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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
Teacher(s): Lcda. Elizabeth Saráuz
Grade/ Course: 3rd EGB Pre A1.1 Education Level: EGB
2. TIME
WEEKLY HOURS NUMBER OF WEEKS OF LEARNING ASSESSMENT WEEKS TOTAL WEEKS OF CLASS TOTAL OF
WORK PERIODS
3 Hours 5 weeks 35 weeks
40 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 thoughtful and O.EFL 2.1.Identify some main ideas and details of written texts, in order to develop
inquisitive manner, maturely, and openly experiencing other cultures and languages from the secure an approach of critical inquiry to written and oral texts.
standpoint of their own national and cultural identity.
O.EFL 2.2.Assess and appreciate English as an international language, as well as the
OG.EFL 2. Draw on this established propensity for curiosity and tolerance towards different cultures five aspects of English that contribute to communicative competence.
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
OG.EFL 3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical enjoyment/entertainment and to access information.
thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their
L1 and of language use for communication and learning. O.EFL 2.4.Develop creative and critical thinking skills to foster problem-solving and
independent learning using both spoken and written English.
OG.EFL 4.Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning and practice opportunities. Respect themselves and O.EFL 2.5.Use in-class library resources and explore the use of ICT to enrich
others within the communication process, cultivating habits of honesty and integrity into responsible competencies in the four skills.
academic behavior.
O.EFL 2.6.Write short descriptive and informative texts and use them as a means of
OG.EFL 5.Directly access the main points and important details of up-to date. English language communication and written expression of thought.
texts, such as those published on the web, for professional or general investigation, through the
efficient use of ICT and reference tools where required. O.EFL 2.7.Appreciate the use of English language through spoken and written literary
texts such as poems, rhymes, chants, riddles and songs, in order to foster imagination,
OG.EFL 6.Through selected media, participate in reasonably extended spoken or written dialogue curiosity and memory, while developing a taste for literature.
with peers from different L1 backgrounds on work, study, or general topics of common interest,
expressing ideas and opinions effectively and appropriately. O.EFL 2.8.Demonstrate a living relationship with the English language through
interaction with written and spoken texts, in order to explore creative writing as an
OG.EFL 7.Interact quite clearly, confidently, and appropriately in a range of formal and informal
outlet to personal expression.
social situations with a limited but effective command of the spoken language (CEFR B1 level).
O.EFL 2.9.Be able to interact in English in a simple way using basic expressions and
short phrases in familiar contexts to satisfy needs of a concrete type, provided others
talk slowly and clearly and are prepared to help.
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
duration
(Skills and strategies)

1 LESSON 1: Hello! Students learn to: say hello; EFL.2.1.2 Recognize the Communication and cultural CE.EFL.2.1.
introduce oneself and say goodbye; differences between where awareness Differentiate between
follow essential directions for people live among the different living situations
learning; ask and answer questions to regions of the country in Drawing different houses and labeling in a variety of 6
identify essential items for learning order to appreciate their different rooms and objects in a house. surroundings and express
own environment. • Using question words (who, what, curiosity about the world
Students learn to: greet someone (Example:house/apartmen, where) to ask about places. through simple
they have recently met with country/city, etc.) • Reflecting on differences between a questions.
LESSON 2: Is your Hi and a question to check house and an apartment.
knowledge of their name; give and EFL.2.1.3. Ask simple • Creating a diorama of urban and rural
name Stella? basic questions in class aspects.
follow some essential directions for I.EFL.2.1.1. Learners
learning and some other useful about the world beyond • Drawing a map of a neighborhood.
directions; ask questions to check one’s own immediate • Asking and answering questions about can recognize
knowledge of the words for recently environment in order to where you and others live. differences between
learned objects. increase their where people live and
understanding of different Oral communication (listening and
write or talk about
Students learn to: identify cultures. speaking)
their own
themselves and others as a boy EFL 2.1.4. Express Listening to a very short and simple story surroundings, as well
LESSON 3: I’m a boy.
or a girl; give and follow essential curiosity about the world and ordering the pictures showing what
classroom instructions; identify
as ask questions about
I’m a girl. and other cultures by happens. (Example: Jane is taking her
things they see how other people live.
asking simple WH- dog for a walk. They see some birds. The
questions in class after birds fly away, etc.) (I.2, S.2)
reading and/or CE.EFL.2.6. Listening
participating in • Listening to a short and simple
conversation between 2 speakers and for Meaning: Understand
presentations or other the main ideas in short
group work deciding who is speaking, where they are,
and how they feel. (Example: a boy and simple spoken texts that
EFL.2.2.1. Understand his Dad, at a soccer game, happy, etc.) include familiar
meanings expressed in vocabulary and are set in
short dialogues on familiar • Watching a video clip and selecting the
topics, as well as basic best title for it. (Example: Funny everyday contexts.
spoken instructions and monkeys at the zoo, etc.)
simple questions about
self, people, animals, or Reading
I.EFL.2.6.1. Learners
things, especially when • Drawing a line from individual words to
spoken slowly and clearly.
can understand the
a picture or a scene. (Example: learners
(Example: greetings, short main ideas in short
read a list of farm animals and draw a
phrases, basic range of line from each word to the appropriate simple spoken texts
classroom instructions, animal in the scene, etc.) and infer who is
common personal speaking and what the
information questions: • Reading a list of four words and
situation is, without
What’s your name? etc.) crossing out the word that doesn’t
EFL.2.2.2. Infer who is belong. (Example: arm – leg – house – decoding every word.
speaking and what the foot, etc.) (I.3)
situation is when listening
• Reading a simple sentence, looking at
to short simple texts,
the accompanying picture, and ticking
especially when
yes/no. (Example: This is a house. Yes,
accompanied by pictures
etc.)
or other visual aids, or
sound effects. (Example: • Completing a gap in a sentence (print or CE.EFL.2.11. Identify
shopkeeper speaking to a online). (Example: Words: go, sleep. and understand
customer who is buying Sentence: Every day I --- to school, etc.) individual every-day
some fruit.) words, phrases, and
EFL.2.2.6. Enjoy Writing.
sentences, including
extensive listening in • Locating specific words on the page and
writing them in a list. (Example: all the instructions.
English. (Example: listen
to stories, watch short words beginning with the sound /k/ or all
the words that contain the long /a:/ sound,
movies, experience song
etc.) I.EFL.2.11.1. Learners
lyrics or poetry, etc.)
• Matching words to pictures. (Example:
EFL.2.2.7. Be comfortable under the picture of a chair, learners write
can understand
taking meaning from the word chair with the five letters of the familiar words,
spoken texts containing word on the five lines provided, etc.) phrases, and short
words or sections which • Unscrambling words or sentences and simple sentences and
are not understood. writing them out correctly. (Example:
Be aware that Word: veleen = eleven. Sentence: There’s can successfully
understanding spoken – under – the chair. – a backpack, etc.) complete the simple
texts does not require • Finding hidden questions in a box and accompanying task.
decoding every word. writing them down with the correct (I.4)
EFL.2.3.1. Demonstrate punctuation and capitalization. (Example:
basic reading does it live on a farm / does it have two
legs, etc.)
comprehension skills • Writing new words in a picture
by identifying the meaning dictionary and adding a sticker or picture.
of individual words, CE.EFL.2.17. Write
phrases, and sentences, Language through the Arts simple words, phrases,
including simple written • Listening to or reading stories and and sentences to
instructions. drawing the main characters. demonstrate knowledge
• Choosing pictures of or drawing the of spelling, punctuation,
EFL.2.4.1 Know how to
scenes of a literary text. capitalization and
spell simple English words
• Standing up every time they hear the handwriting /
correctly, demonstrating name of a character.
awareness of sound-letter typography, and identify
• Explaining through pictures or charts their meanings.
relationships.(Example: (ICT) the relationships between
sea, mean, bee, etc.) characters. (Example: mom/daughter, I.EFL.2.17.1. Learners
EFL.2.4.2. Make a simple friends, etc.)
learning resource, in order
can write words,
to record and practice new phrases, and short
words. (Example: a simple sentences
picture dictionary, using the correct
a word list, set of conventions (spelling,
flashcards, etc.)
punctuation,
EFL.2.4.3. Write simple
words, phrases and
capitalization, and
sentences with correct use handwriting or
of standard writing typography, etc.), for
mechanics. (Example: making simple
spelling, punctuation, learning resources.
capitalization, and writing
(I.3)
by hand and/ or on the
computer.
EFL.2.5.1. Identify key
information such as CE.EFL.2.21.
events, characters, and Distinguish key
objects in stories and other information in stories
age-appropriate literary and other age-
texts if there is visual appropriate literary texts,
support. both oral and written.

I.EFL.2.21.1. Learners
can recognize, through
pictures or other
media such as ICT, key
aspects of a story or
literary text (both oral
and written). (J.1, I.2)
LESSON 4: What do you see? Learn to: describe things they see; EFL.2.1.4. Express Communication and cultural CE.EFL.2.2. Catalog 6
count from 1 to 10 curiosity about the world awareness everyday objects and
LESSON 5: Where’s the
and other cultures by places in different
crayon? Learn to: ask and answer questions asking simple WH- • Labeling pictures with correct names. cultures and recognize
2
about where things are; agree. • Creating a poster of things that can be
LESSON 6: What color is it? questions in class after ways to act responsibly
recycled.
reading and/or towards one’s
PHONICS: Aa Bb Cc Dd Ee Ff
Describe the color of things • Matching objects with the places where
participating in they can be found. (Example: stove in environment and
Recognize, pronounce, and form Aa presentations or other kitchen, bed in bedroom, etc.) surroundings.
through Ff; identify anchor words for group work. • Simulating actions through TPR
each letter activities where learners follow basic
EFL.2.1.5. Recognize
commands. (Example: Put away your I.EFL.2.2.1. Learners
ways to relate responsibly book, etc.).
to one’s surroundings at • Choosing pictures that demonstrate can classify everyday
home and at school by responsibility (cleaning room, watering objects and familiar
exhibiting responsible the flowers). places. Learners can
behaviors towards the
compare objects from
environment. (Example: Oral communication (listening and
chores at home, recycling, speaking) different cultural
etc.) • Listening to short, staged instructions contexts. Learners can
and carrying them out. (Example: Open say and recognize
EFL2.2.3. Recognize the door. Take this book to Mr. Davila.
ways to take care of
familiar names, words, Walk, don’t run! etc.)
and short • Listening to very short (spoken or the environment and
recorded) descriptions of scenes, and one’s surroundings.
phrases about simple writing, coloring, or drawing items (J.3, S.1)
everyday topics whether within them. (Example: learners are
heard isolation or within given a simple picture of a classroom.
short, simple spoken texts They listen to a description of it and
describing people and identify the table where Sara sits and CE.EFL.2.7. Listening
objects. (Example: draw 3 pens and a red book on it, etc.) for Information: Follow
vocabulary about self, • Listening to a short dialogue and filling short and simple spoken
in a simple form. (Example: a texts that include familiar
family, friends and
conversation between a boy and a teacher vocabulary and are set in
immediate surroundings at
meeting for the first time. Learners fill in everyday contexts.
school and home, the boy’s name, age, birth date, (part of
adjectives for color and Identify key items of
his) address (e.g., house number information within the
size, etc.) or street name), favorite subject, etc. on a
text, and record or act
simple form.)
EFL.2.2.4. Identify items
of specific information • Listening to a short text and upon them.
within simple messages or demonstrating understanding of it using
from short and simple an accompanying graphic organizer.
descriptions about familiar (Example: marking the route on a map
while listening to directions, etc.) I.EFL.2.7.1. Learners
contexts, especially if
visual support is provided.
can understand short
Reading and simple spoken
(Example: letters of the
alphabet, numbers, prices • Reading a short text and showing texts well enough to
and times, days, dates and comprehension by completing the be able to pick out key
months, etc.) accompanying graphic organizer. items of information
(Example: learners read about the
EFL.2.2.5. Record key and record them in
location of a house and mark the point X
items of specific on a map.) writing or drawings, or
information from a heard • Reading a short simple story of just a physically act upon
message or description, few lines and ordering simple pictures of them. (I.3)
either in written form or familiar objects.
by drawing picture. • Reading a short simple text and
(Example: letters of the coloring a picture. (Example: This is
alphabet, numbers, Ben’s room. His bed is green. Learners
quantities, prices and draw a green bed, etc.)
• Reading a short simple text and circling CE.EFL.2.12.
times, days, dates and Understand the gist and
the correct answer. (Example: Question:
months, etc.) details in short simple
What’s her name? Answer: Mary /
EFL.2.3.2. Read a short Sandra / Mia, etc.) written texts (online or
simple text (online or print).
print) and demonstrate Writing.
• Completing simple sentences to practice
understanding of the gist
a grammar structure by writing words in
and some basic details of gapped sentences. Support learners by
the content. providing pictures for context and / or a EFL.2.12.1. Learners
box of answers, from which they can
EFL.2.3.3. Understand can understand a
choose. (Example: My best friend is ten -
most of the details of the short simple text on
-- old. --- name is Carol. --- birthday is in
content of a short simple May, etc.) an everyday topic and
text (online or print). • Identifying the differences between two successfully complete
pictures and writing simple sentences.
EFL.2.4.3. Write simple a simple task to show
(Example: In picture A, there’s one car,
words, phrases, and that they have
but in picture B there are two cars, etc.)
sentences with correct use • Answering questions about a scene understood most or
of standard writing using full sentences. (Example: How
mechanics. (Example: some of it. (I.4)
many boys are there? There are four
spelling, punctuation, boys, etc.)
capitalization, and writing
by hand and/or on the Language through the Arts
computer. • Creating a dance for a song or rhyme.
• Illustrating a short piece of writing.
EFL.2.4.4. Write simple • Participating in TPR activities such as
words, phrases, and CE.EFL.2.18. Writing in
acting out the movements of a character
sentences for controlled in a story as it is read aloud. order to perform
practice of language items. • Discussing things learners have done controlled practice of
that are similar to those the characters in vocabulary and grammar
EFL.2.5.2. Express the story have done. (Example: gone on items.
emotions and feelings vacation to the beach, got into a fight
using basic adjectives and with a parent or friend, etc.) I.EFL.2.18.1. Learners
related images through • Moving to the rhythm of a song or can write short simple
written work on the school chant. phrases and sentences
or class bulletin board. • Creating an audio message or short
video that tells what the student thought
to show that they
EFL.2.5.3. Use audio, about the text. know how to use
video, and pictures to • Writing short weekly journal entries. simple grammar or
respond to a variety of vocabulary items. (I.3,
literary texts through I.4)
online or in-class ICT
activities.

EFL.2.5.6. Generate and


expand ideas by
responding in a fun and
playful manner to oral and
written texts in order to
increase enjoyment of the
language through TPR,
CE.EFL.2.22. Describe
playground games, and
and write about emotions
songs and chants.
and responses to literary
texts through words and
images, or other media
(video, audio) on class or
school bulletin boards
and expand on ideas and
responses to texts
read/seen/heard in by
participating in
songs/chants, TPR
activities and playground
games.

I.EFL.2.22.1. Learners
can report emotions
and compose short
responses to literary
texts through words
and images, or other
media (video, audio).
Learners can generate
and expand on
personal opinions and
responses to oral and
written texts through
TPR, playground
games, and songs. (I.3,
S.3)
LESSON 7: Who do you see? Learn to: ask and answer questions EFL.2.1.1. Exchange basic Communication and Cultural CE.EFL.2.3. Make use 6
about who they see introductions and limited Awareness of basic personal
LESSON 8: What shape
personal information in information and
learn to: ask and answer questions class using simple present • Participating in short dialogues using expressions of politeness
3 is it?
about shapes tense in order to get to greetings and leave-taking. in order to introduce
LESSON 9: Is it a light? know their peers. oneself and participate in
learn to: ask and answer questions • Listening to or reading short dialogues
PHONICS: Gg Hh Ii Jj Kk Ll about rooms and furniture. (Example: where one lives and answering questions about the a short conversation.
or goes to school, etc.) speakers’ names, grades, schools, etc.
learn to: recognize, pronounce, and I.EFL.2.3.1. Learners
form the letters Gg through Ll; EFL.2.1.6. Understand • Practicing the use of expressions of can use basic personal
identify anchor words for each letter and use common politeness during collaborative pair and information and
expressions of politeness small group work.
in class while working in expressions of
pairs or groups on • Adding expressions of politeness to politeness in short
projects. (Example: dialogues. dialogues or
Please, sorry, thank you, conversations. (J.2,
• Completing a short questionnaire or
etc.) J.3)
form about one’s basic personal
EFL.2.2.8. Imitate information. (Example: name, school,
individual English age, address, etc.)
language sounds,
• Responding to pictures or short texts by
especially those phonemes circling the corresponding emoticon.
which do not exist in the (Example: happy face, sad face, confused
student’s own L1, both in face, etc.) CE.EFL.2.8. Production
isolation and within key - Pronunciation: Produce
vocabulary items. Oral Communication: (Listening and individual words and
(Example: /ŋ/ /ð/ /ʌ/ /i:/ Speaking) short phrases clearly
and in words like singing, enough that other people
• Asking the student simple questions can usually understand
these, up, sea, etc.) about themselves, their family, or their them easily.
EFL.2.2.9. Spell out key possessions and checking whether the
vocabulary items using the responses are comprehensible. (Example:
English alphabet. What’s your name? Juan. How do you
(Example: names, colors, spell Juan? J-U-A-N. How old are you?
animals, possessions, etc.) I’m eight /aɪm eɪt /, etc.) I.EFL.2.8.1. Learners
EFL.2.2.10 Clap, move, • Showing the student some picture can pronounce most
chant, or sing along with flashcards of familiar vocabulary items familiar vocabulary
short authentic English and asking them to say the words. items accurately, and
(Example: It’s a house, a school, a car, a
language rhymes or songs, can therefore usually
approximating English bike, to see if they are easily understood,
etc.)
be easily understood.
rhythm and intonation They can also produce
once familiar with the text. • Doing a mingle activity where learners
(Example: jump or clap in
some phrases and
ask and answer simple questions about a
time to jump-rope rhymes, short sentences
picture which has been stuck to their own
do the actions to action back. (Example: for animal picture cards, clearly, and may
songs or short rhythmic learners ask and answer Is it an elephant? approximate English
poems, enunciating some No. Is it a horse? Yes. Is it black or rhythm and intonation
of words in time with the white? White. etc.) Observing to see in longer utterances.
rhythm, etc.) whether each student’s questions and (I.3)
EFL.2.3.4. Understand the answers are understandable by other
content in simple short learners.
written environmental • Ask the learner to sing a song or recite a
print text types, using chant together with a group of friends or
artwork, symbols, and with the teacher. Record the student’s
layout for support. production with the recording device
(Example: price tags, quite near to the student’s mouth and
signs, notices (No eating, listen to the recording to assess clarity of
etc.), candy wrappers, sounds, production of phonemes, rhythm
etc.). and intonation..
EFL.2.4.5. Write simple Reading
sentences on familiar • Matching common signs to their
topics to communicate meanings. (Example: a simple classroom
basic ideas. sign or a notice in the park, Silence
please, No eating, etc.)
EFL.2.4.6. Write a short • Studying an environmental print text
simple paragraph to type and drawing a line from the word to
convey some simple facts the artwork. (Example: from the word
about people, animals, cloud to a cloud weather symbol, or from
places, things, yourself or the word stop to a “red” stop light, etc.)
others, with the support of • Circling an emoticon to match to a CE.EFL.2.13.
picture. (Example: Amy feels sick / Amy Understand the content
a model text. (Example:
is happy /, etc.) in a variety of well-
where they live, what they
• Comparing and contrasting information. known text types, both
do, etc.)
(Example: learners read simple price tags print and online, using
EFL.2.4.7. Write a short and match them to the correct sentences: the layout and artwork
simple paragraph to This toy is cheap. Those shoes are for support; recognize
expensive, etc.) typical signs and
describe yourself or other
people, animals, places symbols found in the text
Writing
and things, with limited types.
support. (Example: by • Completing the gaps in a sentence.
answering questions or (Example: My best friend is ten --- old. -- I.EFL.2.13.1. Learners
using key words). - name is Carol. --- birthday is in can understand a
May,etc.) short simple
EFL.2.5.4. Listen to and • Completing a simple open-ended
environmental print
read short narratives sentence. (Example: For breakfast I eat
and/or other oral and _______; In my bedroom there is text type and
written literary texts in ______,etc.) successfully complete
class (with a preference • Writing a description of yourself by a simple task.
for authentic texts) in completing the outline of a paragraph.
(Example: a sign,
order to stimulate Each sentence in the paragraph contains a
sentence opener. (Example: My notice, menu, etc.)
imagination, curiosity and
name’s…, My hair is…, My eyes are…, (I.3)
a love for literature.
etc.)
EFL.2.5.7. Create picture • Reading a short simple paragraph which
books and/or other graphic serves as a model text, then writing a
similar paragraph on the same topic.
expressions in pairs in
(Example: Topics could include: my best
class by varying scenes,
friend, my family, my house, my favorite
characters, or other animal, my town, etc.) CE.EFL.2.19. Convey
elements of literary texts. • Writing a short simple paragraph on a some simple ideas, facts
familiar topic. Learners must write the or opinions in a simple
answer to specific questions or use
sentence or short
specific vocabulary. (Example: Topic:
describe your clothes. Opening phrase: paragraph, using basic
I’m wearing…Words: t-shirt, pants, vocabulary and
shoes,etc.) structures.
• Writing a short simple paragraph, using
key words for support. (Example: Draw a
town and write about it using these
words: hospital, pet store, park, I.EFL.2.19.1. Learners
bookstore, etc.) can produce a short
simple sentence and a
Language through the Arts
paragraph – with
• Doing extended reading, in which ample support - on a
learners get to choose what they read and variety of topics, and
are not evaluated or tested on it.
some learners can do
• Sharing in small groups or pairs the so with only limited
learners’ favorite stories, songs, poems, support. (I.3)
etc., and saying why.

• Responding to a poem by drawing how


it makes the learner feel.

• Writing questions the learners would


like to ask a character in the story, or the
author of the story.

• Inviting authors as guest speakers into


the classroom so learners can share their
responses to the story with them.

• Interviewing family members about


their favorite book or poem, and then
sharing their findings in class.

• Keeping a small class library and CE.EFL.2.23. Display


allowing fast finishers to choose a book an affinity for a variety
or magazine to read while the rest of the of literary texts by
class completes the task. responding within a
• Listening to a song and rewriting the range of physical,
song lyrics changing just one aspect. cognitive, and attitudinal
(Example: choosing and replacing the manners, and vary
character’s name, age, etc.) elements of a literary text
to create a new text.

I.EFL.2.23.1. Learners
can demonstrate an
affinity for a variety of
literary texts by
responding within a
range of physical,
cognitive, and
attitudinal manners
and adapt elements of
a literary text to
create a new text. (I.1,
I.4)
LESSON 10: What day is it Students learn to: ask and answer EFL.2.1.7. Collaborate in Communication and Cultural CE.EFL.2.4. Develop 6
today? questions about the days of the week a friendly manner by Awareness skills of collaboration by
sharing classroom working together on
LESSON 11: What are these? Students learn to: ask and answer materials and personal • Completing a very short, picture-based projects and sharing
4
questions to identify different objects while participating self-evaluation or peer evaluation form. materials while
PHONICS: Mm Nn Oo Pp
clothing items in games and activities in • Playing games in which learners must expressing personal
class and on the pass objects around the room. (Example: preferences with peers.
• Students learn to: recognize, hot potato, etc.)
pronounce, and form the letters Mm playground.
• Practicing helpful classroom language
through Pp; identify anchor words for EFL.2.1.8. Exchange basic in mini dialogues and/or chants
each letter personal preferences with (Example: Can I borrow your eraser? Do I.EFL.2.4.1. Learners
peers in order to express you have a pencil? etc.) can select pictures
likes and dislikes. • Completing a short survey about and/or short phrases
favorites or likes/dislikes and then that relate to
EFL.2.2.11. Produce sharing ideas with a partner.
simple, mainly isolated collaborating and
• Making a pie chart about the things that
utterances using very short are most liked in the class.
sharing and express
phrases and sometimes personal preferences.
individual words, possibly Oral Communication: (Listening and (J.2, J.3, S.4)
with slow and/or hesitant Speaking)
delivery. (Example:
words, phrases and short • Asking learners simple questions about
sentences about people, themselves, their family, or their
animals, things, etc.) possessions and noting whether their
response time is acceptable (i.e. may be
EFL.2.2.12. Respond to slow, but not so slow that the interaction CE.EFL.2.9. Production
simple questions in quite a becomes uncomfortable for the student or - Fluency: Utterances are
short time and initiate the teacher), and whether their response sometimes produced
basic interaction is appropriate. Some learners may slowly but use
spontaneously when there produce short sentences in response to appropriate words and
are opportunities to speak. basic questions. (Example: What color phrases to express basic
Speech is produced a little are your shoes? Yes What color are your ideas, initiate
less slowly and hesitantly. shoes? Blue or They’re blue, etc.) conversations and
respond to questions,
EFL.2.3.5. Show the • Giving learners a picture of a familiar including some chunks
ability to use a simple scene and asking them to tell you what of language and short
learning they can see. Some learners may produce sentences.
resource.(Example: a longer utterances. (Example: a picture of
small set of flashcards, a a classroom where learners name I.EFL.2.9.1. Learners
picture-based dictionary individual items: table, chair, clock There can express basic
(online or print), or a are four chairs. The clock says 4 o’clock., ideas, initiate
simple word list). etc.) conversations, and
EFL.2.4.8. Complete a • Running a mingle activity where each respond to simple
basic survey or a learner has a different simple question to questions using
questionnaire by providing ask the others. Learners move around the appropriate words,
personal details. room asking their question and listening phrases, and short
EFL.2.4.9. Write a variety to the answers received. Observing to see
sentences. Responses
of short simple text types, whether each student asks the question
fluidly and answers using individual may be slow though
commonly used in print
words only or short sentences. (Example pauses do not make
and online, with
appropriate language and questions: What’s your favorite food? the interaction tedious
layout. (Example: write a Chicken / It’s chicken and rice / Do you or uncomfortable for
greeting on a birthday like oranges? Yes. / Yes, I do. / I love participants. (I.3)
card, name and address on oranges!, etc.)
an envelope, a URL for a Reading
website, an email address, • Using a simple learning resource and
etc.) locating details. (Example: finding and
circling or coloring three different kinds
EFL.2.5.5. Apply ICT
of fruit or three kinds of drink in an
and/or other resources to online or print picture dictionary, etc.)
communicate simple • Using the alphabet to scan for particular
thoughts in small groups. items in lists. (Example: finding a word
in a simple dictionary or locating a boy’s
EFL.2.5.8. Produce short,
creative texts using ICT name on a class list.)
and/or other resources at • Testing each other on the meaning of
home or at school in order flashcards. (Example: a boy shows a
to recreate familiar scenes picture on a flashcard and asks: What’s
this? Girl: it’s an airplane, etc.) CE.EFL.2.14.
and themes. Demonstrate familiarity
EFL.2.5.5. Apply ICT with study resources
and/or other resources to Writing (both print and digital).
communicate simple (Example: a picture
• Having learners complete a short dictionary, some
thoughts in small groups. simple questionnaire about themselves.
flashcards of known
Learners read open-ended questions and
EFL.2.5.8. Produce short, words, or a word list.)
write the answers on the form. (Example:
creative texts using ICT What time do you get up? What time do
and/or other resources at I.EFL.2.14.1. Learners
you go to school? At 6 o’clock, etc.)
home or at school in order • Interviewing a partner, asking yes/no can successfully use
to recreate familiar scenes questions and writing yes/no on the simple online and
and themes. survey form. (Example: Do you live in an print learning
apartment? Yes, etc.)
resources. (Example:
• Writing a variety of simple text types,
using the appropriate language and flashcards, picture
layout: dictionaries, word
• Listen to a URL address and write it lists, etc.) (I.2)
down. (Example: www.cambridge.org,
etc.)
• Write your own email address or invent
one. (Example: mydog@gmail.com for
your pet, etc.)
• Write a simple print/online message to a CE.EFL.2.20. Complete
friend for their birthday. (Example: a simple survey form or
Happy Valentine’s Day, Juan!, Have a questionnaire by
wonderful birthday, Kate!, etc.) providing personal
Language through the Arts details. Write a variety of
simple written text types,
• Writing a text message to a friend. used in print or online,
• Producing an audio clip stating the with appropriate layout
student’s daily routine. and language.
• Using ICT resources to organize and (Examples: message on a
edit a short piece of creative or greeting card, name and
informational writing. address on an envelope,
• Taking pictures of or drawing what the an email address, etc.)
learners usually eat for breakfast, then
using the picture as a prompt for
conversation in class.
• Writing a short, fictional story about a
family member. I.EFL.2.20.1. Learners
• Putting short captions under pictures. 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.2.24.
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. Communicate Communication and Cultural CE.EFL.2.5. Model 6
to peers and teacher when Awareness turn-taking and ways to
LESSON 12: Can you swim? Students learn to: ask and answer express to others when
something is not
questions to identify different family understood in class • Role-playing and participating in short something is not
LESSON 13: Who’s she?
dialogues. understood to improve
Who’s he? members through the use of simple • Playing games that practice classroom comprehension and/or
basic questions. language and turn-taking. intelligibility in
5 LESSON 14: She’s my friend Students learn to: ask and answer • Singing songs or chants that practice conversations.
questions to identify different people EFL.2.1.10. Recognize helpful language.
PHONICS: Qq Rr Ss Tt Uu Vv
they know when to speak and when • Working in pairs and groups on a small
to listen while working in project. I.EFL.2.5.1. Learners
Students learn to: recognize, pairs or small groups in can apply turn-taking
pronounce, and form the letters Qq class by following Oral Communication: (Listening and
through Vv; identify anchor words and ways to express to
classroom instructions and Speaking)
for each letter others when
simple commands. • Conducting a conversation with the something is not
EFL.2.2.13. Understand teacher and learner playing two understood in short
and use basic greetings, characters using masks or hand puppets. conversations. (J.3,
leave-taking expressions, The learner may be given the character’s S.1, S.4)
and other simple everyday details or invent them. (Example: name,
phrases to facilitate age, favorite color, etc.) The student’s CE.EFL.2.10.
interpersonal interaction, character could introduce other puppets Interaction –
to introduce others, and to or request permission to do something. Interpersonal: Participate
name things. (Example: (Example: This is Sebastian. He’s 11. effectively in basic
Thank-you, Can I help Can I borrow a pencil, please?, etc.) interpersonal interactions
in everyday contexts,
you? This is [name], etc.) • Doing a mingle activity where learners provided the interlocutor
EFL.2.2.14. Ask and meet and greet each other and ask and speaks slowly and
answer basic personal answer simple questions. Observing to clearly. (Example:
information questions, as see whether the learner can interact requesting, introducing,
effectively, and whether they are able to responding, etc.)
well as simple questions
about other people, ask for repetition when required, and / or
react appropriately to responses received. I.EFL.2.10.1. Learners
animals, and possessions,
provided the interaction is (Example: Find someone who…. Do you can interact effectively
slow and clear. (Example: have a red car? Yes? using a range of basic
Where do you live? Do functional exponents
Great! – writes down name of person.)
you have a bicycle?, etc.) for interpersonal
• Establishing a clear expectation of conversations in
EFL.2.2.16. Say when English use for classroom functions. everyday contexts,
they do not understand (Example: greeting, requesting, thanking, providing speech is
and ask for slower or asking for repetition / clarification, slow and clear.
clearer repetition where offering help, taking leave, etc.) Informal
required. (Example: Learners can request
assessment could involve a star chart, repetition or
Sorry? Could you say that with points for learners who use L2
again, etc.) clarification, and can
regularly.
react appropriately to
EFL.2.2.17. React Reading responses received.
appropriately to what • Reading a list of words in a Venn (I.3)
others say using diagram and understanding the meaning.
verbal/non-verbal back (Example: Venn diagram: Dog/Cat. Task:
channeling, or by asking Read a sentence and tick yes/no.
further simple questions to Sentence: Dogs and cats have tails , etc.)
extend the interaction. • Matching a simple short text to the
correct plan. (Example: Text: a short
(Example: express interest
simple description about a zoo: The
using facial expression or
giraffes are next to the pandas. Plan: a
simple words with simple map of the zoo, etc.)
appropriate intonation: • Reading a short simple text and
Oh!, Yes! Thanks. And coloring a simple bar chart. (Example: a
you? etc.) description of some children’s favorite
ice cream. Task: color the chart
EFL.2.3.6. Understand the accordingly, etc.)
content of a simple Writing
graphic organizer (online
or print). (Example, Venn • Having learners complete a short simple
Diagrams, charts, and questionnaire about themselves. Learners
labeled diagrams.) read open-ended questions and write the
answers on the form. (Example: What
EFL.2.4.8. Complete a time do you get up? What time do you go CE.EFL.2.15. Learn to
basic survey or a to school? At 6 o’clock, etc.) read graphs, diagrams,
questionnaire by providing charts, and other kinds of
personal details. • Interviewing a partner, asking yes/no graphic organizer.
questions and writing yes/no on the Demonstrate
EFL.2.4.9. Write a variety survey form. (Example: Do you live in an understanding of a text
of short simple text types, apartment? Yes, etc.) presented in the form of
commonly used in print a graphic organizer (both
and online, with • Writing a variety of simple text types, print and digital).
appropriate language and using the appropriate language and
layout. (Example: write a layout:
greeting on a birthday
• Listen to a URL address and write it I.EFL.2.15.1. Learners
card, name and address on
down. (Example: www.cambridge.org,
an envelope, a URL for a can use simple graphic
etc.)
website, an email address, organizers to show
etc.) • Write your own email address or invent that they can
EFL.2.5.9. Use creative
one. (Example: mydog@gmail.com for understand a short
your pet, etc.) simple text. (Example:
thinking skills to learn
how to share and respect • Write a simple print/online message to a
maps, diagrams, bar
all ideas through friend for their birthday. (Example: charts, Venn diagrams,
brainstorming activities Happy Valentine’s Day, Juan!, Have a etc.) (I.4)
and pair work in class. wonderful birthday, Kate!, etc.)

Language through the Arts


CE.EFL.2.20. Complete
• Working on a project in small groups of
a simple survey form or
4-5 and discussing what the group is
questionnaire by
doing well and what it could do to
providing personal
improve.
details. Write a variety of
• Brainstorming ideas for a writing
simple written text types,
project together as a class, using a
used in print or online,
graphic organizer.
with appropriate layout
• Creating a product for another class and
and language.
making a short advertisement that could
(Examples: message on a
be used to sell the product.
greeting card, name and
• Playing games in class or doing
address on an envelope,
puzzles.
an email address, etc.)
• Discussing mistakes and how learners
(and all humans) can learn from them.

I.EFL.2.20.1. Learners
can write information
in a simple survey
form or questionnaire,
and can type or write
some simple digital
text-types, such as a
URL and an email
address. (I.3)

CE.EFL.2.25.
Implement a range of
creative thinking skills to
show a respect for
sharing and accepting
different ideas in
brainstorms and pair
work.
I.EFL.2.25.1. Learners
can utilize a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas while
working in pairs and
through brainstorms.
(J.3, S.4)
EFL.2.1.9. Communicate Communication and Cultural CE.EFL.2.5. Model 5
to peers and teacher when Awareness turn-taking and ways to
6 LESSON 15: Can you Students learn to: ask and answer express to others when
something is not
questions about ability understood in class • Role-playing and participating in short something is not
sing?
dialogues. understood to improve
Students learn to: state their mood through the use of simple
LESSON 16: I’m happy. • Playing games that practice classroom comprehension and/or
and the speed at which they can move basic questions.
language and turn-taking. intelligibility in
PHONICS: Ww Xx EFL.2.1.10. Recognize • Singing songs or chants that practice conversations.
Students learn to: recognize, helpful language.
Yy Zz pronounce, and form the letters Ww when to speak and when
• Working in pairs and groups on a small
through Zz; identify anchor words for to listen while working in
project. I.EFL.2.5.1. Learners
each letter pairs or small groups in
class by following Oral Communication: (Listening and
can apply turn-taking
classroom instructions and Speaking) and ways to express to
simple commands. others when
• Conducting a conversation with the something is not
EFL.2.2.13. Understand teacher and learner playing two understood in short
and use basic greetings, characters using masks or hand puppets.
leave-taking expressions,
conversations. (J.3,
The learner may be given the character’s
and other simple everyday S.1, S.4)
details or invent them. (Example: name,
phrases to facilitate age, favorite color, etc.) The student’s CE.EFL.2.10.
interpersonal interaction, character could introduce other puppets Interaction –
to introduce others, and to or request permission to do something. Interpersonal: Participate
name things. (Example: (Example: This is Sebastian. He’s 11. effectively in basic
Thank-you, Can I help Can I borrow a pencil, please?, etc.) interpersonal interactions
you? This is [name], etc.) in everyday contexts,
• Doing a mingle activity where learners provided the interlocutor
EFL.2.2.14. Ask and meet and greet each other and ask and speaks slowly and
answer basic personal answer simple questions. Observing to clearly. (Example:
information questions, as see whether the learner can interact requesting, introducing,
well as simple questions effectively, and whether they are able to responding, etc.)
about other people, ask for repetition when required, and / or
animals, and possessions, I.EFL.2.10.1. Learners
provided the interaction is react appropriately to responses received. can interact effectively
slow and clear. (Example: (Example: Find someone who…. Do you using a range of basic
Where do you live? Do have a red car? Yes? functional exponents
you have a bicycle?, etc.) for interpersonal
Great! – writes down name of person.)
EFL.2.2.16. Say when conversations in
they do not understand • Establishing a clear expectation of everyday contexts,
and ask for slower or English use for classroom functions. providing speech is
clearer repetition where (Example: greeting, requesting, thanking, slow and clear.
asking for repetition / clarification,
required. (Example: Learners can request
Sorry? Could you say that offering help, taking leave, etc.) Informal
repetition or
again, etc.) assessment could involve a star chart,
with points for learners who use L2 clarification, and can
EFL.2.2.17. React regularly. react appropriately to
appropriately to what responses received.
others say using Reading (I.3)
• Reading a list of words in a Venn
verbal/non-verbal back
diagram and understanding the meaning.
channeling, or by asking
(Example: Venn diagram: Dog/Cat. Task:
further simple questions to Read a sentence and tick yes/no.
extend the interaction. Sentence: Dogs and cats have tails , etc.)
(Example: express interest • Matching a simple short text to the
using facial expression or correct plan. (Example: Text: a short
simple words with simple description about a zoo: The
appropriate intonation: giraffes are next to the pandas. Plan: a
Oh!, Yes! Thanks. And simple map of the zoo, etc.)
you? etc.) • Reading a short simple text and
coloring a simple bar chart. (Example: a
EFL.2.3.6. Understand the description of some children’s favorite
content of a simple ice cream. Task: color the chart
graphic organizer (online accordingly, etc.)
or print). (Example, Venn Writing
Diagrams, charts, and
• Having learners complete a short simple
labeled diagrams.)
questionnaire about themselves. Learners
CE.EFL.2.15. Learn to
EFL.2.4.8. Complete a read open-ended questions and write the read graphs, diagrams,
basic survey or a answers on the form. (Example: What charts, and other kinds of
questionnaire by providing time do you get up? What time do you go graphic organizer.
personal details. to school? At 6 o’clock, etc.) Demonstrate
understanding of a text
EFL.2.4.9. Write a variety • Interviewing a partner, asking yes/no presented in the form of
of short simple text types, questions and writing yes/no on the a graphic organizer (both
commonly used in print survey form. (Example: Do you live in an print and digital).
and online, with apartment? Yes, etc.)
appropriate language and
layout. (Example: write a • Writing a variety of simple text types,
greeting on a birthday using the appropriate language and I.EFL.2.15.1. Learners
card, name and address on layout: can use simple graphic
an envelope, a URL for a • Listen to a URL address and write it organizers to show
website, an email address, down. (Example: www.cambridge.org, that they can
etc.) etc.) understand a short
EFL.2.5.9. Use creative simple text. (Example:
• Write your own email address or invent
thinking skills to learn maps, diagrams, bar
one. (Example: mydog@gmail.com for
how to share and respect charts, Venn diagrams,
your pet, etc.)
all ideas through etc.) (I.4)
brainstorming activities • Write a simple print/online message to a
and pair work in class. friend for their birthday. (Example:
Happy Valentine’s Day, Juan!, Have a
wonderful birthday, Kate!, etc.) CE.EFL.2.20. Complete
a simple survey form or
Language through the Arts questionnaire by
providing personal
• Working on a project in small groups of details. Write a variety of
4-5 and discussing what the group is simple written text types,
doing well and what it could do to used in print or online,
improve. with appropriate layout
• Brainstorming ideas for a writing and language.
project together as a class, using a (Examples: message on a
graphic organizer. greeting card, name and
• Creating a product for another class and address on an envelope,
making a short advertisement that could an email address, etc.)
be used to sell the product.
• Playing games in class or doing
puzzles.
• Discussing mistakes and how learners
(and all humans) can learn from them. I.EFL.2.20.1. Learners
can write information
in a simple survey
form or questionnaire,
and can type or write
some simple digital
text-types, such as a
URL and an email
address. (I.3)
CE.EFL.2.25.
Implement a range of
creative thinking skills to
show a respect for
sharing and accepting
different ideas in
brainstorms and pair
work.

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

ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): LCDA. ELIZABETH SARAUZ NAME: LIC. JUAN CHACALAMA/ LIC. SANTIAGO PAEZ NAME: LIC SANTIAGO AGUILAR

Signature: INGLES Signature: Signature:

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

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