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ACADEMIC YEAR
INSTITUTIONAL LOGO
NAME OF THE INSTITUTION
1. INFORMATION DATA:
READING READING
EFL.2.3.5. Show the ability to READING CE.EFL.2.14. Demonstrate
use a simple learning Using a simple learning familiarity with study
resource. (Example: a small resource and locating resources (both print and
set of flashcards, a picture- details. (Example: finding digital). (Example: a picture
based dictionary (online or and circling or coloring dictionary, some flashcards
print), or a simple word list). three different kinds of of known words, or a word
fruit or three kinds of list.)
drink in an online or print I.EFL.2.14.1. Learners can
picture dictionary, etc.) successfully use simple
Using the alphabet to online and print learning
scan for particular items resources. (Example:
in lists. (Example: finding flashcards, picture
a word in a simple dictionaries, word lists, etc.)
dictionary or locating a (I.2)
boy’s name on a class
list.)
Testing each other on the
meaning of flashcards.
(Example: a boy shows a
picture on a flashcard and
asks: What’s this? Girl:
WRITING it’s an airplane, etc.) WRITING
EFL.2.4.1 Know how to spell CE.EFL.2.17. Write simple
simple English words WRITING words, phrases, and
correctly, demonstrating Locating specific words sentences to demonstrate
awareness of sound-letter on the page and writing knowledge of spelling,
relationships. (Example: sea, them in a list. (Example: punctuation, capitalization
mean, bee, etc.) all the words beginning and handwriting /
EFL.2.4.2. Make a simple with the sound /k/ or all typography, and identify
learning resource, in order to the words that contain their meanings.
record and practice new the long /a:/ sound, etc.) I.EFL.2.17.1. Learners can
words. (Example: a picture Matching words to pictures. write words, phrases, and
dictionary, a word list, set of (Example: under the picture short simple sentences
flashcards, etc.) of a chair, learners write the using the correct
EFL.2.4.3. Write simple words, word chair with the five conventions (spelling,
phrases and sentences with letters of the word on the punctuation, capitalization,
five lines provided, etc.)
correct use of standard and handwriting or
writing mechanics. (Example: Writing new words in a typography, etc.), for
spelling, punctuation, picture dictionary and making simple learning
capitalization, and writing by adding a sticker or resources. (I.3)
hand and/or on the picture.
computer.
3 WHO DO YOU SEE? Ask about who you see? COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
Talk about shapes. CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
WHAT SHAPE IS IT? Identify de rooms and the furniture.
IS IT A LIGHT? EFL.2.1.3. Ask simple basic Drawing different houses CE.EFL.2.1. Differentiate
PHONICS: G, H, I, J, questions in class about the and labeling different between different living
world beyond one’s own rooms and objects in a situations in a variety of
K, L
immediate environment in house. surroundings and express
order to increase their Using question words curiosity about the world
understanding of different (who, what, where) to through simple questions.
cultures. ask about places. I.EFL.2.1.1. Learners can
EFL 2.1.4. Express curiosity recognize differences
about the world and other between where people live
cultures by asking simple WH- and write or talk about their
questions in class after own surroundings, as well as
reading and/or participating ask questions about how
in presentations or other other people live. (I.2, S.2)
group work.
ORAL COMMUNICATION ORAL COMMUNICATION
EFL.2.2.8. Imitate individual ORAL COMMUNICATION CE.EFL.2.8. Production -
English language sounds, Showing the student Pronunciation: Produce
especially those phonemes some picture flashcards individual words and short
which do not exist in the of familiar vocabulary phrases clearly enough that
student’s own L1, both in items and asking them to other people can usually
isolation and within key say the words. (Example: understand them easily.
vocabulary items. It’s a house, a school, a I.EFL.2.8.1. Learners can
(Example: /ŋ/ /ð/ /ʌ/ /i:/ and car, a bike, to see if they pronounce most familiar
in words like singing, these, are easily understood, vocabulary items accurately,
up, sea, etc.) etc.) and can therefore usually be
EFL.2.2.9. Spell out key Ask the learner to sing a easily understood. They can
vocabulary items using the song or recite a chant also produce some phrases
English alphabet. (Example: together with a group of and short sentences clearly,
names, colors, animals, friends or with the and may approximate
possessions, etc.) teacher. Record the English rhythm and
EFL.2.2.10 Clap, move, chant, student’s production with intonation in longer
or sing along with short the recording device utterances. (I.3)
authentic English language quite near to the
rhymes or songs, student’s mouth and
approximating English rhythm listen to the recording to
and intonation once familiar assess clarity of sounds,
with the text. (Example: jump production of phonemes,
or clap in time to jump-rope rhythm and intonation.
rhymes, do the actions to Doing a mingle activity
action songs or short rhythmic where learners ask and
poems, enunciating some of answer simple questions
words in time with the about a picture which has
rhythm, etc.) been stuck to
their own back. (Example:
for animal picture cards,
learners ask and answer.
Is it an elephant? No. Is it
a horse? Yes. Is it black or
white? White. Etc.)
Observing to see whether
each student’s questions
and answers are
understandable
READING by other learners. READING
EFL.2.3.1. Demonstrate basic CE.EFL.2.11. Identify and
reading comprehension skills READING understand individual every-
by identifying the meaning of Drawing a line from day words, phrases, and
individual words, phrases, and individual words to a sentences, including
sentences, including simple picture or a scene. instructions.
written instructions. (Example: learners read a I.EFL.2.11.1. Learners can
list of farm animals and understand familiar words,
draw a line from each phrases, and short simple
word to the appropriate sentences and can
animal in the scene, etc.) successfully complete the
Reading a list of four simple accompanying task.
words and crossing out (I.4)
the word that doesn’t
belong. (Example: arm –
leg – house – foot, etc.)
Reading a simple
sentence, looking at the
accompanying picture,
and ticking yes/no.
(Example: This is a house.
Yes, etc.)
Completing a gap in a
sentence (print or
online). (Example: Words:
go, sleep. Sentence: Every
WRITING day I --- to school, etc.) WRITING
EFL.2.4.2. Make a simple CE.EFL.2.17. Write simple
learning resource, in order to WRITING words, phrases, and
record and practice new Locating specific words sentences to demonstrate
words. (Example: a picture on the page and writing knowledge of spelling,
dictionary, a word list, set of them in a list. (Example: punctuation, capitalization
flashcards, etc.) all the words beginning and handwriting /
EFL.2.4.3. Write simple words, with the sound /k/ or all typography, and identify
phrases and sentences with the words that contain their meanings.
correct use of standard the long /a:/ sound, etc.) I.EFL.2.17.1. Learners can
writing mechanics. (Example: Matching words to write words, phrases, and
spelling, punctuation, pictures. (Example: under short simple sentences
capitalization, and writing by the picture of a chair, using the correct
hand and/ or on the learners write the word conventions (spelling,
computer. chair with the five letters punctuation, capitalization,
of the word on the five and handwriting or
lines provided, etc.) typography, etc.), for
Writing new words in a making simple learning
picture dictionary and resources. (I.3)
adding a sticker or
LANGUAGE THROUGH THE picture. LANGUAGE THROUGH THE
ARTS ARTS
EFL.2.5.3. Use audio, video, LANGUAGE THROUGH THE CE.EFL.2.22. Describe and
and pictures to respond to a ARTS write about emotions and
variety of literary texts Creating a dance for a responses to literary texts
through online or in-class ICT song or rhyme through words and images,
activities. Moving to the rhythm of or other media (video,
EFL.2.5.6. Generate and a song or chant. audio) on class or school
expand ideas by responding in Illustrating a short piece bulletin boards and expand
a fun and playful manner to of writing. on ideas and responses to
oral and written texts in order texts read/seen/heard in by
to increase enjoyment of the participating in songs
language through TPR, /chants, TPR activities and
playground games, and songs playground games.
and chants. 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)
4 PHONICS REVIEW Express what people are doing at the COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
moment of speaking.
WHAT DAY IS CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
Describe what people are wearing.
TODAY? EFL.2.1.4. Express curiosity Labeling pictures with CE.EFL.2.2. Catalog everyday
WHAT ARE THESE? about the world and other correct names. objects and places in
cultures by asking simple WH- Matching objects with different cultures and
PHONICS: M, N, O, P
questions in class after the places where they recognize ways to act
reading and / or participating can be found. (Example: responsibly towards one’s
in presentations or other stove in kitchen, bed in environment and
group work. bedroom, etc.) surroundings.
EFL.2.1.5. Recognize ways to Choosing pictures that I.EFL.2.2.1. Learners can
relate responsibly to one’s demonstrate classify everyday objects
surroundings at home and at responsibility (cleaning and familiar places. Learners
school by exhibiting room, watering the can compare objects from
responsible behaviors flowers). different cultural contexts.
towards the environment. Learners can say and
(Example: chores at home, recognize ways to take care
recycling, etc.) of the environment and
one’s surroundings. (J.3, S.1)
ORAL COMMUNICATION
EFL2.2.3. Recognize familiar ORAL COMMUNICATION ORAL COMMUNICATION
names, words, and short Listening to very short CE.EFL.2.7. Listening for
phrases about simple (spoken or recorded) Information: Follow short
everyday topics whether descriptions of scenes, and simple spoken texts
heard in isolation or within and writing, coloring, or that include familiar
short, simple spoken texts drawing items within vocabulary and are set in
describing people and objects. them. (Example: learners everyday contexts. Identify
(Example: vocabulary about are given a simple picture key items of information
self, family, friends and of a classroom. They within the text, and record
immediate surroundings at listen to a description of or act upon them.
school and home, adjectives it and identify the table I.EFL.2.7.1. Learners can
for color and size, etc.) where Sara sits and draw understand short and
EFL.2.2.4. Identify items of 3 pens and a red book on simple spoken texts well
specific information within it, etc.) enough to be able to pick
simple messages or from Listening to a short text out key items of information
short and simple descriptions and demonstrating and record them in writing
about familiar contexts, understanding of it using or drawings, or physically
especially if visual support is an accompanying graphic act upon them. (I.3)
provided. organizer. (Example:
(Example: letters of the marking the route on a
alphabet, numbers, prices and map while listening to
times, days, dates and directions, etc.)
months, etc.)
EFL.2.2.5. Record key items of
specific information from a
heard message or description,
either in written form or by
drawing picture. (Example:
letters of the alphabet,
numbers, quantities, prices
and times, days, dates and
months, etc.)
READING READING
EFL.2.3.6. Understand the READING CE.EFL.2.15. Learn to read
content of a simple graphic Reading a list of words in graphs, diagrams, charts,
organizer (online or print). a Venn diagram and and other kinds of graphic
(Example, Venn Diagrams, understanding the organizer. Demonstrate
charts, and labeled diagrams.) meaning. (Example: Venn understanding of a text
diagram: Dog/Cat. Task: presented in the form of a
Read a sentence and tick graphic organizer (both
yes/no. Sentence: Dogs print and digital).
and cats have tails, etc.) I.EFL.2.15.1. Learners can
use simple graphic
organizers to show that they
can understand a short
simple text. (Example: maps,
diagrams, bar charts, Venn
diagrams, etc.) (I.4)
WRITING WRITING
EFL.2.4.3. Write simple words, WRITING CE.EFL.2.18. Writing in order
phrases, and sentences with Completing simple to perform controlled
correct use of standard sentences to practice a practice of vocabulary and
writing mechanics. (Example: grammar structure by grammar items.
spelling, punctuation, writing words in gapped I.EFL.2.18.1. Learners can
capitalization, and writing by sentences. Support write short simple phrases
hand and/or on the learners by providing and sentences to show that
computer. pictures for context and / they know how to use
EFL.2.4.4. Write simple words, or a box of answers, from simple grammar or
phrases, and sentences for which they can choose. vocabulary items. (I.3, I.4)
controlled practice of (Example: My best friend
language items. is ten --- old. --- name is
Carol. --- birthday is in
May, etc.)
Identifying the
differences between two
pictures and writing
simple sentences.
(Example: In picture A,
there’s one car, but in
picture B there are two
cars, etc.)
Answering questions
about a scene using full
sentences. (Example:
How many boys are
there? There are four
boys, etc.) LANGUAGE THROUGH THE
LANGUAGE THROUGH THE ARTS
ARTS LANGUAGE THROUGH THE CE.EFL.2.25. Implement a
EFL.2.5.9. Use creative ARTS range of creative thinking
thinking skills to learn how to Brainstorming ideas for a skills to show a respect for
share and respect all ideas writing project together sharing and accepting
through brainstorming as a class, using a graphic different ideas in
activities and pair work in organizer. brainstorms and pair work.
class. Creating a product for I.EFL.2.25.1. Learners can
another class and making utilize a range of creative
a short advertisement thinking skills to show a
that could be used to sell respect for sharing and
the product. accepting different ideas
Playing games in class or while working in pairs and
doing puzzles. through brainstorms. (J.3,
Discussing mistakes and S.4)
how learners (and all
humans) can learn from
them.
5 CAN YOU SWIM? Identify places in the city. COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
Ask for and give information about CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
WHO´S SHE? WHO´S location.
HE? Give and follow instructions to get to a EFL.2.1.7. Collaborate in a Playing games in which CE.EFL.2.4. Develop skills of
SHE´S MY FRIEND place. friendly manner by sharing learners must pass collaboration by working
classroom materials and objects around the room. together on projects and
PHONICS: Q, R, S, T,
personal objects while (Example: hot potato, sharing materials while
U, V participating in games and etc.) expressing personal
activities in class and on the Practicing helpful preferences with peers.
playground. classroom language in I.EFL.2.4.1. Learners can
EFL.2.1.8. Exchange basic mini dialogues and/or select pictures and/or short
personal preferences with chants (Example: Can I phrases that relate to
peers in order to express likes borrow your eraser? Do collaborating and sharing
and dislikes. you have a pencil? Etc.) and express personal
Completing a short preferences. (J.2, J.3, S.4)
survey about favorites or
likes/dislikes and then
sharing ideas with a
partner.
6 CAN YOU SING? Talk about routines and lifestyles. COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
I´M HAPPY CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
PHONICS: W, X, Y, Z EFL.2.1.9. Communicate to Role-playing and CE.EFL.2.5. Model turn-
peers and teacher when participating in short taking and ways to express
something is not understood dialogues. to others when something is
in class through the use of Singing songs or chants not understood to improve
simple basic questions. that practice helpful comprehension and/or
EFL.2.1.10. Recognize when to language. intelligibility in
speak and when to listen conversations.
while working in pairs or small I.EFL.2.5.1. Learners can
groups in class by following apply turn-taking and ways
classroom instructions and to express to others when
simple commands. something is not
understood in short
conversations. (J.3, S.1, S.4)