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BILINGUAL EDUCATIVE UNIT “LICEO ACADEMIC YEAR

ALBONOR” 2018 - 2019

ANNUAL CURRICULUM PLAN


1. INFORMATION DATA:
Grammar, Listening and
Speaking , Reading and
AREA: Foreign Language SUBJECTS: Writing, Phonics,
Music,English Tic’s
applications
TEACHERS: Paola Bustos Clavijo
GRADE / COURSE: 2nd EDUCATION LEVEL: Elemental
2. TIME
WEEKLY COURSE NO. OF WORKING LEARNING EVALUATION AND TOTAL CLASS
TOTAL PERIODS
LOAD HOURS UNEXPECTED ISSUES WEEKS
11 40 2 38 418
3. GENERAL OBJECTIVES
OBJECTIVES OF THE LEVEL/COURSE O.EFL 2.1Identify some main ideas and details of written texts, in order to develop an
approach of critical inquiry to written and oral texts.
O.EFL 2.2Assess and appreciate English as an international language, as well as the five
aspects of English that contribute to communicative competence.
O.EFL 2.3Independently read level-appropriate texts in English for pure
enjoyment/entertainment and to access information.
O.EFL 2.4Develop creative and critical thinking skills to foster problem-solving and
independent learning using both spoken and written English.
O.EFL 2.5Use in-class library resources and explore the use of ICT to enrich
competencies in the four skills. O.EFL.
O.EFL 2.6Write short descriptive and informative texts and use them as a means of
communication and written expression of thought.
O.EFL 2.7ppreciate the use of English language through spoken and written literary
texts such as poems, rhymes, chants, riddles and songs, in order to foster imagination,
curiosity and memory, while developing a taste for literature.
O.EFL 2.8Demonstrate a living relationship with the English language through
interaction with written and spoken texts, in order to explore creative writing as an
outlet to personal expression.
O.EFL 2.9Be 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.
Introduction Unit: Value- Making friends.
Unit 1: Value- Helping each other. – CLIL: Art
Unit 2: Value- Fair play-cheating is wrong. – CLIL:Maths
Unit 3: Value- Being brave. – CLIL: Science
Unit 4: Value- Waiting your turn. – CLIL: Science
4. TRANSVERSAL AXES:
Unit 5: Value- Asking for help. – CLIL: Social Science
Unit 6: Value- Taking care of your friends. – CLIL: Geography
Unit 7: Value- Saying sorry. – CLIL: Science
Unit 8: Value- Teamwork. – CLIL: Science
Unit 9: Value- Modesty. – CLIL: Geography
5. DEVELOPMENT OF PLANNING UNITS
SPECIFIC
N° EVALUATION
OBJECTIVES OF CONTENTS METHODOLOGY TIME IN
NAME OF THE SKILLS CRITERIA AND
THE PLANNING ORIENTATION WEEKS
UNIT INDICATORS
UNIT.
INTRODUCTION At the end of the unit, Recognize where people Vocabulary WARM UP COMMUNICATION
UNIT: FRIENDS learners will be able live (Example: Greetings Numbers 1– AND CULTURAL
to: house/apartment, 10 Colours  Point to the student AWARENESS
*Ask and answer country/city, etc.) CE.EFL.2.3. Make use
Grammar :What’s and say their name
EFL.2.1.2 of basic personal
about names and age your name? I’m  Elicit his/her name
Ask simple basic information and
*Count numbers from (Thunder). How old from other students expressions of
questions in class about
1-10 are you? I’m (seven).  Introduce the politeness in order to
their own immediate
*Write and say the Reading and Writing names of the introduce oneself and
environment. EFL.2.1.3.
letters of the alphabet Story: character participate in a short
Express curiosity by
* Join in with the song asking simple WH- Meet the Super Friend  To present HI, conversation.
of the unit WHAT’S YOUR *I.EFL.2.3.1. Learners
questions in class. EFL Age of Super Friends
*Listen, read and act NAME discover how to use
2.1.4.
the picture story of simple personal
Express curiosity by Listening and  Play the recording information and
the unit asking simple WH- Students listen and
Speaking expressions of
*Identify phrases questions in class. follow the chant
Introducing the politeness in short
from a story.  Invite four students dialogues. (J.2, J.3) (ref.
EFL.2.1.4 characters (chant)
*demonstrate what to practice the I.EFL.2.3.1)
Discover ways to relate Ask and answer
they have learnt in the responsibly to one’s about their name and chant ORAL
unit. surroundings at home age  Prompt them to do COMMUNICATION
and at school by The alphabet song the chant using real CE.EFL.2.10.
Colours Interaction –
exhibiting responsible names
Interpersonal:
behavior towards the  Review the Participate effectively
environment. numbers using in basic interpersonal
flashcards interactions in
 Teach the question everyday contexts,
HOW OLD ARE provided the
YOU? interlocutor speaks
 Review the alphabet slowly and clearly.
through repeating (Example: requesting,
introducing,
the song
responding, etc.)
 Stick the alphabet *I.EFL.2.10.1.
cards and group Learners discover how
them like the pag to interact effectively
 Use the karaoke using simple
version functional exponents
 Encourage students for interpersonal
to arrange conversations in
everyday contexts,
themselves the
providing speech is
alphabet slow and clear.
 Play the colours Learners discover how
recording and to request repetition
students listen and or clarification. (I.3)
point (ref. I.EFL.2.10.1)
 Present a picture READING
story CE.EFL.2.11. Identify
and understand
 Practice phrases
individual every-day
from the story words, phrases, and
sentences, including
instructions.
*I.EFL.2.11.1 Learners
can discover simple
words, phrases, and
short simple sentences
and begin to complete
the simple
 Present classroom
accompanying task.
EFL.2.1.5. (2EGB) objects with real (I.4) (ref. I.EFL.2.11.1)
to Vocabulary items
At the end of the unit, Discover how CE.EFL.2.12.
Classroom objects  Encourage students
learners will be able exchange basic Secondary Colours to look at the Understand the gist
UNIT 1: AT SCHOOL to: introductions and Grammar picture in their and details in short
*Identify and name limited personal What’s this? It’s a book. simple written texts
classroom objects (online or print).
information in class (pencil). Is it a pen?  Play the recording .
*I.EFL.2.12.1.
*Ask and answer using simple present Yes, it is. / No, it isn’t. Students repeat the Learners discover how
about classroom tense in order to get to Open (Close) your words to understand a short
objects know their peers. book, Pass me a ruler (  Model the activity: simple text on an
* Join in with the song EFL.2.1.1. (2EGB) a notebook ) please, . hold up the object everyday topic and
of the unit Discover and when the song begin to complete a
*Give and respond to understand how to use Reading and Writing mention it short simple task and
classroom  Present WHAT’S begin to show that
common expressions Story: they have understood
instructions THIS? THIS IS A
of politeness in class. Watch out, Flash! most or some of it.
*Listen, read and act RULER
EFL.2.1.6. (2EGB) Your bag (I.4) (ref. I.EFL.2.12.1)
the picture story of  Students repeat the
Observe and discover Colours
the unit question and
collaborate in a friendly WRITING
*Identify and say the answer two or three CE.EFL.2.20. Complete
letter sound a in the manner by sharing Listening and
times a simple survey form
sound sentence classroom materials Speaking
 Read and mime or questionnaire by
*Listen and read for and personal objects. Classroom objects’ providing personal
each instructions
specific information EFL 2.1.7 Express basic song details. Write a variety
 Encourage students
*Write a short personal preferences Commands of simple written text
to give different
description from a with peers. EFL.2.1.8. Project: Make a types, used in print or
instructions in online, with
model poster about colours
small groups. appropriate layout and
* Ask and answer Student’s
 Elicit which language. (Examples:
about pictures. introduction
characters can they message on a greeting
*Learn specific see in the pictures card, name and
language to be able to PHONICS. address on an
 Review the
talk about art in The letter sound a envelope, an email
storyline
English UNIT 1 address, etc.)
 Talk with the class
*Listen and do actions Short a ( a am an ) *I.EFL.2.20.1.
about the value
to demonstrate a… cat ant yak ax Learners can write
am…. Ram jam yam  Model and students basic information in a
meaning
dam practice the role simple questionnaire,
*Use language from
an….fan man pan can play in their groups and discover how to
the unit to make and
Story: Ants  Tell students to look type or write some
talk about a poster simple digital text-
carefully at the
objects on the desks types. (I.3)
 Give students time (ref. I.EFL.2.20.1)
LANGUAGE
to check activity
THROUGH THE ARTS
with their friends CE.EFL.2.25.
 Make groups of four Implement a range of
for students to
share answers and creative thinking skills
motivate students to show a respect for
to act out the scenes sharing and accepting
different ideas in
 ideas
brainstorms and pair
 Give practice in work.
classifying the *I.EFL.2.25.1.
colour chart Learners discover how
 Let students mix to utilize simple
real paints to create creative thinking skills
secondary colour to show a respect for
sharing and accepting
different ideas during
class. (J.3, S.4)
(ref. I.EFL.2.25.1
UNIT 2:  Activate prior
LET’S PLAY knowledge by
At the end of the unit, Communicate to Vocabulary watching videos
Give
learners will be able teacher when Toys and drilling.
COMMUNICATION
to: something is not Grammar  Elicit who they can AND CULTURAL
*Identify and name understood in class. What’s his/her name? see (characters and AWARENESS
toys EFL 2.1.9 His/Her name’s things CE.EFL.2.3. Make use
*Join in with the chant Recognize when to (Ben/Sue). What’s  Play the recording of basic personal
of the unit speak and when to his/her favourite toy? again, pausing after information and
*Ask and answer each verse for expressions of
listen while working in How old is he/she? It’s
simple questions students to repeat. politeness in order to
class by following a (new kite). It’s an introduce oneself and
* Join in with the song (ugly monster).  Play a game to
some classroom participate in a short
of the unit practice new
instructions and simple Reading and writing conversation.
*Use adjectives to vocabulary
commands. EFL.2.1.10. Story : *I.EFL.2.3.1. Learners
describe objects  Give students discover how to use
Discover ways to relate The go-kart race.
*Listen, read and act further practice simple personal
responsibly to one’s Read and check if it’s
the picture story of saying the toys information and
the unit surroundings at home correct.
 Elicit what the word expressions of
*Read and listen for and at school by Favourite toy. politeness in short
is and give the
specific information exhibiting responsible Proyect: Make a dialogues. (J.2, J.3) (ref.
flashcards to the
*Ask, answer and behavior towards the tangram I.EFL.2.3.1)
students who says it
write about favorite ORAL
environment. correctly COMMUNICATION
things from a model Listening and  Play the recording
EFL.2.1.5. (2EGB) "CE.EFL.2.6. Listening
*Learn specific speaking again and and for Meaning:
language for talking Discover how to Chant about toys choose the correct Understand the main
about math in English exchange basic Toys’ song sticker ideas in short simple
*Listen to ideas and introductions and Imaginary toy  Focus students on spoken texts that
respond creatively limited personal Favourite toy, colour grammatical form include familiar
*Use language from information in class and number. by drilling and vocabulary and are set
the unit to play a Spelling game practicing in pairs in everyday contexts.
using simple present *I.EFL.2.6.1. Learners
game tense in order to get to  Check students’
can discover the main
comprehension of
know their peers. ideas in short simple
PHONICS the song through spoken texts without
EFL.2.1.1. (2EGB)
The letter sound e relating the content decoding every word.
UNIT 2 with pictures (I.3) (ref. I.EFL.2.6.1)"
Short a(ad ag ap at )  Practise memory "CE.EFL.2.8.
ad ag….dad pad bag strategies through Production -
the creations of Pronunciation:
rag
mimes to identify Produce individual
ap….cap map nap words and short
tap each verb
phrases clearly enough
at….bat rat hat mat  Present the that other people can
Story: A Day with phoneme through usually understand
Dad writing words with them easily.
Review 1 it and say each *I.EFL.2.8.1. Learners
Song phoneme discover how to
Game separately, before pronounce most
saying the whole familiar vocabulary
word. items. They discover
how to produce some

simple phrases and
 Review key short sentences and
language from the may approximate
unit English rhythm and
intonation in simple
longer utterances. (I.3)
(ref. I.EFL.2.8.1)
READING
"CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
*I.EFL.2.11.1.
Learners can discover
simple words, phrases,
and short simple
sentences and begin to
complete the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
"CE.EFL.2.14.
Demonstrate
familiarity with study
resources (both print
and digital). (Example:
a picture dictionary,
some flashcards of
known words, or a
word list.)
*I.EFL.2.14.1.
Learners discover how
to use simple online
and print learning
resources. (Example:
flashcards, picture
dictionaries, simple
word lists, etc.) (I.2)
(ref. I.EFL.2.14.1)"
WRITING
CE.EFL.2.17. Write
simple words, phrases,
and sentences to
demonstrate
knowledge of spelling,
punctuation,
capitaliza- tion and
handwriting /
typography, and
identify their
meanings.
*I.EFL.2.17.1.
Learners discover how
to write words,
phrases, and short
simple sentences using
the correct
conventions (spelling,
punctuation,
capitalization), for
making simple
learning resources.
(I.3) (ref. I.EFL.2.17.1)
LANGUAGE
THROUGH THE ARTS
CE.EFL.2.25.
Implement a range of
creative thinking skills
to show a respect for
sharing and accepting
di fferent ideas in
brainstorms and pair
work.
*I.EFL.2.25.1.
Learners discover how
to utilize simple
creative thinking skills
to show a respect for
sharing and accepting
different ideas during
class. (J.3, S.4)
(ref. I.EFL.2.25.1)

UNIT 3: *Identify and name Discover and Vocabulary  Present And COMMUNICATION
PET SHOW real animals and toy understand how to use Animals Practise Vocabulary AND CULTURAL
animals common expressions Grammar For Animals AWARENESS
*Say where things are CE.EFL.2.2. Catalog
of politeness in class. The (lizard) is through visual
everyday objects and
using in, on, under EFL.2.1.6. (2EGB) in/on/under the (bag). material and places in different
*Join in with the song Observe and discover I like / don’t like gestures. cultures and recognize
of the unit collaborate in a friendly (dogs).  Present and teach ways to act responsibly
*Use plural nouns manner by sharing Reading and Writing prepositions using towards one’s
*Express preferences classroom materials Story and value videos and realia. environment and
using like and don't and personal objects. The spider  Model the game by surroundings.
like making a statement *I.EFL.2.2.1. Learners
EFL 2.1.7 Animals discover how to
*Listen, read and act about a picture for
Express basic personal classify everyday
the picture story in students to say the
preferences with peers. objects and familiar
the unit number
EFL.2.1.8. places. Learners
*Identify and say the  Enable students to
Express basic personal discover ways to take
letter sound i and evidence their care of the
contrast it with the preferences with peers. Listening and
understanding environment and one’s
previous units' letters EFL.2.1.8. Speaking
 Encourage to learn surroundings. (J.3, S.1)
sound a and e Communicate to Animal’s chant (ref. I.EFL.2.2.1)
the song and
*Listen and read for teacher when Animals’ song ORAL
practice it with the
specific information something is not Description game) whole class and COMMUNICATION
*Write about a picture understood in class. Pet show "CE.EFL.2.6. Listening
then in groups
from a model EFL 2.1.9 The boy is helping to a for Meaning:
*Learn specific Recognize when to dog  Give further Understand the main
language for talking speak and when to Colors and animals practice with the ideas in short simple
about science in listen while working in (Camouflage) concept of like and spoken texts that
English include familiar
class by following Proyect: Draw a don’t like
vocabulary and are set
*Listen and do actions some classroom camouflage  Elicit from students in everyday contexts.
to demonstrate instructions and simple why this value is *I.EFL.2.6.1. Learners
meaning commands. EFL.2.1.10. important and elicit can discover the main
*Use language from PHONICS examples from the ideas in short simple
the unit and take a The letter sound i students of when spoken texts without
quiz they have been decoding every word.
UNIT 3
brave (I.3) (ref. I.EFL.2.6.1)"
Short e(e et en ed )
e….web egg vet ten  Review and write
decodable words "CE.EFL.2.8.
et….jet net wet pet Production -
en ed….hen pen red with the letter
Pronunciation:
bed sound I and
Produce individual
Story: My Pet Hen distinguish it from words and short
the previous letter phrases clearly enough
sounds a and e that other people can
 usually understand
them easily.
*I.EFL.2.8.1. Learners
discover how to
pronounce most
familiar vocabulary
items. They discover
how to produce some
simple phrases and
short sentences and
may approximate
English rhythm and
intonation in simple
longer utterances. (I.3)
(ref. I.EFL.2.8.1)

READING
CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
*I.EFL.2.11.1.
Learners can discover
simple words, phrases,
and short simple
sentences and begin to
complete the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
"CE.EFL.2.14.
Demonstrate
familiarity with study
resources (both print
and digital). (Example:
a picture dictionary,
some flashcards of
known words, or a
word list.)
*I.EFL.2.14.1. Learners
discover how to use
simple online and
print learning
resources. (Example:
flashcards, picture
dictionaries, simple
word lists, etc.) (I.2)
(ref. I.EFL.2.14.1)"

WRITING
"CE.EFL.2.19. Convey
some simple ideas,
facts or opinions in a
simple sentence or
short paragraph, using
basic vocabulary and
structures.
*I.EFL.2.19.1.
Learners discover how
to produce short
simple sentences–
with ample support -
on simple topics. (I.3)
(ref. I.EFL.2.19.1)"
LANGUAGE
THROUGH THE ARTS
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 discover how
to communicate
simple thoughts,
feelings, and/or
personal experiences
and discover how to
create short original
texts through simple
resources. (I.2, I.3, I.4)
(ref. I.EFL.2.24.1)

UNIT 4: At the end of the unit, Understand basic Vocabulary  Present vocabulary COMMUNICATION
LUNCHTIME learners will be able meanings expressed in Food through flashcards AND CULTURAL
to: short dialogues on Numbers: 11-20 and activities AWARENESS
*Identify and name "CE.EFL.2.1.
familiar topics and Grammar outside the
Differentiate between
different foods basic questions about I’ve got / haven’t got classroom different living
*Say which foods they self, people, animals, a (sandwich). Have we  Play the recording . situations in a variety
have and don't have or things. (Example: got any (cheese)? Yes, Students point to of surroundings and
*Join in with the song greetings, short we have. / No, we the food and the express curiosity
of the unit phrases, basic range of haven’t. word when they about the world
*Ask and answer classroom instructions, hear them. through simple
using have  Make sure students questions.
common personal *I.EFL.2.1.1. Learners
*Listen and read use singulars and
information questions: Reading and Writing discover where people
about the story of the plurals , correctly.
What’s your name? Story: live and talk about
unit  Encourage students
etc.) (EFL.2.2.1.) The pizza their own
*Identify and say the to personalize the
Name who is speaking Proyect: fruit and surroundings, as well
letter sound o and chant by changing as ask simple
contrast it with the and outline what the vegetable diary.
the foods to ones questions. (I.2, S.2)
previous units' letter situation is when Student picture
they like and don’t (ref. I.EFL.2.1.1)"
sounds a, e and i listening to short ORAL
like.
*Listen for specific simple texts, especially Listening and COMMUNICATION
 Teach the
information when accompanied by Speaking grammatical "CE.EFL.2.6. Listening
*Say and write pictures or other visual Listen and chant for Meaning:
structure by holding
numbers 11-20 aids. EFL.2.2.2 (2EGB) Song: “Tommy is in Understand the main
up two or three ideas in short simple
*Talk about a picture Enjoy controlled the kitchen” flashcards and spoken texts that
they have drawn listening practice in The shopping list make a sentence. include familiar
*Learn specific English. (Example: Their lunch  Give further vocabulary and are set
language for talking listen to simple stories, Items in the fridge practice with in everyday contexts.
about science in watch simple short Fruits and vegetables countable and *I.EFL.2.6.1. Learners
English can discover the main
movies, song lyrics, The lunch box game uncountable nouns.
ideas in short simple
*Listen to ideas and etc.) EFL.2.2.6 (2EGB)  Check spoken texts without
respond creatively Be introduced to taking comprehension of decoding every word.
*Use language from meaning from spoken PHONICS short dialogues (I.3) (ref. I.EFL.2.6.1)"
the unit to play a texts containing words The letter sound o through pictures. "CE.EFL.2.8
game or sections which may UNIT 4  Give further Production/
Short i (i ip ib id ) practice in writing Pronunciation:
not understood. Be
about a picture by Produce individual
introduced to the idea i….hip ink zip in
asking a student to words and short
that understanding ip….lip tip sip rip phrases clearly enough
spoken texts does not ib id….bib rib kid lid read out one of the
that other people can
Story: The Kid descriptions. usually understand
require decoding every
Review 2 Students look at the them easily.
word. EFL.2.2.7 (2EGB)
Song pictures on the wall *I.EFL.2.8.1. Learners
Game to guess which one discover how to
is being described. pronounce most
familiar vocabulary
items. They discover
how to produce some
simple phrases and
short sentences and
may approximate
English rhythm and
intonation in simple
longer utterances. (I.3)
(ref. I.EFL.2.8.1)"
READING
"CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
*I.EFL.2.11.1.
Learners can discover
simple words, phrases,
and short simple
sentences and begin to
complete the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
""CE.EFL.2.14.
Demonstrate
familiarity with study
resources (both print
and digital). (Example:
a picture dictionary,
some flashcards of
known words, or a
word list.)
*I.EFL.2.14.1.
Learners discover how
to use simple online
and print learning
resources. (Example:
flashcards, picture
dictionaries, simple
word lists, etc.) (I.2)
(ref. I.EFL.2.14.1)"

WRITING
CE.EFL.2.19. Convey
some simple ideas,
facts or opinions in a
simple sentence or
short paragraph, using
basic vocabulary and
structures.
* I.EFL.2.19.1.
Learners discover how
to produce short
simple sentences–
with ample support -
on simple topics. (I.3)
(ref. I.EFL.2.19.1)
LANGUAGE
THROUGH THE ARTS
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 discover how
to utilize simple
creative thinking skills
to show a respect for
sharing and accepting
different ideas during
class. (J.3, S.4)
(ref. I.EFL.2.25.1)
UNIT 5: At the end of the unit, Identify familiar names, Vocabulary  Make them practice COMMUNICATION
FREE TIME learners will be able words, and short Days of the week Grammar by AND CULTURAL
to: phrases about basic Grammar repeating what AWARENESS
"*Present the days of CE.EFL.2.2. Catalog
everyday topics heard I (watch TV) on activites you do on
everyday objects and
the week in spoken texts (Sundays). what days. places in different
* Talk about what objects. (EFL2.2.3.) Do you (play football) *Play the question game cultures and recognize
they do in their free Identify some items of (watch tv ) at the and talk about your ways to act responsibly
time during the week specific information weekend? weekend with other towards one’s
* Join in with the song within simple Yes, I do. / No, I don’t. classmates. environment and
of the unit conversations or from *Read and say the surroundings.
*Ask and answer poem. Then write your *I.EFL.2.2.1. Learners
short and simple Reading and Writing discover how to
about free-time own.
familiar contexts, Story: classify everyday
activities using the *Make a poster using
especially if visual We’re lost! objects and familiar
simple present the days of the week
support is provided. Poem: My perfect places. Learners
*Listen, read and act and cut out pictures
(EFL.2.2.4.) week discover ways to take
out the story of the that describe healthy care of the
unit Record key items of Read about healthy activities. Ask and environment and one’s
*Interpret the deeper specific information life answer questions about surroundings. (J.3, S.1)
meaning of the story from a basic heard Creation of their own your classmate's (ref. I.EFL.2.2.1)
*Identify and say the message or poem posters"
letter sound u and description, either by
contrast it with drawing a picture,
previous units' letter pointing, coloring, Listening and ORAL
COMMUNICATION
sounds a, e, i, and o matching or marking Speaking
*Listen for specific an item. (EFL.2.2.5.) Days of the Week’s "CE.EFL.2.6. Listening
information Discover and chant for Meaning:
*Write a poem from a reproduce simple Days of the week’s Understand the main
model individual English song. ideas in short simple
*Learn specific language sounds, The girl found a cat: spoken texts that
language for talking especially those scenes include familiar
about social studies in vocabulary and are set
phonemes which do
English in everyday contexts.
not exist in the Activities on the week. * I.EFL.2.6.1. Learners
*Listen and do actions student’s own L1, both Proyect: I’m healthy can discover the main
to demonstrate
meaning in isolation and within Our’s week poster ideas in short simple
* Use language from key simple vocabulary spoken texts without
the unit to make and items. EFL.2.2.8 decoding every word.
talk about a poster" (I.3) (ref. I.EFL.2.6.1)"
(2EGB) PHONICS
The letter sound u "CE.EFL.2.8
UNIT 5 Production/
Short i (in ig it ix ) Pronunciation:
in….pin fin bin win Produce individual
ig….fig wig big dig words and short
it ix….pit hit six mix phrases clearly enough
Story: Help that other people can
usually understand
them easily.
*I.EFL.2.8.1. Learners
discover how to
pronounce most
familiar vocabulary
items. They discover
how to produce some
simple phrases and
short sentences and
may approximate
English rhythm and
intonation in simple
longer utterances. (I.3)
(ref. I.EFL.2.8.1)"

READING
"CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
*I.EFL.2.11.1. Learners
can discover simple
words, phrases, and
short simple sentences
and begin to complete
the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
"
"CE.EFL.2.12.
Understand the gist
and details in short
simple written texts
(online or print).
*I.EFL.2.12.1 Learners
discover how to
understand a short
simple text on an
everyday topic and
begin to complete a
short simple task and
begin to show that
they have understood
most or some of it.
(I.4) (ref. I.EFL.2.12.1)"
WRITING
CE.EFL.2.20. Complete
a simple survey form
or questionnaire by
providing personal
details. Write a variety
of simple written text
types, used in print or
online, with
appropriate layout and
language. (Examples:
message on a greeting
card, name and
address on an
envelope, an email
address, etc.)
* I.EFL.2.20.1.
Learners can write
basic information in a
simple questionnaire,
and discover how to
type or write some
simple digital text-
types. (I.3)
(ref. I.EFL.2.20.1)
LANGUAGE
THROUGH THE ARTS
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 discover how
to communicate
simple thoughts,
feelings, and/or
personal experiences
and discover how to
create short original
texts through simple
resources. (I.2, I.3, I.4)
(ref. I.EFL.2.24.1)
UNIT 6: * Name parts of a EFL 2.2.9 Spell out key Vocabulary *Playing the game ‘I COMMUNICATION
THE OLD HOUSE home vocabulary items using The home spy’. AND CULTURAL
*Talk about things in the English alphabet. Grammar *Using the flashcards to AWARENESS
different parts of a present each object, CE.EFL.2.5. Model
(Example: names, There’s a (monster). turn-taking and ways
home colors, animals, There are (four cats). pointing to the part of
to express to others
* Join in with the song possessions, etc Is there a (plane)? your face at the same when something is not
of the unit Clap, move, chant, or Are there any (rats)? time. understood to improve
* Ask and answer sing along with short How many (cars) are *Using simple pictures comprehension and/or
about pictures using simple authentic there? on the board and your intelligibility in
Is there…? Are English language own mime to present conversations.
there…? the feelings. * I.EFL.2.5.1. Learners
rhymes, chants or Reading and Writing discover how to apply
*Listen, read and act *Playing the mime
songs, discovering Story: turn-taking and simple
out the story of the game.
English rhythm and At the house ways to express to
unit *Showing videos about
intonation once Composition:Their others when
*Practice saying the birthdays.
introduced to the text. own house something is not
letter sound h *Creating a big birthday understood. (J.3, S.1,
*Read and listen for EFL.2.2.10 (2EGB) invitation with the S.4) (ref. I.EFL.2.5.1)
specific information students. ORAL
*Ask and answer Listening and *Acting out a birthday COMMUNICATION
simple questions Speaking party. "CE.EFL.2.6. Listening
about pictures Chant:My Old house *Asking questions for Meaning:
Song:my little house about the reading to Understand the main
Imaginary monster check understanding. ideas in short simple
Description game spoken texts that
Questions: is there , include familiar
are there , how many vocabulary and are set
Project: Make a in everyday contexts.
* I.EFL.2.6.1. Learners
habitat can discover the main
ideas in short simple
PHONICS spoken texts without
The letter sound h decoding every word.
UNIT 6 (I.3) (ref. I.EFL.2.6.1)"
Short o (o ot op ) "CE.EFL.2.8
o….fox log ox rod Production/
Pronunciation:
ot….pot hot cot dot
Produce individual
op….top mop hop words and short
pop phrases clearly enough
Story: The Fox that other people can
Review 3 usually understand
Song them easiy.
Game * I.EFL.2.8.1. Learners
discover how to
pronounce most
familiar vocabulary
items. They discover
how to produce some
simple phrases and
short sentences and
may approximate
English rhythm and
intonation in simple
longer utterances. (I.3)
(ref. I.EFL.2.8.1)
READING
"CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
*I.EFL.2.11.1.
Learners can discover
simple words, phrases,
and short simple
sentences and begin to
complete the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
""CE.EFL.2.12.
Understand the gist
and details in short
simple written texts
(online or print).
*I.EFL.2.12.1.
Learners discover how
to understand a short
simple text on an
everyday topic and
begin to complete a
short simple task and
begin to show that
they have understood
most or some of it.
(I.4) (ref. I.EFL.2.12.1)"
WRITING
CE.EFL.2.20. Complete
a simple survey form
or questionnaire by
providing personal
details. Write a variety
of simple written text
types, used in print or
online, with
appropriate layout and
language. (Examples:
message on a greeting
card, name and
address on an
envelope, an email
address, etc.)
*I.EFL.2.20.1.
Learners can write
basic information in a
simple questionnaire,
and discover how to
type or write some
simple digital text-
types. (I.3)
(ref. I.EFL.2.20.1)
LANGUAGE
THROUGH THE ARTS
CE.EFL.2.25.
Implement a range of
creative thinking skills
to show a respect for
sharing and accepting
di fferent ideas in
brainstorms and pair
work.
*I.EFL.2.25.1.
Learners discover how
to utilize simple
creative thinking skills
to show a respect for
sharing and accepting
different ideas during
class. (J.3, S.4)
(ref. I.EFL.2.25.1)
At the end of the unit, Discover and Vocabulary COMMUNICATION
UNIT 7: learners will be able reproduce simple, Clothes *Practice Grammar by AND CULTURAL
to: mainly isolated Grammar repeating the structure AWARENESS
GET DRESSED! CE.EFL.2.4. Develop
*Present and practice utterances using very Do you like this (hat) / Do you like...?.
skills of collaboration
vocabulary for short simple phrases these (shoes)? *Listen and sing the
by working together
clothing and sometimes simple (Olivia)’s wearing (a song. Then look at the on projects and
*Ask and answer individual words, red sweater). picture and say the sharing materials
about preferences possibly with slow Is he/she wearing (a color of the clothes. while expressing
using like and/or mostly hesitant blue T-shirt)? *Listen and write the personal preferences
*Identify clothes delivery. EFL.2.2.11 Yes, he/she is. / No, names in the correct with peers.
using this and these space *I.EFL.2.4.1. Learners
(2EGB) he/she isn’t. can discover how to
*Join in with the song *Play the guessing game
of the unit
Respond to simple with your classmates. select pictures and
questions in quite a Reading and Writing simple words that
*Use the present *Listen and look at the
short time and Story : The cap relate to collaborating
progressive and Photostory about
Description of Tom’s and sharing and
describe what people initiate basic saying sorry. Then look express simple
are wearing clothes at the picture and
interaction personal preferences.
*Listen to and read Proyect: Make a choose the correct
spontaneously. (J.2, J.3, S.4) (ref.
about the story of the poster with Materials sentence. Finally, find I.EFL.2.4.1)
EFL.2.2.12.
unit the character who says
Identify, Understand
*Read and say ""Stop!"" ORAL
and use basic Listening and COMMUNICATION
consonant clusters *Look and read and
greetings, leave-taking Speaking "CE.EFL.2.6. Listening
starting with the write yes or no.
expressions, and other for Meaning:
letter sound s Chant: Clothes *Choose from activity 1
simple everyday Understand the main
*Read and listen for Song: Cool clothes and then write a ideas in short simple
specific information phrases to facilitate Scene: Where is the description of what the
interpersonal spoken texts that
*Write a poem from a fly? character is wearing.
model interaction. EFL 2.2.13 Guessing *Play a mime game with
game: include familiar
*Write a description Answer basic personal Partner’s Clothes your partner. vocabulary and are set
*Interact, to play a information questions, Mime game *CLIL-Science: Listen, in everyday contexts.
game read and draw lines to *I.EFL.2.6.1. Learners
as well as simple The dressing game can discover the main
*Learn specific questions about other answer which material
ideas in short simple
language for talking people, animals, and comes from what spoken texts without
about science in possessions. EFL 2.2.14 PHONICS source. Then say the decoding every word.
English Ask for slower or The letter sounds sp material for the clothes. (I.3) (ref. I.EFL.2.6.1)"
*Listen and do clearer repetition and st *Make a poster with
instructions to where required. EFL UNIT 7 different materials.
demonstrate meaning Short u (u ug ud *Listen to the teacher "CE.EFL.2.9.
2.2.16
up ) and act out. Then Production- Fluency:
u….sun up jug hug number the pictures to Utterances are
order the story. sometimes produced
ug….bug rug mug slowly but use
ud up…bud mud *Play the dressing game
with your classmates. " appropriate words and
pup cup phrases to express
Story: The Mud basic ideas, initiate
conversation and
respond to questions,
including some chunks
of language and short
sentences.
* I.EFL.2.9.1. Learners
discover how to
express basic ideas
and respond to simple
questions using
appropriate words,
phrases, and short
simple sentences.
Responses may be
slow though pauses do
not make the
interaction
uncomfortable for
participants. (I.3) (ref.
I.EFL.2.9.1)"

READING
"CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
* I.EFL.2.11.1.
Learners can discover
simple words, phrases,
and short simple
sentences and begin to
complete the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
"
"CE.EFL.2.12.
Understand the gist
and details in short
simple written texts
(online or print).
*I.EFL.2.12.1.
Learners discover how
to understand a short
simple text on an
everyday topic and
begin to complete a
short simple task and
begin to show that
they have understood
most or some of it.
(I.4) (ref. I.EFL.2.12.1)"

WRITING
"CE.EFL.2.19. Convey
some simple ideas,
facts or opinions in a
simple sentence or
short paragraph, using
basic vocabulary and
structures.
* I.EFL.2.19.1.
Learners discover how
to produce short
simple sentences–
with ample support -
on simple topics. (I.3)
(ref. I.EFL.2.19.1)
"CE.EFL.2.12.
Understand the gist
and details in short
simple written texts
(online or print).
* I.EFL.2.12.1.
Learners discover how
to understand a short
simple text on an
everyday topic and
begin to complete a
short simple task and
begin to show that
they have understood
most or some of it.
(I.4) (ref. I.EFL.2.12.1)"
LANGUAGE
THROUGH THE ARTS
CE.EFL.2.25.
Implement a range of
creative thinking skills
to show a respect for
sharing and accepting
di erent ideas in
brainstorms and pair
work.
* I.EFL.2.25.1.
Learners discover how
to utilize simple
creative thinking skills
to show a respect for
sharing and accepting
different ideas during
class. (J.3, S.4)
(ref. I.EFL.2.25.1)
COMMUNICATION
AND CULTURAL
AWARENESS
CE.EFL.2.3. Make use
of basic personal
information and
expressions of
politeness in order to
introduce oneself and
participate in a short
conversation.
* I.EFL.2.3.1. Learners
discover how to use
simple personal
information and
expressions of
politeness in short
dialogues. (J.2, J.3) (ref.
I.EFL.2.3.1)
ORAL
COMMUNICATION
"CE.EFL.2.6. Listening
for Meaning:
Understand the main
ideas in short simple
spoken texts that
include familiar
vocabulary and are set
in everyday contexts.
* I.EFL.2.6.1. Learners
can discover the main
ideas in short simple
spoken texts without
decoding every word.
(I.3) (ref. I.EFL.2.6.1)"
"CE.E
FL.2.9. Production-
Fluency: Utterances
are sometimes
produced slowly but
use appropriate words
and phrases to express
basic ideas, initiate
conversation and
respond to questions,
including some chunks
of language and short
sentences.
*I.EFL.2.9.1. Learners
discover how to
express basic ideas
and respond to simple
questions using
appropriate words,
phrases, and short
simple sentences.
Responses may be
slow though pauses do
not make the
interaction
uncomfortable for
participants. (I.3) (ref.
I.EFL.2.9.1)"

READING
"CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
* I.EFL.2.11.1.
Learners can discover
simple words, phrases,
and short simple
sentences and begin to
complete the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
"

WRITING
CE.EFL.2.18. Writing
in order to perform
controlled practice of
vocabulary and
grammar items
* I.EFL.2.18.1.
Learners discover how
to write short simple
phrases and sentences
to show that they have
some understanding of
simple grammar or
vocabulary items. (I.3,
I.4) (ref. I.EFL.2.18.1)

LANGUAGE
THROUGH THE ARTS
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 discover how
to communicate
simple thoughts,
feelings, and/or
personal experiences
and discover how to
create short original
texts through simple
resources. (I.2, I.3, I.4)
(ref. I.EFL.2.24.1)

UNIT 8: At the end of the unit, Answer to what Vocabulary *Listen and look, then COMMUNICATION
THE ROBOT learners will be able others say using The body say the words referring AND CULTURAL
to: verbal/non-verbal back Grammar to body parts. AWARENESS
*Name parts of the *Listen and repeat the CE.EFL.2.4. Develop
or by asking further I can/can’t stand on skills of collaboration
body simple questions. EFL one leg. chant about making a
by working together
*Talk about ability 2.2.17 He/She can/can’t robot. on projects and
using can/can't Demonstrate some (skip). *Look and listen. Then sharing materials
*Join in with the song basic reading Can you (swim)? say what Misty can do. while expressing per-
of the unit comprehension skills *Practice Grammar by
Yes, I can. / No, I can’t. sonal preferences with
*Ask and answer by mostly identifying repeating the structure peers.
about ability using the meaning of simple can/can't. *I.EFL.2.4.1. Learners
Reading and Writing can discover how to
can individual words, *Make sentences about
Story: The cap select pictures and
*Listen to and read phrases, and what your classmates
Proyect : Create a simple words that
the picture story of sentences including can do.
skeleton relate to collaborating
the unit basic written *Listen and sing the
Composition: a funny song. Then look at the and sharing and
*Practice saying the instructions.. express simple
letter sound g at the animal picture and say what
EFL.2.3.1 personal preferences.
beginning, in the Composition : my the animals can do.
Read a short simple (J.2, J.3, S.4) (ref.
middle and at the end drawing *Look and say then I.EFL.2.4.1)
text (on line or print) Listening and
of words mark each action with ORAL
and demonstrate Speaking COMMUNICATION
*Listen and read for the character
understanding of a few Chant: Parts of the *Play the action game CE.EFL.2.9.
specific information
basic details of the body Production - Fluency:
*Exchange with your classmates.
information in a content. EFL 2.3.2 Song :animals’ actions *Listen and look at the Utterances are
Understand a few sometimes produced
speaking activity details of the content Chart: Sophie and Photostory about slowly but use
*Write a description of a short simple text Tom’s actions teamwork. Then look at appropriate words and
from a model (usually print). Action game the picture and phrases to express
*Learn specific describe what the robot basic ideas, initiate
EFL.2.3.3 (2EGB) Mime game conversations and
language for talking Understand the Poster: Our body says. Finally, find the
respond to questions,
about science in content in simple short character who says including some chunks
English written print text. EFL PHONICS "Give me the right leg" of language and short
*Listen to ideas and 2.3.4 The letter sound g *Listen and check the sentences.
respond creatively Discover the use of UNIT 8 correct box for the *I.EFL.2.9.1. Learners
*Use language from simple learning Short u (ut ub um actions described. discover how to
the unit to make and *Ask your friends what express basic ideas
resources. (Example: un )
talk about a poster they can do from the and respond to simple
a small set of ut….nut hut cut questions using
flashcards or a simple ub um….cub tub provided list.
*Look and read. Then appropriate words,
word list.) EFL.2.3.5 gum hum phrases, and short
(2EGB) un…bun run fun match the texts with the
simple sentences.
Understand the Story: appropiate picture. Responses may be
content of a simple Review 4 *Draw a funny animal slow though pauses do
Song and then write about it. not make the
graphic organizer.
Game *CLIL-Science: Listen, interaction
(EFL.2.3.6.)
read and write the uncomfortable for
words about the participants. (I.3) (ref.
different skeletons. I.EFL.2.9.1)
Match them with the READING
"CE.EFL.2.11. Identify
right animals. Then
and understand
find the bones in your individual every-day
own body. Finally, make words, phrases, and
your own skeleton from sentences, including
the cut outs and share it instructions.
with your classmates. * I.EFL.2.11.1.
*Listen and imagine to Learners can discover
draw your own picture. simple words, phrases,
Then write about it and and short simple
share it with your sentences and begin to
complete the simple
classmates.
accompanying task.
*Make a poster about (I.4) (ref. I.EFL.2.11.1)
the Body. Find body "
parts and cut them out. "CE.EFL.2.12.
Then play a memory Understand the gist
game with the images and details in short
on the posters. simple written texts
*Play the dressing game (online or print).
with your classmates. *I.EFL.2.12.1.
Learners discover how
to understand a short
simple text on an
everyday topic and
begin to complete a
short simple task and
begin to show that
they have understood
most or some of it.
(I.4) (ref. I.EFL.2.12.1)"
"CE.E
FL.2.19. Convey some
simple ideas, facts or
opinions in a simple
sentence or short
paragraph, using basic
vocabulary and
structures.
*I.EFL.2.19.1.
Learners discover how
to produce short
simple sentences–
with ample support -
on simple topics. (I.3)
(ref. I.EFL.2.19.1)"
WRITING
CE.EFL.2.18. Writing
in order to perform
controlled practice of
vocabulary and
grammar items
*I.EFL.2.18.1.
Learners discover how
to write short simple
phrases and sentences
to show that they have
some understanding of
simple grammar or
vocabulary items. (I.3,
I.4) (ref. I.EFL.2.18.1)
LANGUAGE
THROUGH THE ARTS
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 discover how
to utilize simple
creative thinking skills
to show a respect for
sharing and accepting
different ideas during
class. (J.3, S.4)
(ref. I.EFL.2.25.1)
UNIT 9: At the end of the unit, Read and understand Vocabulary *Listen and look, then COMMUNICATION
AT THE BEACH learners will be able the message in a short Holidays say the words referring AND CULTURAL
to: simple text. EFL.2.3.7. Grammar activities to do while on AWARENESS
*Identify and name vacation. CE.EFL.2.4. Develop
Show understanding of Let’s (play the guitar). skills of collaboration
vacation and leisure few basic details in Where’s the (blue *Listen and number the
by working together
activities. short texts. EFL 2.3.8 book)? pictures, then write the on projects and
*Make requests using Understand the Where are the (orange words in the correct sharing materials
Can. meaning of specific books)? picture box. while expressing per-
*Ask and answer words and phrases, *Practice Grammar by sonal preferences with
questions. with the aid of visual Reading and Writing repeating the structure peers.
*Read and say the let's. *I.EFL.2.4.1. Learners
support. EFL 2.3.9 Story: can discover how to
letter sounds s/z and *Look and act out the
Read simple text-types The top of the hill select pictures and
identify some words actions.
used to present cross- Reading : Come to simple words that
where the letter s is *Listen and sing the
curricular information Australia, Canada and relate to collaborating
pronounced /z/. song. Then listen again
(Example: instructions) Uk and sharing and
*Answer questions and number the express simple
about a picture. EFL 2.3.10 Composition: My pictures. personal preferences.
*Talk about literature Discover how to spell Country *Listen and read, then (J.2, J.3, S.4) (ref.
in English. simple English words mark the correct I.EFL.2.4.1)
correctly. (Example: Listening and pictures. ORAL
sea, mean, bee, etc.) Speaking *Play the question game COMMUNICATION
EFL.2.4.1 Chant: My holidays with your classmates. "CE.EFL.2.6. Listening
Make a basic learning Song: holiday *Listen and look at the for Meaning:
Understand the main
resource, in order to Question game Photo story about
ideas in shot simple
practice new words. Describe the picture modesty. Then read spoken texts that
(Example: a picture Holiday weather and write the names of include familiar
dictionary, a word list, ) the different characters. vocabulary and are set
Finally, find the
EFL.2.4.2. Phonics character who says in everyday contexts.
Write simple words, The letter sounds ee "Just wait and see." *I.EFL.2.6.1. Learners
phrases and sentences. and ea *Read and write the can discover the main
country from the ideas in short simple
EFL.2.4.3. spoken texts without
Write simple words, description, under the
decoding every word.
phrases and sentences. correct image. (I.3) (ref.I.EFL.2.6.1)"
EFL.2.4.3. *Write about your own READING
Explore how to write country. "CE.EFL.2.11. Identify
some simple words, *Listen to your teacher and understand
phrases, and and stick on the picture. individual every-day
*CLIL-Geography: Look words, phrases, and
sentences. EFL.2.4.4. sentences, including
and talk about the
(2EGB) instructions.
weather. Then read the
Discover how to write *I.EFL.2.11.1.
sentences and write the
simple sentences to Learners can discover
countries on the map.
communicate basic simple words, phrases,
*Read the descriptions and short simple
ideas. EFL.2.4.5 (2EGB) about a vacation and sentences and begin to
Discover how to write a match them with the complete the simple
very short simple correct image. Finally, accompanying task.
paragraph with the write a weather diary in (I.4) (ref.I.EFL.2.11.1) "
support of a model a large construction "CE.E
text. EFL.2.4.6 (2EGB) paper. FL.2.14. Demonstrate
Write a very short *Listen and act out with familiarity with study
resources (both print
simple paragraph to the teacher. Then
and digital). (Example:
describe yourself or number the pictures. a picture dictionary,
other people, animals, *Read ad number the some flashcards of
places and things, with sentences to order the known words, or a
limited support. story. Then listen and word list.)
(Example: by using key act it out with a *I.EFL.2.14.1.
words) EFL.2.4.7. classmate Learners discover how
*Take a quiz to review to use simple online
Answer a
unit material. and print learning
questionnaire by resources. (Example:
providing personal flashcards, picture
details. EFL.2.4.8. dictionaries, simple
Write a very short word lists, etc.) (I.2)
simple text types, (ref.I.EFL.2.14.1)"
commonly used in "CE.EFL.2.19.
Convey some simple
print. (Example: write ideas, facts or opinions
a greeting ) EFL.2.4.9. in a simple sentence or
Identify key short paragraph, using
information such as basic vocabulary and
characters, and objects structures.
in stories and other *I.EFL.2.19.1.
Learners discover how
age-appropriate to produce short
literary texts with simple sentences–
visual support. with ample support -
(EFL.2.5.1.) on simple topics. (I.3)
Express emotions and (ref.I.EFL.2.19.1)"
feelings using a few WRITING
CE.EFL.2.19. Convey
basic adjectives.
some simple ideas,
EFL.2.5.2. facts or opinions in a
Use audio, video, and simple sentence or
pictures to respond to short paragraph, using
literary texts. EFL.2.5.3. basic vocabulary and
Express ideas by structures.
responding in a fun and *I.EFL.2.19.1.
Learners discover how
playful manner to oral
to produce short
and written texts simple sentences–
through TPR, with ample support -
playground games, on simple topics. (I.3)
songs and chants. (ref. I.EFL.2.19.1)
EFL.2.5.6. LANGUAGE THROUGH
Listen to and follow THE ARTS
CE.EFL.2.23. Display
short simple oral and an a nity for a variety
written literary texts in of literary texts by
class in order to responding within a
stimulate imagination range of physical,
EFL.2.5.4. (2EGB) cognitive, and
Create graphic attitudinal manners,
and vary elements of a
expressions guided by
literary text to create a
the teacher, in class by new text.
varying scenes and *I.EFL.2.23.1.
characters. EFL.2.5.7. Learners discover an
(2EGB) interest for simple
Discover how to apply literary texts by
resources to responding within
simple physical,
communicate simple
cognitive, and
thoughts in a whole attitudinal manners.
class. EFL.2.5.5. (2EGB) (I.1, I.4)
Produce a very short, (ref. I.EFL.2.23.1)
creative simple texts
using ICT and/or other
resources at school in
order to recreate
familiar scenes.
EFL.2.5.8 (2EGB)
Discover how to use
creative thinking skills
to learn how to share
and respect all ideas
through simple
activities. EFL.2.5.9.
(2EGB)
6. BIBLIOGRAPHY/WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS

Puchta Herbert, et.al, 2016, Think Starter, Cambridge University Press, 1st Edition.

www.educacion.gob.ec
www.cambridge.com
www.oxford.com

DONE BY: REVISED BY: APPROVED BY:


TEACHER (S):Paola Bustos NAME: Lcda. Patricia Galarza NAME:
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: DATE: DATE:
BILINGUAL EDUCATIVE UNIT ACADEMIC YEAR
“LICEO ALBONOR” 2017 - 2018

MICROCURRICULAR PLAN
1. INFORMATION DATA:
FOREIGN Aqui el
TEACHER (S) AREA: GRADE/COURSE: CLASS:
LANGUAGE paralelo
Unit Number 1 Unit Title: Aqui el nombre Unit Specific Los objetivos
de la unidad Objectives: especificos de
esa unidad
Aqui el número de
PERIODS: periodos para esta STARTING WEEK: Fecha en que incia la unidad
unidad
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA
AQUI PONGA LOS CRITERIOS DE EVALUACION

METHODOLOGICAL EVALUATION /ACTIVITIES


STRATEGIES RESOURCES PERFORMANCE INDICATORS TECHNIQUES AND
INSTRUMENTS
Estrategias en function del En los recursos especificar Aqui ponga los indicadores
estudiante. (todas las video de que, lectura de que, esenciales y de logros.
actividades que estan en el paginas del texto, etc. Tal cual se le explico. El
texto y las que usted agrega indicador esencial codificado
para trabajar con ellos en esa y el de logro con un asterisco.
unidad.)

3. ADAPTED CURRICULUM
SPECIFICATION SPECIFICATION OF THE ADAPTED MATERIALTO BE APPLIED
OF EDUCATIONAL
NEEDS
SKILLS AND LEARNING ACTIVITIES RESOURCES EVALUATION
PERFORMANCE
CRITERIA
ASSESSMENT TECHNIQUES
INDICATOR OF AND
THE UNIT INSTRUMENTS
OF
EVALUATION

CLIL COMPONENTS TRANSVERSAL AXES:

PREPARED BY: CHECKED BY: APPROVED BY:

TEACHER:
COORDINADOR: VICEPRINCIPAL:
SIGNATURE:
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DATE: DATE: DATE:

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