the text, remembers a section of it, goes to their partner and repeats it.
The seated partner writes exactly what their running' partner says. Check for
spelling and punctuation at the end.
Re-arranging the text
Cut the text up in sections. Place them around the class. Students work in small
groups to find a complete set and put them in order.
Have students act the story out with you (whenever possible)
Ask comprehension questions
How does he/she feel?
Where is she?
What happened?
Personalize ideas in the reading.
Turn readings into chants whenever possible.

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Big ME 2 - Daily Activities

*Activities number 1 and 2a are a must in every Big Mini Eli 2 class. The teacher needs
to choose two additional activities from this list, to work on every class.*
1) Check-in.

1a)Ask how they are and how they feel (see recycled
goals).

2) Calendar time.

2a) Whats todays date? or what date is it today?

Today is (Tuesday July 30th, 2013).
- Count the numbers on the calendar and add the number
of that day.
-Calendar Shuffle time: students get flashcards with the
words for the days/months/numbers and:
They put the days of the week/months of the year in order
or write sentences with these cards telling todays date,
yesterdays and tomorrows.
-What is the month now? Do chant with the months of the
year.

3) Weather.

-Answer Whats the weather like? and fill in the weather

chart.
-Its _____ What do we wear when its sunny?
Do we wear (bathing suits) when its (cold)?

4) Seasons.
5) Numbers 1-30 /31-60.

- What season are we in?

-Use flashcards read numbers forward and backwards.
-Do numbers chant (Give me a 1, give me a 2).
-Match numbers to their written form.
-Use vocabulary identification activities to work with
numbers (see recycled goals)

6) Shapes.

-Use vocabulary identification activities to work with

shapes (see recycled goals).

7) Colors.

- Use vocabulary identification activities to work with

colors (see recycled goals).

8) Commands.

-See commands core activities and commands of the

month.

9) Check-in questions
with recycled goals
content.

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Recycled Goals
1.Identify objects in English based on their written and oral descriptions.
1. Also say its a (big)/(small/etc) (object).
2. Differentiate between big/small, long/short, tall/short, light/heavy, objects.
3. Pronounce the words correctly.
2.Identify all colors light/dark in English
1. Say, its (light green).
2. Stress the correct syllable and tricky sounds for color words in English.
3.Ask for permission and confusion in English
1. Use may I go to the bathroom to request a hall pass
2. Use how do you say (word) in English to ask for translation
3. Use can you repeat? to clarify understanding
4. Use Im confused to express confusion
5. Use Can I use your (crayons) to ask to borrow materials
6. Differentiate between borrow and lend.
4.Differentiate between in/on/under/in front of/behind/between
1. Use these prepositions to tell where objects are or are not
5.Greet, respond to greetings in English and say good bye
1. Use hi/hello or good (afternoon/morning/evening), to greet others in English.
2. Respond to questions such as how are you //how are you doing today? by
using phrases, Im fine, thank you or o.k.
3. Pronounce the words and expressions above correctly.
4. Differentiate between great, good, fine and o.k.
6. Ask and answer How old are you? How old is she/he?
1. Say Im (five).
2. Pronounce Im correctly
3. Say Shes/hes (six).
4. Differentiate she for girls and he for boys
7.Identify numbers 1-60 in English
1. Pronounce challenging sounds in these numbers correctly. Such as /th/ in
three, /v/ in five, /x/ in six and /n/ in seven and nine, and /f/ in twelve
2. Match numbers to their written words
3. Count by 10s to 100
4. Count by 5s to 100

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Recycled Goals
8.Identify emotions and act them out
1. Say and act out (happy, sad, mad, hungry, thirsty, tired, sleepy)
9.Identify different shapes in English (circle, square, triangle, rectangle, oval, heart, star)
1. Count the sides each shape has
2. Use, It has (3) sides. to answer How many sides are there in the (triangle)?
10.Identify the seasons of the year
1. Ask and Answer What season is this? with winter, spring, summer or fall
2. Pronounce the words for the seasons correctly.
11.Identify the days of the week
1. Ask and Answer what day is today?
2. Sing the days of the week correctly and in order.
12.Identify the months of the year
1. Ask and Answer What is the month now?
2. Sing the months of the year correctly and in order.
13.Identify the weather by saying, what the weather is like. Also begin using different
adjectives and expressions to describe the weather such as; its a beautiful/ugly/gloomy day.
14.Follow Commands in English (for each unit)
15.Tell their names, last names and report on other peoples
1. Ask and answer the question whats your/his/her/ name? by saying my name
is__/his name is____.
2. Differentiate between his for male and her for female.
3. Differentiate between names and last names
4. Pronounce the /n/ and the /m/ sounds correctly
5. Pronounce their names in English
16.Match pictures with written words.
17. Use expressions in English.

20

Unit 1 In My Classroom
Goals:
Swbat:
Follow class commands: stand up, sit down, take out your (crayon),
open your (book), close your (book), lets be quiet, listen, color,
draw, go to (the board), point to ( the table), cut.
Follow every day activity commands: eat, go to (school), read,
write, use the computer, play, dance, sing, play (an instrument), talk.
Identify classroom objects by saying the name for each object
1. Identify classroom objects: book, marker, eraser, table, chair,
desk, teacher, students, crayon, colored pencils, pencil, pen,
paper, clue, scissors, (pencil) box, backpack, (white) board
2. Write the vocabulary words correctly.
3. Recognize the difference between singular and plural classroom
objects
4. Answer the question, whats this?/what are these?
Talk about whats in their backpack
1. Students describe objects in their backpacks. For example; my
back pack is purple. I have a yellow pencil box. My pencil box
is big, etc
2. Answer yes/no questions about their class possessions and
those of their classmates both orally and in written form. (they
listen to the question and mark yes, (she) does./No, she
doesnt.
Answer yes/no questions about classroom items and general
information in complete sentences.

21

1. Understand yes/no questions such as; is this red?, are you a

boy?, is this a pencil?, is the pencil in the box?, are you
(Carlos), are you two? Are there 10 girls in the class?, etc..
Identify the location of objects in the classroom by answering the
question wheres the (pencil)?
1. Differentiate between in/on/ behind, in front of, under and
between.
2. Use its (in) the box/theyre on the table to identify the location
of classroom objects.
Use I have/I dont have (scissors) to talk about their class objects
they have or dont have
1. Answer the question Who has (scissors)? with I do
Identify classroom activities: coloring a picture, counting pencils,
cutting paper, gluing paper, listening to a story, talking about the
pictures, using the computer, writing (her) name.
Talk about what people are doing in the classroom.
1. Use the present progressive to talk about what people
are doing.
2. Ask and answer Whats he/she doing?, what are they
doing? and Hes/shes reading a book.
3. To use the contractions hes, shes, and theyre.
4. Review classroom objects.
Describe places in the school
1. Identify school locations, such as: bathroom, office,
playground, yard, classroom, reception, teachers room,
classroom, restrooms, etc.
2. Write the vocabulary words correctly.
3. Use there is /there are/ there isnt/ there arent to talk
about places in the school and the objects found in
them.
22

4. Use there is/there are to talk about the amount of

offices, classrooms and bathrooms in ELI
5. Follow the command go to to go to different places
in the school.
6. Answer yes/no questions with Yes, there is/no there isnt
or Yes, there are/No. there arent to talk about places
and objects in the school. For example, is there a swing
in the classroom? Is there a telephone in the office?
Talk about what we do in the different places in the school. For
example; we wash our hands in the bathroom/restroom, we read
and write in the classroom, we play in the yard, we dont run in the
hallway, we dont eat in the classroom, we dont jump in the office,
etc
1. Identify actions we do/dont in school: play, learn, sing, read,
wash our hands, go to the toilet, color, cut, dance, make calls,
borrow things, run etc
2. Classify these actions according to the places where we do
them.
3. Answer yes/no questions about activities we do in different
places in the school. (E.g. (T) do we wash our hands in the
classroom? (s) No. We dont. We wash our hands in the
bathroom)
Identify school workers, such as; principal, janitor, secretary,
(gym/music) teacher, student
Identify the English Alphabet.
1. Identify the capital and lowercase letters.
2. Say the alphabet.
3. Spell their names.
Use expressions in English.
1. Listen, read and practice the conversation on p. 6
2. Use Oh, too bad!

23


1.
2.
3.

Identify numbers 1-20.

Count from 1-20.
Identify the written form of numbers.
Count classroom items.

Listen to a conversation about What (someone) is doing in the

classroom.
1. Listen and read the story.
2. Answer questions about it.
3. Shadow reading (act out the story).
SLO:
-Students can identify and write at least 10 classroom objects.
-Students can say what classroom objects are found in their backpacks.
-Students can identify at least 6 school workers.
-Students can identify least 8 classroom activities.
- Students can say what people are doing in the classroom using at least 8
classroom activities.
-Students can identify and write at least 5 school places.
-Students can spell their names in English.
- Students can identify numbers 1-20 (oral and written form).

Project: Draw a picture of whats happening in the classroom and

write a sentence about what each person is doing.
Book:Miss Nelson is missing!
Video: In my classroom
Movie: Leap Frog: The amazing alphabet(Netflix)
24

Unit 2 Playground Fun

Goals:
Swbat:
Follow Commands: fly a kite, throw a ball, catch a ball, bounce a
ball, swing the bat, jump rope, play a video game.
Talk about toys.
1. Identify toys: jump rope, ball, computer games, bear, doll,
car, bat, wagon, blocks, trucks, airplanes, paper dolls, as well
as other toys that come up.
2. Write the vocabulary words correctly.
Talk about what we do with different toys .
1. Identify actions such as fly, play, jump, ride,
2. Write these actions correctly: fly, play, jump, ride.
3. Connect action words with toys. For example, fly (kite).
4. Use the correct plural forms for the toys they talk about
5. Students use the correct word order to describe their toys.
Describe toys by answering what does it look like?
1. Use Its _____ to talk about what different toys look like
2. Use color words and big/small to describe toys.
Students talk about their individual toys preferences.
1. Students use I like/dont like to talk about the toys they
like/dont like.
2. Students ask and answer the question do you like (kites)?
3. Students use the third person singular to report on their friends
preferences.
25

 Students talk about the toys they and other students have/dont
have
1. Students answer yes/no questions with have to ask and answer
questions about the toys they have/dont have.
2. Students use she/he has/doesnt have to report on the toys
their classmates have/dont have
Students talk about girls toys and boys toys
1. Students classify toys into girls toys and boys toys
2. Students use girls like ___ and boys like___ girls dont like and
boys dont like_____ to talk about toys preferences
3. Students use the phrase some girls/boys like to talk about
exceptions.
Identify activities: hit a baseball, jump rope, kick a soccer ball, play
basketball, play on the slide, ride (his/her) bike, skate, skate board.
Talk about what they like to do in their free time.
1. Use the pattern I like to (play baseball).
2. Ask and answer about what people like to do using What
does he/she like to do?, What do they like to do? answer
with she/he likes to___, I/you/ they like to_____.
Talk about the location of objects.
1. Use prepositions behind, in front of, and next to, to talk about
the location of objects.
Listen to a description of games played around the world.
1. Identify the names of games in other countries.
2. Identify draw, games, hop, hopscotch, jump, kick, number,
throw.
Listen and read the conversation We like to play together.
1. Listen and read the story.
2. Answer questions about it.
3. Read and match.
26

4. Shadow reading (act out the story).

1.
2.
3.
4.

Use expressions in English.

Use Just watch!
Use Thats great!
Use What a team!
Use wow! used to express wonder or amazement.

SLO:
-Students can identify and write at least 10 toys.
- Students can identify at least 5 playground activities.
- Students can say toys they like and dont like.
-Students can say which toys they have and dont have.
-Students can identify the location of objects using behind, between, in
front of, and next to.
- Students can say which toys boys like and which toys girls like.

Project: Make a minibook and draw

pictures about what they like to do in their
free time and write sentences.
Book: Corduroy
Video:Playground fun

27

Unit 3 In my house
Goals:
Swbat:
Follow commands. Students work on previous commands and also
work on the following: Watch t.v., read, cook, do the dishes, do the
homework, work in the computer, surf on the net, listen to music,
dance, play the (piano/guitar/violin/ flute).
Identify the members in a family
1. Identify mother, father, sister, brother, grandmother,
grandfather, baby, uncle, aunt, cousin.
2. Write the vocabulary words correctly.
3. Use the pattern, pronoun plus be plus noun to identify family
members. For example, shes a mother, hes a father, Im a
sister, etc
4. Answer the question, who is she/he?
5. Recognize and begin using the patterns: Shes a mother, hes
a father, Im a sister, etc
6. Answer the question, who is she/he?
Present the people in their family by saying this is my
1. Use this is my, these are my to introduce people in their
families.
Talk about their relatives names
1. Answer the questions; Whats your
mothers/fathers/brothers/sisters/grandmother/grandfathers
name? using the pattern my mothers name is.
2. Use possessive adjectives my, her, his correctly when giving
relatives names.
3. Use possessive nouns to talk about names. For example, my
mothers name is Maria.

28

 Talk about how many brothers and sisters, grandmothers and

grandfathers they have.
1. Answer the question, how many brothers/sisters do you have?
How many brothers and sisters does he/she have? Using the
pattern I/he/she/have/ has two sisters.
Identify the different parts of the house: kitchen, bathroom, living
room, dining room, garage, yard, bedroom.
1. Write the parts of the house correctly.
2. Use there is/are _____ in a house to tell about the rooms in a
house.
Describe places in the house by talking about the items that are
found/not found in them
1. Identify items commonly found in each room.
2. Bedroom: bed, closet, lamp, curtain, picture, mirror, dresser,
rug
3. Bathroom: rug, shower, tub, sink, toilet, towels
4. Kitchen: stove, refrigerator, microwave, oven, sink
5. Garage: cars
6. Living room: table, chair, sofa, DVD player.
7. Pronounce all vocabulary words correctly
8. Ask and answer how many ______ are there in the (living
room?
9. Use there is/there are there isnt/there is no/ there arent any
to talk about items found in each room in the house.
10.
Answer yes/no questions about places in the house and
the items found in them.
Say what different family members are doing or not in the house. For
example, my father is watching t.v.
1. Identify activities commonly done in the house, such as; watch
t.v., read, do homework, play games, cook, eat etc
2. Use the pattern; he/shes cooking to talk about what people
do
3. Use he for male and she for female
4. Ask and answer questions about what people are doing.
Talk about the location of items found in the house.

29

1. Ask questions with wheres the (tv)? and where are the
chairs?
2. Answer with prepositions on, in, next to, behind, under e.g. Its
on the table.
Say what different family members are doing or not in the house. For
example, father is watching t.v.
1. Say what different people in the family do in the house
2. Identify activities commonly done in the house, such as; watch
t.v., read, do homework, play games, cook, eat etc
3. Use the pattern; he/she cooks to talk about what people do.
4. Use he for male and she for female.
5. Answer yes/no questions about what people do.
Identify numbers 21-30.
1. Count from 21-30.
2. Identify the written form of numbers 21-30.
Talk about ownership.
1. Add (s) to talk aboutownership. E.g. Dylans jacket.
Listen and read the conversation A family visit.
1. Listen and read the story.
2. Answer questions about it.
3. Look and write.
4. Shadow reading (act out the story).
5. Use the expression Oh, thats nice.
Use expressions in English.
1. Listen and read the conversation on p. 30.
2. Practice the dialogue (act out)
3. Use shes texting her friends.
SLO:
- Students can identify and write at least 7 members of their family.
-Students can say how many sisters and brothers they have.
-Students can identify and write at least 5 parts of the house
-Students can identify at least 12 household objects.

30

-Students can say what at least 4 people of their family are doing in the
house.
-Students can say where things are using at least 5 prepositions.
-Students can identify and write numbers 21-30.

Project: Make a house poster with their family and

write a sentence about what each member is doing.
Book: Arthurs baby
Video: In my house

Unit 4 In My Town
Goals:
Swbat:
1. Follow commands that have to do with places in the community and
transportation.
1. Community commands: eat popcorn, watch a movie
2. Occupation commands: fly a plane, fix someones teeth, help
a sick person, pour a drink, take an order, carry a tray, put out
the fire, deliver an envelope, stop the cars (like a policeman)
3. Transportation commands: drive the car/truck, sail the
boat/ferry, fly the plane, honk the horn
4. Follow commands using fast/faster and slow/slower

31

 Identify places in the community

1. Identify dentists office, airport, restaurant, movie theater,
snack bar, supermarket, post office, hospital, house, shopping
mall, video and game shop, school, fire station, park,
bookstore, bus stop, computer store, gas station, train station.
2. Write the vocabulary words correctly.
Talk about places found in the community.
1. Use there is/are, there isnt/arent to talk about places found in
the community.
Talk about the location of community places.
1. Differentiate between in, on, behind, in front of, under,
between, next to, over, and at to talk about location.
2. Describe the location of a place on a map by saying The
(supermarket) is (on/on the corner of/between) Green Street.
3. Use is there and there is to ask and answer aboutthe
location of places on a map. E.g. is there a bank on Cherry
Street?
Identify different forms of transportation
1. Identify hot air balloon, boat, ambulance, truck, ferry, car,
helicopter, police car, fire truck .
2. Identify the written form of these types of transportation.
Differentiate the types of transportation: land/air/sea vehicle
1. Classify the vehicles into where they are used
2. Say what the vehicle is. Ex: The ferry is a sea vehicle.
Use expressions to explain how they feel
1. Use expressions to explain to a doctor or dentist how they feel:
I feel sick, I have a toothache, my knee hurts, I have a
headache, My stomach hurts, etc
2. Classify which phrases you tell to the dentist and which phrases
you tell to the doctor.
Listen and read the conversation This mall has everything.
1. Listen and read the story.
2. Answer questions about it.
3. Look, read and write about the conversation.
32

4. Shadow reading (act out the story).

5. Use the expression OK.

Talk about what they want to do and report on others.

1. Use I want to_______ and he/she wants to________.
Listen and read conversation Use expressions in English.
1. Use Great!
2. Use Lets go!
SLO:
-Students can identify and write at least 10 places in the community.
-Students can identify and write at least 5 forms of transportation.
-Students can say what they want to do.
-Students can identify the location of community places using at least 9
prepositions of place.

Project: Draw your community and write sentences.

Book: Froggy goes to the doctor
Video: In my town

Unit 5 My Dream Job

Goals:
Swbat:
Follow commands that have to do with occupations

33

Occupation commands: fly a plane, fix someones teeth, help a sick

person, pour a drink, take an order, carry a tray, put out the fire, deliver an
envelope, stop the cars (like a policeman).
Identify occupations
1. Identify actor, artist, dancer, doctor, mail carrier, singer, soccer
player, teacher, vet, pilot, cook, waitress/waiter, dentist,
cashier, postman/post woman, firefighter, policeman/police
woman.
2. Identify the written form of the vocabulary words.
Talk about what people do in their jobs.
1. Ask What does a teacher do? and answer with this structure
A ______helps animals.
2. Ask What do you do?
2. Connect the occupations to places of the community
1. Tell where each person works or doesnt work in the
community. Ex: The doctor works in the hospital. The cook
doesnt work in the school.
2. Classify different occupations to places in the community
3. Answer questions about where someone works using third
person singular plus the preposition at. Ex: Where does the
doctor work? He/She works at the hospital.
4. Answer yes and no questions about where they do and dont
work. Ex: Does the dentist work in at a restaurant? No he
doesnt. Does the waitress work at a restaurant? Yes she does.
Talk about what they want to be and report on others.
1. Ask and answer What do you want to be?andI want to be
a/an_________.
2. Ask what others want to be and report to the class using
she/he wants to be /an__________.
3. Conduct a class survey about what they want to be and
report to the class.
Listen and read the conversation Dream Jobs!.
1. Listen and read the story.
2. Answer questions about it.
3. Look and write about the conversation.
34

4. Shadow reading (act out the story).

5. Use the expression what do you want to be?

SLO:
-Students can identify and write at least 10 occupations.
-Students can identify what people do in their jobs.
- Students can say what jobs they want to be.

Project: Students will come dressed up as a community

helper (doctor) and write sentences about where they work
and what they do.
Book: What will I be?
Video: My dream job

Unit 6 My Day
Goals:
Swbat:
Follow class commands that have to do with everyday activities: eat
(lunch/breakfast/lunch), get up, go to bed, brush (your) teeth, get
dressed, do homework, take a shower, go to school, go to sleep.
Tell the time in English.
1. Identify numbers 31-60.
35

2.
3.
4.
5.
6.

Identify the written form of numbers 31-60.

Ask and answer the question what time is it?
Use its_________ to tell the time
Use expression oclock to tell time
Use the time to ask and answer questions that have to do with
their daily routine.

Talk about daily activities.

1. Identify daily activities such as: eat (lunch/breakfast/lunch), get
up, go to bed, brush (your) teeth, get dressed, do homework,
take a shower, go to school.
2. Identify the written form of the daily activities.
Talk about what their daily routine.
1. Use the simple present to ask and answer about their routine.
2. Ask and answer questions about peoples daily routine using
the patterns When does he/she get up? When do you/they
go to bed?
Use the expression Oh, Dad!
1. Listen and read the conversation on p. 70
2. Act out the story.
Listen and read the conversation Maxs day.
1. Listen and read the story.
2. Answer questions about it.
3. Look, read and write about the conversation.
4. Shadow reading (act out the story).
Listen and read conversation on p. 70
Use the expression Oh, dad!
Act out the story.
SLO:
-Students can identify times on a clock.
36

- Students can identify what they do during the day.

Project: Poster: All about me. p. 81

Book: Whats the time? , Learning Clock,
Me counting time
Video: My day

Unit 7 Food
Goals:
Swbat:
Follow Commands that have to do with food: eat, drink, take a bite,
chew, swallow, cook, lick (ice cream).
Identify fruits and vegetable food items
1. Identify: pineapple, orange, lemon, pear, strawberry, pear,
watermelon, grapes, banana, apple, tomato, lettuce, carrot,
potato, onion
2. Identify food and drink items: cheese, chicken, lemonade,
spaghetti, water, cookies, chips, cake, juice, soda,bread,
cereal, bacon, ham, eggs, fish, toast, hamburger, French fries,
ice cream, sandwich, hot dog, pizza
3. Identify items related to food: plate, knife, fork, spoon
4. Identify the plural forms of all food items and food items that
have no plural forms (bacon, butter).
5. Ask and answer questions Whats this? And What are these? to
identify food items.
6. Use numbers 1-20 to count food items
37

7. Identify food using the pattern Its a/an.

8. Identify the written form of fruits, vegetables, food and drink
items.
Classify food items into the type of food they are
1. Classify into groups depending on if they are a vegetable or
fruit
2. Say what type of food it is. Ex: Pears are fruit.
3. Answer the question What kind of food is a (banana)?
4. Classify foods versus drinks. Ex: Soda is a drink. A hot dog is a
food.
5. Classify foods between the groups of vegetable, fruit, meat,
sweets, or fast food
Talk about food they do and dont like and report on others.
Use I like/dont like to talk about the foods they like or dont
like.
Answer What do you like? or What dont you like? to tell
what they like or dont like to eat.
Ask Do (they) like (vegetables)?
Use Yes, (they) do/Yes, (she/he)does. No, he/she doesnt.
Talk about what they ate yesterday
1. Answer the question What did you eat yesterday?
2. Use Yesterday I ate ___ to tell what they ate yesterday

1.
2.
3.

Listen and read to the conversation Do you like fruit?

Listen and read the conversation.
Act out the story.
Complete a true and false activity.

Talk about the food they want to eat.

1. Ask and answer using these patterns Do you want (mango)?
I want pizza and report on others She wants a banana.
38

Classify and describe food items into the type of food them are
Classify into the groups: fast food, vegetable, fruit, sweets, meat
Say what type of food it is. Ex: Pears are fruit.
Classify foods versus drinks. Ex: Soda is a drink. A hot dog is a food.
Classify foods that are sweet or salty and use It is salty/sweet to
describe food.
5. Classify foods into healthy and not healthy.

1.
2.
3.
4.

Use expressions in English.

1. Listen and read conversation on p. 86
2. Use the expression Ok, kids.
3. Act out the story.

SLO:
- Students can identify and write at least 15 food items.
- Students can identify at least 4 drink items.
- Students can say what foods they like and dont like.
-Students can say what they ate yesterday.
-Students can classify food into healthy and unhealthy, fruits and
vegetables, foods and drinks.

Project: Cut and paste pictures of their favorite food to make

a minibook and write sentences.
Book: Green eggs and ham
Video: Food

39

Unit 8 Animals
Goals:
Swbat:
Review previous commands and follow the new commands that
have to do with animals actions: bark, purr, meow, roar, moo, swim,
climb, jump, chomp (alligator).
Identify pets
1. Identify pets: dog, cat, hamster, fish, bird, turtle
2. Identify the written form of pets.
3. Identify the animals using the pattern Its a/an
4. Identify the plural forms of the animals
5. Classify and Identify groups of the same animals by using the
pattern These are to talk about more than one. Ex: These
are lions
Identify zoo and farm animals
1. Identify farm animals: cow, horse, hen, chicken, sheep, duck,
pig.
2. Identify zoo animals: zebra, monkey, ostrich, giraffe, hippo,
elephant, tiger, snake.
3. Identify the written form of zoo and farm animals.
4. Identify the animals using the pattern Its a/an
5. Identify the plural forms of the animals

40

6. Classify and Identify groups of the same animals by using the

pattern These are to talk about more than one. Ex: These
are lions
Answer the question What kind of animal is this? and What kinds
of animals are these?
1. Use This is a pet or These are pets.
2. Differentiate between This is/These are for singular and plural

Use adjectives to describe animals

1. Talk about the colors of the animal using color plus noun Ex: It
is a brown bear.
2. Use slow and fast to describe how animals move. Ex: The turtle
is slow. The lion is fast.
3. Use big and small to describe animal size
Identify wild animals:
1. Identify: cheetah, elephant, giraffe, hippo, kangaroo, monkey,
peacock, polar bear, zebra.
2. Identify the written form of wild animals.
3. Ask and answer questions Whats this? And What are these? to
identify wild animals.
Classify groups of animals to tell if they are pets or farm animals.
1. Answer the question What kind of animal is this? or What
kinds of animals are these?
2. Use This is a pet/farm animal or These are pets/farm
animals
Use adjectives to describe animals
1. Talk about the colors of the animal using color plus noun Ex: It
is a brown bear.
2. Use slow and fast to describe how animals move. Ex: The turtle
is slow. The lion is fast.
3. Use big and small to describe animal size

41

 Identify animal body parts and features.

1. Identify: arm, claw, feather, feet, fur, leg, mouth, neck,
pouch, spots, tail, teeth, trunk and wings.
Talk about what animals they like/ dont like.
1. Say What is your favorite animal?
2. Why do you like (monkeys)?
Talk about what animals can do.
1. Use can and cant to talk about what animals can do.
2. Ask and answer Can (hippos climb trees)? andYes, it/they
can or No, it/they cant.
Talk about different animal habitats and the animals that live in
them.
1. Identify desert, forest, habitat, jungle, ocean.
2. Read about different animal habitats.
3. Connect the animals to their habitats.

1.
2.
3.

Listen and read the conversation Monkeys are great!

Listen and read the conversation.
Act out the conversation.
Use the expression Well

SLO:
- Students can identify and write at least 5 pets.
- Students can identify and write at least 5 zoo animals.
-Students can identify and write at least 5 farm animals.
-Students can identify and write at least 5 wild animals.
- Students can identify and write at least 5 animal habitats.
-Students can classify animals into pets, zoo, farm or wild animals.
-Students can use can/cant to express animal abilities.

42

Project: Make an Animals Map of the Dom. Rep.

Book: Arthurs new puppy - Whose baby?
Video; Wild animals
Movie: The animal train(Netflix)
Journey to Big Water(Netflix)

Unit 9 Fun All Year

Goals:
Swbat:
Review the months of the year:
1. Write the month word correctly.
Talk about special events.
1. Talk about when their birthday is.
2. Ask and answer when is your/his/her birthday?
3. Identify special events: Valentine s Day, Christmas, Mothers
day, Fathers day, etc.
4. Match months with special events.
5. Use always and never to talk about what they do on special
events.
Listen and read the conversation No birthdays, no cake!
1. Listen and read the conversation.
43

2. Act out the story.

3. Use the expression Great!
4. Use I see in the sense of perceive or comprehend,
5. Use Right!to express at a certain time exactly or precisely at a
specific place or time.
6. Use Why not? to make a suggestion or to express agreement.

1.
2.
3.

Use expressions in English.

Listen and read conversation on p. 110
Act out the story.
Use the expression Cool!

SLO:
-Students can identify and write the months of the year.
-Students can say when their birthday is.
-Students can identify at least 5 special events.

Project: Crazy hair day/ Make a card.

Book: Crazy hair day A birthday gift for mom
Video: Fun all year

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