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INSTITUTIONAL LOGO
NAME OF THE INSTITUTION ACADEMIC YEAR

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:

AREA: FOREING LANGUAGE SUBJECT: English Language

TEACHERS:
GRADE/COURSE: FOURTH EDUCATION LEVEL EGB
2. TIME
WEEKLY COURSE LOAD Nº OF WORKING LEARNING EVALUATION AND UNEXPECTED TOTAL CLASS WEEKS TOTAL PERIODS
HOURS ISSUES
5 35 10 PERIODS 30 200
3. GENERAL OBJECTIVES
OBJETIVES OF THE AREA OBJECTIVES OF THE LEVEL/COURSE
OG.EFL.1 Encounter socio-cultural aspects of their own and other countries in a O.EFL 2.1 Identify some main ideas and details of written texts, in order to
thoughtful and inquisitive manner, maturely, and openly experiencing other develop an approach of critical inquiry to written and oral texts.
cultures and languages from the secure O.EFL 2.2 Assess and appreciate English as an international language, as well
standpoint of their own national and cultural identity. as the five aspects of English that contribute to communicative competence.
OG.EFL.2 Draw on this established propensity for curiosity and tolerance O.EFL 2.3 Independently read level-appropriate texts in English for pure
towards different cultures to comprehend the role of diversity in building an enjoyment/entertainment and to access information.
intercultural and multinational society. O.EFL 2.4 Develop creative and critical thinking skills to foster problem-solving
OG.EFL.3 Access greater flexibility of mind, creativity, enhanced linguistic and independent learning using both spoken and written English.
intelligence, and critical thinking skills through an appreciation of linguistic O.EFL 2.5 Use in-class library resources and explore the use of ICT to enrich
differences. Enjoy an enriched perspective of their L1 and of language use for competencies in the four skills.
communication and learning. O.EFL 2.6 Write short descriptive and informative texts and use them as a
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition means of communication and written expression of thought.
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and ability to O.EFL 2.7 Appreciate the use of English language through spoken and written
independently access further (language) learning and practice opportunities. literary texts such as poems, rhymes, chants, riddles and songs, in order to
Respect themselves foster imagination, curiosity and memory, while developing a taste for
and others within the communication process, cultivating habits of honesty and literature.
integrity into O.EFL 2.8 Demonstrate a living relationship with the English language through
responsible academic behavior. interaction with written and spoken texts, in order to explore creative writing
OG.EFL 5 Directly access the main points and important details of up-to date. as an outlet to personal expression.
English language texts, such as those published on the web, for professional or O.EFL 2.9 Be able to interact in English in a simple way using basic expressions
general investigation, through the efficient use of ICT and reference tools where and short phrases in familiar contexts to satisfy needs of a concrete type,
required. provided others talk slowly and clearly and are prepared to help.
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.
OG.EFL7 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  Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

AXES
5. DEVELOPMENT OF PLANNING UNITS
Nº NAME OF THE SPECIFIC OBJECTIVES OF THE SKILLS AND METHODOLOGIC EVALUATION CRITERIA TIME IN
UNIT PLANNING UNIT PERFORMANCE AL ORIENTATION AND INDICATORS WEEKS
CRITERIA
1 Welcome to O.EFL 2.1 Identify some main EFL 2.1.2 Recognize the COMMUNICATION AND CE.EFL.2.1. 7
Starship English! ideas and details of written differences between CULTURAL AWARENESS Differentiate between
This is my family texts, in order to develop an where people live among  Participating in short different living
Phonics: Short a; approach of critical inquiry to the regions of the dialogues using situations in a variety of
Long a written and oral texts. country in order to greetings and leave- surroundings and
appreciate their own taking. express curiosity about
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O.EFL 2.2 Assess and environment. (Example:  Listening to or the world through
appreciate English as an house/apartment, reading short simple questions.
international language, as well country/city, etc.) dialogues and CE.EFL.2.6. Listening for
as the five aspects of English EFL 2.2.1 Understand answering questions Meaning: Understand
that contribute to meanings expressed in about the speakers’ the main ideas in short
communicative competence. short dialogues on names, grades, simple spoken texts that
O.EFL 2.3 Independently read familiar topics, as well as schools, etc. include familiar
level-appropriate texts in basic spoken instructions  Practicing the use of vocabulary and are set
English for pure and simple questions expressions of in everyday contexts.
enjoyment/entertainment and about self, people, politeness during CE.EFL.2.12.
to access information. animals or things, collaborative pair and Understand the gist and
O.EFL 2.4 Develop creative and especially when spoken small group work. details in short simple
critical thinking skills to foster slowly and clearly. written texts (online or
problem-solving and (Example: greetings, ORAL COMMUNICATION print).
independent learning using short phrases, basic  Listening to short, CE.EFL.2.19. Convey
both spoken and written range of classroom staged instructions some simple ideas, facts
English. instructions, common and carrying them or opinions in a simple
O.EFL 2.5 Use in-class library personal information out. (Example: Open sentence or short
resources and explore the use questions: What’s your the door. Take this paragraph, using basic
of ICT to enrich competencies name? How old are you? book to Mr. Davila. vocabulary and
in the four skills. Where do you live? etc.) Walk, don’t run! Etc.) structures.
O.EFL 2.6 Write short EFL 2.3.2 Read a short  Listening to very CE.EFL.2.22. Describe
descriptive and informative simple text (online or short (spoken or and write about
texts and use them as a means print) and demonstrate recorded) emotions and
of communication and written understanding of the gist descriptions of responses to literary
expression of thought. and some basic details of scenes, and writing, texts through words and
O.EFL 2.7 Appreciate the use of the content. coloring, or drawing images, or other media
English language through EFL 2.4.5 Write simple items within them. (video, audio) on class
spoken and written literary sentences on familiar (Example: learners or school bulletin
texts such as poems, rhymes, topics to communicate are given a simple boards and expand on
chants, riddles and songs, in basic ideas. picture of a ideas and responses to
order to foster imagination, classroom. They texts read/seen/heard

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.
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EFL 2.5.2 Express listen to a description in by participating in
emotions and feelings of it and identify the songs/chants, TPR
using basic adjectives and table where Sara sits activities and
related and draw 3 pens and playground games.
images through written a red book on it, etc.
work on the school or READING INDICATORS
class bulletin  Drawing a line from I.EFL.2.1.1. Learners
board. individual words to a can recognize
picture or a scene. differences between
(Example: learners where people live and
read a list of farm write or talk about their
animals and draw a own surroundings, as
line from each word well as ask questions
to the appropriate about how other people
animal in the scene, live. (I.2, S.2)
etc.) I.EFL.2.6.1. Learners can
WRITING understand the main
 Writing new words in ideas in short simple
a picture dictionary spoken texts and infer
and adding a sticker who is speaking and
or picture. what the situation is,
 Identifying the without decoding every
differences between word. (I.3)
two pictures and I.EFL.2.12.1. Learners
writing simple can understand a short
sentences. (Example: simple text on an
In picture A, there’s everyday topic and
one car, but in picture successfully complete a
B there are two cars, simple task to show that
etc.) they have understood
most or some of it. (I.4)

2 Is she happy? O.EFL 2.1 Identify some main
Review ideas and details of written
Learn more texts, in order to develop an
Phonics: Short e; approach of critical inquiry to
Long e written and oral texts.
O.EFL 2.2 Assess and
appreciate English as an
international language, as well
as the five aspects of English
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EFL 2.1.8 Exchange basic
personal preferences
with peers in order to
express likes and dislikes.
EFL 2.2.2 Infer who is
speaking and what the
situation is when
listening to short simple
texts, especially when
LANGUAGE THROUGH I.EFL.2.19.1. Learners
THE ARTS can produce a short
 Putting short captions simple sentence and a
under pictures. paragraph – with ample
support - on a variety of
topics, and some
learners can do so with
only limited support.
(I.3)
I.EFL.2.22.1. Learners
can report emotions
and compose short
responses to literary
texts through words and
images, or other media
(video, audio). Learners
can generate and
expand on personal
opinions and responses
to oral and written texts
through TPR,
playground games, and
songs. (I.3, S.3)
COMMUNICATION AND CE.EFL.2.4. Develop
CULTURAL AWARENESS skills of collaboration by
 Using question words working together on
(who, what, where) projects and sharing
to ask about places materials while
 Drawing different expressing personal
houses and labeling preferences with peers.
different rooms and CE.EFL.2.6. Listening for
objects in a house. Meaning: Understand

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.
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accompanied by pictures ORAL COMMUNICATION the main ideas in short
or other visual aids, or  Listening to short, simple spoken texts that
sound effects. (Example: staged instructions include familiar
shopkeeper speaking to a and carrying them vocabulary and are set
customer who is buying out. (Example: Open in everyday contexts.
some fruit.) the door. Take this CE.EFL.2.13.
EFL 2.3.4 Understand the book to Mr. Davila. Understand the content
content in simple short Walk, don’t run! Etc.) in a variety of well-
written environmental  Listening to very known text types, both
print text types, using short (spoken or print and online, using
artwork, symbols and recorded) the layout and artwork
layout for descriptions of for support; recognize
support.(Example: price scenes, and writing, typical signs and
tags, signs, notices (No coloring, or drawing symbols found in the
eating, etc.), candy items within them. text types.
wrappers, etc.) (Example: learners CE.EFL.2.19. Convey
EFL.2.4.7. Write a short are given a simple some simple ideas,
simple paragraph to picture of a facts or opinions in a
describe yourself or other classroom. They simple sentence or
people, animals, places listen to a description short paragraph, using
and things, with limited of it and identify the basic vocabulary and
support. (Example: by table where Sara sits structures.
answering questions or and draw 3 pens and CE.EFL.2.22. Describe
using key words). a red book on it, etc.) and write about
EFL.2.5.6. Generate and  Listening to a short emotions and
expand ideas by dialogue and filling in responses to literary
responding in a fun and a simple form. texts through words and
playful manner to oral (Example: a images, or other
and written texts in order conversation media (video, audio) on
to increase enjoyment of between a boy and a class or school bulletin
the language through teacher meeting for boards and expand on
the first time. ideas and responses to
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O.EFL 2.8 Demonstrate a living TPR, playground games, Learners fill in the texts read/seen/heard
relationship with the English and songs and chants. boy’s name, age, in by participating in
language through interaction birth date, (part of songs/chants, TPR
with written and spoken texts, his) address (e.g., activities and
in order to explore creative house number or playground games.
writing as an outlet to personal street name), favorite
expression. subject, etc. on a INDICATORS
O.EFL 2.9 Be able to interact in simple form.) I.EFL.2.4.1. Learners
English in a simple way using READING can select pictures
basic expressions and short  Using a simple and/or short phrases
phrases in familiar contexts to learning resource and that relate to
satisfy needs of a concrete locating details. collaborating and
type, provided others talk (Example: finding and sharing and express
slowly and clearly and are circling or coloring personal preferences.
prepared to help. three different kinds (J.2, J.3, S.4)
of fruit or three kinds I.EFL.2.6.1. Learners
of drink in an online can understand the
or print picture main ideas in short
dictionary, etc.) simple spoken texts and
 Using the alphabet to infer who is speaking
scan for particular and what the situation
items in lists. is, without decoding
(Example: finding a every word. (I.3)
word in a simple I.EFL.2.13.1. Learners
dictionary or locating can understand a short
a boy’s name on a simple environmental
class list.) print text type and
 Testing each other on successfully complete a
the meaning of simple task. (Example: a
flashcards. (Example: sign, notice, menu, etc.)
a boy shows a picture (I.3)
on a flashcard and
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asks: What’s this? I.EFL.2.19.1. Learners

Girl: it’s an airplane, can produce a short
etc.) simple sentence and a
WRITING paragraph – with ample
 Locating specific support - on a variety of
words on the page topics, and some
and writing them in a learners can do so with
list. (Example: all the only limited support.
words beginning with (I.3)
the sound /k/ or all I.EFL.2.22.1. Learners
the words that can report emotions
contain the long /a:/ and compose short
sound, etc.) responses to literary
 Matching words to texts through words and
pictures. (Example: images, or other media
under the picture of a (video, audio). Learners
chair, learners write can generate and
the word chair with expand on personal
the five letters of the opinions and responses
word on the five lines to oral and written texts
provided, etc.) through TPR,
 Writing new words in playground games, and
a picture dictionary songs. (I.3, S.3)
and adding a sticker
or picture.
LANGUAGE THROUGH
THE ARTS
 Listening to or
reading stories and
drawing the main
characters.

3 I want juice, please O.EFL 2.1 Identify some main
Where’s your ideas and details of written
bedroom? texts, in order to develop an
Phonics: Short i ; approach of critical inquiry to
Long i 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.
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 Choosing pictures of
or drawing the scenes
of a literary text.
 Standing up every
time they hear the
name of a character.
EFL.2.1.10. Recognize COMMUNICATION AND
when to speak and when CULTURAL AWARENESS
to listen while working in  Drawing different
pairs or small groups in houses and labeling
class by following different rooms and
classroom instructions objects in a house.
and simple commands.  Using question words
EFL.2.2.9. Spell out key (who, what, where)
vocabulary items using to ask about places.
the English alphabet. ORAL COMMUNICATION
(Example: names, colors,  Showing the student
animals, possessions, some picture
etc.) flashcards of familiar
EFL.2.3.9. Identify the vocabulary items and
meaning of specific asking them to say
content-based words and the words. (Example:
phrases, with the aid of It’s a house, a school,
visual support. a car, a bike, to see if
EFL.2.4.8. Complete a they are easily
basic survey or a understood, etc.)
questionnaire by  Ask the learner to
providing personal sing a song or recite a
details. chant together with a
EFL.2.5.7. Create picture group of friends or
books and/or other with the teacher.
graphic expressions in Record the student’s
CE.EFL.2.5. Model turn-
taking and ways to
express to others when
something is not
understood to improve
comprehension and/or
intelligibility in
conversations.
CE.EFL.2.8. Production -
Pronunciation: Produce
individual words and
short phrases clearly
enough that other
people can usually
understand them easily.
CE.EFL.2.16.
Understand the main
ideas in short simple
written texts on cross-
curricular subjects, both
print and digital.
(Example: art, science,
music, math, history,
etc.)
CE.EFL.2.20. Complete a
simple survey form or
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O.EFL 2.6 Write short pairs in class by varying production with the questionnaire by
descriptive and informative scenes, characters, or recording device providing personal
texts and use them as a means other elements of literary quite near to the details. Write a variety
of communication and written texts. student’s mouth and of simple written text
expression of thought. listen to the recording types, used in print or
O.EFL 2.7 Appreciate the use of to assess clarity of online, with appropriate
English language through sounds, production of layout and language.
spoken and written literary phonemes, rhythm (Examples: message on
texts such as poems, rhymes, and intonation. a greeting card, name
chants, riddles and songs, in  Doing a mingle and address on an
order to foster imagination, activity where envelope, an email
curiosity and memory, while learners ask and address, etc.)
developing a taste for answer simple CE.EFL.2.23. Display an
literature. questions about a affinity for a variety of
O.EFL 2.8 Demonstrate a living picture which has literary texts by
relationship with the English been stuck to responding within a
language through interaction their own back. range of physical,
with written and spoken texts, (Example: for animal cognitive, and
in order to explore creative picture cards, attitudinal manners,
writing as an outlet to personal learners ask and and vary elements of a
expression. answer. Is it an literary text to create a
O.EFL 2.9 Be able to interact in elephant? No. Is it a new text.
English in a simple way using horse? Yes. Is it black
basic expressions and short or white? White. Etc.) INDICATORS
phrases in familiar contexts to Observing to see I.EFL.2.5.1. Learners
satisfy needs of a concrete whether each can apply turn-taking
type, provided others talk student’s questions and ways to express to
slowly and clearly and are and answers are others when something
prepared to help. understandable is not understood in
by other learners. short conversations.
(J.3, S.1, S.4)
READING
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 Drawing a line from I.EFL.2.8.1. Learners

individual words to a can pronounce most
picture or a scene. familiar vocabulary
(Example: learners items accurately, and
read a list of farm can therefore usually be
animals and draw a easily understood. They
line from each word can also produce some
to the appropriate phrases and short
animal in the scene, sentences clearly, and
etc.) may approximate
 Reading a list of four English rhythm and
words and crossing intonation in longer
out the word that utterances. (I.3)
doesn’t belong. I.EFL.2.16.1. Learners
(Example: arm – leg – can understand the
house – foot, etc.) main ideas and some
 Reading a simple basic details from a
sentence, looking at short simple cross-
the accompanying curricular* text and
picture, and ticking successfully complete a
yes/no. (Example: simple task, as well as
This is a house. Yes, acquire subject-specific
etc.) lexis. (I.2)
 Completing a gap in a I.EFL.2.20.1. Learners
sentence (print or can write information in
online). (Example: a simple survey form or
Words: go, sleep. questionnaire, and can
Sentence: Every day I type or write some
--- to school, etc.) simple digital text-
types, such as a URL and
WRITING an email address. (I.3)
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 Locating specific I.EFL.2.23.1. Learners

words on the page can demonstrate an
and writing them in a affinity for a variety of
list. (Example: all the literary texts by
words beginning with responding within a
the sound /k/ or all range of physical,
the words that cognitive, and
contain the long /a:/ attitudinal manners and
sound, etc.) adapt elements of a
 Matching words to literary text to create a
pictures. (Example: new text. (I.1, I.4)
under the picture of a
chair, learners write
the word chair with
the five letters of the
word on the five lines
provided, etc.)
 Writing new words in
a picture dictionary
and adding a sticker
or picture.

LANGUAGE THROUGH
THE ARTS
 Creating a dance for a
song or rhyme
 Moving to the rhythm
of a song or chant.
 Illustrating a short
piece of writing.
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4 How many robots O.EFL 2.1 Identify some main EFL.2.1.7. Collaborate in COMMUNICATION AND CE.EFL.2.4. Develop
do you have? ideas and details of written a friendly manner by CULTURAL AWARENESS skills of collaboration by
Review texts, in order to develop an sharing classroom  Labeling pictures with working together on
Learn more approach of critical inquiry to materials and personal correct names. projects and sharing
Phonics: Short o; written and oral texts. objects while  Matching objects materials while
Long o O.EFL 2.2 Assess and participating in games with the places where expressing personal
appreciate English as an and activities in class and they can be found. preferences with peers.
international language, as well on the playground. (Example: stove in CE.EFL.2.9. Production -
as the five aspects of English EFL 2.2.11 Produce kitchen, bed in Fluency: Utterances are
that contribute to simple, mainly isolated bedroom, etc.) sometimes produced
communicative competence. utterances using very  Choosing pictures slowly but use
O.EFL 2.3 Independently read short phrases and that demonstrate appropriate words and
level-appropriate texts in sometimes individual responsibility phrases to express basic
English for pure words, possibly with slow (cleaning room, ideas, initiate
enjoyment/entertainment and and/or hesitant delivery. watering the flowers). conversations and
to access information. (Example: words, ORAL COMMUNICATION respond to questions,
O.EFL 2.4 Develop creative and phrases, and short  Listening to very including some chunks
critical thinking skills to foster sentences about people, short (spoken or of language and short
problem-solving and animals, things, etc.) recorded) sentences.
independent learning using EFL.2.3.8. Show descriptions of CE.EFL.2.16.
both spoken and written understanding of some scenes, and writing, Understand the main
English. basic details in short coloring, or drawing ideas in short simple
O.EFL 2.5 Use in-class library simple cross-curricular items within them. written texts on cross-
resources and explore the use texts by matching, (Example: learners curricular subjects, both
of ICT to enrich competencies labeling, and answering are given a simple print and digital.
in the four skills. simple questions. picture of a (Example: art, science,
O.EFL 2.6 Write short EFL 2.4.7 Write a short classroom. They music, math, history,
descriptive and informative simple paragraph to listen to a description etc.)
texts and use them as a means describe yourself or other of it and identify the CE.EFL.2.19. Convey
of communication and written people, animals, places table where Sara sits some simple ideas, facts
expression of thought. and things, with limited and draw 3 pens and or opinions in a simple
support. (Example: by a red book on it, etc.) sentence or short
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O.EFL 2.7 Appreciate the use of answering questions or  Listening to a short paragraph, using basic
English language through using key words). text and vocabulary and
spoken and written literary EFL 2.5.3 Use audio, demonstrating structures.
texts such as poems, rhymes, video, and pictures to understanding of it CE.EFL.2.22. Describe
chants, riddles and songs, in respond to a variety of using an and write about
order to foster imagination, literary texts through accompanying emotions and
curiosity and memory, while online or in-class ICT graphic organizer. responses to literary
developing a taste for activities. (Example: marking texts through words and
literature. the route on a map images, or other media
O.EFL 2.8 Demonstrate a living while listening to (video, audio) on class
relationship with the English directions, etc.) or school bulletin
language through interaction READING boards and expand on
with written and spoken texts,  Reading a list of ideas and responses to
in order to explore creative words in a Venn texts read/seen/heard
writing as an outlet to personal diagram and in by participating in
expression. understanding the songs/chants, TPR
meaning. (Example: activities and
Venn diagram: playground games.
Dog/Cat. Task: Read a
sentence and tick INDICATORS
yes/no. Sentence: I.EFL.2.5.1. Learners
Dogs and cats have can apply turn-taking
tails, etc.) and ways to express to
WRITING others when something
 Completing simple is not understood in
sentences to practice short conversations.
a grammar structure (J.3, S.1, S.4)
by writing words in I.EFL.2.9.1. Learners can
gapped sentences. express basic ideas,
Support learners by initiate conversations,
providing pictures for and respond to simple
context and / or a box questions using
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of answers, from appropriate words,

which they can phrases, and short
choose. (Example: My sentences. Responses
best friend is ten --- may be slow though
old. --- name is Carol. pauses do not make the
--- birthday is in May, interaction tedious or
etc.) uncomfortable for
 Identifying the participants. (I.3)
differences between I.EFL.2.16.1. Learners
two pictures and can understand the
writing simple main ideas and some
sentences. (Example: basic details from a
In picture A, there’s short simple cross-
one car, but in picture curricular* text and
B there are two cars, successfully complete a
etc.) simple task, as well as
 Answering questions acquire subject-specific
about a scene using lexis. (I.2)
full sentences. I.EFL.2.19.1. Learners
(Example: How many can produce a short
boys are there? There simple sentence and a
are four boys, etc.) paragraph – with ample
LANGUAGE THROUGH support - on a variety of
THE ARTS topics, and some
 Brainstorming ideas learners can do so with
for a writing project only limited support.
together as a class, (I.3)
using a graphic I.EFL.2.23.1. Learners
organizer. can demonstrate an
 Creating a product for affinity for a variety of
another class and literary texts by
making a short responding within a
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advertisement that range of physical,

could be used to sell cognitive, and
the product. attitudinal manners and
 Playing games in class adapt elements of a
or doing puzzles. literary text to create a
 Discussing mistakes new text. (I.1, I.4)
and how learners
(and all humans) can
learn from them.

5 What time is it, O.EFL 2.1 Identify some main EFL 2.1.10 Recognize COMMUNICATION AND CE.EFL.2.5. Model turn-
please? ideas and details of written when to speak and when CULTURAL AWARENESS taking and ways to
Birthday party! texts, in order to develop an to listen while working in  Playing games in express to others when
Phonics: Short u; approach of critical inquiry to pairs or small groups in which learners must something is not
Long u written and oral texts. class by following pass objects around understood to improve
O.EFL 2.2 Assess and classroom instructions the room. (Example: comprehension and/or
appreciate English as an and simple commands. hot potato, etc.) intelligibility in
international language, as well EFL 2.2.15 Exchange  Practicing helpful conversations.
as the five aspects of English specific information with classroom language CE.EFL.2.10. Interaction
that contribute to another person, provided in mini dialogues – Interpersonal:
communicative competence. they talk slowly and and/or chants Participate effectively in
O.EFL 2.3 Independently read clearly and are prepared (Example: Can I basic interpersonal
level-appropriate texts in to help. (Example: factual borrow your eraser? interactions in everyday
English for pure information about colors, Do you have a pencil? contexts, provided the
enjoyment/entertainment and numbers, quantities, Etc.) interlocutor speaks
to access information. prices, times, size, etc.)  Completing a short slowly and clearly.
O.EFL 2.4 Develop creative and EFL.2.3.7. Read and survey about (Example: requesting,
critical thinking skills to foster understand the main favorites or introducing,
problem-solving and ideas in a short simple likes/dislikes and responding, etc.)
independent learning using text on a cross-curricular then sharing ideas CE.EFL.2.16.
both spoken and written topic. (Example: art, with a partner. Understand the main
English. music, history, etc.) ORAL COMMUNICATION ideas in short simple
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O.EFL 2.5 Use in-class library EFL 2.4.2 Make a simple  Conducting a written texts on cross-
resources and explore the use learning resource, in conversation with the curricular subjects,
of ICT to enrich competencies order to record and teacher and learner both print and digital.
in the four skills. practice new words. playing two (Example: art, science,
O.EFL 2.6 Write short (Example: a picture characters using music, math, history,
descriptive and informative dictionary, a word list, set masks or hand etc.)
texts and use them as a means of flashcards, etc.). puppets. The learner CE.EFL.2.17. Write
of communication and written EFL.2.5.9. Use creative may be given the simple words, phrases,
expression of thought. thinking skills to learn character’s details or and sentences to
O.EFL 2.7 Appreciate the use of how to share and respect invent them. demonstrate
English language through all ideas through (Example: name, age, knowledge of spelling,
spoken and written literary brainstorming activities favorite color, etc.) punctuation,
texts such as poems, rhymes, and pair work in class. The student’s capitalization and
chants, riddles and songs, in character could handwriting /
order to foster imagination, introduce other typography, and
curiosity and memory, while puppets or request identify their meanings.
developing a taste for permission to do CE.EFL.2.25. Implement
literature. something. (Example: a range of creative
O.EFL 2.8 Demonstrate a living This is Sebastian. He’s thinking skills to show a
relationship with the English 11. Can I borrow a respect for sharing and
language through interaction pencil, please?, etc.) accepting different
with written and spoken texts, READING ideas in brainstorms
in order to explore creative  Using a simple and pair work.
writing as an outlet to personal learning resource and
expression. locating details. INDICATORS
(Example: finding and I.EFL.2.5.1. Learners
circling or coloring can apply turn-taking
three different kinds and ways to express to
of fruit or three kinds others when something
of drink in an online is not understood in
or print picture short conversations.
dictionary, etc.) (J.3, S.1, S.4)
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 Using the alphabet to I.EFL.2.10.1. Learners

scan for particular can interact effectively
items in lists. using a range of basic
(Example: finding a functional exponents
word in a simple for interpersonal
dictionary or locating conversations in
a boy’s name on a everyday contexts,
class list.) providing speech is slow
 Testing each other on and clear. Learners can
the meaning of request repetition or
flashcards. (Example: clarification, and can
a boy shows a picture react appropriately to
on a flashcard and responses received.
asks: What’s this? (I.3)
Girl: it’s an airplane, I.EFL.2.16.1. Learners
etc.) can understand the
WRITING main ideas and some
 Writing a description basic details from a
of yourself by short simple cross-
completing the curricular* text and
outline of a successfully complete a
paragraph. Each simple task, as well as
sentence in the acquire subject-specific
paragraph contains a lexis. (I.2)
sentence opener. I.EFL.2.17.1. Learners
(Example: My can write words,
name’s…, my hair is…, phrases, and short
My eyes are…, etc.) simple sentences using
 Reading a short the correct conventions
simple paragraph (spelling, punctuation,
which serves as a capitalization, and
model text, then handwriting or
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writing a similar typography, etc.), for

paragraph on the making simple learning
same topic. (Example: resources. (I.3)
Topics could include: I.EFL.2.25.1. Learners
my best friend, my can utilize a range of
family, my house, my creative thinking skills
favorite animal, my to show a respect for
town, etc.) sharing and accepting
 Writing a short simple different ideas while
paragraph on a working in pairs and
familiar topic. through brainstorms.
Learners must write (J.3, S.4)
the answer to specific
questions or use
specific vocabulary.
(Example: Topic:
describe your clothes.
Opening phrase: I’m
wearing…Words: t-
shirt, pants, shoes,
etc.)
LANGUAGE THROUGH
THE ARTS
 Sharing in small
groups or pairs the
learners’ favorite
stories, songs,
poems, etc., and
saying why.
 Responding to a
poem by drawing
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
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how it makes the

learner feel.
 Writing questions the
learners would like to
ask a character in the
story, or the author of
the story
 Listening to a song
and rewriting the
song lyrics changing
just one aspect.
(Example: choosing
and replacing the
character’s name,
age, etc.)
6 What’s your O.EFL 2.1 Identify some main EFL.2.1.8. Exchange basic COMMUNICATION AND CE.EFL.2.4. Develop
favorite season? ideas and details of written personal preferencesCULTURAL AWARENESS skills of collaboration by
Review texts, in order to develop an with peers in order to  Role-playing and working together on
About me approach of critical inquiry to express likes and dislikes. participating in short projects and sharing
Phonics Review: written and oral texts. EFL.2.2.12. Respond to dialogues. materials while
Short and Long O.EFL 2.2 Assess and simple questions in quite  Singing songs or expressing personal
Vowels appreciate English as an a short time and initiate chants that practice preferences with peers.
international language, as well basic interaction helpful language. CE.EFL.2.9. Production -
as the five aspects of English spontaneously when Fluency: Utterances are
that contribute to there are opportunities ORAL COMMUNICATION sometimes produced
communicative competence. to speak. Speech is  Doing a mingle slowly but use
O.EFL 2.3 Independently read produced a little less activity where appropriate words and
level-appropriate texts in slowly and hesitantly. learners meet and phrases to express basic
English for pure EFL.2.3.10. Read a variety greet each other and ideas, initiate
enjoyment/entertainment and of simple text types and ask and answer conversations and
to access information. graphic simple questions. respond to questions,
Observing to see including some chunks
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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.
organizers used to
present cross-curricular
information
(Example: instructions,
graphs, diagrams, charts,
plans or maps, etc.)
EFL.2.4.6. Write a short
simple paragraph to
convey some simple facts
about people, animals,
places, things, yourself or
others, with the support
of a model text.
(Example: where they
live, what they do, etc.)  Establishing a clear
EFL.2.5.3. Use audio,
video, and pictures to
respond to a variety of
literary texts through
online or in-class ICT
activities.
READING
 Reading a short text
whether the learner of language and short
can interact sentences.
effectively, and CE.EFL.2.16.
whether they are able Understand the main
to ask for repetition ideas in short simple
when required, and / written texts on cross-
or react appropriately curricular subjects, both
to responses print and digital.
received. (Example: (Example: art, science,
Find someone who…. music, math, history,
Do you have a red etc.)
car? Yes? Great! – CE.EFL.2.19. Convey
writes down name of some simple ideas, facts
person.) or opinions in a simple
sentence or short
expectation of English paragraph, using basic
use for classroom vocabulary and
functions. (Example: structures.
greeting, requesting, CE.EFL.2.22. Describe
thanking, asking for and write about
repetition / emotions and
clarification, offering responses to literary
help, taking leave, texts through words and
etc.) Informal images, or other media
assessment could (video, audio) on class
involve a star chart, or school bulletin
with points for boards and expand on
learners who use L2 ideas and responses to
regularly. texts read/seen/heard
in by participating in
songs/chants, TPR
and showing
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comprehension by activities and

. completing the playground games.
accompanying
graphic organizer. INDICATORS
(Example: learners I.EFL.2.4.1. Learners can
read about the select pictures and/or
location of a house short phrases that
and mark the point X relate to collaborating
on a map.) and sharing and express
 Reading a short personal preferences.
simple story of just a (J.2, J.3, S.4)
few lines and I.EFL.2.9.1. Learners
ordering simple can express basic ideas,
pictures of familiar initiate conversations,
objects. and respond to simple
 Reading a short questions using
simple text and appropriate words,
coloring a picture. phrases, and short
(Example: This is sentences. Responses
Ben’s room. His bed is may be slow though
green. Learners draw pauses do not make the
a green bed, etc.) interaction tedious or
 Reading a short uncomfortable for
simple text and participants. (I.3)
circling the correct I.EFL.2.16.1. Learners
answer. (Example: can understand the
Question: What’s her main ideas and some
name? Answer: Mary basic details from a
/ Sandra / Mia, etc.) short simple cross-
WRITING curricular* text and
 Having learners successfully complete a
complete a short
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
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simple questionnaire simple task, as well as

about themselves. acquire
Learners read open- subject-specific lexis.
ended questions and (I.2)
write the answers on I.EFL.2.19.1. Learners
the form. (Example: can produce a short
What time do you get simple sentence and a
up? What time do you paragraph – with ample
go to school? At 6 support - on a variety of
o’clock, etc.) topics, and some
learners can do so with
LANGUAGE THROUGH only limited support.
THE ARTS (I.3)
 Using ICT resources to I.EFL.2.22.1. Learners
organize and edit a can report emotions
short piece of and compose short
creative or responses to literary
informational writing. texts through words and
 Taking pictures of or images, or other media
drawing what the (video, audio). Learners
learners usually eat can generate and
for breakfast, then expand on personal
using the picture as a opinions and responses
prompt for to oral and written texts
conversation in class. through TPR,
 Writing a short, playground games, and
fictional story about a songs. (I.3, S.3)
family member.
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1. BIBLIOGRAPHY/WEBGRAPHY (Use APA VI editions OBSERVATIONS

norms)
 Ministry of Education, Curriculum 2016-2017
 Ministry of Education, Teacher´s book – Level 1
 Ministry of Education, the English Languages
Learning Standards.
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER/S: NAME: NAME:
Signature: Signature: Signature:

Date: Date: Date: