ANNUAL PLAN

SCHOOL YEAR 2023-2024

1. INFORMATIONAL DATA:

Area: English Subject: LANGUAGE ARTS

Teacher(s):

Grade/course: 2nd Education Level:  EGB Sub-level: 2

2. TIME

Class periods per week No. of working weeks Assessment and incidentals Total class weeks Total class periods

4 40 4 36 144

3. GENERAL OBJECTIVES

Objectives of the área: Objectives of the grade/course:

OG.EFL1. Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely
and openly experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.
OG.EFL2. Draw on the established propensity for curiosity and tolerance towards different cultures to comprehend the role of
diversity in building an intercultural and multinational society, so improving their understanding of the world and engendering
socially responsible global citizens.
OG.EFL3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an
appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for communication
and learning.
OG.EFL4. Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further
(language) learning and practice opportunities.
 Respect themselves and others within the communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
OG.EFL 5. Directly access the main points and important details of up-to date English language texts, such as those
published on the web, for professional or general investigation, through the efficient use of ICT and reference tools where
required.
OG.EFL 6. Through selected media, participate in reasonably extended spoken or written dialogue with peers from different
L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions effectively and
appropriately.
O.EFL 2.1 Identify some main ideas and details of written texts, in order to develop an approach of critical inquiry to written and
oral texts.
O.EFL 2.2 Assess and appreciate English as an international language, as well as the five aspects of English that contribute to
communicative competence.
O.EFL 2.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment and to access information.
O.EFL 2.4 Develop creative and critical thinking skills to foster problem-solving and independent learning using both spoken and
written English.
O.EFL 2.5 Use in-class library resources and explore the use of ICT to enrich competencies in the four skills.
O.EFL 2.6 Write short descriptive and informative texts and use them as a means of communication and written expression of
thought.
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, curiosity and memory,
while developing a taste for literature.
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 outlet to personal expression.
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.

OG.EFL 7. Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a
limited but effective command of the spoken language (CEFR B1 level).

4. TRANSVERSAL AXES . Listening, speaking, reading, and writing to build up learners’ communicative languagecompetence
in its linguistic, sociolinguistic, and pragmatic components.Responsibility, Honesty, Respect, Love,
Peace, Justice, etc.
5. DEVELOPMENT OF PLANNING UNITS
N Name of Unit Specific objectives of the planning Contents
unit
At school To improve vocabulary skills, guide Classroom
1 children to use learning strategies such Classroom
objects 1
as requesting assistance from you.
Classroom
To reinforce grammar concepts explored
objects 2
in the unit.
What’s this? It’s a
To ask and answer questions describing
backpack. Is it red?
objects.
Yes, it is./No, it isn’t.
To encourage children to use what they Describe objects
learn and speak using a variety of It’s a ball. It’s an orange
grammatical structures in class and with eraser. Is it a blue book?
friends. Yes, it is./No, it isn’t.
Self-awareness:
Identifying my emotions 1
happy, sad, scared
Story: Let’s play!
Social Science:
My school day
circle time, class,
lunch, recess
Project:
Draw your
classroom!
Self-management:
Getting ready for
work
I’m ready!
2 Family and Friends To apply grammar rules and conventions Family
and demonstrate understanding of the Family and
friends
concept.
People and
To encourage children to use what they
Methodological orientation Evaluation (indicators)
Socio- Emotional Approach CE.EFL.2.3. Make use of basic personal
information and expressions of politeness in
Warm up:
•Classify pictures with correct names. order to introduce oneself and participate in
•Present Language Support Cards and use the a short conversation.
activities on the back of the card to introduce and I.EFL.2.3.1. Learners can use basic
vocabulary of each lesson. personal information and expressions of
•Playing games in which learners must name and politeness in short dialogues or
describe objects. conversations. (J.2, J.3)
Build up: CE.EFL.2.4. Develop skills of collaboration
•Singing songs or chants that practice helpful by working together on projects and sharing
language. materials while expressing personal
preferences with peers.
•Have children brainstorm short sounds and
I.EFL.2.4.1. Learners can select pictures
consonant words. Have them say each word aloud
and use it in a sentence. and/or short phrases that relate to
Wrap up: collaborating and sharing and express
• Showing the student some picture flashcards of personal preferences. (J.2, J.3, S.4)
familiar vocabulary items and asking them to say the CE.EFL.2.5. Model turn-taking and ways to
words.  express to others when something is not
•Practicing the use of expressions or new words understood to improve comprehension
and/or intelligibility in conversations.
during collaborative pair and small group work.
I.EFL.2.5.1. Learners can apply turn-taking
Techniques
and ways to express to others when
● Experience
something is not understood in short
● Applying
conversations. (J.3, S.1, S.4)
● Reflection
● Construction
● Workshops
Instruments
● Quizzes
● Group / individual activities
Projects
Independence Day
Socio- Emotional Approach CE.EFL.2.3. Make use of basic personal
information and expressions of politeness in
Warm up:
•Labeling pictures with correct names. order to introduce oneself and participate in
•Present Language Support Cards and use the a short conversation.
 learn and speak using a variety of adjectives activities on the back of the card to introduce and I.EFL.2.3.1. Learners can use basic
grammatical structures in class and with Who’s this? This is Jess. vocabulary of each lesson. personal information and expressions of
She’s my sister.
friends. •Playing games in which learners must name and politeness in short dialogues or
Ask and answer about
To identify the different kinds of emotions describe objects around the room. conversations. (J.2, J.3)
family
To recognize the family members by Build up: CE.EFL.2.21. Distinguish key information in
He isn’t my uncle. He’s
creating a family tree •Singing songs or chants that practice helpful stories and other age-appropriate
my dad. Is she your
To reinforce grammar concepts about language. literary texts, both oral and
mom? Yes, she is./No,
introducing themselves she isn’t.
•Have children brainstorm short sounds and written.

Self-awareness: consonant words. Have them say each word aloud I.EFL.2.21.1. Learners can recognize,

Identifying my emotions 2 and use it in a sentence. through pictures or other media such as ICT,
excited, proud, worried Wrap up: key aspects
Story: The painting • Showing the student some picture flashcards of of a story or literary text (both
Social Science: familiar vocabulary items and asking them to say the oral and written). (J.1, I.2)
Family trees
words.  CE.EFL.2.23. Display an affinity for a variety
baby, children,
•Practicing the use of expressions or new words of literary texts by responding within a range
grandparents, parents
during collaborative pair and small group work. of physical, cognitive, and attitudinal
Project:
manners, and
My family tree Techniques
vary elements of a literary text to create a
Presentation skills: ● Experience
new text.
Introducing
● Applying
yourself, presenting I.EFL.2.23.1. Learners can demonstrate an
your work
● Reflection affinity for a variety of literary texts by
Hi! My name’s … ● Construction responding within a range of physical,
This is my … ● Workshops cognitive, and attitudinal manners and adapt

Instruments elements of a literary text to create a new

● Quizzes
text. (I.1, I.4)

Group / individual activities

3 Body and Face To be able to name parts of the body and
actions
To memorize the rules about she has and
I have.
To express feeling and emotions such as:
cry, hid jump, smile
To identify the five senses
To recognize how to use the verb has/
Parts of the Socio- Emotional Approach CE.EFL.2.3. Make use of basic personal
body 1 information and expressions
Warm up:
Parts of the
•Labeling pictures with correct names. of politeness in order to introduce oneself
body 2
•Present Language Support Cards and use the and participate in a short
Actions
activities on the back of the card to introduce and conversation.
I have brown eyes.
vocabulary of each lesson. I.EFL.2.3.1. Learners can use basic
She has one nose.
•Playing games in which learners must name and personal information and expressions of
Give instructions
Listen! Don’t talk! describe objects around the room. politeness in short dialogues or

have in a sentence. Self-awareness: Build up: conversations. (J.2,

To reinforce grammar concepts explored Expressing my emotions 1 •Singing songs or chants that practice helpful J.3)

in the unit. cry, hide, jump, smile language. CE.EFL.2.3. Make use of basic personal
Story: My monster information and expressions of politeness in
•Have children brainstorm short sounds and
Science: order to introduce oneself and participate in
 Our five senses consonant words. Have them say each word aloud a short conversation.
hear, see, smell, taste, and use it in a sentence. I.EFL.2.3.1. Learners can use basic
touch
Wrap up: personal information and expressions of
Project:
• Showing the student some picture flashcards of politeness in short dialogues or
Design a monster
familiar vocabulary items and asking them to say the conversations. (J.2, J.3)
Self-management:
words.  CE.EFL.2.25. Implement a range of creative
Good project work
•Practicing the use of expressions or new words thinking skills to show a respect for sharing
behavior
listen, open/close during collaborative pair and small group work. and accepting different ideas in brainstorms

your books, sit and pair work.

Techniques
I.EFL.2.25.1. Learners can utilize a range of
down
● Experience
creative thinking skills to show a respect for
● Applying
sharing and accepting different ideas while
● Reflection working in pairs and through brainstorms.
● Construction (J.3, S.4)
● Workshops

Instruments

● Quizzes

● Group / individual activities

Projects

● Thanksgiving

● Valentine’s day

4 Cool animals To follow the sequence of events in short, Pets Socio- Emotional Approach CE.EFL.2.3. Make use of basic personal
simple cartoon stories that use familiar Animals 1 information and expressions of politeness in
Warm up:
Animals 2
key words. •Labeling pictures with correct names. order to introduce oneself and participate in
What’s this? It’s her dog.
To scan a simple text to find specific •Present Language Support Cards and use the a short conversation.
It’s his hamster.
information. activities on the back of the card to introduce and I.EFL.2.3.1. Learners can use basic
Describe animals
To identify specific information in short, vocabulary of each lesson. personal information and expressions of
What are they? They’re
simple dialogues in which speakers make •Playing games in which learners must name and politeness in short dialogues or
birds. What color are
Arrangements to speak about emotions. they? They’re blue. Are describe objects. conversations. (J.2, J.3)
To identify and describe animals they red? Yes, they are./ Build up: CE.EFL.2.4. Develop skills of collaboration

To say and express emotions angry, No, they aren’t. •Singing songs or chants that practice helpful by working together on projects and sharing

frown, stomp, Yell Self-awareness: language. materials while expressing personal

To scan a simple text to find specific Expressing my emotions 2 preferences with peers.
•Have children brainstorm short sounds and
information about baby animals angry, frown, stomp, yell I.EFL.2.4.1. Learners can select pictures
consonant words. Have them say each word aloud
Story: Good boy!
and use it in a sentence. and/or short phrases that relate to
Life Science:
Wrap up: collaborating and sharing and express
Baby animals
• Showing the student some picture flashcards of personal preferences. (J.2, J.3, S.4)
chick, cub, foal,
familiar vocabulary items and asking them to say the CE.EFL.2.5. Model turn-taking and ways to
 kitten, puppy words.  express to others when something is not
Project: •Practicing the use of expressions or new words understood to improve comprehension
My animal poster
during collaborative pair and small group work. and/or intelligibility in conversations.
Presentation skills:
I.EFL.2.5.1. Learners can apply turn-taking
Techniques
Good presenter
and ways to express to others when
behavior ● Experience
something is not understood in short
don’t worry, smile, ● Applying
conversations. (J.3, S.1, S.4)
 speak up, stand up ● Reflection

● Construction

● Workshops

Instruments

● Quizzes

● Group / individual activities

Projects

Independence Day

5 My things To name devices using toys Toys 1 Socio- Emotional Approach CE.EFL.2.3. Make use of basic personal
To identify types of toys through picture Toys 2 information and expressions of politeness in
Warm up:
Possessions
To Form and use sentences using has or •Labeling pictures with correct names. order to introduce oneself and participate in
I have a teddy bear.
have negative and positive. •Present Language Support Cards and use the a short conversation.
We don’t have a ball.
To talk about past events managing activities on the back of the card to introduce and I.EFL.2.3.1. Learners can use basic
Do you have a kite?
emotions. vocabulary of each lesson. personal information and expressions of
Yes, I do./No, I don’t.
To act out a short dialogue or role play, •Playing games in which learners must name and politeness in short dialogues or
Say what my friend
given prompts. has describe objects. conversations. (J.2, J.3)

To recognize and use different types of He has a train. She Build up: CE.EFL.2.21. Distinguish key information in

toys. doesn’t have a watch. •Singing songs or chants that practice helpful stories and other age-appropriate

To read aloud a short, simple story in a Self-management: language. literary texts, both oral and

way that can be understood Managing my emotions written.

•Have children brainstorm short sounds and
close your eyes, count I.EFL.2.21.1. Learners can recognize,
To identify the overall theme of a simple consonant words. Have them say each word aloud
to ten, stomp your feet,
illustrated story, if guided by questions or and use it in a sentence. through pictures or other media such as ICT,
take a breath
Prompts. Wrap up: key aspects
Story: Let’s play!
To scan a simple text to find specific • Showing the student some picture flashcards of of a story or literary text (both
Technology:
information familiar vocabulary items and asking them to say the oral and written). (J.1, I.2)
Toys and materials
To understand short school-related words.  CE.EFL.2.23. Display an affinity for a variety
hard, plastic, plush,
messages in emails, text messages and soft •Practicing the use of expressions or new words of literary texts by responding within a range

social media postings Project: of physical, cognitive, and attitudinal

during collaborative pair and small group work.
To write a simple review of a film or book My things poster manners, and
Techniques
with Self-management: vary elements of a literary text to create a
Sharing and
● Experience
appropriate paragraph breaks, given a new text.
 model. borrowing ● Applying I.EFL.2.23.1. Learners can demonstrate an
Can I borrow an
● Reflection affinity for a variety of literary texts by
eraser, please? Yes,
● Construction
responding within a range of physical,
sure. Here you are.
cognitive, and attitudinal manners and adapt
● Workshops
elements of a literary text to create a new
Instruments
text. (I.1, I.4)
● Quizzes

● Group / individual activities

Projects

Independence Day

6 Food we like To relate prior knowledge and identify
terms used to ask and answer question
about likes and dislikes?
To develop vocabulary skills, guide
children to use learning strategies such
as requesting assistance from you.
To reinforce grammar concepts explored
in the unit.
Food 1
Food 2
Food 3
I like pears and cheese.
I like pears, too. I don’t like
carrots.
Ask and answer about
likes and dislikes
Do you like cheese?
Socio- Emotional Approach
Warm up:
•Labeling pictures with correct names.
•Present Language Support Cards and use the
activities on the back of the card to introduce and
vocabulary of each lesson.
•Playing games in which learners must name and
describe objects.
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 can use basic
personal information and expressions of
politeness in short dialogues or

To talk and describe food that you like or Yes, I do!/No, I don’t! Build up: conversations. (J.2,

dislike. Social-awareness: •Singing songs or chants that practice helpful J.3)

To encourage children to use what they Being nice to others language. CE.EFL.2.3. Make use of basic personal

learn and speak using a variety of lonely, nice information and expressions of politeness in
•Have children brainstorm short sounds and
grammatical structures in class and with Story: Let’s have lunch! order to introduce oneself and participate in
consonant words. Have them say each word aloud
Life Science:
friends. and use it in a sentence. a short conversation.
How tomatoes
Wrap up: I.EFL.2.3.1. Learners can use basic
grow
• Showing the student some picture flashcards of personal information and expressions of
grow, seed, soil,
familiar vocabulary items and asking them to say the politeness in short dialogues or
sunlight, water
words.  conversations. (J.2, J.3)
Project:
My lunch plate •Practicing the use of expressions or new words CE.EFL.2.25. Implement a range of creative

Presentation thinking skills to show a respect for sharing

skills: Good listener
behavior 1
clap hands, Good
 job! listen to others.
during collaborative pair and small group work.
and accepting different ideas in brainstorms
Techniques
and pair work.
● Experience
I.EFL.2.25.1. Learners can utilize a range of
● Applying
creative thinking skills to show a respect for
● Reflection sharing and accepting different ideas while
● Construction working in pairs and through brainstorms.

● Workshops (J.3, S.4)

Instruments

7 My free time To apply grammar rules with can or can´t Free time
To encourage children to use what they activities
Activities 1
learn and speak using a variety of
Activities 2
grammatical structures in class and with
I can read. I can’t sing. She
friends.
can run. He can’t dance.
To identify the body and it´s movement
Ask what my friends
To recognize the parts of the body like
can do
bones, joints, muscles, skeleton by Can you dance? Yes, I can./
labeling them. No, I can’t. Can she
To reinforce grammar concepts about dance? Yes, she can./No,
introducing themselves she can’t.
Self-management:
Persistence
Don’t give up. Go on!
You can do it! It’s hard.
Keep trying
Story: Let’s ride a bike!
Science:
My body can
move!
bones, joints,
muscles, skeleton
Project:
‘About me’ poster
Self-management:
Asking for help
Can you help me?
How do you spell
 …?
8 My home To be able to name parts of the house Home
and differentiate each one. Rooms and
furniture
To memorize the rules about there is and
Furniture and
there are
● Quizzes
● Group / individual activities
Projects
Independence Day
Socio- Emotional Approach CE.EFL.2.3. Make use of basic personal
information and expressions of politeness in
Warm up:
•Labeling pictures with correct names. order to introduce oneself and participate in
•Present Language Support Cards and use the a short conversation.
activities on the back of the card to introduce and I.EFL.2.3.1. Learners can use basic
vocabulary of each lesson. personal information and expressions of
•Playing games in which learners must name and politeness in short dialogues or
describe objects around the room. conversations. (J.2, J.3)
Build up: CE.EFL.2.4. Develop skills of collaboration
•Singing songs or chants that practice helpful by working together on projects and sharing
language. materials while expressing personal
preferences with peers.
•Have children brainstorm short sounds and
I.EFL.2.4.1. Learners can select pictures
consonant words. Have them say each word aloud
and use it in a sentence. and/or short phrases that relate to
Wrap up: collaborating and sharing and express
• Showing the student some picture flashcards of personal preferences. (J.2, J.3, S.4)
familiar vocabulary items and asking them to say the CE.EFL.2.5. Model turn-taking and ways to
words.  express to others when something is not
•Practicing the use of expressions or new words understood to improve comprehension
and/or intelligibility in conversations.
during collaborative pair and small group work.
I.EFL.2.5.1. Learners can apply turn-taking
Techniques
and ways to express to others when
● Experience
something is not understood in short
● Applying
conversations. (J.3, S.1, S.4)
● Reflection
● Construction
● Workshops
Instruments
● Quizzes
Group / individual activities
Socio- Emotional Approach CE.EFL.2.3. Make use of basic personal
information and expressions of politeness in
Warm up:
•Labeling pictures with correct names. order to introduce oneself and participate in
•Present Language Support Cards and use the a short conversation.
 To express what I need and don´t need.
To identify their dream bedroom.
To recognize how to use do or don´t
To reinforce grammar concepts explored
in the unit.
9 Cool clothes To apply grammar there is and these are
To encourage children to use what they
learn and speak using a variety of
grammatical structures in class and with
friends.
To identify the different
Of feeling better
To recognize words about technology
To reinforce grammar concepts about
household
items
Where’s the rug? It’s in the
living room.
Describe where things
are
There’s a table. There are
two chairs. There isn’t a
TV. There aren’t any toys.
Responsible
decision-making:
Making decisions
I need … I don’t need …
Let’s clean up! messy
Story: Where’s the ball?
Design:
Amazing houses
diamond, hexagon,
oval, square
Project:
My dream bedroom
Presentation
skills: Good listener
behavior 2
ask questions, be
polite, raise your
hand, wait for your
 turn
I’m wearing jeans. I’m not
wearing a dress. Are you
wearing a dress? Yes, I am./
No, I’m not.
Ask and answer about
people’s things
This is my bag. These are
my books. Is this your bag?
Yes, it is./No, it isn’t. Are
these your books? Yes,
activities on the back of the card to introduce and I.EFL.2.3.1. Learners can use basic
vocabulary of each lesson. personal information and expressions of
•Playing games in which learners must name and politeness in short dialogues or
describe objects around the room. conversations. (J.2, J.3)
Build up: CE.EFL.2.21. Distinguish key information in
•Singing songs or chants that practice helpful stories and other age-appropriate
language. literary texts, both oral and
•Have children brainstorm short sounds and written.
consonant words. Have them say each word aloud I.EFL.2.21.1. Learners can recognize,
and use it in a sentence. through pictures or other media such as ICT,
Wrap up: key aspects
• Showing the student some picture flashcards of of a story or literary text (both
familiar vocabulary items and asking them to say the oral and written). (J.1, I.2)
words.  CE.EFL.2.23. Display an affinity for a variety
•Practicing the use of expressions or new words of literary texts by responding within a range
during collaborative pair and small group work. of physical, cognitive, and attitudinal
manners, and
Techniques
vary elements of a literary text to create a
● Experience
new text.
● Applying
I.EFL.2.23.1. Learners can demonstrate an
● Reflection affinity for a variety of literary texts by
● Construction responding within a range of physical,
● Workshops cognitive, and attitudinal manners and adapt
Instruments elements of a literary text to create a new
● Quizzes
text. (I.1, I.4)
● Group / individual activities
Projects
● Thanksgiving
● Valentine’s day
Socio- Emotional Approach CE.EFL.2.3. Make use of basic personal
information and expressions
Warm up:
•Labeling pictures with correct names. of politeness in order to introduce oneself
•Present Language Support Cards and use the and participate in a short
activities on the back of the card to introduce and conversation.
vocabulary of each lesson. I.EFL.2.3.1. Learners can use basic
•Playing games in which learners must name and personal information and expressions of
describe objects around the room. politeness in short dialogues or
Build up: conversations. (J.2,
 introducing themselves they are./No, they aren’t. •Singing songs or chants that practice helpful J.3)
Self-awareness: language. CE.EFL.2.3. Make use of basic personal
Feeling better
•Have children brainstorm short sounds and information and expressions of politeness in
a hug, my favorite
consonant words. Have them say each word aloud order to introduce oneself and participate in
clothes, my favorite toy,
and use it in a sentence. a short conversation.
my friend
Wrap up: I.EFL.2.3.1. Learners can use basic
Story: The lucky cap
• Showing the student some picture flashcards of personal information and expressions of
Technology:
Smart wool
familiar vocabulary items and asking them to say the politeness in short dialogues or

cold, dry, hot, words.  conversations. (J.2, J.3)

sheep, wet •Practicing the use of expressions or new words CE.EFL.2.25. Implement a range of creative
Project: during collaborative pair and small group work. thinking skills to show a respect for sharing
My clothes poster and accepting different ideas in brainstorms
Techniques
Self-management: and pair work.
Planning your work
● Experience
I.EFL.2.25.1. Learners can utilize a range of
 think and plan
● Applying
creative thinking skills to show a respect for
● Reflection
sharing and accepting different ideas while
● Construction working in pairs and through brainstorms.
● Workshops (J.3, S.4)

Instruments

● Quizzes

Group / individual activities

6. RESOURCES 7. BIBLIOGRAPHY/WEBGRAPHY

Pearson My Disney Sotires and Heroes Book 1 Pearson My Disney Sotires and Heroes Book 1
Flashcards Student book, workbook
Posters Flashcards
Recorder – Audio Posters
Recorder – Audio

8. OBSERVATIONS

9. RESPONSIBILITY SIGNATURES

DONE BY: REVISED BY APPROVED BY

Teacher: Foreign Languages Coordinator: Vice principal:

Signature: Signature: Signature:

Date: Date: Date: