CREATED BY:

JAILLER SANCHEZ
LEONARDO LOZANO
KAREN MEDINA
NORBY CARERRA
 Recognizes simple
1 2 Associates' pictures with word sounds 3 Identifies and reproduces familiar words about their
4 Answer very simple

0
BASIC instructions related to
his/her immediate
related to home and classroom
nonverbally.
immediate environment (home and classroom). questions about your
personal data such as
LEARNING environment and responds
to them nonverbally. non-
your name, age and such
as your name, age and
GRADE RIGHTS verbally.
family.

MODULE 1 MODULE 2 MODULE 3 MODULE 4

LEARNING SITUATION: I PLAY AND LEARN ABOUT
MYSELF.
BODY.GOAL: Follow English rules of care for self and
others when participating in individual and group games.
LEARNING SITUATION: I SHARE MY EMOTIONS LEARNING SITUATION: I CAN TAKE CARE OF MY WORLD! A GLOBAL VILLAGE: I collaborate at home.
BODY.GOAL: Express moods in English and associate BODY.GOAL: Recognize, visually and orally in English, simple BODY.GOAL: Express and promote in English
them with associate them with situations in their familiar actions to care for the environment at home and in the classroom. collaborative habits in your family.
and with their emotions.

PERFORMANCE INDICATORS
• Recognizes the main parts of the body in English.
•Recognizes gender in English.
KNOW •Recognizes and pronounces in English vocabulary
related to games, toys, and recreational activities.
•Orally identifies phrases in English to express preference.
• Name the parts of body parts in English.
•Associates the English words he/she hears with English
words that he/she hears with pictures related to body
DO
parts body parts and games. games.
•Follows simple instructions simple instructions in English
when spoken slowly and with clear pronunciation.
•Mentions his/her favorite game or favorite toy in English.
• Appreciates the importance of taking care of his or her
BE body while playing.
• Cares for and respects his/her body and that of others.
• Complies with the rules of behavior established
PERFORMANCE INDICATORS
KNOW
Identifies vocabulary and phrases used in English to talk
about their talk about your emotions and moods.
KNOW Recognizes the vocabulary in English vocabulary related
related to living situations. situations.
Express your mood with phrases previously studied
in English.
DO
Follow simple instructions in English related to the
coexistence in the classroom.
Answers simple questions in English previously
studied about their feelings
Recognize that your mood can affect your behavior.
BE
Respect the space of others
PERFORMANCE INDICATORS
1. Recognize orally vocabulary in English about domestic and
wild animals.
2. Identify expressions in English to talk about what you can
and cannot do.
3. Recognizes orally vocabulary in English related to elements
of the natural landscape.
4. Identifies orally words and phrases in English to describe
bodily actions.
1. Express what you can and cannot do in English.
2. Names in English elements of the environment that
surrounds him.
DO
3. Understands short sentences in English about the
environment, supported by images.
4. Answer simple questions in English previously studied on
the topic of the module.
• Carries out actions to take care of their environment, such as
BE throwing garbage in the bin or recycling.
• Work collaboratively with others to care for the environment.
PERFORMANCE INDICATORS
•
1. Orally identifies oral vocabulary in English vocabulary
related customs of your family. family.
KNOW •2. Recognizes orally orally English vocabulary in English
about representations cultural representations of their
community: music, language, traditions.
•3. Recognizes orally English vocabulary in oral form
about roles and jobs in the the community..
•1. Describe in English briefly and simply some familiar
customs.
•2. Exchanges simple information information in English
DO about family customs and traditions. traditions.
•3. Understands descriptive descriptive oral texts in
simple descriptive texts in English about roles and jobs in
the community.
•4. Responds in English simple questions previously
studied about personal information. information.
BE •1. Recognizes its cultural identity as a member member of
his or her family.
•2. Appreciates cultural differences with their peers.
•3. Values the teachings of their grandparents.
•4. Projects herself as an as an important member of
community.

•21st Century Skills

21st century skills-Adapts to different roles in a group
game.
LEARN
Learning Strategies-Represents with body movements a
word or phrase to remember its meaning.
21st Century Skills Knows when it is appropriate to speak
and when to listen.
LEARN Learning strategies Use gestures to represent words
in English when you don't remember them
21st century skills Listen carefully to
understand the meaning of what is said.
LEARN
Learning strategies relate notions that you already know with
new information in a foreign language.
•It starts with understanding of the interaction between the
parts of a whole (self - family - society).
LEARN
•Learning strategies
•Using flashcards to remember words learning in English

SUGGESTED CONTENTS SUGGESTED CONTENTS

SUGGESTED CONTENTS
SUGGESTED CONTENTS Adjectives to express emotions: Culture: Music, Holidays: Christmas, regional,Celebration
Happy, excited, surprised, sad, cared, tired. Animals clasification/ animal classification Wild – Jobs: (Teacher, farmer, manager,)
parts of the body face: eyes, mouth, nose Colors / Colors Review: yellow, blue, red Introduce: Domestic Animals: Dog, cat,rabbit, fish, turtle, cow, bull, goat, Family members: Grandfather, Grandmother, Dad,
Body: head, shoulders, knees, toes. green, orange, purple.
donkey Jaguar, snake, pink dolphin, monkey, parrot, bird. Mom, children, sister, brother
Shapes / Shapes Position / Positions: Up-down. Months : January, February….
circle, triangle, square Materials / Materials: Playdough, clay, paint, paper. Numbers: 6 al 8 Gramática: Like / doesn’t like. My family likes/doesn’t
Adjective Big - small - round - square Numbers / Numbers: 4 and 5.
Números 1 a 3 Landscape: tree, stem, leaf, flower, fruits Sea, sea life, ETC…
Expressions: I am… (happy) I feel… (sad)
 1 2 3 4 Answers simple

1
BASIC Understands and responds
to instructions on basic
Understands and makes simple
statements, using rehearsed
Organizes the sequence of main events in a short,
simple story on familiar topics, after having read or
questions about basic
personal information
LEARNING school tasks, verbally and
nonverbally.
expressions, about his/her immediate
environment (home and school).
listened to it, using illustrations.
information, such as
name, age, family and

GRADE RIGHTS classmates. classmates.

MODULE 1 MODULE 2 MODULE 3 MODULE 4

HEALTH & LIFE: I Take Care of My Body
COEXISTENCE AND PEACE: I value our ENVIRONMENT AND SOCIETY: I care for my school A GLOBAL VILLAGE:
BODY.GOAL:Identify visually and orally in English, differences Body goal: Express and promote, in English,
some activities for health care and personal health
Body goal: Recognize, visually and orally in English, and collaboration in their family
BODY.GOAL: Describe in English their own and their implement environmental stewardship strategies at
care and personal hygiene.. peers' physical differences and show respect for them. school. PERFORMANCE INDICATORS
PERFORMANCE INDICATORS PERFORMANCE INDICATORS PERFORMANCE INDICATORS

1. Identify English vocabulary related to parts of the body. 1. Identifies vocabulary in English related to school
1. identifies simple words and expressions in English that
2. Recognize English words and expressions that indicate objects in the school.
1. I identify the phrases I like/ I don't like. refer to saving habits.
hygiene and body care routines. 2. Recognizes the expressions There is/ There are to describe in
2. Recognize the possessives my, your, his, her-. referring to saving habits.
KNOW 3. Identify English words that help follow a sequence in a story KNOW KNOW English objects that found in a given place. KNOW
or process. 3. Understand the meaning in English of sentences 2. recognizes actions that can encourage collaborative
sequence in a story or process.
enunciated through the imperative Don't. habits at home and enunciates them in English
Identifies the words what / who / how old to answer basic
questions about to answer basic questions of personal
information.
1. Makes simple descriptions in English about simple descriptions in English
about their classroom through the use of using the expressions There is/ there
1. Expresses in English his/her tastes and are. there are. 1. Describes with English words and simple
1. Responds to simple English questions that preferences through the phrases I like/ I don't like. 2. Responds in English to simple yes and no questions questions to clarify the expressions the objects found in his or her home.
2. Presents, with vocabulary learned in English to location of an object in a specific place.
DO require basic personal information. DO DO DO
their classmates and classmates through his/ her 3. Develops, by means of imperatives, a list in English of the things that must be 2. Develops in English a list of actions that
2. Organizes pictures that represent a sequence in to do to keep your school clean and orderly their school.
daily routine and retells it in English. possessives. encourage habits to collaborate at home.
3. Develops in English a list of activities required for 3. Responds to stimuli through imperatives in
personal care and grooming. English.
1. Promotes sustainable consumption habits
•1. Recognizes their responsibility in the care and cleanliness of their
•1. Recognizes its responsibility in the practice a routine of educational institution. BE among the members of his or her family.
grooming and body care as fundamental actions for the 1. Respects himself/herself and others. •2. Promotes actions for the care of their school.
fundamental actions for health. 2. Values the importance of putting saving
BE •2. Cares about personal care and grooming. personal BE 2. Values and respects those around him/her BE habits into practice.
care. regardless of regardless of their physical or gender
physical or gender differences. 21st Century Skills
21st Century Skills Uses information to make age-appropriate decisions.
21st Century Skills 21st Century Skills with their age.
Utilizes their interpersonal and problem-solving skills and uses them to
LEARN Demonstrates commitment to their learning as a lifelong influence and guide others toward a goal. Learning Strategies
lifelong process. life-long process. LEARN Recognizes when it is appropriate to listen and when to
speak. LEARN Reinforces learning new things by identifying the page
Learning strategies LEARN
Learning Strategies
Learning Strategies Uses rhymes and songs to learn and remember new words. they are on, on the board, or on a street sign.
Establishes relationships between what you already know and
the new things to know. to know. Frequently reviews newly learned new words learned

SUGGESTED CONTENTS
SUGGESTED CONTENTS SUGGESTED CONTENTS SUGGESTED CONTENTS
School supplies: notebook, book, pencil, color
Vocabulary to provide personal information: name,
from, years old. Adjectivesboy, girl, blonde, red hair, black, tall, short Numbers: 30-50 House objects:
Grammar Verbs Respect, Laugh, Behave, Be kind. lights, tap, TV, radio, fridge, fan, iron, lamp. Bed, table,
Grammar: There is/ There are
Personal pronouns I, you, he, she, it, they Grammar Possessives ( his/ her Like/ don’t like shower, night table, chair, sofa, etc.
Posesivos my, your Imperative (Positive y negative) Prepositions of place: in, on, at Expressions: Turn on /off -Disconnect the…
verb To Be I am / you are / she is/ my mother Do / don’t To give instructions: Do / don’t
 2
Exchanges personal information such as name, age,
1 2 3 4 Describes cultural aspects of his/her
BASIC Expresses simple ideas
about topics he/she already
Understands the sequence of a simple
short story
and where he/she comes from with classmates and
teachers, using short simple sentences modeled by
immediate
environment, using known words
LEARNING knows, using simple words about familiar topics and retells it
using pictures
the teacher. and expression.
GRADE or phrases.
RIGHTS and previously studied words

MODULE 1 MODULE 2 MODULE 3 MODULE 4

HEALTH AND LIFE: I have healthy habits PEACE AND LIVING TOGETHER: I know my rights ENVIRONMENT AND SOCIETY: I appreciate our biodiversity. A GLOBAL VILLAGE: I recognize other cultures.
GOAL: Identify and mention in English the most important rights of GOAL: Distinguish and describe in English some characteristics and GOAL: Describe with simple vocabulary in English some cultural
GOAL: Identify and express in a simple way in English some of the
boys and girls in their families and school. the importance of other living things in their context. differences (traditions, celebrations) among several communities and
benefits of exercising and having a balanced diet in his/her holistic LANGUAGE FUNCTIONS: LANGUAGE FUNCTIONS:
growth. show respect towards them.
-Ask and give simple information about their rights. -Describe other living things and the place where they can be found. LANGUAGE FUNCTIONS:
LANGUAGE FUNCTIONS: -Give and follow simple instructions. -Ask and give basic information about other living things. -Express likes about cultural activities.
- Ask and give simple information about their favorite foods. -Exchange information about what they can or can’t do regarding their -Give instructions in English in the classroom. -Describe what others are doing at the moment of speaking.
rights. OBJECTIVES: -Mention basic customs of his/her region.
-Describe actions that help us to have a healthy life.
OBJECTIVES: -Identify simple phrases and words about other living things around OBJECTIVES:
-Describe his/her diet in using simple vocabulary. -Recognize simple words or phrases related to the rights of boys and him/ -Identify simple words and phrases related to cultural traditions in a
OBJECTIVES: girls. her. community.
-Number actions to respect the rights of boys and girls through simple -Mention some physical characteristics of some other living things. -Describe with simple phrases the elements in his/her own community
-Identify simple words and phrases related to food and food habits.
phrases previously practiced. -Understand simple phrases in short oral or written texts, by using or another community.
-Exchange, in a simple way, information about their preferences in -Understand simple phrases in short oral or written texts, such as tales images related to other living things -Understand a sequence of events in a short oral or written text,
food habits. with images supported by images.
-Describe, orally and in written, using visual aids, healthy eating
habits.
PERFORMANCE INDICATORS PERFORMANCE INDICATORS PERFORMANCE INDICATORS PERFORMANCE INDICATORS
•Identifies words related to cultural activities, celebrations,
•
Identifies the vocabulary related to common food in •. Identifies the words what/who/where to ask questions. •. Identifies the words what/who/where to ask questions. race and traditions.
his/her context. KNOW KNOW KNOW •Identifies words that allow him/her to describe physical
•Identifies simple words of the vocabulary related to the •Identifies simple words of the vocabulary related to the
KNOW •Recognizes words and expressions that indicate habits to rights of boys and girls. rights of boys and girls. particularities among different communities.
be healthy
•Identifies vocabulary and expressions about possible
reasons that may develop health problems. •Answers simple questions with what/who/where with a • Describes the characteristics of living things. •Makes a list based on traditions of different cultural
single word. • Asks and answers questions about the presence of other groups.
•Makes a simple list about the things students can do in living things in his/her context by using simple vocabulary. DO •Expresses what he/she likes or does not like about the
•Classifies and mentions healthy and unhealthy food and their immediate context. DO
drinks in his/her immediate context. • Classifies and names living things according to their groups studied.
DO •Gives instructions getting along with others, about good characteristics. •Describes pictures, through simple words, stating what is
•Classifies the activities that foster a good health and coexistence habits through the use of imperatives
mentions them. •Participates in short conversations using vocabulary happening.
DO •.Introduces himself/ herself and his/her classmates related to living things and their basic characteristics.
•Participates in a short conversation about food and through the use of simple expressions.
habits to have a healthy life. •Identifies the general idea of a story with images related
•Makes a list of food and habits to have a healthy life, to the rights of boys and girls. •Respects and appreciates the cultural expressions of
supported by images. • Appreciates the presence of other living things in his/her different groups he/she knows.
context. BE
•Promotes the preservation of traditions of the different
BE •Shares with people close to him/ her basic rules to
• Respects his/her classmates. cultural groups studied.
•Promotes important actions regarding the practice of good •Celebrates the knowledge he/she has about his/her rights preserve other living things in his/her context.
BE BE
eating habits to have a healthy life. and the rights ofother members of the community.
•21st Century Skills-Assumes responsibility for others •21st Century Skills- Respects cultural differences and
•21st Century Skills- Listens respectfully the ideas •21st Century Skills- Adapts easily to change and and his/her environment. works easily with his/her classmates even if they belong
•Learning strategies-. Prioritizes and completes his/her LEARN to a different culture.
LEARN exposed by the others. LEARN assumes responsibility. LEARN
•Learning strategies- Practices the pronunciation of the •Learning strategies-Asks for repetition when something activities without permanent monitoring. Uses the new •Learning strategies-Looks for words that are similar in
new words. is difficult to understand in English. vocabulary in short sentences to memorize them. his/her native language with the English language

SUGGESTED CONTENTS SUGGESTED CONTENTS SUGGESTED CONTENTS

SUGGESTED CONTENTS Animal : (cat, dog, birds, parrot, iguana, bees, fish)
Animal classification: (wild – domestic-water – land) Celebrations or festivals in Colombia: (Flowers Festival, Barranquilla’s
Healthy food (Fruits apple, Vegetables, Rice, Meat) Entertainment activities (go to the movies, go to the beach) Carnival, Black and White Carnival)
Sports (soccer, swim, basketbal) Words related to school (classmates, teachers, principal, study) Habitats: ( forest, sea, house, savannah,)
Verbs: (fly, jump, hunt, protect, run) Months and dates January – December
Outdoor activities (jogging, walking, working out) Adjectives (tall, short, blonde, black, curly,) Grammar: Present continuous tense
Numbers (1-70, 71-100) Question words (what/who/where) Adjectives (fast, slow, big, small, endangered)
Expressions : (Stop hunting animals, Take care of animals) Questions in English in Simple present (do/does): Do you/they fly
Expressions (We have to eat … We need to practice… Numbers: (1-100) kites in August? Yes, they do / No, they don’t
Grammar (Simple present) Expressions related to children’s rights: (Respect, protection) Question words (Can a dog fly? No, it can’t. Can a fish swim? Yes, it
can.) Prepositions of time (in – on)
Sociolinguistic/ Intercultural :Worrying about those around him/her in Grammar (Can/ Can’t Simple WH- questions ) Sociolinguistic/ Intercultural :Becoming interested about preserving
the immediate context. Sociolinguistic/ Intercultural : Respecting the rights of others. Grammar (Should)
Sociolinguistic/ Intercultural : Worrying about and becoming the traditions of the different communities in the country. Promoting the
Recognizing the qualities in others spread of traditions of other communities for their preservation.
interested in how to preserve the environment.
 1 2 3 4 Describes things, places,

3
BASIC Understands and describes
details in short, simple
Answers simple questions about
descriptive short texts, in written or
Exchanges ideas and simple opinions with
classmates and teachers, following models or using
people, and communities,
in oral or written form,
LEARNING texts related to familiar
topics, based on images
oral form, related to familiar and
classroom topics.
images.
using simple phrases.

GRADE RIGHTS and known phrases.

MODULE 1 MODULE 2 MODULE 3 MODULE 4

HEALTH AND LIFE: I take care of my health and my family’s.
GOAL: Recognize and express using simple language in English
the rules and responsibilities to prevent health problems in their
local context.
PEACE AND LIVING TOGETHER: I comply with my duties.
GOAL: Establish in English their duties as a member of a community
using simple language.
ENVIRONMENT AND SOCIETY: I take care of my city.
GOAL: Identify and express the effects of their actions on their local
environment (neighborhood, district, city, town) using simple phrases in
English.
A GLOBAL VILLAGE: I use technology appropiately.
GOAL: Recognize and present in English good practices for the
responsible use of technology

LANGUAGE FUNCTIONS: LANGUAGE FUNCTIONS:

- Give and ask for information about symptoms of diseases in their
community.
- Give simple instructions.
- Describe in simple sentences, the symptoms of common
diseases in their community.
OBJECTIVES:
-Understand phrases in short, simple written texts, supported by
images, related to health problems.
-Identify words and phrases related to common health problems in
their
community.
-Exchange information about symptoms and ways to prevent
PERFORMANCE
health problems in their community. INDICATORS
•
Recognizes the vocabulary to name body parts.
•Identifies the vocabulary of common diseases in his/her
context.
KNOW
•Recognize words and expressions of the rules to prevent
health problems.
•Identifies vocabulary and expressions about the causes
and symptoms of common diseases in the community.
•Describe the symptoms of common diseases, using body
parts vocabulary and simple language.
•Classifies the causes and symptoms of common viral
DO diseases in the context, using pictures.
•Participates in a short conversation about common
diseases.
•Makes a simple list of rules to prevent common diseases
and make and illustration of it.
•Recognized his/her responsibility in the prevention of
BE diseases in the community,
•Promotes actions for the prevention of these diseases at
home.
•21st Century Skills- Interprets information and draws
simple conclusions
LEARN
•Learning strategies- Connects the sound of a word or
phrase with a picture as an aid in remembering.
SUGGESTED CONTENTS
Grammar: should/ shouldn’t.
Common Diseases and Symptoms: Zika, dengue, common
cold, flu, fever, headache, stomachache, sore throat.
Numbers and percentages: 100 – 100 % (per cent).
Expressions: I have a… The symptoms are… How do you
Sociolinguistic/ Intercultural: Worrying and showing interest
for others.
-Express with simple phrases their duties at home, school and
community.
-Give and ask for simple information about everyday actions related to
their responsabilities in the community.
-Give simple instructions to take care of their community.
OBJECTIVES
-Identify words and phrases about the duties of students.
-Understand short and simple sentences in wirten texts, supported by
images, related to the duties of students.
-Present simple ideas orally about the duties and rights of students.
PERFORMANCE INDICATORS
•
Identify words and basics expressions related to their
duties at home, school, and community.
•Identify the words what/ where to ask questions.
•Recognize possessives our, their.
•Follows and gives basic classroom instructions.
•Writes and says simples phrases with familiar vocabulary.
•Makes a list of commitments as citizen.
•Asks and answers questions about their everyday actions.
•Illustrates or represents their duties as citizens in different
ways (drawing, drama, etc…).
•Recognizes some specific details in written and oral texts
related to their duties.
•Shows a respectful attitude toward their peers and the
environment.
•Behaves appropriately in school.
•21st Century Skills- Reflects critically about a situation or
experience.
•Learning strategies- Starts reading short and illustrated
stories (with few words) in English for pleasure.
SUGGESTED CONTENTS
Telling the time: o´clock, 7:00 o´clock.
Adjectives: Responsible, careful, nice, respectful, honest,
Possessives pronouns: our, their- Questions in present: what
do you…? Where do you…? When do you…?
Expressions: Raise your hand, respect the teacher.
Sociolinguistic/ Intercultural: Appreciation of different
opinions.
LANGUAGE FUNCTIONS:
-Mention the causes and consequences of a given situation with the
support of images.
-Describe everyday actions related to the environment.
-Give simple warnings, previously rehearsed, about the environment.
OBJECTIVES
-Identify causes and consequences about the environment in short,
simple oral and written texts.
-Exchange information about the effects of humans on the environment
through previously rehearsed phrases.
-Produce simple sentences about causes and consequences of human
actions on the environment.
PERFORMANCE INDICATORS
• Identifies simple vocabulary related to elements of the
environment in their context.
•Recognizes expressions related to human actions
against the environment.
•Identifies phrases and expressions to talk about causes
and effects..
•Classifies causes and effects within an environmental
situation, using images.
•Expresses, using phrases previously rehearsed, the
causes and consequences of an environment-related
situation.
•Understands specific details about the environment, in a
short text, if the language is familiar.
•Describes environmental problems in their immediate
community, using previously studied phrases.
•Works in a team to make their school community a better
place to be.
•. Recognizes that their decisions and personal actions
have consequences for others and the environment.
•21st Century Skills- Takes a shared responsibility and
values contributions of every member of the team.
•Learning strategies- Takes advantage of every
opportunity to learn English (e.g. learn songs in English)
SUGGESTED CONTENTS
Environmental elements: Tree, park, animals, river, ocean.
Human actions negative: Logging/deforestation-mining
Positive: Reusing, recycling, reforestation, cleaning oceans
Expressions: Animals die because they eat plastic…
Sociolinguistic/Intercultural: Effective group work.
LANGUAGE FUNCTIONS:
-Give and ask for simple information about the use of technology.
-Describe routines related to the use of technology.
-Name elements of technology and their use.
OBJECTIVES:
-Understand phrases in written and oral descriptive texts, about
technological objects and their function.
-Exchange information about the use of technology, through previously
rehearsed phrases.
-Present simple ideas, orally about good practices of the use of
technology.
PERFORMANCE INDICATORS
• Identifies vocabulary and expressions related to technology.
•Recognizes frequency adverbs such as always, sometimes,
never.
•Uses the word to (+ infinitive) to talk about the use of an
object.
•Recognizes the question how often do you…? to ask about
the frequency of an action.
•Uses might to express possibility.
•Asks and answers questions about habits related to the use
of technology
•Describes technological elements they regularly use.
•Talks about the use of an object using rehearsed phrases
•Compares the use of technology among the people in their
community.
•Recognizes and respects similarities and differences
among people regarding their age and the use of
technology.
•Identifies some possible risks of using technology.
•Recognizes that access and use of technology is not equal
for everyone.
•21st Century Skills- Recognizes technology as an
instrument for searching for information and
communication.
•Learning strategies- Practices English with their
classmates.
SUGGESTED CONTENTS
Technological advices: Tv, computer, mp3 player, Tablet…
Time expressions: Twice a day, every day, two days a week…
Expressions: How often do you…? About the frecuency…
Frecuency adverbs: never, often, sometimes, always.
Sociolinguistic/Intercultural: Respect for the technological
limitations of older adults.
 1 2 3 4 Compares basic

4
BASIC Understands the main idea
and supporting details in a
Asks and answers questions related to
who, when and where, in written or
Exchanges opinions about a topic of interest based
on situations related to his/her immediate
characteristics of people,
objects and places in
LEARNING short, simple, informative
text about topics that are
oral form, after reading or listening to
a short and simple text.
environment, using simple and familiar sentence.
his/her school and
community, using simple
GRADE RIGHTS familiar or of personal
interest.
sentences.

MODULE 1 MODULE 2 MODULE 3 MODULE 4

A GLOBAL VILLAGE: I live in a global village.
PEACE AND LIVING TOGETHER: I like to talk. ENVIRONMENT AND SOCIETY: Let´s take care of our world.
HEALTH AND LIFE: I watch what I eat.
GOAL: Identify and introduce in English the effects of certain GOAL: Express agreements and disagreements in very simple GOAL: Compare in a simple way in English the actions that have a GOAL: Describe in simple language how their actions and those of
substances for your health (sugars, caffeine, salt, fat). conversations in English, showing respect for the opinion of others. positive and a negative impact on the environment. their community affect our world.
LANGUAGE FUNCTIONS:
LANGUAGE FUNCTIONS: LANGUAGE FUNCTIONS: LANGUAGE FUNCTIONS:
- Give and ask for personal information about eating habits. -Ask for a give apologies using simple sentences -Describe the activities he or she performs every day.
-Make simple comparisons about actions to take care of the environment.
- Express moods. -Express agreement and disagreement in a simple manner -Describe the characteristics of their environment. -Express his/her opinion about some actions observed in his/her peers.
-Request information about people’s preferences. -Give and ask for information on daily activities related to the -Give and ask for information about daily activities in their environment
- Give suggestions and recomendations on the use of certain
environment. and community.
substances.
OBJECTIVES -Mention the causes and possible effects human actions have on the
-Expressing causes and effects of eating habits throught simple lives of others.
sentences. OBJECTIVES
-Identify the vocabulary and expressions to ask for and give apologies
to others. -Produce short oral and written texts related to environmental issues, OBJECTIVES:
OBJECTIVES:
-Describe his/her qualities using appropriate vocabulary and based on an established model.
- Make simple sentences to describe the consequences of certain expressions. -Identify specific information about the effects of their actions in
-Exchange information about the characteristics of their immediate
substances to humans. -Express agreements, disagreements and apologies with simple narrative and descriptive, short texts.
environment.
-Identify words phrases related to harmful substances and the sentences in a simple conversation. -Identify relevant information on environmental degradation in short -Recognize causes and effects of globalization in oral and written texts.
consequences for human health. -Understand specific information in narrative texts on common conflicts descriptive texts. -Exchange information on the relationships between different
-Suggest or give recommendations on the harmful effects or between colleagues. -Understand the general idea and specific information in narrative and communities in the world, using simple sentences.
certain substance, in a simple conversation. descriptive short, simple texts based on environmental issues.
PERFORMANCE INDICATORS PERFORMANCE INDICATORS PERFORMANCE INDICATORS PERFORMANCE INDICATORS

•
Identifies the uses of Wh questions to get specific information.
•Recognizes the vocabulary related to the main substances
harmful to health, in short written texts.
KNOW •Identifies the main effects of certain substances to his/her
health in short written texts.
•Recognizes words and expressions to make recommendations
or suggestions regarding the use of substances to health.
•Asks for information using Wh-questions.
•Understands and associates the harmful substances and their
effects in short written texts.
•Gives recommendations about the consumption of certain
DO substances.
•Exchanges information about the harmful effects of certain
substances to health.
•Makes a list of products containing substances harmful to
health.
•Values taking care of his/her body.
BE •Promotes actions to prevent consumption of harmful
substances to health.
•21st Century Skills- Predicts the content of a text based on its
LEARN title, subtitles or images.
•Learning strategies- Synthesizes relevant information from a
text.
SUGGESTED CONTENTS
Harmful substances/ food: sugar, caffeine, candy, fast food.
Harmful effects: Headache, obesity, diabetes, hyperactivity.
Connectors: and, but, because
Expressions: Sugar is bad for your health – Caffeine produce
Sociolinguistic/ Intercultural: Showing interest for others
Grammar: Modal verbs, compound sentences, must, have to.
• Identifies words and expressions to apologize.
•.Identifies structures to express other people’s qualities.
•Recognizes some vocabulary and expressions to describe
themselves and others
•Asks for and gives apologies when a mistake has been
made
•Describes his /her qualities and those of others using simple
structures.
•Expresses his/her opinions by not offending or embarrassing
their peers.
•Respects the opinions and positions of his/her colleagues in
issues of common interest.
•Represents his/ her views respectfully.
•21st Century Skills- Listens carefully in order to clearly
identify the meaning and position of the speaker.
•Learning strategies- Presents a study schedule with his /
her peers and he/she finishes it.
SUGGESTED CONTENTS
Adjectives for physical appearance: short/ tall- slim/ thin.
Personality adjectives: nice, clever, silly, shy, hardworking.
Expressions of courtesy: Thank you, excuse me, please.
Expressions to state opinions: I think that, in my opinión, I
agree/ I disagree.
Grammar: simple questions to ask for someone’s opinion.
Sociolinguistic/ Intercultural: Concern for the others.
• Understands concepts and processes related to the
conservation of the environment
•. Establishes practices that may favor or harm the
environment.
•Raises his/her own solutions to environmental problems in
their community.
•Compares human actions that affect positively or negatively
the environment.
•Designs a campaign to take care of the environment in their
school and communicatively the environment.
•Recognizes the importance of the environment.
•Promotes actions to preserve the environment.
•21st Century Skills- Analyzes a specific problem or
situation and proposes solutions for it.
•Learning strategies- Asks his/her classmates for help to
perform a task.
SUGGESTED CONTENTS
Grammar: Wash (your hands), empty (water cans)
Adjectives: worried, scared, dissapointed, optimistic.
Vocabulary related with the environment: hábitat, creatures.
Expressions: I want to help to reduce pollution – I propose to
Sociolinguistic/Intercultural: Concern and interest for the
environment.
• Identifies vocabulary related to the global community.
•Recognizes the structure of the present continuous.
•.Identifies phrases and expressions to talk about causes
and effects.
•Classifies causes and effects of a situation related to the
global community
•Expresses how their actions affect the global community.
•Describes the actions of their community and how they
affect the global community.
•Considers his/her role as a member of a global community.
•Recognizes that his/her actions have consequences for
everyone.
•21st Century Skills- Values teamwork and the
contributions made by each of their peers
•Learning strategies- Represents what he/ she learns
through drawings
SUGGESTED CONTENTS
Frequently used actions: sweep, clean, dig, dust, study
Vocabulary related to global village: global village,
Expressions: The cause of is… is caused by… is due to…
Grammar: Present continuous
Sociolinguistic/Intercultural: Interest for the
consequences of their actions.
 5 3 Explains in oral or written form,
1 2 4
BASIC Understands general and
specific information in a
Produces a short, simple, oral
or written narrative
Exchanges information about habits,
likes and preferences related to
cause and effect
related to topics of most
LEARNING short narrative text about text that responds to the
what, who, when and where
familiar topics, following models
provided by the teacher.
immediate relevance, using
GRADE topics that are familiar or simple sentences and following
RIGHTS of personal interest. of an event or anecdote a model.

MODULE 1
HEALTH AND LIFE: I respect my body
GOAL: Propose in English, through simple language, actions to take
care of his/her body and his/her relationships with others.
LANGUAGE FUNCTIONS:
- Expresses his/her likes and dislikes.
-Describes his/her daily routine and hobbies.
-Gives guidelines to their peers, using simple language to establish
harmonious relationships .
-Gives and asks for information about their relationships with others.
OBJECTIVES:
-Makes simple sentences about routines in oral and written form.
Identifies words and phrases about routines and his/her relationships with
others in simple oral and written texts.
Exchanges personal information about their hobbies and personal
relationships.
Understands the main idea and specific information in short narrative
texts on familiar topics.
PERFORMANCE INDICATORS
•Identifies words and expressions to talk about hygiene.
•Identifies the structure of a simple question with what, who,
and where.
•Recognizes the structures I like / I do not like to talk about
KNOW
what he/she likes and does not like.
•Recognizes the vocabulary and structures to talk about his
likes and dislikes.
• Identifies the imperative form of known verbs.
• Describes his/her daily routine and hobbies.
• Asks and answers questions about daily routines and
DO hobbies.
• Expresses his likes and dislikes..
• Interacts with peers on topics of interest, related to body
care and his/her relationships with others.
•Shows with his/her actions respect towards himself and
BE
his fellows.
• Respects decisions and opinions from others.
•21st Century Skills- Proposes meaningful questions
LEARN that leading to better options or solutions.
•Learning strategies-Practices monologues with peers..
SUGGESTED CONTENTS
Daily activities and hobbies (Wake up, have a bath)
Relationships(brother, sister, uncle)
Telling the time (7:30 - It’s half past seven )
Expressions for apology or rejection (Do not / I don’t like it)
Grammar (Possessive pronouns)
Sociolinguistic/ Intercultural :Expressions for rejection or
apology
MODULE 2
PEACE AND LIVING TOGETHER: I watch my language
GOAL: Recognize and express in English positive actions to build an
environment of peace with their peers through language.
LANGUAGE FUNCTIONS:
-Give and ask for opinions based on conflict.
-Make comparisons to describe the role of men and women in society.
-Express emotions in different situations.
-Describe the role of individuals in society.
OBJECTIVES:
-Identify phrases and expressions related to common stereotypes in
their community.
-Produce simple sentences about the role of men and women in their
local context.
-Understand short narratives about the role of language in generating
conflict.
-Exchange positive views about the people around.
PERFORMANCE INDICATORS
• Identifies words and expressions that reflect some type
KNOW
of discrimination in their context.
•Recognizes the vocabulary and structures to describe the
qualities of other people..
•Talks to their peers and community members without
words or expressions that might denote some kind of
gender, socioeconomic or status discrimination, etc.
•Produces small oral and written texts in which he/she
DO describes the role of men and women in their local
context.
•Compares in some detail the physical characteristics and
qualities of others.
•Expresses opinions and supports them with arguments.
•Recognizes relevant information in a short text.
• Shows with his/her words that he/she respect himself/
herself and his peers.
BE
•Values the role of each gender in society
•21st Century Skills-Expresses ideas orally or in written
form, acknowledging his interlocutor and
LEARN
context.
•Learning strategies-Groups words considering their root
or family..
SUGGESTED CONTENTS
Adjectives - synonyms and opposites (Fat = heavy / thin = slim)
Expressions for rejection: (Stop it!, Cut it out)
Expressions for apology: (It was not my intention)
Grammar (Plural forms-Man / Men- Woman / women)
Sociolinguistic/ Intercultural : Recognition of his / her mistakes
MODULE 3
ENVIRONMENT AND SOCIETY: We are all the same MODULE 4
A GLOBAL VILLAGE: I recognize other cultures.
GOAL: Establish simple comparisons in English and appreciate GOAL: Recognize and mention in English, through simple language,
similarities and differences between the communities of their city or the importance of the media for their daily life.
town (age, socio-economic position marginalized groups). LANGUAGE FUNCTIONS:
LANGUAGE FUNCTIONS: -Talk about past events.
-Make comparisons about people’s characteristics. -Tell stories within their context.
-Describe what some people usually do. -Express preferences about mass media.
-Give and ask for information about places or people in their local -Give and ask for information on current events.
context. OBJECTIVES:
-Express opinions related to the customs of different communities. -Exchange information on the use of different media.
OBJECTIVES: -Produce short oral and written texts related to current issues following
-Produce oral and written short texts about the characteristics of people a known model.
in a community following a model. -Identify specific vocabulary and expressions to refer to the media and
-Exchange information on the similarities and differences between its impact on his/her daily life.
communities in their city or municipality.
-Understand short narratives about past situations of his/her interest.
-Identify elements of contrast and addition in simple oral and written
texts on topics related to the social environment.
-Understand short narrative texts about cultural and social aspects of a PERFORMANCE INDICATORS
community.
•Identifies words and expressions related to tell stories or
PERFORMANCE INDICATORS anecdotes in his/her context.
•Recognizes the structure of the past tense of verbs he/
•. Identifies words and expressions related to everyday KNOW she often uses.
activities.
•Recognizes the vocabulary of the media and information
•Recognizes the structure of the comparative form.
KNOW he/she has contact with.
•Recognizes the vocabulary and structures to talk about
•Identifies the interrogative form to get information about
the characteristics of the people and communities he/ she
current events
interacts with.
•Tells his/her anecdotes using simple language.
• Makes simple comparisons based on the characteristics
of their peers. DO •Answers simple questions about current events.
•Answers simple questions about their daily activities and •Prepares simple questions related to the facts presented
hobbies. by the media.
DO •Expresses his/her favorite media source
•Interacts with peers to talk about places and/or people in
their local context.
•Prepares short oral or written texts based on a given •Appreciates his/her experiences and those of his/her
model, related to a community of their city or municipality. BE companions.
•Considers the effectiveness of information received
• Accepts and values their fellows regardless of gender, through mass media.
BE
age, socioeconomic status, or marginalized groups.
•21st Century Skills- Explores different media and
considers its effectiveness.
•21st Century Skills- Collaborates actively in projects LEARN
and group tasks, assuming their role in them •Learning strategies-Reorganizes the information
LEARN collected from different mass media in a table.
•Learning strategies-. Prepares lists of vocabulary and
expressions they use the most in classes and school.
SUGGESTED CONTENTS SUGGESTED CONTENTS
Nouns: (Race, Gender, Religion) Mass media vocabulary (Television network, radio)
Adjectives (Big / small- Clean / dirty) Expressions to tell stories (one day…)
Expressions to talk about his / her hobbies : (What do you do in Grammar: Past tense (regular verbs)
your free time? I play soccer…) Expressions for preferences (I prefer to)
Expressions to compare physical characteristics with his / her Expressions to talk about past actions (I used to play soccer but
peers (I am taller- She is the tallest) now I..)
Grammar (Comparatives and superlatives) Sociolinguistic/ Intercultural :Assessment of information received
Sociolinguistic/ Intercultural :Respect for the differences and by different means..
social contexts.