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1. INFORMATION DATA:
READING
READING READING CE.EFL.2.11. Identify and
EFL 2.3.1 Demonstrate basic Drawing a line from understand individual every-
reading comprehension skills individual words to a day words, phrases, and
by identifying the meaning of picture or a scene. sentences, including
individual words, phrases, and (Example: learners read a instructions.
sentences, including simple list of farm animals and I.EFL.2.11.1. Learners can
written instructions. draw a line from each understand familiar words,
word to the appropriate phrases, and short simple
animal in the scene, etc.) sentences and can
successfully complete the
simple accompanying task.
(I.4)
WRITING
WRITING WRITING CE.EFL.2.17. Write simple
EFL 2.4.2 make a simple Writing new words in a words, phrases, and
learning resource, in order to picture dictionary and sentences to demonstrate
record and practice new adding a sticker or knowledge of spelling,
words. (Example: a picture picture. punctuation, capitalization
dictionary, a word list, set of Identifying the and handwriting /
flashcards, etc.) differences between two typography, and identify
EFL.2.4.3. Write simple words, pictures and writing their meanings.
phrases, and sentences with simple sentences. I.EFL.2.17.1. Learners can
correct use of standard (Example: In picture A, write words, phrases, and
writing mechanics. (Example: there’s one car, but in short simple sentences
spelling, punctuation, picture B there are two using the correct
capitalization, and writing by cars, etc.) conventions (spelling,
hand and/or on the computer. punctuation, capitalization,
EFL.2.4.4. Write simple words, and handwriting or
phrases, and sentences for typography, etc.), for making
controlled practice of simple learning resources.
language items. (I.3)
CE.EFL.2.18. Writing in order
to perform controlled
practice of vocabulary and
grammar items.
I.EFL.2.18.1. Learners can
write short simple phrases
and sentences to show that
they know how to use
simple grammar or
vocabulary items. (I.3, I.4)
2 IS SHE HAPPY? Describe characteristics COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
and emotions (using pets) CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
EFL.2.1.4. Express curiosity Labeling pictures with CE.EFL.2.2. Catalog everyday
about the world and other correct names. objects and places in
cultures by asking simple WH- Simulating actions different cultures and
questions in class after through TPR activities recognize ways to act
reading and/or participating where learners follow responsibly towards one’s
in presentations or other basic commands. environment and
group work. (Example: Put away your surroundings.
EFL.2.1.5. Recognize ways to book, etc.). I.EFL.2.2.1. Learners can
relate responsibly to one’s Creating a poster of classify everyday objects
surroundings at home and at things that can be and familiar places. Learners
school by exhibiting recycled. can compare objects from
responsible behaviors towards different cultural contexts.
the environment. (Example: Learners can say and
chores at home, recycling, recognize ways to take care
etc.) of the environment and
one’s surroundings. (J.3,
S.1)
3 I WANT JUICE, Ask about who you see? COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
Talk about shapes. CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
PLEASE. Identify de rooms and the furniture.
WHERE´S YOUR EFL.2.1.2 Recognize the Drawing different houses CE.EFL.2.1. Differentiate
BEDROOM? differences between where and labeling different between different living
people live among the regions rooms and objects in a situations in a variety of
of the country in order to house. surroundings and express
appreciate their own Using question words curiosity about the world
environment. (Example: (who, what, where) to ask through simple questions.
house/apartment, country/ about places. I.EFL.2.1.1. Learners can
city, etc.) recognize differences
EFL.2.1.3. Ask simple basic between where people live
questions in class about the and write or talk about their
world beyond one’s own own surroundings, as well as
immediate environment in ask questions about how
order to increase their other people live. (I.2, S.2)
understanding of different
cultures.
EFL 2.1.4. Express curiosity
about the world and other
cultures by asking simple WH-
questions in class after
reading and/or participating
in presentations or other
group work. ORAL COMMUNICATION
Showing the student
ORAL COMMUNICATION some picture flashcards ORAL COMMUNICATION
EFL.2.2.8. Imitate individual of familiar vocabulary CE.EFL.2.8. Production -
English language sounds, items and asking them to Pronunciation: Produce
especially those phonemes say the words. (Example: individual words and short
which do not exist in the It’s a house, a school, a phrases clearly enough that
student’s own L1, both in car, a bike, to see if they other people can usually
isolation and within key are easily understood, understand them easily.
vocabulary items. etc.) I.EFL.2.8.1. Learners can
(Example: /ŋ/ /ð/ /ʌ/ /i:/ and Ask the learner to sing a pronounce most familiar
in words like singing, these, song or recite a chant vocabulary items accurately,
up, sea, etc.) together with a group of and can therefore usually be
EFL.2.2.9. Spell out key friends or with the easily understood. They can
vocabulary items using the teacher. Record the also produce some phrases
English alphabet. (Example: student’s production with and short sentences clearly,
names, colors, animals, the recording device and may approximate
possessions, etc.) quite near to the English rhythm and
EFL.2.2.10 Clap, move, chant, student’s mouth and intonation in longer
or sing along with short listen to the recording to utterances. (I.3)
authentic English language assess clarity of sounds,
rhymes or songs, production of phonemes,
approximating English rhythm rhythm and intonation.
and intonation once familiar Doing a mingle activity
with the text. (Example: jump where learners ask and
or clap in time to jump-rope answer simple questions
rhymes, do the actions to about a picture which has
action songs or short rhythmic been stuck to
poems, enunciating some of their own back. (Example:
words in time with the for animal picture cards,
rhythm, etc.) learners ask and answer.
Is it an elephant? No. Is it
a horse? Yes. Is it black or
white? White. Etc.)
Observing to see whether
each student’s questions
and answers are
understandable
by other learners.
READING
READING Matching common signs READING
EFL.2.3.4. Understand the to their meanings. CE.EFL.2.13. Understand the
content in simple short (Example: a simple content in a variety of well-
written environmental print classroom sign or a notice known text types, both print
text types, using artwork, in the park, Silence and online, using the layout
symbols, and layout for please, and artwork for support;
support. (Example: price tags, No eating, etc.) recognize typical signs and
signs, notices (No eating, Studying an symbols found in the text
etc.), candy wrappers, etc.). environmental print text types.
type and drawing a line I.EFL.2.13.1. Learners can
from the word to the understand a short simple
artwork. (Example: from environmental print text
the word cloud to a cloud type and successfully
weather symbol, or from complete a simple task.
the word stop to a “red” (Example: a sign, notice,
stop light, etc.) menu, etc.) (I.3)
Circling an emoticon to
match to a picture.
(Example: Amy feels sick /
Amy is happy /, etc.)
Comparing and
contrasting information.
(Example: learners read
simple price tags and
match them to the
correct sentences: This
toy is cheap. Those shoes
are expensive, etc.)
WRITING WRITING WRITING
EFL.2.4.5. Write simple Locating specific words CE.EFL.2.17. Write simple
sentences on familiar topics on the page and writing words, phrases, and
to communicate basic ideas. them in a list. (Example: sentences to demonstrate
EFL.2.4.6. Write a short all the words beginning knowledge of spelling,
simple paragraph to convey with the sound /k/ or all punctuation, capitalization
some simple facts about the words that contain and handwriting /
people, animals, places, the long /a:/ sound, etc.) typography, and identify
things, yourself or others, Matching words to their meanings.
with the support of a model pictures. (Example: under I.EFL.2.17.1. Learners can
text. (Example: where they the picture of a chair, write words, phrases, and
live, what they do, etc.) learners write the word short simple sentences
EFL.2.4.7. Write a short chair with the five letters using the correct
simple paragraph to describe of the word on the five conventions (spelling,
yourself or other people, lines provided, etc.) punctuation, capitalization,
animals, places and things, Writing new words in a and handwriting or
with limited support. picture dictionary and typography, etc.), for making
(Example: by answering adding a sticker or simple learning resources.
questions or using key words). picture. (I.3)
WRITING
WRITING WRITING CE.EFL.2.18. Writing in order
EFL.2.4.3. Write simple words, Completing simple to perform controlled
phrases, and sentences with sentences to practice a practice of vocabulary and
correct use of standard grammar structure by grammar items.
writing mechanics. (Example: writing words in gapped I.EFL.2.18.1. Learners can
spelling, punctuation, sentences. Support write short simple phrases
capitalization, and writing by learners by providing and sentences to show that
hand and/or on the computer. pictures for context and / they know how to use
EFL.2.4.4. Write simple words, or a box of answers, from simple grammar or
phrases, and sentences for which they can choose. vocabulary items. (I.3, I.4)
controlled practice of (Example: My best friend
language items. is ten --- old. --- name is
Carol. --- birthday is in
May, etc.)
Identifying the
differences between two
pictures and writing
simple sentences.
(Example: In picture A,
there’s one car, but in
picture B there are two
cars, etc.)
Answering questions
about a scene using full
sentences. (Example:
How many boys are
there? There are four
boys, etc.)
LANGUAGE THROUGH THE
LANGUAGE THROUGH THE LANGUAGE THROUGH THE ARTS
ARTS ARTS CE.EFL.2.25. Implement a
EFL.2.5.9. Use creative Brainstorming ideas for a range of creative thinking
thinking skills to learn how to writing project together skills to show a respect for
share and respect all ideas as a class, using a graphic sharing and accepting
through brainstorming organizer. different ideas in
activities and pair work in Creating a product for brainstorms and pair work.
class. another class and making I.EFL.2.25.1. Learners can
a short advertisement utilize a range of creative
that could be used to sell thinking skills to show a
the product. respect for sharing and
Playing games in class or accepting different ideas
doing puzzles. while working in pairs and
Discussing mistakes and through brainstorms. (J.3,
how learners (and all S.4)
humans) can learn from
them.
5 WHAT TIME IS IT, Identify places in the city. COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
Ask for and give information about CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
PLEASE? location.
BIRTHDAY PARTY! Give and follow instructions to get to a EFL.2.1.7. Collaborate in a Playing games in which CE.EFL.2.4. Develop skills of
place.
friendly manner by sharing learners must pass collaboration by working
classroom materials and objects around the room. together on projects and
personal objects while (Example: hot potato, sharing materials while
participating in games and etc.) expressing personal
activities in class and on the Practicing helpful preferences with peers.
playground. classroom language in I.EFL.2.4.1. Learners can
EFL.2.1.8. Exchange basic mini dialogues and/or select pictures and/or short
personal preferences with chants (Example: Can I phrases that relate to
peers in order to express likes borrow your eraser? Do collaborating and sharing
and dislikes. you have a pencil? Etc.) and express personal
Completing a short preferences. (J.2, J.3, S.4)
survey about favorites or
likes/dislikes and then
sharing ideas with a
partner.
READING READING
EFL.2.3.7. Read and Identifying the main ideas READING
understand the main ideas in in a short simple cross- CE.EFL.2.16. Understand the
a short simple text on a cross- curricular text. (Example: main ideas in short simple
curricular topic. (Example: art, Text: short descriptions of written texts on cross-
music, history, etc.) towns in Ecuador; Task: curricular subjects, both
EFL.2.3.8. Show circle the correct photo, print and digital. (Example:
understanding of some basic etc.) art, science, music, math,
details in short simple cross- Reading short simple history, etc.)
curricular texts by matching, instructions on a cross- I.EFL.2.16.1. Learners can
labeling, and answering curricular subject and understand the main ideas
simple questions. making something. and some basic details from
(Example: a sandwich, a short simple cross-
origami, or a mask, etc.) curricular* text and
Studying simple cross- successfully complete a
curricular information simple task, as well as
presented in the form of acquire subject-specific
a graph, diagram, map, or lexis. (I.2)
chart and answering the * The content is from other
yes / no questions. school subjects like art,
(Example: a graph music, math, science,
showing how long geography.
different animals live, and
answering yes or no to
questions about them,
etc.)
WRITING WRITING
EFL.2.4.8. Complete a basic Writing a description of WRITING
survey or a questionnaire by yourself by completing CE.EFL.2.20. Complete a
providing personal details. the outline of a simple survey form or
EFL.2.4.9. Write a variety of paragraph. Each sentence questionnaire by providing
short simple text types, in the paragraph contains personal details. Write a
commonly used in print and a sentence opener. variety of simple written
online, with appropriate (Example: My name’s…, text types, used in print or
language and layout. my hair is…, My eyes online, with appropriate
(Example: write a greeting on are…, etc.) layout and language.
a birthday card, name and Reading a short simple (Examples: message on a
address on an envelope, a paragraph which serves greeting card, name and
URL for a website, an email as a model text, then address on an envelope, an
address, etc.) writing a similar email address, etc.)
paragraph on the same I.EFL.2.20.1. Learners can
topic. (Example: Topics write information in a
could include: my best simple survey form or
friend, my family, my questionnaire, and can type
house, my favorite or write some simple digital
animal, my town, etc.) text-types, such as a URL
Writing a short simple and an email address. (I.3)
paragraph on a familiar
topic. Learners must
write the answer to
specific questions or use
specific vocabulary.
(Example: Topic: describe
your clothes. Opening
phrase: I’m wearing…
Words: t-shirt, pants,
LANGUAGE THROUGH THE shoes, etc.) LANGUAGE THROUGH THE
ARTS ARTS
EFL.2.5.1. Identify key LANGUAGE THROUGH THE CE.EFL.2.21. Distinguish key
information such as events, ARTS information in stories and
characters, and objects in Listening to or reading other age-appropriate
stories and other age- stories and drawing the literary texts, both oral and
appropriate literary texts if main characters. written.
there is visual support. Choosing pictures of or I.EFL.2.21.1. Learners can
drawing the scenes of a recognize, through pictures
literary text. or other media such as ICT,
Standing up every time key aspects of a story or
they hear the name of a literary text (both oral and
character. written). (J.1, I.2)
Explaining through
pictures or charts (ICT)
the relationships
between characters.
(Example:
mom/daughter, friends,
etc.)
6 WHAT´S YOUR Talk about routines and lifestyles. COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
FAVORITE SEASON? CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
EFL.2.1.4. Express curiosity Labeling pictures with CE.EFL.2.2. Catalog everyday
about the world and other correct names. objects and places in
cultures by asking simple WH- Creating a poster of different cultures and
questions in class after things that can be recognize ways to act
reading and/or participating recycled. responsibly towards one’s
in presentations or other Matching objects with environment and
group work. the places where they surroundings.
EFL.2.1.5. Recognize ways to can be found. (Example: I.EFL.2.2.1. Learners can
relate responsibly to one’s stove in kitchen, bed in classify everyday objects
surroundings at home and at bedroom, etc.) and familiar places. Learners
school by exhibiting Simulating actions can compare objects from
responsible behaviors towards through TPR activities different cultural contexts.
the environment. (Example: where learners follow Learners can say and
chores at home, recycling, basic commands. recognize ways to take care
etc.) (Example: Put away your of the environment and
book, etc.). one’s surroundings. (J.3, S.1)
Choosing pictures that
demonstrate
responsibility (cleaning
room, watering the
flowers).