PCI
OBJETIVES OF YEARS FOR SUBNIVEL ELEMENTAL OF BASIC
EDUCATION
2ND
O.EFL 2.1.Identify some main ideas and details
of written texts, in order to develop an approach
of critical inquiry to written and oral texts.
O.EFL 2.2.Assess and appreciate English as an
international language, as well as the five aspects
of English that contribute to communicative
competence.
O.EFL 2.3.Independently read level-appropriate
texts in English for pure
enjoyment/entertainment and to access
information.
O.EFL 2.4.Develop creative and critical thinking
skills to foster problem-solving and independent
learning using both spoken and written English.
O.EFL 2.5.Use in-class library resources and
explore the use of ICT to enrich competencies in
the four skills.
O.EFL 2.6.Write short descriptive and
informative texts and use them as a means of
communication and written expression of
3RD
O.EFL 2.1.Identify some main ideas and details
of written texts, in order to develop an approach
of critical inquiry to written and oral texts.
O.EFL 2.2.Assess and appreciate English as an
international language, as well as the five aspects
of English that contribute to communicative
competence.
O.EFL 2.3.Independently read level-appropriate
texts in English for pure enjoyment/entertainment
and to access information.
O.EFL 2.4.Develop creative and critical thinking
skills to foster problem-solving and independent
learning using both spoken and written English.
O.EFL 2.5.Use in-class library resources and
explore the use of ICT to enrich competencies in
the four skills.
O.EFL 2.6.Write short descriptive and
informative texts and use them as a means of
communication and written expression of
4TH
O.EFL 2.1.Identify some main ideas and details of written
texts, in order to develop an approach of critical inquiry to
written and oral texts.
O.EFL 2.2.Assess and appreciate English as an
international language, as well as the five aspects of English
that contribute to communicative competence.
O.EFL 2.3.Independently read level-appropriate texts in
English for pure enjoyment/entertainment and to access
information.
O.EFL 2.4.Develop creative and critical thinking skills to
foster problem-solving and independent learning using both
spoken and written English.
O.EFL 2.5.Use in-class library resources and explore the
use of ICT to enrich competencies in the four skills.
O.EFL 2.6.Write short descriptive and informative texts
and use them as a means of communication and written
expression of thought.
thought. 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 2.7.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 2.7.Appreciate the use of English language through
spoken and written literary texts such as poems, rhymes,
chants, riddles and songs, in order to foster imagination,
curiosity and memory, while developing a taste for
literature.

O.EFL 2.8.Demonstrate a living relationship
with the English language through interaction
with written and spoken texts, in order to explore
creative writing as an outlet to personal
expression.
O.EFL 2.8.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 2.8.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.
O.EFL 2.9.Be able to interact in English in a simple O.EFL 2.9.Be able to interact in English in a simple way
way using basic expressions and short phrases in using basic expressions and short phrases in familiar contexts
familiar contexts to satisfy needs of a concrete type, to satisfy needs of a concrete type, provided others talk slowly
provided others talk slowly and clearly and are and clearly and are prepared to help.
prepared to help.

CRITERIA OF EVALUATION SKILLS WITH CRITERIA PERFORMANCE / YEARS

 SECOND THIRD FOURTH

CE.EFL.2.1. Differentiate between EFL.2.1.2 Recognize the EFL.2.1.2 Recognize the EFL.2.1.2 Recognize the
different living situations in a variety differences between differences between differences between
of surroundings and express curiosity where people live among where people live among where people live among
about the world through simple the regions of the the regions of the the regions of the
questions country in order to country in order to country in order to
appreciate their own appreciate their own appreciate their own
environment. (Example: environment. (Example: environment. (Example:
house/apartment, house/apartment, house/apartment,
country/city, etc.) country/city, etc.) country/city, etc.)
EFL.2.1.3. Ask simple EFL.2.1.3. Ask simple EFL.2.1.3. Ask simple
basic questions in class basic questions in class basic questions in class
about the world beyond about the world beyond about the world beyond
ones own immediate ones own immediate ones own immediate
environment in order to environment in order to environment in order to
increase their increase their increase their
understanding of understanding of understanding of
different cultures.. different cultures.. different cultures..
EFL 2.1.4. Express EFL 2.1.4. Express EFL 2.1.4. Express
curiosity about the world curiosity about the world curiosity about the world
and other cultures by and other cultures by and other cultures by
asking simple WH- asking simple WH- asking simple WH-
questions in class after questions in class after questions in class after
reading and/or reading and/or reading and/or
participating in participating in participating in
presentations or other presentations or other presentations or other
group work. group work. group work.
CE.EFL.2.2. Catalog everyday objects
and places in different cultures and
recognize ways to act responsibly
towards ones environment and
surroundings
CE.EFL.2.3. Make use of basic
personal information and expressions
of politeness in order to introduce
oneself and participate in a short
conversation.
EFL.2.1.4. Express EFL.2.1.4. Express EFL.2.1.4. Express
curiosity about the world curiosity about the world curiosity about the world
and other cultures by and other cultures by and other cultures by
asking simple WH- asking simple WH- asking simple WH-
questions in class after questions in class after questions in class after
reading and/or reading and/or reading and/or
participating in participating in participating in
presentations or other presentations or other presentations or other
group work. group work. group work.
EFL.2.1.5. Recognize EFL.2.1.5. Recognize EFL.2.1.5. Recognize
ways to relate ways to relate ways to relate
responsibly to ones responsibly to ones responsibly to ones
surroundings at home surroundings at home surroundings at home
and at school by and at school by and at school by
exhibiting responsible exhibiting responsible exhibiting responsible
behaviors towards the behaviors towards the behaviors towards the
environment. (Example: environment. (Example: environment. (Example:
chores at home, chores at home, chores at home,
recycling, etc.) recycling, etc.) recycling, etc.)
EFL.2.1.1. Exchange EFL.2.1.1. Exchange EFL.2.1.1. Exchange
basic introductions and basic introductions and basic introductions and
limited personal limited personal limited personal
information in class using information in class using information in class using
simple present tense in simple present tense in simple present tense in
order to get to know order to get to know order to get to know
their peers. (Example: their peers. (Example: their peers. (Example:
where one lives or goes where one lives or goes where one lives or goes
to school, etc.) to school, etc.) to school, etc.)

CE.EFL.2.4. Develop skills of
collaboration by working together on
projects and sharing materials while
expressing personal preferences with
peers.
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
EFL.2.1.6. Understand EFL.2.1.6. Understand EFL.2.1.6. Understand
and use common and use common and use common
expressions of politeness expressions of politeness expressions of politeness
in class while working in in class while working in in class while working in
pairs or groups on pairs or groups on pairs or groups on
projects. (Example: projects. (Example: projects. (Example:
Please, sorry, thank you, Please, sorry, thank you, Please, sorry, thank you,
etc.) etc.) etc.)
EFL.2.1.7. Collaborate EFL.2.1.7. Collaborate EFL.2.1.7. Collaborate
in a friendly manner by in a friendly manner by in a friendly manner by
sharing classroom sharing classroom sharing classroom
materials and personal materials and personal materials and personal
objects while objects while objects while
participating in games participating in games participating in games
and activities in class and activities in class and activities in class
and on the playground. and on the playground. and on the playground.
EFL.2.1.8. Exchange EFL.2.1.8. Exchange EFL.2.1.8. Exchange
basic personal basic personal basic personal
preferences with peers in preferences with peers in preferences with peers in
order to express likes order to express likes order to express likes
and dislikes. and dislikes. and dislikes.
EFL.2.1.9. EFL.2.1.9. EFL.2.1.9.
Communicate to peers Communicate to peers Communicate to peers
and teacher when and teacher when and teacher when
something is not something is not something is not
understood in class understood in class understood in class
through the use of through the use of through the use of
simple basic questions. simple basic questions. simple basic questions.
EFL.2.1.10. Recognize EFL.2.1.10. Recognize EFL.2.1.10. Recognize
when to speak and when when to speak and when when to speak and when

CE.EFL.2.6. Listening for Meaning:
Understand the main ideas in short
simple spoken texts that include
familiar vocabulary and are set in
everyday contexts.
to listen while working in
pairs or small groups in
class by following
classroom instructions
and simple commands.
EFL.2.2.1. Understand
meanings expressed in
short dialogues on
familiar topics, as well as
basic spoken instructions
and simple questions
about self, people,
animals, or things,
especially when spoken
slowly and clearly.
(Example: greetings,
short phrases, basic
range of classroom
instructions, common
personal information
questions: Whats your questions: Whats your
name? etc.)
EFL.2.2.2. Infer who is
speaking and what the
situation is when
listening to short simple
texts, especially when
accompanied by pictures
or other visual aids, or
sound effects. (Example:
shopkeeper speaking to
a customer who is
to listen while working in
pairs or small groups in
class by following
classroom instructions
and simple commands.
EFL.2.2.1. Understand
meanings expressed in
short dialogues on
familiar topics, as well as
basic spoken instructions
and simple questions
about self, people,
animals, or things,
especially when spoken
slowly and clearly.
(Example: greetings,
short phrases, basic
range of classroom
instructions, common
personal information
questions: Whats your
name? etc.)
EFL.2.2.2. Infer who is
speaking and what the
situation is when
listening to short simple
texts, especially when
accompanied by pictures
or other visual aids, or
sound effects. (Example:
shopkeeper speaking to
a customer who is
to listen while working in
pairs or small groups in
class by following
classroom instructions
and simple commands.
EFL.2.2.1. Understand
meanings expressed in
short dialogues on
familiar topics, as well as
basic spoken instructions
and simple questions
about self, people,
animals, or things,
especially when spoken
slowly and clearly.
(Example: greetings,
short phrases, basic
range of classroom
instructions, common
personal information
name? etc.)
EFL.2.2.2. Infer who is
speaking and what the
situation is when
listening to short simple
texts, especially when
accompanied by pictures
or other visual aids, or
sound effects. (Example:
shopkeeper speaking to
a customer who is
 buying some fruit.) buying some fruit.) buying some fruit.)

EFL.2.2.6. Enjoy EFL.2.2.6. Enjoy EFL.2.2.6. Enjoy

extensive listening in extensive listening in extensive listening in
English. (Example: listen English. (Example: listen English. (Example: listen
to stories, watch short to stories, watch short to stories, watch short
movies, experience song movies, experience song movies, experience song
lyrics or poetry, etc.) lyrics or poetry, etc.) lyrics or poetry, etc.)
EFL.2.2.7. Be EFL.2.2.7. Be EFL.2.2.7. Be
comfortable taking comfortable taking comfortable taking
meaning from spoken meaning from spoken meaning from spoken
texts containing words or texts containing words or texts containing words or
sections which are not sections which are not sections which are not
understood. Be aware understood. Be aware understood. Be aware
that understanding that understanding that understanding
spoken texts does not spoken texts does not spoken texts does not
require decoding every require decoding every require decoding every
word. word. word.
CE.EFL.2.7. Listening for Information: EFL2.2.3. Recognize EFL2.2.3. Recognize EFL2.2.3. Recognize
Follow short and simple spoken texts familiar names, words, familiar names, words, familiar names, words,
that include familiar vocabulary and and short phrases about and short phrases about and short phrases about
are set in everyday contexts. Identify simple everyday topics simple everyday topics simple everyday topics
key items of information within the whether heard in whether heard in whether heard in
text, and record or act upon them. isolation or within short, isolation or within short, isolation or within short,
simple spoken texts simple spoken texts simple spoken texts
describing people and describing people and describing people and
objects. (Example: objects. (Example: objects. (Example:
vocabulary about self, vocabulary about self, vocabulary about self,
family, friends and family, friends and family, friends and
immediate surroundings immediate surroundings immediate surroundings
at school and home, at school and home, at school and home,
adjectives for color and adjectives for color and adjectives for color and

CE.EFL.2.8. Production -
Pronunciation: Produce individual
words and short phrases clearly
enough that other people can usually
understand them easily.
size, etc.) size, etc.) size, etc.)
EFL.2.2.4. Identify items EFL.2.2.4. Identify items EFL.2.2.4. Identify items
of specific information of specific information of specific information
within simple messages within simple messages within simple messages
or from short and simple or from short and simple or from short and simple
descriptions about descriptions about descriptions about
familiar contexts, familiar contexts, familiar contexts,
especially if visual especially if visual especially if visual
support is provided. support is provided. support is provided.
(Example: letters of the (Example: letters of the (Example: letters of the
alphabet, numbers, alphabet, numbers, alphabet, numbers,
prices and times, days, prices and times, days, prices and times, days,
dates and months, etc.) dates and months, etc.) dates and months, etc.)
EFL.2.2.5. Record key EFL.2.2.5. Record key EFL.2.2.5. Record key
items of specific items of specific items of specific
information from a heard information from a heard information from a heard
message or description, message or description, message or description,
either in written form or either in written form or either in written form or
by drawing picture. by drawing picture. by drawing picture.
(Example: letters of the (Example: letters of the (Example: letters of the
alphabet, numbers, alphabet, numbers, alphabet, numbers,
quantities, prices and quantities, prices and quantities, prices and
times, days, dates and times, days, dates and times, days, dates and
months, etc.) months, etc.) months, etc.)
EFL.2.2.8. Imitate EFL.2.2.8. Imitate EFL.2.2.8. Imitate
individual English individual English individual English
language sounds, language sounds, language sounds,
especially those especially those especially those
phonemes which do not phonemes which do not phonemes which do not
exist in the students exist in the students exist in the students
own L1, both in isolation own L1, both in isolation own L1, both in isolation

CE.EFL.2.9. Production - Fluency:
Utterances are sometimes produced
slowly but use appropriate words and utterances using very
phrases to express basic ideas, initiate short phrases and
conversations and respond to
questions, including some chunks of
and within key and within key
vocabulary items. vocabulary items.
(Example: // // // /i:/ (Example: // // // /i:/ (Example: // // // /i:/
and in words like singing, and in words like singing,
these, up, sea, etc.) these, up, sea, etc.)
EFL.2.2.9. Spell out key EFL.2.2.9. Spell out key
vocabulary items using vocabulary items using
the English alphabet. the English alphabet.
(Example: names, colors, (Example: names, colors,
animals, possessions, animals, possessions,
etc.) etc.)
EFL.2.2.10 Clap, move, EFL.2.2.10 Clap, move,
chant, or sing along with chant, or sing along with
short authentic English short authentic English
language rhymes or language rhymes or
songs, approximating songs, approximating
English rhythm and English rhythm and
intonation once familiar intonation once familiar
with the text. (Example: with the text. (Example:
jump or clap in time to jump or clap in time to
jump-rope rhymes, do jump-rope rhymes, do
the actions to action the actions to action
songs or short rhythmic songs or short rhythmic
poems, enunciating poems, enunciating
some of words in time some of words in time
with the rhythm, etc.) with the rhythm, etc.)
EFL.2.2.11. Produce EFL.2.2.11. Produce
simple, mainly isolated simple, mainly isolated
utterances using very
short phrases and
sometimes individual sometimes individual
words, possibly with slow words, possibly with slow
and within key
vocabulary items.
and in words like singing,
these, up, sea, etc.)
EFL.2.2.9. Spell out key
vocabulary items using
the English alphabet.
(Example: names, colors,
animals, possessions,
etc.)
EFL.2.2.10 Clap, move,
chant, or sing along with
short authentic English
language rhymes or
songs, approximating
English rhythm and
intonation once familiar
with the text. (Example:
jump or clap in time to
jump-rope rhymes, do
the actions to action
songs or short rhythmic
poems, enunciating
some of words in time
with the rhythm, etc.)
EFL.2.2.11. Produce
simple, mainly isolated
utterances using very
short phrases and
sometimes individual
words, possibly with slow
language and short sentences.
CE.EFL.2.10. Interaction
Interpersonal: Participate effectively in and use basic greetings,
basic interpersonal interactions in
everyday contexts, provided the
interlocutor speaks slowly and clearly. everyday phrases to
(Example: requesting, introducing,
responding, etc.)
and/or hesitant delivery. and/or hesitant delivery. and/or hesitant delivery.
(Example: words, (Example: words, (Example: words,
phrases and short phrases and short phrases and short
sentences about people, sentences about people, sentences about people,
animals, things, etc.) animals, things, etc.) animals, things, etc.)
EFL.2.2.12. Respond to EFL.2.2.12. Respond to EFL.2.2.12. Respond to
simple questions in quite simple questions in quite simple questions in quite
a short time and initiate a short time and initiate a short time and initiate
basic interaction basic interaction basic interaction
spontaneously when spontaneously when spontaneously when
there are opportunities there are opportunities there are opportunities
to speak. Speech is to speak. Speech is to speak. Speech is
produced a little less produced a little less produced a little less
slowly and hesitantly. slowly and hesitantly. slowly and hesitantly.
EFL.2.2.13. Understand EFL.2.2.13. Understand EFL.2.2.13. Understand
and use basic greetings, and use basic greetings,
leave-taking expressions, leave-taking expressions, leave-taking expressions,
and other simple and other simple and other simple
everyday phrases to everyday phrases to
facilitate interpersonal facilitate interpersonal facilitate interpersonal
interaction, to introduce interaction, to introduce interaction, to introduce
others, and to name others, and to name others, and to name
things. (Example: Thank- things. (Example: Thank- things. (Example: Thank-
you, Can I help you? This you, Can I help you? This you, Can I help you? This
is [name], etc.) is [name], etc.) is [name], etc.)
EFL.2.2.14. Ask and EFL.2.2.14. Ask and EFL.2.2.14. Ask and
answer basic personal answer basic personal answer basic personal
information questions, as information questions, as information questions, as
well as simple questions well as simple questions well as simple questions
about other people, about other people, about other people,
animals, and animals, and animals, and
possessions, provided possessions, provided possessions, provided
 the interaction is slow
and clear. (Example:
Where do you live? Do
you have a bicycle?,
etc.)instructions for a task.
EFL.2.2.16. Say when
they do not understand
and ask for slower or
clearer repetition where
required. (Example:
Sorry? Could you say
that again, etc.)
EFL.2.2.17. React
appropriately to what
others say using
verbal/non-verbal
backchanneling, or by
asking further simple
questions to extend the
interaction. (Example:
express interest using
facial expression or
simple words with
appropriate intonation:
Oh!, Yes! Thanks. And
you? etc.)
CE.EFL.2.11. Identify and understand EFL.2.3.1. Demonstrate
individual every-day words, phrases, basic reading
and sentences, including instructions. comprehension skills by
identifying the meaning
of individual words,
phrases, and sentences,
the interaction is slow
and clear. (Example:
Where do you live? Do
you have a bicycle?,
etc.)instructions for a task..
EFL.2.2.16. Say when
they do not understand
and ask for slower or
clearer repetition where
required. (Example:
Sorry? Could you say
that again, etc.)
EFL.2.2.17. React
appropriately to what
others say using
verbal/non-verbal
backchanneling, or by
asking further simple
questions to extend the
interaction. (Example:
express interest using
facial expression or
simple words with
appropriate intonation:
Oh!, Yes! Thanks. And
you? etc.)
EFL.2.3.1. Demonstrate
basic reading
comprehension skills by
identifying the meaning
of individual words,
phrases, and sentences,
the interaction is slow
and clear. (Example:
Where do you live? Do
you have a bicycle?,
etc.)instructions for a task.
EFL.2.2.16. Say when
they do not understand
and ask for slower or
clearer repetition where
required. (Example:
Sorry? Could you say
that again, etc.)
EFL.2.2.17. React
appropriately to what
others say using
verbal/non-verbal
backchanneling, or by
asking further simple
questions to extend the
interaction. (Example:
express interest using
facial expression or
simple words with
appropriate intonation:
Oh!, Yes! Thanks. And
you? etc.)
EFL.2.3.1. Demonstrate
basic reading
comprehension skills by
identifying the meaning
of individual words,
phrases, and sentences,

CE.EFL.2.12. Understand the gist and
details in short simple written texts
(online or print).
CE.EFL.2.13. Understand the content
in a variety of well-known text types,
both print and online, using the layout
and artwork for support; recognize
typical signs and symbols found in the
text types.
CE.EFL.2.14. Demonstrate familiarity
with study resources (both print and
digital). (Example: a picture
dictionary, some flashcards of known
words, or a word list.)
CE.EFL.2.15. Learn to read graphs,
diagrams, charts, and other kinds of
including simple written including simple written including simple written
instructions. instructions. instructions.
EFL.2.3.2. Read a short EFL.2.3.2. Read a short EFL.2.3.2. Read a short
simple text (online or simple text (online or simple text (online or
print) and demonstrate print) and demonstrate print) and demonstrate
understanding of the gist understanding of the gist understanding of the gist
and some basic details of and some basic details of and some basic details of
the content. the content.. the content.
EFL.2.3.3. Understand EFL.2.3.3. Understand EFL.2.3.3. Understand
most of the details of the most of the details of the most of the details of the
content of a short simple content of a short simple content of a short simple
text (online or print). text (online or print). text (online or print).
EFL.2.3.4. Understand EFL.2.3.4. Understand EFL.2.3.4. Understand
the content in simple the content in simple the content in simple
short written short written short written
environmental print text environmental print text environmental print text
types, using artwork, types, using artwork, types, using artwork,
symbols, and layout for symbols, and layout for symbols, and layout for
support. (Example: price support. (Example: price support. (Example: price
tags, signs, notices (No tags, signs, notices (No tags, signs, notices (No
eating, etc.), candy eating, etc.), candy eating, etc.), candy
wrappers, etc.). wrappers, etc.). wrappers, etc.).
EFL.2.3.5. Show the EFL.2.3.5. Show the EFL.2.3.5. Show the
ability to use a simple ability to use a simple ability to use a simple
learning resource. learning resource. learning resource.
(Example: a small set of (Example: a small set of (Example: a small set of
flashcards, a picture- flashcards, a picture- flashcards, a picture-
based dictionary (online based dictionary (online based dictionary (online
or print), or a simple or print), or a simple or print), or a simple
word list). word list). word list)..
EFL.2.3.6. Understand EFL.2.3.6. Understand EFL.2.3.6. Understand
the content of a simple the content of a simple the content of a simple
graphic organizer. Demonstrate
understanding of a text presented in
the form of a graphic organizer (both
print and digital).
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.)
graphic organizer (online graphic organizer (online graphic organizer (online
or print). (Example, Venn or print). (Example, Venn or print). (Example, Venn
Diagrams, charts, and Diagrams, charts, and Diagrams, charts, and
labeled diagrams.) labeled diagrams.) labeled diagrams.)
EFL.2.3.7. Read and EFL.2.3.7. Read and EFL.2.3.7. Read and
understand the main understand the main understand the main
ideas in a short simple ideas in a short simple ideas in a short simple
text on a cross-curricular text on a cross-curricular text on a cross-curricular
topic. (Example: art, topic. (Example: art, topic. (Example: art,
music, history, etc.) music, history, etc.) music, history, etc.)
EFL.2.3.8. Show EFL.2.3.8. Show EFL.2.3.8. Show
understanding of some understanding of some understanding of some
basic details in short basic details in short basic details in short
simple cross-curricular simple cross-curricular simple cross-curricular
texts by matching, texts by matching, texts by matching,
labeling, and answering labeling, and answering labeling, and answering
simple questions. simple questions. simple questions.
EFL.2.3.9. Identify the EFL.2.3.9. Identify the EFL.2.3.9. Identify the
meaning of specific meaning of specific meaning of specific
content-based words and content-based words and content-based words and
phrases, with the aid of phrases, with the aid of phrases, with the aid of
visual support visual support visual support
EFL.2.3.10. Read a EFL.2.3.10. Read a EFL.2.3.10. Read a
variety of simple text variety of simple text variety of simple text
types and graphic types and graphic types and graphic
organizers used to organizers used to organizers used to
present cross-curricular present cross-curricular present cross-curricular
information (Example: information (Example: information (Example:
instructions, graphs, instructions, graphs, instructions, graphs,
diagrams, charts, plans diagrams, charts, plans diagrams, charts, plans
or maps, etc.) or maps, etc.) or maps, etc.)
CE.EFL.2.17. Write simple words,
phrases, and sentences to
demonstrate knowledge of spelling,
punctuation, capitalization and
handwriting / typography, and identify
their meanings.
CE.EFL.2.18. Writing in order to
perform controlled practice of
vocabulary and grammar items.
EFL.2.4.1 Know how to EFL.2.4.1 Know how to EFL.2.4.1 Know how to
spell simple English spell simple English spell simple English
words correctly, words correctly, words correctly,
demonstrating demonstrating demonstrating
awareness of sound- awareness of sound- awareness of sound-
letter relationships. letter relationships. letter relationships.
(Example: sea, mean, (Example: sea, mean, (Example: sea, mean,
bee, etc.) bee, etc.) bee, etc.)
EFL.2.4.2. Make a EFL.2.4.2. Make a EFL.2.4.2. Make a
simple learning resource, simple learning resource, simple learning resource,
in order to record and in order to record and in order to record and
practice new words. practice new words. practice new words.
(Example: a picture (Example: a picture (Example: a picture
dictionary, a word list, dictionary, a word list, dictionary, a word list,
set of flashcards, etc.) set of flashcards, etc.) set of flashcards, etc.)
EFL.2.4.3. Write simple EFL.2.4.3. Write simple EFL.2.4.3. Write simple
words, phrases and words, phrases and words, phrases and
sentences with correct sentences with correct sentences with correct
use of standard writing use of standard writing use of standard writing
mechanics. (Example: mechanics. (Example: mechanics. (Example:
spelling, punctuation, spelling, punctuation, spelling, punctuation,
capitalization, and capitalization, and capitalization, and
writing by hand and/ or writing by hand and/ or writing by hand and/ or
on the computer. on the computer. on the computer.
EFL.2.4.3. Write simple EFL.2.4.3. Write simple EFL.2.4.3. Write simple
words, phrases, and words, phrases, and words, phrases, and
sentences with correct sentences with correct sentences with correct
use of standard writing use of standard writing use of standard writing
mechanics. (Example: mechanics. (Example: mechanics. (Example:
spelling, punctuation, spelling, punctuation, spelling, punctuation,
capitalization, and capitalization, and capitalization, and
writing by hand and/or writing by hand and/or writing by hand and/or

CE.EFL.2.19. Convey some simple
ideas, facts or opinions in a simple
sentence or short paragraph, using
basic vocabulary and structures.
CE.EFL.2.20. Complete a simple
survey form or questionnaire by
on the computer on the computer on the computer
EFL.2.4.4. Write simple EFL.2.4.4. Write simple EFL.2.4.4. Write simple
words, phrases, and words, phrases, and words, phrases, and
sentences for controlled sentences for controlled sentences for controlled
practice of language practice of language practice of language
items items items
EFL.2.4.5. Write simple EFL.2.4.5. Write simple EFL.2.4.5. Write simple
sentences on familiar sentences on familiar sentences on familiar
topics to communicate topics to communicate topics to communicate
basic ideas. basic ideas basic ideas
EFL.2.4.6. Write a short EFL.2.4.6. Write a short EFL.2.4.6. Write a short
simple paragraph to simple paragraph to simple paragraph to
convey some simple convey some simple convey some simple
facts about people, facts about people, facts about people,
animals, places, things, animals, places, things, animals, places, things,
yourself or others, with yourself or others, with yourself or others, with
the support of a model the support of a model the support of a model
text. (Example: where text. (Example: where text. (Example: where
they live, what they do, they live, what they do, they live, what they do,
etc.) etc.) etc.)
EFL.2.4.7. Write a short EFL.2.4.7. Write a short EFL.2.4.7. Write a short
simple paragraph to simple paragraph to simple paragraph to
describe yourself or describe yourself or describe yourself or
other people, animals, other people, animals, other people, animals,
places and things, with places and things, with places and things, with
limited support. limited support. limited support.
(Example: by answering (Example: by answering (Example: by answering
questions or using key questions or using key questions or using key
words). words). words).
EFL.2.4.8. Complete a EFL.2.4.8. Complete a EFL.2.4.8. Complete a
basic survey or a basic survey or a basic survey or a
providing personal details. Write a
variety of simple written text types,
used in print or online, with
appropriate layout and language.
(Examples: message on a greeting
card, name and address on an
envelope, an email address, etc.)
CE.EFL.2.21. Distinguish key
information in stories and other age-
appropriate literary texts, both oral
and written.
CE.EFL.2.22. Describe and write
about emotions and responses to
literary texts through words and
images, or other media (video, audio)
on class or school bulletin boards and
expand on ideas and responses to
texts read/seen/heard in by
participating in songs/chants, TPR
activities and playground games.
questionnaire by questionnaire by questionnaire by
providing personal providing personal providing personal
details. details. details.
EFL.2.4.9. Write a EFL.2.4.9. Write a EFL.2.4.9. Write a
variety of short simple variety of short simple variety of short simple
text types, commonly text types, commonly text types, commonly
used in print and online, used in print and online, used in print and online,
with appropriate with appropriate with appropriate
language and layout. language and layout. language and layout.
(Example: write a (Example: write a (Example: write a
greeting on a birthday greeting on a birthday greeting on a birthday
card, name and address card, name and address card, name and address
on an envelope, a URL on an envelope, a URL on an envelope, a URL
for a website, an email for a website, an email for a website, an email
address, etc.) address, etc.) address, etc.)
EFL.2.5.1. Identify key EFL.2.5.1. Identify key EFL.2.5.1. Identify key
information such as information such as information such as
events, characters, and events, characters, and events, characters, and
objects in stories and objects in stories and objects in stories and
other age-appropriate other age-appropriate other age-appropriate
literary texts if there is literary texts if there is literary texts if there is
visual support. visual support. visual support..
EFL.2.5.2. Express EFL.2.5.2. Express EFL.2.5.2. Express
emotions and feelings emotions and feelings emotions and feelings
using basic adjectives using basic adjectives using basic adjectives
and related images and related images and related images
through written work on through written work on through written work on
the school or class the school or class the school or class
bulletin board. bulletin board. bulletin board..
EFL.2.5.3. Use audio, EFL.2.5.3. Use audio, EFL.2.5.3. Use audio,
video, and pictures to video, and pictures to video, and pictures to
respond to a variety of respond to a variety of respond to a variety of
 literary texts through literary texts through literary texts through
online or in-class ICT online or in-class ICT online or in-class ICT
activities. activities. activities.
EFL.2.5.6. Generate and EFL.2.5.6. Generate and EFL.2.5.6. Generate and
expand ideas by expand ideas by expand ideas by
responding in a fun and responding in a fun and responding in a fun and
playful manner to oral playful manner to oral playful manner to oral
and written texts in order and written texts in order and written texts in order
to increase enjoyment of to increase enjoyment of to increase enjoyment of
the language through the language through the language through
TPR, playground games, TPR, playground games, TPR, playground games,
and songs and chants. and songs and chants. and songs and chants.
CE.EFL.2.23. Display an affinity for a EFL.2.5.4. Listen to and EFL.2.5.4. Listen to and EFL.2.5.4. Listen to and
variety of literary texts by responding read short narratives read short narratives read short narratives
within a range of physical, cognitive, and/or other oral and and/or other oral and and/or other oral and
and attitudinal manners, and vary written literary texts in written literary texts in written literary texts in
elements of a literary text to create a class (with a preference class (with a preference class (with a preference
new text. for authentic texts) in for authentic texts) in for authentic texts) in
order to stimulate order to stimulate order to stimulate
imagination, curiosity imagination, curiosity imagination, curiosity
and a love for literature. and a love for literature. and a love for literature.
EFL.2.5.7. Create EFL.2.5.7. Create EFL.2.5.7. Create
picture books and/or picture books and/or picture books and/or
other graphic other graphic other graphic
expressions in pairs in expressions in pairs in expressions in pairs in
class by varying scenes, class by varying scenes, class by varying scenes,
characters, or other characters, or other characters, or other
elements of literary elements of literary elements of literary
texts. texts. texts.
CE.EFL.2.24. Communicate ideas and EFL.2.5.5. Apply ICT EFL.2.5.5. Apply ICT EFL.2.5.5. Apply ICT
experiences and create short original and/or other resources to and/or other resources to and/or other resources to
texts through a range of resources and communicate simple communicate simple communicate simple
other media, including ICT. thoughts in small groups. thoughts in small groups. thoughts in small groups.
EFL.2.5.8. Produce EFL.2.5.8. Produce EFL.2.5.8. Produce
short, creative texts short, creative texts short, creative texts
using ICT and/or other using ICT and/or other using ICT and/or other
resources at home or at resources at home or at resources at home or at
school in order to school in order to school in order to
recreate familiar scenes recreate familiar scenes recreate familiar scenes
and themes. and themes. and themes.
CE.EFL.2.25. Implement a range of EFL.2.5.9. Use creative EFL.2.5.9. Use creative EFL.2.5.9. Use creative
creative thinking skills to show a thinking skills to learn thinking skills to learn thinking skills to learn
respect for sharing and accepting how to share and respect how to share and respect how to share and respect
different ideas in brainstorms and pair all ideas through all ideas through all ideas through
work. brainstorming activities brainstorming activities brainstorming activities
and pair work in class. and pair work in class. and pair work in class.
 MATRIZ DE DESAGREGACIN DE D.C.D.
CE.EFL.2.1. Differentiate between different living situations in a variety of surroundings and express curiosity about
the world through simple questions

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.1.2 Recognize the differences
between where people live among the
regions of the country in order to appreciate
their own environment. (Example:
house/apartment, country/city, etc.)
EFL.2.1.3. Ask simple basic questions in
class about the world beyond ones own
immediate environment in order to increase
their understanding of different cultures. .
EFL.2.1.2 Recognize the
differences between where
people live among the regions
of the country in order to
appreciate their own
environment. (Example:
house/apartment, country/city,
etc.)
EFL.2.1.3. Ask simple basic
questions in class about the
world beyond ones own
immediate environment in order
to increase their understanding
EFL.2.1.2 Recognize the
differences between where people
live among the regions of the
country in order to appreciate their
own environment. (Example:
house/apartment, country/city, etc.)
EFL.2.1.3. Ask simple basic
questions in class about the world
beyond ones own immediate
environment in order to increase
their understanding of different
 of different cultures.. 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.
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.
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.

CE.EFL.2.2. Catalog everyday objects and places in different cultures and recognize ways to act responsibly
towards ones environment and surroundings

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

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.
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
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.

EFL.2.1.5. Recognize ways to relate
responsibly to ones surroundings at home
and at school by exhibiting responsible
behaviors towards the environment.
(Example: chores at home, recycling, etc.)
CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to introduce oneself and
participate in a short conversation.
SKILL WITH CRITERIA PERFORMANCE
2ND
EFL.2.1.1. Exchange basic introductions
and limited personal information in class
using simple present tense in order to get to
know their peers. (Example: where one lives
or goes to school, etc.)
work.
EFL.2.1.5. Recognize ways to
relate responsibly to ones
surroundings at home and at
school by exhibiting responsible
behaviors towards the
environment. (Example: chores
at home, recycling, etc.)
YEARS
3RD
EFL.2.1.1. Exchange basic
introductions and limited
personal information in class
using simple present tense in
order to get to know their peers.
(Example: where one lives or
goes to school, etc.)
EFL.2.1.5. Recognize ways to
relate responsibly to ones
surroundings at home and at school
by exhibiting responsible behaviors
towards the environment.
(Example: chores at home,
recycling, etc.)
4TH
EFL.2.1.1. Exchange basic
introductions and limited personal
information in class using simple
present tense in order to get to
know their peers. (Example: where
one lives or goes to school, etc.)
EFL.2.1.6. Understand and use common
expressions of politeness in class while
working in pairs or groups on projects.
(Example: Please, sorry, thank you, etc.)
EFL.2.1.6. Understand and use
common expressions of
politeness in class while working
in pairs or groups on projects.
(Example: Please, sorry, thank
you, etc.)
EFL.2.1.6. Understand and use
common expressions of politeness
in class while working in pairs or
groups on projects. (Example:
Please, sorry, thank you, etc.)

CE.EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials while expressing
personal preferences with peers.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.1.7. Collaborate in a friendly manner EFL.2.1.7. Collaborate in a EFL.2.1.7. Collaborate in a friendly

by sharing classroom materials and personal
objects while participating in games and
activities in class and on the playground.
friendly manner by sharing
classroom materials and
personal objects while
participating in games and
activities in class and on the
playground.
manner by sharing classroom
materials and personal objects
while participating in games and
activities in class and on the
playground.

EFL.2.1.8. Exchange basic personal EFL.2.1.8. Exchange basic EFL.2.1.8. Exchange basic
preferences with peers in order to express personal preferences with peers personal preferences with peers in
likes and dislikes. in order to express likes and order to express likes and dislikes.
dislikes.

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
 SKILL WITH CRITERIA PERFORMANCE
YEARS
2ND 3RD
EFL.2.1.9. Communicate to peers and EFL.2.1.9. Communicate to
teacher when something is not understood peers and teacher when
in class through the use of simple basic something is not understood in
questions. class through the use of simple
basic questions.
EFL.2.1.10. Recognize when to speak and EFL.2.1.10. Recognize when to
when to listen while working in pairs or small speak and when to listen while
groups in class by following classroom working in pairs or small groups
instructions and simple commands. in class by following classroom
instructions and simple
commands.
CE.EFL.2.6. Listening for Meaning: Understand the main ideas in short simple
vocabulary and are set in everyday contexts.
SKILL WITH CRITERIA PERFORMANCE
YEARS
2ND 3RD
EFL.2.2.1. Understand meanings expressed EFL.2.2.1. Understand
in short dialogues on familiar topics, as well meanings expressed in short
as basic spoken instructions and simple dialogues on familiar topics, as
questions about self, people, animals, or well as basic spoken
things, especially when spoken slowly and instructions and simple
clearly. (Example: greetings, short phrases, questions about self, people,
basic range of classroom instructions, animals, or things, especially
common personal information questions: when spoken slowly and clearly.
4TH
EFL.2.1.9. Communicate to peers
and teacher when something is not
understood in class through the use
of simple basic questions.
EFL.2.1.10. Recognize when to
speak and when to listen while
working in pairs or small groups in
class by following classroom
instructions and simple commands.
spoken texts that include familiar
4TH
EFL.2.2.1. Understand meanings
expressed in short dialogues on
familiar topics, as well as basic
spoken instructions and simple
questions about self, people,
animals, or things, especially when
spoken slowly and clearly.
(Example: greetings, short phrases,
Whats your name? etc.) (Example: greetings, short basic range of classroom
phrases, basic range of instructions, common personal
classroom instructions, common information questions: Whats your
personal information questions: name? etc.)
Whats your name? etc.)
EFL.2.2.2. Infer who is speaking and what EFL.2.2.2. Infer who is EFL.2.2.2. Infer who is speaking
the situation is when listening to short speaking and what the situation and what the situation is when
simple texts, especially when accompanied is when listening to short simple listening to short simple texts,
by pictures or other visual aids, or sound texts, especially when especially when accompanied by
effects. (Example: shopkeeper speaking to a accompanied by pictures or pictures or other visual aids, or
customer who is buying some fruit.) other visual aids, or sound sound effects. (Example:
effects. (Example: shopkeeper shopkeeper speaking to a customer
speaking to a customer who is who is buying some fruit.)
buying some fruit.)
EFL.2.2.6. Enjoy extensive listening in EFL.2.2.6. Enjoy extensive EFL.2.2.6. Enjoy extensive
English. (Example: listen to stories, watch listening in English. (Example: listening in English. (Example: listen
short movies, experience song lyrics or listen to stories, watch short to stories, watch short movies,
poetry, etc.) movies, experience song lyrics experience song lyrics or poetry,
or poetry, etc.) etc.)
EFL.2.2.7. Be comfortable taking meaning EFL.2.2.7. Be comfortable EFL.2.2.7. Be comfortable taking
from spoken texts containing words or taking meaning from spoken meaning from spoken texts
sections which are not understood. Be aware texts containing words or containing words or sections which
that understanding spoken texts does not sections which are not are not understood. Be aware that
require decoding every word. understood. Be aware that understanding spoken texts does
understanding spoken texts not require decoding every word.
does not require decoding every
word.
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar vocabulary and are
set in everyday contexts. Identify key items of information within the text, and record or act upon them.

SKILL WITH CRITERIA PERFORMANCE


2ND
EFL2.2.3. Recognize familiar names, words,
and short phrases about simple everyday
topics whether heard in isolation or within
short, simple spoken texts describing people
and objects. (Example: vocabulary about
self, family, friends and immediate
surroundings at school and home, adjectives
for color and size, etc.)
EFL.2.2.4. Identify items of specific
information within simple messages or from
short and simple descriptions about familiar
contexts, especially if visual support is
provided. (Example: letters of the alphabet,
numbers, prices and times, days, dates and
months, etc.)
EFL.2.2.5. Record key items of specific
information from a heard message or
description, either in written form or by
drawing picture. (Example: letters of the
alphabet, numbers, quantities, prices and
times, days, dates and months, etc.)
YEARS
3RD
EFL2.2.3. Recognize familiar
names, words, and short
phrases about simple everyday
topics whether heard in isolation
or within short, simple spoken
texts describing people and
objects. (Example: vocabulary
about self, family, friends and
immediate surroundings at
school and home, adjectives for
color and size, etc.)
EFL.2.2.4. Identify items of
specific information within
simple messages or from short
and simple descriptions about
familiar contexts, especially if
visual support is provided.
(Example: letters of the
alphabet, numbers, prices and
times, days, dates and months,
etc.)
EFL.2.2.5. Record key items of
specific information from a
heard message or description,
either in written form or by
drawing picture. (Example:
letters of the alphabet,
numbers, quantities, prices and
times, days, dates and months,
4TH
EFL2.2.3. Recognize familiar
names, words, and short phrases
about simple everyday topics
whether heard in isolation or within
short, simple spoken texts
describing people and objects.
(Example: vocabulary about self,
family, friends and immediate
surroundings at school and home,
adjectives for color and size, etc.)
EFL.2.2.4. Identify items of specific
information within simple messages
or from short and simple
descriptions about familiar
contexts, especially if visual support
is provided. (Example: letters of the
alphabet, numbers, prices and
times, days, dates and months,
etc.)
EFL.2.2.5. Record key items of
specific information from a heard
message or description, either in
written form or by drawing picture.
(Example: letters of the alphabet,
numbers, quantities, prices and
times, days, dates and months,
etc.)
 etc.)

CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly enough that other
people can usually understand them easily.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.2.8. Imitate individual English EFL.2.2.8. Imitate individual EFL.2.2.8. Imitate individual
language sounds, especially those English language sounds, English language sounds, especially
phonemes which do not exist in the especially those phonemes those phonemes which do not exist
students own L1, both in isolation and which do not exist in the in the students own L1, both in
within key vocabulary items. (Example: // students own L1, both in isolation and within key vocabulary
// // /i:/ and in words like singing, these,isolation and within key items. (Example: // // // /i:/ and
up, sea, etc.) vocabulary items. (Example: in words like singing, these, up, sea,
// // // /i:/ and in words like etc.)
singing, these, up, sea, etc.)
EFL.2.2.9. Spell out key vocabulary items EFL.2.2.9. Spell out key EFL.2.2.9. Spell out key vocabulary
using the English alphabet. (Example: vocabulary items using the items using the English alphabet.
names, colors, animals, possessions, etc.) English alphabet. (Example: (Example: names, colors, animals,
names, colors, animals, possessions, etc.)
possessions, etc.)
EFL.2.2.10 Clap, move, chant, or sing along EFL.2.2.10 Clap, move, chant, EFL.2.2.10 Clap, move, chant, or
with short authentic English language or sing along with short sing along with short authentic
rhymes or songs, approximating English authentic English language English language rhymes or songs,
rhythm and intonation once familiar with the rhymes or songs, approximating approximating English rhythm and
text. (Example: jump or clap in time to jump- English rhythm and intonation intonation once familiar with the
rope rhymes, do the actions to action songs once familiar with the text. text. (Example: jump or clap in time
or short rhythmic poems, enunciating some (Example: jump or clap in time to jump-rope rhymes, do the actions
of words in time with the rhythm, etc.) to jump-rope rhymes, do the to action songs or short rhythmic
actions to action songs or short poems, enunciating some of words
rhythmic poems, enunciating in time with the rhythm, etc.)
some of words in time with the
rhythm, etc.)
CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use appropriate words and
phrases to express basic ideas, initiate conversations and respond to questions, including some chunks of language
and short sentences.
SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.2.11. Produce simple, mainly isolated EFL.2.2.11. Produce simple,
utterances using very short phrases and mainly isolated utterances using
sometimes individual words, possibly with very short phrases and
slow and/or hesitant delivery. (Example: sometimes individual words,
words, phrases and short sentences about possibly with slow and/or
people, animals, things, etc.) hesitant delivery. (Example:
words, phrases and short
sentences about people,
animals, things, etc.)
EFL.2.2.12. Respond to simple questions in EFL.2.2.12. Respond to simple
quite a short time and initiate basic questions in quite a short time
interaction spontaneously when there are and initiate basic interaction
opportunities to speak. Speech is produced a spontaneously when there are
little less slowly and hesitantly. opportunities to speak. Speech
is produced a little less slowly
and hesitantly.
EFL.2.2.11. Produce simple, mainly
isolated utterances using very short
phrases and sometimes individual
words, possibly with slow and/or
hesitant delivery. (Example: words,
phrases and short sentences about
people, animals, things, etc.)
EFL.2.2.12. Respond to simple
questions in quite a short time and
initiate basic interaction
spontaneously when there are
opportunities to speak. Speech is
produced a little less slowly and
hesitantly.
CE.EFL.2.10. Interaction Interpersonal: Participate effectively in basic interpersonal interactions in everyday
contexts, provided the interlocutor speaks slowly and clearly. (Example: requesting, introducing, responding, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.2.13. Understand and use basic
greetings, leave-taking expressions, and
other simple everyday phrases to facilitate
interpersonal interaction, to introduce
others, and to name things. (Example:
Thank-you, Can I help you? This is [name],
etc.)
EFL.2.2.14. Ask and answer basic personal
information questions, as well as simple
questions about other people, animals, and
possessions, provided the interaction is slow
and clear. (Example: Where do you live? Do
you have a bicycle?, etc.)instructions for a
task.
EFL.2.2.16. Say when they do not
understand and ask for slower or clearer
repetition where required. (Example: Sorry?
Could you say that again, etc.)
EFL.2.2.13. Understand and
use basic greetings, leave-
taking expressions, and other
simple everyday phrases to
facilitate interpersonal
interaction, to introduce others,
and to name things. (Example:
Thank-you, Can I help you? This
is [name], etc.)
EFL.2.2.14. Ask and answer
basic personal information
questions, as well as simple
questions about other people,
animals, and possessions,
provided the interaction is slow
and clear. (Example: Where do
you live? Do you have a
bicycle?, etc.)instructions for a
task..
EFL.2.2.16. Say when they do
not understand and ask for
slower or clearer repetition
where required. (Example:
Sorry? Could you say that again,
EFL.2.2.13. Understand and use
basic greetings, leave-taking
expressions, and other simple
everyday phrases to facilitate
interpersonal interaction, to
introduce others, and to name
things. (Example: Thank-you, Can I
help you? This is [name], etc.)
EFL.2.2.14. Ask and answer basic
personal information questions, as
well as simple questions about
other people, animals, and
possessions, provided the
interaction is slow and clear.
(Example: Where do you live? Do
you have a bicycle?, etc.)instructions
for a task.
EFL.2.2.16. Say when they do not
understand and ask for slower or
clearer repetition where required.
(Example: Sorry? Could you say that
again, etc.)
 etc.)

EFL.2.2.17. React appropriately to what EFL.2.2.17. React EFL.2.2.17. React appropriately to

others say using verbal/non-verbal appropriately to what others say what others say using verbal/non-
backchanneling, or by asking further simple using verbal/non-verbal verbal backchanneling, or by asking
questions to extend the interaction. backchanneling, or by asking further simple questions to extend
(Example: express interest using facial further simple questions to the interaction. (Example: express
expression or simple words with appropriate extend the interaction. interest using facial expression or
intonation: Oh!, Yes! Thanks. And you? etc.) (Example: express interest simple words with appropriate
using facial expression or simple intonation: Oh!, Yes! Thanks. And
words with appropriate you? etc.)
intonation: Oh!, Yes! Thanks.
And you? etc.)
CE.EFL.2.11. Identify and understand individual every-day words, phrases, and sentences, including instructions.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.3.1. Demonstrate basic reading
comprehension skills by identifying the
meaning of individual words, phrases, and
sentences, including simple written
instructions.
EFL.2.3.1. Demonstrate basic
reading comprehension skills by
identifying the meaning of
individual words, phrases, and
sentences, including simple
written instructions.
EFL.2.3.1. Demonstrate basic
reading comprehension skills by
identifying the meaning of
individual words, phrases, and
sentences, including simple written
instructions.
CE.EFL.2.12. Understand the gist and details in short simple written texts (online or print).

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.3.2. Read a short simple text (online EFL.2.3.2. Read a short simple EFL.2.3.2. Read a short simple text
or print) and demonstrate understanding of text (online or print) and (online or print) and demonstrate
the gist and some basic details of the demonstrate understanding of understanding of the gist and some
content. the gist and some basic details basic details of the content.
of the content..
EFL.2.3.3. Understand most of the details of EFL.2.3.3. Understand most of EFL.2.3.3. Understand most of the
the content of a short simple text (online or the details of the content of a details of the content of a short
print). short simple text (online or simple text (online or print).
print).

CE.EFL.2.13. Understand the content in a variety of well-known text types, both print and online, using the layout
and artwork for support; recognize typical signs and symbols found in the text types.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.3.4. Understand the content in simple
short written environmental print text types,
using artwork, symbols, and layout for
support. (Example: price tags, signs, notices
(No eating, etc.), candy wrappers, etc.).
EFL.2.3.4. Understand the
content in simple short written
environmental print text types,
using artwork, symbols, and
layout for support. (Example:
price tags, signs, notices (No
EFL.2.3.4. Understand the content
in simple short written
environmental print text types,
using artwork, symbols, and layout
for support. (Example: price tags,
signs, notices (No eating, etc.),
 eating, etc.), candy wrappers, candy wrappers, etc.).
etc.).

CE.EFL.2.14. Demonstrate familiarity with study resources (both print and digital). (Example: a picture dictionary,
some flashcards of known words, or a word list.)

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.3.5. Show the ability to use a simple EFL.2.3.5. Show the ability to EFL.2.3.5. Show the ability to use a
learning resource. (Example: a small set of use a simple learning resource. simple learning resource. (Example:
flashcards, a picture-based dictionary (online(Example: a small set of a small set of flashcards, a picture-
or print), or a simple word list). flashcards, a picture-based based dictionary (online or print), or
dictionary (online or print), or a a simple word list)..
simple word list).
CE.EFL.2.15. Learn to read graphs, diagrams, charts, and other kinds of graphic organizer. Demonstrate
understanding of a text presented in the form of a graphic organizer (both print and digital).

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.3.6. Understand the content of a
simple graphic organizer (online or print).
(Example, Venn Diagrams, charts, and
labeled diagrams.)
EFL.2.3.6. Understand the
content of a simple graphic
organizer (online or print).
(Example, Venn Diagrams,
charts, and labeled diagrams.)
EFL.2.3.6. Understand the content
of a simple graphic organizer
(online or print). (Example, Venn
Diagrams, charts, and labeled
diagrams.)
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.)

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.3.7. Read and understand the main EFL.2.3.7. Read and EFL.2.3.7. Read and understand
ideas in a short simple text on a cross- understand the main ideas in a the main ideas in a short simple
curricular topic. (Example: art, music, short simple text on a cross- text on a cross-curricular topic.
history, etc.) curricular topic. (Example: art, (Example: art, music, history, etc.)
music, history, etc.)
EFL.2.3.8. Show understanding of some EFL.2.3.8. Show understanding EFL.2.3.8. Show understanding of
basic details in short simple cross-curricular of some basic details in short some basic details in short simple
texts by matching, labeling, and answering simple cross-curricular texts by cross-curricular texts by matching,
simple questions. matching, labeling, and labeling, and answering simple
answering simple questions. questions.
EFL.2.3.9. Identify the meaning of specific EFL.2.3.9. Identify the meaning EFL.2.3.9. Identify the meaning of
content-based words and phrases, with the of specific content-based words specific content-based words and
aid of visual support and phrases, with the aid of phrases, with the aid of visual
visual support support
EFL.2.3.10. Read a variety of simple text EFL.2.3.10. Read a variety of EFL.2.3.10. Read a variety of
types and graphic organizers used to present simple text types and graphic simple text types and graphic
cross-curricular information (Example: organizers used to present organizers used to present cross-
instructions, graphs, diagrams, charts, plans cross-curricular information curricular information (Example:
or maps, etc.) (Example: instructions, graphs, instructions, graphs, diagrams,
diagrams, charts, plans or charts, plans or maps, etc.)
maps, etc.)
CE.EFL.2.17. Write simple words, phrases, and sentences to demonstrate knowledge of spelling, punctuation,
capitalization and handwriting / typography, and identify their meanings.
 SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.4.1 Know how to spell simple English EFL.2.4.1 Know how to spell EFL.2.4.1 Know how to spell simple
words correctly, demonstrating awareness of simple English words correctly, English words correctly,
sound-letter relationships. (Example: sea, demonstrating awareness of demonstrating awareness of sound-
mean, bee, etc.) sound-letter relationships. letter relationships. (Example: sea,
(Example: sea, mean, bee, etc.) mean, bee, etc.)
EFL.2.4.2. Make a simple learning resource, EFL.2.4.2. Make a simple EFL.2.4.2. Make a simple learning
in order to record and practice new words. learning resource, in order to resource, in order to record and
(Example: a picture dictionary, a word list, record and practice new words. practice new words. (Example: a
set of flashcards, etc.) (Example: a picture dictionary, a picture dictionary, a word list, set of
word list, set of flashcards, etc.) flashcards, etc.)
EFL.2.4.3. Write simple words, phrases and EFL.2.4.3. Write simple words, EFL.2.4.3. Write simple words,
sentences with correct use of standard phrases and sentences with phrases and sentences with correct
writing mechanics. (Example: spelling, correct use of standard writing use of standard writing mechanics.
punctuation, capitalization, and writing by mechanics. (Example: spelling, (Example: spelling, punctuation,
hand and/ or on the computer. punctuation, capitalization, and capitalization, and writing by hand
writing by hand and/ or on the and/ or on the computer.
computer.
CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar items.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.4.3. Write simple words, phrases, and EFL.2.4.3. Write simple words,
sentences with correct use of standard phrases, and sentences with
writing mechanics. (Example: spelling, correct use of standard writing
punctuation, capitalization, and writing by mechanics. (Example: spelling,
hand and/or on the computer punctuation, capitalization, and
writing by hand and/or on the
computer
EFL.2.4.4. Write simple words, phrases, and EFL.2.4.4. Write simple words,
sentences for controlled practice of language phrases, and sentences for
items controlled practice of language
items
EFL.2.4.3. Write simple words,
phrases, and sentences with correct
use of standard writing mechanics.
(Example: spelling, punctuation,
capitalization, and writing by hand
and/or on the computer
EFL.2.4.4. Write simple words,
phrases, and sentences for
controlled practice of language
items

CE.EFL.2.19. Convey some simple ideas, facts or opinions in a simple sentence or short paragraph, using basic
vocabulary and structures.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.4.5. Write simple sentences on EFL.2.4.5. Write simple EFL.2.4.5. Write simple sentences
familiar topics to communicate basic ideas. sentences on familiar topics to on familiar topics to communicate
communicate basic ideas basic ideas

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.)
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.)
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.)
EFL.2.4.7. Write a short simple paragraph EFL.2.4.7. Write a short simple EFL.2.4.7. Write a short simple
to describe yourself or other people, paragraph to describe yourself paragraph to describe yourself or
animals, places and things, with limited or other people, animals, places other people, animals, places and
support. (Example: by answering questions and things, with limited support. things, with limited support.
or using key words). (Example: by answering (Example: by answering questions
questions or using key words). or using key words).
CE.EFL.2.20. Complete a simple survey form or questionnaire by providing personal details. Write a variety of
simple written text types, used in print or online, with appropriate layout and language. (Examples: message on a
greeting card, name and address on an envelope, an email address, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.4.8. Complete a basic survey or a EFL.2.4.8. Complete a basic EFL.2.4.8. Complete a basic survey
questionnaire by providing personal details. survey or a questionnaire by or a questionnaire by providing
providing personal details. personal details.

EFL.2.4.9. Write a variety of short simple
text types, commonly used in print and
online, with appropriate language and
layout. (Example: write a greeting on a
birthday card, name and address on an
envelope, a URL for a website, an email
address, etc.)
CE.EFL.2.21. Distinguish key information in stories and other age-appropriate
EFL.2.4.9. Write a variety of
short simple text types,
commonly used in print and
online, with appropriate
language and layout. (Example:
write a greeting on a birthday
card, name and address on an
envelope, a URL for a website,
an email address, etc.)
literary texts, both oral and written.
EFL.2.4.9. Write a variety of short
simple text types, commonly used
in print and online, with appropriate
language and layout. (Example:
write a greeting on a birthday card,
name and address on an envelope,
a URL for a website, an email
address, etc.)

SKILL WITH CRITERIA PERFORMANCE

 YEARS

2ND 3RD 4TH

EFL.2.5.1. Identify key information such as EFL.2.5.1. Identify key EFL.2.5.1. Identify key information
events, characters, and objects in stories information such as events, such as events, characters, and
and other age-appropriate literary texts if characters, and objects in objects in stories and other age-
there is visual support. stories and other age- appropriate literary texts if there is
appropriate literary texts if visual support..
there is visual support.
CE.EFL.2.22. Describe and write about emotions and responses to literary texts through words and images, or
other media (video, audio) on class or school bulletin boards and expand on ideas and responses to texts
read/seen/heard in by participating in songs/chants, TPR activities and playground games.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.5.2. Express emotions and feelings EFL.2.5.2. Express emotions EFL.2.5.2. Express emotions and
using basic adjectives and related images and feelings using basic feelings using basic adjectives and
through written work on the school or class adjectives and related images related images through written
bulletin board. through written work on the work on the school or class bulletin
school or class bulletin board. board..
EFL.2.5.3. Use audio, video, and pictures to EFL.2.5.3. Use audio, video, EFL.2.5.3. Use audio, video, and
respond to a variety of literary texts through and pictures to respond to a pictures to respond to a variety of
online or in-class ICT activities. variety of literary texts through literary texts through online or in-
online or in-class ICT activities. class ICT activities.
EFL.2.5.6. Generate and expand ideas by EFL.2.5.6. Generate and EFL.2.5.6. Generate and expand
responding in a fun and playful manner to expand ideas by responding in a ideas by responding in a fun and
oral and written texts in order to increase fun and playful manner to oral playful manner to oral and written
enjoyment of the language through TPR, and written texts in order to texts in order to increase enjoyment
playground games, and songs and chants. increase enjoyment of the of the language through TPR,
language through TPR, playground games, and songs and
playground games, and songs chants.
and chants.
CE.EFL.2.23. Display an affinity for a variety of literary texts by responding within a range of physical, cognitive,
and attitudinal manners, and vary elements of a literary text to create a new text.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.5.4. Listen to and read short EFL.2.5.4. Listen to and read EFL.2.5.4. Listen to and read short
narratives and/or other oral and written short narratives and/or other narratives and/or other oral and
literary texts in class (with a preference for oral and written literary texts in written literary texts in class (with a
authentic texts) in order to stimulate class (with a preference for preference for authentic texts) in
imagination, curiosity and a love for authentic texts) in order to order to stimulate imagination,
literature. stimulate imagination, curiosity curiosity and a love for literature.
and a love for literature.
EFL.2.5.7. Create picture books and/or EFL.2.5.7. Create picture books EFL.2.5.7. Create picture books
other graphic expressions in pairs in class by and/or other graphic and/or other graphic expressions in
varying scenes, characters, or other expressions in pairs in class by pairs in class by varying scenes,
elements of literary texts. varying scenes, characters, or characters, or other elements of
other elements of literary texts. literary texts.
CE.EFL.2.24. Communicate ideas and experiences and create short original texts through a range of resources and
other media, including ICT.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.5.5. Apply ICT and/or other resources EFL.2.5.5. Apply ICT and/or EFL.2.5.5. Apply ICT and/or other
to communicate simple thoughts in small other resources to communicate resources to communicate simple
groups. simple thoughts in small groups. thoughts in small groups.

EFL.2.5.8. Produce short, creative texts EFL.2.5.8. Produce short, EFL.2.5.8. Produce short, creative
using ICT and/or other resources at home or creative texts using ICT and/or texts using ICT and/or other
at school in order to recreate familiar scenes
other resources at home or at resources at home or at school in
and themes. school in order to recreate order to recreate familiar scenes
familiar scenes and themes. and themes.
CE.EFL.2.25. Implement a range of creative thinking skills to show a respect for sharing and accepting different
ideas in brainstorms and pair work.

SKILL WITH CRITERIA PERFORMANCE

YEARS

2ND 3RD 4TH

EFL.2.5.9. Use creative thinking skills to
learn how to share and respect all ideas
through brainstorming activities and pair
work in class.
EFL.2.5.9. Use creative
thinking skills to learn how to
share and respect all ideas
through brainstorming activities
and pair work in class.
EFL.2.5.9. Use creative thinking
skills to learn how to share and
respect all ideas through
brainstorming activities and pair
work in class.
P
C
 CURRICULAR ANNUAL PLAN TEMPLATE
INSTITUTIONAL LOGO SCHOOL NAME SCHOOL
YEAR
MONS. LEONIDAS PROAO
2016-2017
 CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s):
Grade/ Course: 2ndEGB Pre A1.1 Education Level: EGB
2. TIME
WEEKLY HOURS NUMBER OF WEEKS LEARNING ASSESSMENT WEEKS TOTAL WEEKS OF TOTAL OF
OF WORK CLASS PERIODS
3 Hours 4 weeks
40 weeks 36 weeks 108 Hours

3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course

OG.EFL 1. Encounter socio-cultural aspects of their own and other countries in a
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures and
languages from the secure standpoint of their own national and cultural identity.
OG.EFL 2. Draw on this established propensity for curiosity and tolerance towards
different cultures to comprehend the role of diversity in building an intercultural and
multinational society.
OG.EFL 3. Access greater flexibility of mind, creativity, enhanced linguistic
intelligence, and critical thinking skills through an appreciation of linguistic differences.
Enjoy an enriched perspective of their L1 and of language use for communication and
learning.
OG.EFL 4.Deploy a range of learning strategies, thereby increasing disposition and
O.EFL 2.1.Identify some main ideas and details of written texts, in order to
develop an approach of critical inquiry to written and oral texts.
O.EFL 2.2.Assess and appreciate English as an international language, as well
as the five aspects of English that contribute to communicative competence.
O.EFL 2.3.Independently read level-appropriate texts in English for pure
enjoyment/entertainment and to access information.
O.EFL 2.4.Develop creative and critical thinking skills to foster problem-
solving and independent learning using both spoken and written English.
O.EFL 2.5.Use in-class library resources and explore the use of ICT to enrich
competencies in the four skills.
ability to independently access further (language) learning and practice opportunities.
Respect themselves and others within the communication process, cultivating habits of O.EFL 2.6.Write short descriptive and informative texts and use them as a
honesty and integrity into responsible academic behavior. means of communication and written expression of thought.

OG.EFL 5.Directly access the main points and important details of up-to date. English
language texts, such as those published on the web, for professional or general
investigation, through the efficient use of ICT and reference tools where required.
OG.EFL 6.Through selected media, participate in reasonably extended spoken or written
dialogue with peers from different L1 backgrounds on work, study, or general topics of
common interest, expressing ideas and opinions effectively and appropriately.
OG.EFL 7.Interact quite clearly, confidently, and appropriately in a range of formal and
informal social situations with a limited but effective command of the spoken language
(CEFR B1 level).
O.EFL 2.7.Appreciate the use of English language through spoken and written
literary texts such as poems, rhymes, chants, riddles and songs, in order to
foster imagination, curiosity and memory, while developing a taste for
literature.
O.EFL 2.8.Demonstrate a living relationship with the English language
through interaction with written and spoken texts, in order to explore creative
writing as an outlet to personal expression.
O.EFL 2.9.Be able to interact in English in a simple way using basic
expressions and short phrases in familiar contexts to satisfy needs of a concrete
type, provided others talk slowly and clearly and are prepared to help.

TRANSVERSAL AXES:

Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5.UNITS TO BE DEVELOPED*

N Title of the unit Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation** Week
s
(Skills and strategies) durati
on

1 LESSON 1: Hello!
Students learn to: say hello;
introduce oneself and say
goodbye; follow essential
directions for learning; ask and
answer questions to identify
essential items for learning
Students learn to: greet
someone
EFL.2.1.2 Recognize Communication and cultural CE.EFL.2.1.
the differences between awareness Differentiate between
where people live different living
among the regions of Drawing different houses and situations in a variety of 5
the country in order to labeling different rooms and objects surroundings and
appreciate their own in a house. express curiosity about
environment. Using question words (who, what, the world through
(Example:house/apart where) to ask about places. simple questions.
Reflecting on differences between
LESSON 2: Is your they have recently met with
Hi and a question to check
name Stella?
knowledge of their name; give
and follow some essential
directions for learning and some
other useful directions; ask
questions to check knowledge
of the words for recently
learned objects.
LESSON 3: Im a boy.
Students learn to: identify
Im a girl. themselves and others as a boy
or a girl; give and follow
essential
classroom instructions; identify
things they see
men,country/city, etc.) a house and an apartment.
Creating a diorama of urban and
EFL.2.1.3. Ask simple I.EFL.2.1.1.
rural aspects.
basic questions in class Drawing a map of a neighborhood. Learners can
about the world beyond Asking and answering questions recognize
ones own immediate about where you and others live. differences
environment in order to
between where
increase their Oral communication (listening
understanding of people live and
and speaking) write or talk
different cultures.
about their own
Listening to a very short and simple
EFL 2.1.4. Express story and ordering the pictures surroundings, as
curiosity about the
showing what happens. (Example: well as ask
world and other Jane is taking her dog for a walk.
questions about
cultures by asking They see some birds. The birds fly
simple WH- questions how other people
away, etc.) live. (I.2, S.2)
in class after reading
and/or participating in Listening to a short and simple
CE.EFL.2.6. Listening
presentations or other conversation between 2 speakers and
for Meaning:
group work deciding who is speaking, where
Understand the main
they are, and how they feel.
EFL.2.2.1. Understand ideas in short simple
(Example: a boy and his Dad, at a
meanings expressed in spoken texts that
soccer game, happy, etc.)
short dialogues on include familiar
familiar topics, as well Watching a video clip and selecting vocabulary and are set
as basic spoken the best title for it. (Example: Funny in everyday contexts.
instructions and simple monkeys at the zoo, etc.)
questions about self,
people, animals, or Reading
I.EFL.2.6.1.
things, especially when Drawing a line from individual Learners can
spoken slowly and words to a picture or a scene. understand the
clearly. (Example: (Example: learners read a list of main ideas in
greetings, short farm animals and draw a line from
phrases, basic range of
short simple
each word to the appropriate animal spoken texts and
classroom instructions,
common personal in the scene, etc.) infer who is
information questions: speaking and
Whats your name? Reading a list of four words and
crossing out the word that doesnt what the
etc.) situation is,
EFL.2.2.2. Infer who is belong. (Example: arm leg house
foot, etc.) without decoding
speaking and what the
situation is when every word. (I.3)
Reading a simple sentence, looking
listening to short at the accompanying picture, and
simple texts, especially ticking yes/no. (Example: This is a
when house. Yes, etc.)
accompanied by
pictures or other visual Completing a gap in a sentence
aids, or sound effects. (print or online). (Example: Words: CE.EFL.2.11. Identify
(Example: shopkeeper go, sleep. Sentence: Every day I --- and understand
speaking to a customer to school, etc.) individual every-day
who is buying some words, phrases, and
fruit.) Writing.
Locating specific words on the sentences, including
EFL.2.2.6. Enjoy instructions.
page and writing them in a list.
extensive listening in (Example: all the words beginning
English. (Example: with the sound /k/ or all the words
listen to stories, watch that contain the long /a:/ sound, etc.)
short movies, I.EFL.2.11.1.
Matching words to pictures.
experience song lyrics (Example: under the picture of a Learners can
or poetry, etc.) chair, learners write the word chair understand
EFL.2.2.7. Be with the five letters of the word on familiar words,
comfortable taking the five lines provided, etc.) phrases, and
meaning from spoken Unscrambling words or sentences short simple
texts containing words and writing them out correctly.
sentences and
or sections which are (Example: Word: veleen = eleven.
Sentence: Theres under the can successfully
not understood.
chair. a backpack, etc.) complete the
Be aware that
understanding spoken
Finding hidden questions in a box simple
and writing them down with the accompanying
texts does not require
correct punctuation and
decoding every word. task. (I.4)
capitalization. (Example: does it live
EFL.2.3.1. on a farm / does it have two legs,
Demonstrate basic etc.)
reading comprehension Writing new words in a picture
skills dictionary and adding a sticker or
CE.EFL.2.17. Write
by identifying the picture.
simple words, phrases,
meaning of individual and sentences to
words, phrases, and Language through the Arts
Listening to or reading stories and demonstrate knowledge
sentences, including of spelling, punctuation,
drawing the main characters.
simple written capitalization and
Choosing pictures of or drawing
instructions. the scenes of a literary text. handwriting /
EFL.2.4.1 Know how Standing up every time they hear typography, and identify
to spell simple English the name of a character. their meanings.
words correctly, Explaining through pictures or
demonstrating charts (ICT) the relationships I.EFL.2.17.1.
awareness of sound- between characters. (Example: Learners can
letter relationships. mom/daughter, friends, etc.) write words,
(Example: sea, mean, phrases, and
bee, etc.)
short simple
EFL.2.4.2. Make a
simple learning
sentences using
resource, in order to the correct
record and practice conventions
new words. (Example: (spelling,
a picture dictionary, punctuation,
a word list, set of capitalization,
flashcards, etc.) and handwriting
EFL.2.4.3. Write or typography,
simple words, phrases
etc.), for making
and sentences with
correct use of standard
simple learning
writing mechanics. resources. (I.3)
(Example: spelling,
punctuation,
capitalization, and CE.EFL.2.21.
 writing by hand and/ or Distinguish key
on the computer. information in stories
EFL.2.5.1. Identify key and other age-
information such as appropriate literary
events, characters, and texts, both oral and
objects in stories and written.
other age-appropriate
literary texts if there is I.EFL.2.21.1.
visual support. Learners can
recognize,
through pictures
or other media
such as ICT, key
aspects of a story
or literary text
(both oral and
written). (J.1, I.2)
LESSON 4: What do Learn to: describe things they EFL.2.1.4. Express Communication and cultural CE.EFL.2.2. Catalog
you see? see; count from 1 to 10 curiosity about the awareness everyday objects and
LESSON 5: Wheres
world and other places in different
2
Learn to: ask and answer cultures by asking Labeling pictures with correct cultures and recognize
the crayon? questions about where things names.
simple WH- questions ways to act responsibly
LESSON 6: What are; agree. Creating a poster of things that can
in class after reading towards ones
color is it? be recycled.
Describe the color of things and/or participating in Matching objects with the places environment and
PHONICS: Aa Bb Cc presentations or other where they can be found. (Example: surroundings.
Dd Ee Ff Recognize, pronounce, and group work. stove in kitchen, bed in bedroom,
form Aa through Ff; identify etc.)
anchor words for each letter EFL.2.1.5. Recognize
Simulating actions through TPR I.EFL.2.2.1.
ways to relate
activities where learners follow basic
responsibly to ones Learners can
commands. (Example: Put away
surroundings at home your book, etc.). classify everyday
and at school by Choosing pictures that demonstrate objects and
exhibiting responsible responsibility (cleaning room, familiar places.
behaviors towards the watering the flowers). Learners can
environment. compare objects
(Example: chores at Oral communication (listening
from different
home, recycling, etc.) and speaking)
Listening to short, staged cultural contexts.
EFL2.2.3. Recognize instructions and carrying them out. Learners can say
familiar names, words, (Example: Open the door. Take this and recognize
and short book to Mr. Davila. Walk, dont run! ways to take care
etc.) of the
phrases about simple Listening to very short (spoken or
everyday topics recorded) descriptions of scenes, and environment and
whether heard isolation writing, coloring, or drawing items ones
or within short, simple within them. (Example: learners are surroundings.
spoken texts describing given a simple picture of a (J.3, S.1)
people and objects. classroom. They listen to a
(Example: vocabulary description of it and identify the
about self, family, table where Sara sits and draw 3
pens and a red book on it, etc.) CE.EFL.2.7. Listening
friends and immediate for Information: Follow
Listening to a short dialogue and
surroundings at school short and simple spoken
filling in a simple form. (Example: a
and home, adjectives conversation between a boy and a texts that include
for color and size, etc.) teacher meeting for the first time. familiar vocabulary and
EFL.2.2.4. Identify Learners fill in the boys name, age, are set in everyday
birth date, (part of his) address (e.g., contexts. Identify key
items of specific
house number items of information
information within
or street name), favorite subject, etc. within the text, and
simple messages or on a simple form.)
from short and simple record or act upon them.
Listening to a short text and
descriptions about demonstrating understanding of it
familiar contexts, using an accompanying graphic
especially if visual organizer. (Example: marking the I.EFL.2.7.1.
support is provided. route on a map while listening to Learners can
(Example: letters of the directions, etc.) understand short
alphabet, numbers, and simple
prices and times, days, Reading
spoken texts well
dates and months, etc.)
Reading a short text and showing
EFL.2.2.5. Record key comprehension by completing the enough to be
items of specific accompanying graphic organizer. able to pick out
information from a (Example: learners read about the
key items of
heard message or location of a house and mark the
point X on a map.) information and
description, either in
Reading a short simple story of just record them in
written form or by
drawing picture. a few lines and ordering simple writing or
pictures of familiar objects. drawings, or
(Example: letters of the
Reading a short simple text and physically act
alphabet, numbers,
coloring a picture. (Example: This is
quantities, prices and Bens room. His bed is green. upon them. (I.3)
times, days, dates and Learners draw a green bed, etc.)
months, etc.) Reading a short simple text and
circling the correct answer.
EFL.2.3.2. Read a short
(Example: Question: Whats her
simple text (online or name? Answer: Mary / Sandra / Mia, CE.EFL.2.12.
print) and demonstrate etc.) Understand the gist and
understanding of the details in short simple
gist and some basic Writing. written texts (online or
details of the content. Completing simple sentences to print).
practice a grammar structure by
EFL.2.3.3. Understand writing words in gapped sentences.
most of the details of Support learners by providing
the content of a short pictures for context and / or a box of
simple text (online or answers, from which they can
print). choose. (Example: My best friend is
EFL.2.12.1.
ten --- old. --- name is Carol. --- Learners can
EFL.2.4.3. Write birthday is in May, etc.) understand a
simple words, phrases, Identifying the differences between short simple text
and sentences with two pictures and writing simple on an everyday
correct use of standard sentences. (Example: In picture A,
writing mechanics.
topic and
theres one car, but in picture B there
(Example: spelling, are two cars, etc.) successfully
punctuation, Answering questions about a scene complete a
capitalization, and using full sentences. (Example: How simple task to
writing by hand and/or many boys are there? There are four show that they
on the computer. boys, etc.) have understood
most or some of
EFL.2.4.4. Write Language through the Arts
simple words, phrases, it. (I.4)
Creating a dance for a song or
and sentences for rhyme.
controlled practice of Illustrating a short piece of writing.
language items. Participating in TPR activities such
as acting out the movements of a
EFL.2.5.2. Express character in a story as it is read
emotions and feelings aloud.
using basic adjectives CE.EFL.2.18. Writing
Discussing things learners have
and related images done that are similar to those the in order to perform
through written work characters in the story have done. controlled practice of
on the school or class (Example: gone on vacation to the vocabulary and
bulletin board. beach, got into a fight with a parent grammar items.
or friend, etc.)
EFL.2.5.3. Use audio, Moving to the rhythm of a song or I.EFL.2.18.1.
video, and pictures to chant. Learners can
respond to a variety of Creating an audio message or short write short
literary texts through video that tells what the student simple phrases
online or in-class ICT thought about the text. and sentences to
activities. Writing short weekly journal
entries. show that they
EFL.2.5.6. Generate know how to use
and expand ideas by simple grammar
responding in a fun and or vocabulary
playful manner to oral items. (I.3, I.4)
and written texts in
order to increase
enjoyment of the
language through TPR,
playground games, and
songs and chants.
CE.EFL.2.22. Describe
and write about
emotions and responses
to literary texts through
words and images, or
other media (video,
audio) on class or
school bulletin boards
and expand on ideas
and responses to texts
read/seen/heard in by
participating in
songs/chants, TPR
activities and
playground games.

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)
LESSON 7: Who do Learn to: ask and answer EFL.2.1.1. Exchange Communication and Cultural CE.EFL.2.3. Make use
you see? questions about who they see basic introductions and Awareness of basic personal
LESSON 8: What
limited personal information and
3
learn to: ask and answer information in class Participating in short dialogues expressions of
shape questions about shapes using greetings and leave-taking.
using simple present politeness in order to
is it? tense in order to get to introduce oneself and
learn to: ask and answer Listening to or reading short
questions about rooms and know their peers. dialogues and answering questions participate in a short
LESSON 9: Is it a
light? furniture. (Example: where one about the speakers names, grades, conversation.
lives or goes to school, schools, etc.
PHONICS: Gg Hh Ii Jj learn to: recognize, pronounce, etc.) I.EFL.2.3.1.
Kk Ll and form the letters Gg through Practicing the use of expressions of Learners can use
Ll; identify anchor words for EFL.2.1.6. Understand politeness during collaborative pair basic personal
each letter and use common and small group work. information and
expressions of
Adding expressions of politeness to
expressions of
politeness in class
while working in pairs dialogues. politeness in
or groups on projects. short dialogues
(Example: Please, Completing a short questionnaire or conversations.
sorry, thank you, etc.) or form about ones basic personal (J.2, J.3)
information. (Example: name,
EFL.2.2.8. Imitate school, age, address, etc.)
individual English
language sounds, Responding to pictures or short
especially those texts by circling the corresponding
phonemes which do not emoticon. (Example: happy face, sad
exist in the students face, confused face, etc.) CE.EFL.2.8.
own L1, both in Oral Communication: (Listening Production -
isolation and within and Speaking) Pronunciation: Produce
key vocabulary items. individual words and
(Example: // // // /i:/ Asking the student simple short phrases clearly
and in words like questions about themselves, their enough that other
singing, these, up, sea, family, or their possessions and people can usually
etc.) checking whether the responses are understand them easily.
comprehensible. (Example: Whats
EFL.2.2.9. Spell out your name? Juan. How do you spell
key vocabulary items Juan? J-U-A-N. How old are you?
using the English Im eight /am et /, etc.)
alphabet. (Example: I.EFL.2.8.1.
names, colors, animals, Showing the student some picture
Learners can
possessions, etc.) flashcards of familiar vocabulary
items and asking them to say the pronounce most
EFL.2.2.10 Clap, words. (Example: Its a house, a familiar
move, chant, or sing school, a car, a bike, to see if they vocabulary items
along with short are easily understood, etc.) accurately, and
authentic English can therefore
language rhymes or Doing a mingle activity where
usually be easily
songs, approximating learners ask and answer simple
English rhythm and questions about a picture which has understood. They
intonation once been stuck to their own back. can also produce
familiar with the text. (Example: for animal picture cards, some phrases
(Example: jump or clap learners ask and answer Is it an and short
in time to jump-rope elephant? No. Is it a horse? Yes. Is it sentences
rhymes, do the actions black or white? White. etc.) clearly, and may
to action songs or short Observing to see whether each approximate
rhythmic poems, students questions and answers are English rhythm
enunciating some of understandable by other learners.
and intonation in
words in time with the
rhythm, etc.) Ask the learner to sing a song or longer
recite a chant together with a group utterances. (I.3)
EFL.2.3.4. Understand of friends or with the teacher.
the content in simple Record the students production with
short written the recording device quite near to the
environmental print students mouth and listen to the
text types, using recording to assess clarity of sounds,
artwork, symbols, and production of phonemes, rhythm and
layout for support. intonation..
(Example: price tags,
signs, notices (No Reading
Matching common signs to their
eating, etc.), candy
meanings. (Example: a simple
wrappers, etc.).
classroom sign or a notice in the
EFL.2.4.5. Write park, Silence please, No eating, etc.)
simple sentences on Studying an environmental print
familiar topics to text type and drawing a line from the
word to the artwork. (Example: from
communicate basic
the word cloud to a cloud weather
ideas.
symbol, or from the word stop to a
EFL.2.4.6. Write a red stop light, etc.)
short simple paragraph Circling an emoticon to match to a
picture. (Example: Amy feels sick /
to convey some simple
Amy is happy /, etc.) CE.EFL.2.13.
facts about people,
Comparing and contrasting Understand the content
animals, places, things, information. (Example: learners read in a variety of well-
yourself or others, with simple price tags and match them to known text types, both
the support of a model the correct sentences: This toy is print and online, using
text. (Example: where cheap. Those shoes are expensive, the layout and artwork
they live, what they do, etc.)
for support; recognize
etc.)
typical signs and
Writing
EFL.2.4.7. Write a symbols found in the
short simple paragraph Completing the gaps in a sentence. text types.
to describe yourself or (Example: My best friend is ten ---
other people, animals, old. --- name is Carol. --- birthday is I.EFL.2.13.1.
places and things, with in May,etc.) Learners can
limited support. Completing a simple open-ended understand a
(Example: by sentence. (Example: For breakfast I short simple
eat _______; In my bedroom there is
answering questions or environmental
______,etc.)
using key words). print text type
Writing a description of yourself by
EFL.2.5.4. Listen to completing the outline of a and successfully
paragraph. Each sentence in the complete a
and read short paragraph contains a sentence simple task.
narratives and/or other opener. (Example: My names, (Example: a sign,
oral and written literary My hair is, My eyes are, etc.)
notice, menu,
texts in class (with a Reading a short simple paragraph
which serves as a model text, then etc.) (I.3)
preference for
authentic texts) in order writing a similar paragraph on the
to stimulate same topic.
(Example: Topics could include: my
imagination, curiosity
best friend, my family, my house,
and a love for
my favorite animal, my town, etc.)
literature. Writing a short simple paragraph
on a familiar topic. Learners must CE.EFL.2.19. Convey
EFL.2.5.7. Create some simple ideas, facts
write the answer to specific
picture books and/or or opinions in a simple
questions or use specific vocabulary.
other graphic sentence or short
(Example: Topic: describe your
expressions in pairs in clothes. Opening phrase: Im paragraph, using basic
class by varying wearingWords: t-shirt, pants, vocabulary and
scenes, characters, or shoes,etc.) structures.
other elements of Writing a short simple paragraph,
literary texts. using key words for support.
(Example: Draw a town and write
about it using these words: hospital, I.EFL.2.19.1.
pet store, park, bookstore, etc.) Learners can
produce a short
Language through the Arts simple sentence
Doing extended reading, in which and a paragraph
learners get to choose what they read with ample
and are not evaluated or tested on it. support - on a
variety of topics,
Sharing in small groups or pairs the
and some
learners favorite stories, songs,
poems, etc., and saying why. learners can do
so with only
Responding to a poem by drawing limited support.
how it makes the learner feel. (I.3)
 Writing questions the learners
would like to ask a character in the
story, or the author of the story.

Inviting authors as guest speakers

into the classroom so learners can
share their responses to the story
with them.

Interviewing family members

about their favorite book or poem,
and then sharing their findings in
class.

Keeping a small class library and

allowing fast finishers to choose a
book or magazine to read while the CE.EFL.2.23. Display
rest of the class completes the task. an affinity for a variety
of literary texts by
Listening to a song and rewriting responding within a
the song lyrics changing just one range of physical,
aspect. (Example: choosing and cognitive, and
replacing the characters name, age, attitudinal manners, and
etc.) vary elements of a
literary text to create a
new text.

I.EFL.2.23.1.
Learners can
demonstrate an
affinity for a
variety of literary
texts by

LESSON 10: What Students learn to: ask and
day is it today? answer questions about the days
LESSON 11: What
of the week
4 materials and personal
are these? Students learn to: ask and
PHONICS: Mm Nn Oo answer questions to identify
Pp different clothing items
Students learn to: recognize,
pronounce, and form the letters
Mm through Pp; identify anchor
words for each letter
responding
within a range of
physical,
cognitive, and
attitudinal
manners and
adapt elements
of a literary text
to create a new
text. (I.1, I.4)
EFL.2.1.7. Collaborate Communication and Cultural CE.EFL.2.4. Develop
in a friendly manner by Awareness skills of collaboration
sharing classroom by working together on
Completing a very short, picture- projects and sharing
based self-evaluation or peer
objects while materials while
participating in games evaluation form. expressing personal
and activities in class Playing games in which learners preferences with peers.
and on the playground. must pass objects around the room.
(Example: hot potato, etc.)
EFL.2.1.8. Exchange Practicing helpful classroom
basic personal language in mini dialogues and/or I.EFL.2.4.1.
preferences with peers chants (Example: Can I borrow your Learners can
in order to express eraser? Do you have a pencil? etc.) select pictures
likes and dislikes. Completing a short survey about and/or short
favorites or likes/dislikes and then phrases that
EFL.2.2.11. Produce sharing ideas with a partner.
simple, mainly isolated relate to
Making a pie chart about the things collaborating and
utterances using very that are most liked in the class.
short phrases and sharing and
sometimes individual Oral Communication: (Listening express personal
words, possibly with and Speaking) preferences. (J.2,
slow and/or hesitant J.3, S.4)
delivery. (Example: Asking learners simple questions
words, phrases and about themselves, their family, or
short sentences about their possessions and noting whether
people, animals, things, their response time is acceptable (i.e.
etc.) may be slow, but not so slow that the
interaction becomes uncomfortable
EFL.2.2.12. Respond for the student or the teacher), and CE.EFL.2.9.
to simple questions in whether their response is Production - Fluency:
quite a short time and appropriate. Some learners may Utterances are
initiate basic produce short sentences in response sometimes produced
interaction to basic questions. (Example: What slowly but use
spontaneously when color are your shoes? Yes What color appropriate words and
there are opportunities are your shoes? Blue or Theyre phrases to express basic
to speak. Speech is blue, etc.) ideas, initiate
produced a little less conversations and
slowly and hesitantly. Giving learners a picture of a respond to questions,
familiar scene and asking them to including some chunks
EFL.2.3.5. Show the tell you what they can see. Some
ability to use a simple of language and short
learners may produce longer sentences.
learning resource. utterances. (Example: a picture of a
(Example: a small set classroom where learners name I.EFL.2.9.1.
of flashcards, a picture- individual items: table, chair, clock Learners can
based dictionary There are four chairs. The clock says
(online or print), or a express basic
4 oclock., etc.) ideas, initiate
simple word list).
Running a mingle activity where conversations,
EFL.2.4.8. Complete a each learner has a different simple and respond to
basic survey or a question to ask the others. Learners simple questions
questionnaire by move around the room asking their using appropriate
providing personal question and listening to the answers
details. words, phrases,
received. Observing to see whether and short
EFL.2.4.9. Write a each student asks the question
sentences.
variety of short simple fluidly and answers using individual
words only or short sentences.
Responses may
text types, commonly be slow though
used in print and (Example questions: Whats your
favorite food? Chicken / Its chicken pauses do not
online, with and rice / Do you like oranges? make the
appropriate language Yes. / Yes, I do. / I love oranges!, interaction
and layout. (Example: etc.) tedious or
write a greeting on a uncomfortable
birthday card, name Reading
Using a simple learning resource for participants.
and address on an
envelope, a URL for a
and locating details. (Example: (I.3)
finding and circling or coloring three
website, an email different kinds of fruit or three kinds
address, etc.) of drink in an online or print picture
EFL.2.5.5. Apply ICT dictionary, etc.)
Using the alphabet to scan for
and/or other resources
particular items in lists. (Example:
to communicate simple
finding a word in a simple dictionary
thoughts in small or locating a boys name on a class
groups. list.)
Testing each other on the meaning
EFL.2.5.8. Produce
of flashcards. (Example: a boy
short, creative texts
shows a picture on a flashcard and
using ICT and/or other asks: Whats this? Girl: its an
resources at home or at airplane, etc.) CE.EFL.2.14.
school in order to
Demonstrate familiarity
recreate familiar scenes
Writing with study resources
and themes.
(both print and digital).
EFL.2.5.5. Apply ICT Having learners complete a short (Example: a picture
and/or other resources simple questionnaire about dictionary, some
to communicate simple themselves. Learners read open- flashcards of known
thoughts in small ended questions and write the words, or a word list.)
groups. answers on the form. (Example:
What time do you get up? What time I.EFL.2.14.1.
EFL.2.5.8. Produce do you go to school? At 6 oclock, Learners can
short, creative texts etc.)
successfully use
using ICT and/or other Interviewing a partner, asking
yes/no questions and writing yes/no simple online and
resources at home or at
on the survey form. (Example: Do print learning
school in order to
you live in an apartment? Yes, etc.) resources.
recreate familiar scenes Writing a variety of simple text (Example:
and themes. types, using the appropriate flashcards,
language and layout:
picture
Listen to a URL address and write
it down. (Example: dictionaries, word
www.cambridge.org, etc.) lists, etc.) (I.2)
Write your own email address or
invent one. (Example:
mydog@gmail.com for your pet,
etc.)
Write a simple print/online CE.EFL.2.20.
message to a friend for their Complete a simple
birthday. (Example: Happy survey form or
Valentines Day, Juan!, Have a questionnaire by
wonderful birthday, Kate!, etc.) providing personal
Language through the Arts
details. Write a variety
Writing a text message to a friend. of simple written text
Producing an audio clip stating the types, used in print or
students daily routine. online, with appropriate
Using ICT resources to organize layout and language.
and edit a short piece of creative or (Examples: message on
informational writing. a greeting card, name
Taking pictures of or drawing what and address on an
the learners usually eat for breakfast, envelope, an email
then using the picture as a prompt address, etc.)
for conversation in class.
Writing a short, fictional story
about a family member.
Putting short captions under
pictures. I.EFL.2.20.1.
Learners can
write information
in a simple
survey form or
questionnaire,
and can type or
write some
simple digital
text-types, such
as a URL and an
email address.
(I.3)

CE.EFL.2.24.
Communicate ideas and
experiences and create
short original texts
through a range of
resources and other
media, including ICT.

I.EFL.2.24.1.
Learners can
communicate
thoughts,
feelings, and/or
personal
experiences and
create short
original texts
through a range
of resources and
other media,

LESSON 12: Can you Students learn to: ask and
swim?
answer questions to identify
different family members
LESSON 13: Whos
5 she? Whos he?
Students learn to: ask and
LESSON 14: Shes answer questions to identify
my friend different people they know
PHONICS: Qq Rr Ss Students learn to: recognize,
Tt Uu Vv
pronounce, and form the letters
Qq through Vv; identify anchor
words for each letter
including ICT.
(I.2, I.3, I.4)
EFL.2.1.9. Communication and Cultural CE.EFL.2.5. Model
Communicate to peers Awareness turn-taking and ways to
and teacher when express to others when
Role-playing and participating in
something is not something is not
short dialogues. understood to improve
understood in class
Playing games that practice comprehension and/or
through the use of
classroom language and turn-taking. intelligibility in
simple basic questions. Singing songs or chants that
conversations.
EFL.2.1.10. Recognize practice helpful language.
when to speak and Working in pairs and groups on a
small project.
when to listen while I.EFL.2.5.1.
Learners can
working in pairs or Oral Communication: (Listening
small groups in class and Speaking) apply turn-taking
by following classroom and ways to
instructions and simple Conducting a conversation with the express to others
commands. teacher and learner playing two when something
characters using masks or hand is not understood
EFL.2.2.13. puppets. The learner may be given in short
Understand and use the characters details or invent conversations.
basic greetings, leave- them. (Example: name, age, favorite (J.3, S.1, S.4)
taking expressions, and color, etc.) The students character
other simple everyday could introduce other puppets or CE.EFL.2.10.
phrases to facilitate request permission to do something. Interaction
interpersonal (Example: This is Sebastian. Hes Interpersonal:
interaction, to 11. Can I borrow a pencil, please?, Participate effectively
introduce others, and to etc.) in basic interpersonal
name things. (Example: interactions in everyday
Thank-you, Can I help Doing a mingle activity where contexts,
you? This is [name], learners meet and greet each other provided the
etc.) and ask and answer simple interlocutor speaks
questions. Observing to see whether slowly and clearly.
EFL.2.2.14. Ask and the learner can interact effectively, (Example: requesting,
answer basic personal and whether they are able to ask for introducing, responding,
information questions, repetition when required, and / or etc.)
as well as simple react appropriately to responses
questions about other received. (Example: Find someone I.EFL.2.10.1.
people, animals, and who. Do you have a red car? Yes? Learners can
possessions, provided interact
the interaction is slow Great! writes down name of effectively using
and clear. (Example: person.) a range of basic
Where do you live? Do Establishing a clear expectation of functional
you have a bicycle?, English use for classroom functions. exponents for
etc.) (Example: greeting, requesting, interpersonal
thanking, asking for repetition / conversations in
EFL.2.2.16. Say when
they do not understand clarification, offering help, taking everyday
and ask for slower or leave, etc.) Informal assessment contexts,
clearer repetition where could involve a star chart, with providing speech
required. (Example: points for learners who use L2 is slow and clear.
Sorry? Could you say regularly. Learners can
that again, etc.) request
Reading
Reading a list of words in a Venn repetition or
EFL.2.2.17. React clarification, and
diagram and understanding the
appropriately to what can react
meaning. (Example: Venn diagram:
others say using Dog/Cat. Task: appropriately to
verbal/non-verbal back Read a sentence and tick yes/no. responses
channeling, or by Sentence: Dogs and cats have tails , received. (I.3)
asking further simple etc.)
questions to extend the Matching a simple short text to the
interaction. (Example: correct plan. (Example: Text: a short
express interest using simple description about a zoo: The
facial expression or giraffes are next to the pandas. Plan:
simple words with a simple map of the zoo, etc.)
appropriate intonation: Reading a short simple text and
Oh!, Yes! Thanks. And coloring a simple bar chart.
you? etc.) (Example: a description of some
childrens favorite ice cream. Task:
EFL.2.3.6. Understand color the chart accordingly, etc.)
the content of a simple Writing
graphic organizer
Having learners complete a short
(online or print).
simple questionnaire about
(Example, Venn
themselves. Learners read open-
Diagrams, charts, and
ended questions and write the
labeled diagrams.)
answers on the form. (Example:
EFL.2.4.8. Complete a What time do you get up? What time
basic survey or a do you go to school? At 6 oclock,
questionnaire by etc.) CE.EFL.2.15. Learn to
providing personal read graphs, diagrams,
Interviewing a partner, asking charts, and other kinds
details.
yes/no questions and writing yes/no of graphic organizer.
EFL.2.4.9. Write a on the survey form. (Example: Do Demonstrate
variety of short simple you live in an apartment? Yes, etc.) understanding of a text
text types, commonly presented in the form of
Writing a variety of simple text a graphic organizer
used in print and
types, using the appropriate (both print and digital).
online, with
language and layout:
appropriate language
and layout. (Example: Listen to a URL address and write
write a greeting on a it down. (Example: I.EFL.2.15.1.
birthday card, name www.cambridge.org, etc.) Learners can use
and address on an
simple graphic
envelope, a URL for a Write your own email address or
invent one. (Example:
organizers to
website, an email
mydog@gmail.com for your pet, show that they
address, etc.)
etc.) can understand a
EFL.2.5.9. Use creative short simple text.
thinking skills to learn Write a simple print/online (Example: maps,
how to share and message to a friend for their diagrams, bar
respect all ideas birthday. (Example: Happy charts, Venn
through brainstorming Valentines Day, Juan!, Have a diagrams, etc.)
activities and pair work wonderful birthday, Kate!, etc.) (I.4)
in class.
Language through the Arts

Working on a project in small CE.EFL.2.20.

groups of 4-5 and discussing what Complete a simple
the group is doing well and what it survey form or
could do to improve. questionnaire by
Brainstorming ideas for a writing providing personal
project together as a class, using a details. Write a variety
graphic organizer. of simple written text
Creating a product for another class types, used in print or
and making a short advertisement online, with appropriate
that could be used to sell the layout and language.
product. (Examples: message on
Playing games in class or doing a greeting card, name
puzzles. and address on an
Discussing mistakes and how envelope, an email
learners (and all humans) can learn address, etc.)
from them.

I.EFL.2.20.1.
Learners can
write information
in a simple
survey form or
questionnaire,
and can type or
write some
simple digital
text-types, such
as a URL and an
email address.
(I.3)
 CE.EFL.2.25.
Implement a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas in
brainstorms and pair
work.

I.EFL.2.25.1.
Learners can
utilize a range of
creative thinking
skills to show a
respect for
sharing and
accepting
different ideas
while working in
pairs and through
brainstorms. (J.3,
S.4)
EFL.2.1.9. Communication and Cultural CE.EFL.2.5. Model
Communicate to peers Awareness turn-taking and ways to
6 LESSON 15: Can you Students learn to: ask and
and teacher when express to others when
answer questions about ability Role-playing and participating in something is not
sing? something is not
short dialogues. understood to improve
Students learn to: state their understood in class
LESSON 16: Im Playing games that practice comprehension and/or
mood and the speed at which through the use of
happy. classroom language and turn-taking. intelligibility in
they can move simple basic questions. Singing songs or chants that conversations.
PHONICS: Ww Xx practice helpful language.
Students learn to: recognize, EFL.2.1.10. Recognize
when to speak and Working in pairs and groups on a
Yy Zz pronounce, and form the letters
Ww through Zz; identify anchor
words for each letter
when to listen while small project. I.EFL.2.5.1.
working in pairs or Learners can
small groups in class Oral Communication: (Listening
apply turn-taking
by following classroom and Speaking)
and ways to
instructions and simple Conducting a conversation with the express to others
commands. teacher and learner playing two when something
EFL.2.2.13. characters using masks or hand is not understood
Understand and use puppets. The learner may be given in short
basic greetings, leave- the characters details or invent conversations.
taking expressions, and them. (Example: name, age, favorite (J.3, S.1, S.4)
other simple everyday color, etc.) The students character
phrases to facilitate could introduce other puppets or CE.EFL.2.10.
interpersonal request permission to do something. Interaction
(Example: This is Sebastian. Hes Interpersonal:
interaction, to
11. Can I borrow a pencil, please?, Participate effectively
introduce others, and to
etc.) in basic interpersonal
name things. (Example: interactions in everyday
Thank-you, Can I help Doing a mingle activity where contexts,
you? This is [name], learners meet and greet each other provided the
etc.) and ask and answer simple interlocutor speaks
questions. Observing to see whether slowly and clearly.
EFL.2.2.14. Ask and (Example: requesting,
answer basic personal the learner can interact effectively,
and whether they are able to ask for introducing, responding,
information questions, etc.)
as well as simple repetition when required, and / or
questions about other react appropriately to responses
I.EFL.2.10.1.
people, animals, and received. (Example: Find someone
who. Do you have a red car? Yes? Learners can
possessions, provided interact
the interaction is slow Great! writes down name of effectively using
and clear. (Example: person.) a range of basic
Where do you live? Do functional
you have a bicycle?, Establishing a clear expectation of
exponents for
etc.) English use for classroom functions.
interpersonal
(Example: greeting, requesting,
EFL.2.2.16. Say when thanking, asking for repetition /
conversations in
they do not understand clarification, offering help, taking everyday
and ask for slower or leave, etc.) Informal assessment contexts,
clearer repetition where could involve a star chart, with providing speech
required. (Example: points for learners who use L2 is slow and clear.
Sorry? Could you say regularly. Learners can
that again, etc.) request
Reading
EFL.2.2.17. React Reading a list of words in a Venn repetition or
appropriately to what diagram and understanding the clarification, and
others say using meaning. (Example: Venn diagram: can react
verbal/non-verbal back Dog/Cat. Task: appropriately to
channeling, or by Read a sentence and tick yes/no. responses
asking further simple Sentence: Dogs and cats have tails , received. (I.3)
etc.)
questions to extend the
Matching a simple short text to the
interaction. (Example:
correct plan. (Example: Text: a short
express interest using simple description about a zoo: The
facial expression or giraffes are next to the pandas. Plan:
simple words with a simple map of the zoo, etc.)
appropriate intonation: Reading a short simple text and
Oh!, Yes! Thanks. And coloring a simple bar chart.
you? etc.) (Example: a description of some
childrens favorite ice cream. Task:
EFL.2.3.6. Understand color the chart accordingly, etc.)
the content of a simple Writing
graphic organizer
(online or print). Having learners complete a short
(Example, Venn simple questionnaire about
Diagrams, charts, and themselves. Learners read open-
labeled diagrams.) ended questions and write the
answers on the form. (Example:
EFL.2.4.8. Complete a What time do you get up? What time
basic survey or a do you go to school? At 6 oclock,
questionnaire by etc.) CE.EFL.2.15. Learn to
providing personal read graphs, diagrams,
details. Interviewing a partner, asking charts, and other kinds
EFL.2.4.9. Write a yes/no questions and writing yes/no of graphic organizer.
variety of short simple on the survey form. (Example: Do Demonstrate
text types, commonly you live in an apartment? Yes, etc.) understanding of a text
used in print and presented in the form of
online, with Writing a variety of simple text a graphic organizer
appropriate language types, using the appropriate (both print and digital).
and layout. (Example: language and layout:
write a greeting on a Listen to a URL address and write
birthday card, name it down. (Example: I.EFL.2.15.1.
and address on an www.cambridge.org, etc.) Learners can use
envelope, a URL for a
website, an email Write your own email address or simple graphic
address, etc.) invent one. (Example: organizers to
mydog@gmail.com for your pet, show that they
EFL.2.5.9. Use creative etc.) can understand a
thinking skills to learn short simple text.
how to share and Write a simple print/online (Example: maps,
respect all ideas message to a friend for their diagrams, bar
through brainstorming birthday. (Example: Happy charts, Venn
activities and pair work Valentines Day, Juan!, Have a diagrams, etc.)
in class. wonderful birthday, Kate!, etc.) (I.4)
Language through the Arts

Working on a project in small

groups of 4-5 and discussing what
the group is doing well and what it
could do to improve.
Brainstorming ideas for a writing
project together as a class, using a
graphic organizer.
Creating a product for another class
and making a short advertisement
that could be used to sell the
product.
Playing games in class or doing
CE.EFL.2.20.
Complete a simple
survey form or
questionnaire by
providing personal
details. Write a variety
of simple written text
types, used in print or
online, with appropriate
layout and language.
(Examples: message on
puzzles. a greeting card, name
Discussing mistakes and how and address on an
learners (and all humans) can learn envelope, an email
from them. address, etc.)

I.EFL.2.20.1.
Learners can
write information
in a simple
survey form or
questionnaire,
and can type or
write some
simple digital
text-types, such
as a URL and an
email address.
(I.3)

CE.EFL.2.25.
Implement a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas in
brainstorms and pair
work.

I.EFL.2.25.1.
 Learners can
utilize a range of
creative thinking
skills to show a
respect for
sharing and
accepting
different ideas
while working in
pairs and through
brainstorms. (J.3,
S.4)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS

ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): , NAME: NAME:

Signature: Signature: Signature:

Date: Date: Date:

 P
SCHOOL LOGO
U
NAME OF THE SCHOOL:
MONS. LEONIDAS PROAO
SCHOOL YEAR:
2016-2017
 MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Area:Englis ENGLISH: PRE A1.1 Grade/Course: 2ND Class: BGE
h as a
Foreign
Language
Unit * Textbook : Lesson 1: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 1 Starship Pre Hello Objectives: language through spoken and written literary
A1.1 English! O.EFL2.2 Appreciate texts such as poems, rhymes, chants, riddles and
Unit Title: Lesson 2: English as an songs.
Is your name international language. O. EFL 2.9 Be able to interact in English in a
Stella? O.EFL 2.3 Read level simple way using basic expressions.
Lesson 3: appropriate texts in
Im a boy Im a English for pure
girl enjoyment/entertainme
. nt and to access
information.
O. EFL 2.5 Use in
class library resources.

PERIOD 18 PERIODS, 6 STARTING 6

S: CLASSS WEEK: WEEKS
PERIODS PER
LESSON
UNIT PLAN
SKILLS AND PERFORMANCE EVALUATION
CRITERIA TO BE DEVELOPED CRITERIA
EFL 2.1.1 Exchange basic introductions and COMMUNICATION AND CULTURAL AWARENESS
limited personal information in class using CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to
simple present tense in order to get to know introduce oneself and par- ticipate in a short conversation.
their peers. (Example: My name is, ..I am
..etc)
STUDENT BOOK Lesson 1
Greetings
(Hello., My names,
Whats your name?)
Wh-questions with BE (Whats) (Whats
this? Its a book/a pencil/an eraser)
STUDENT BOOK Lesson 2
Greetings (Hello. Hi.)
Questions about names (Is your name Stella?
No, it isnt. Yes, it is.)
STUDENT BOOK Lesson 3
Describing oneself and others (Im a boy. ORAL COMMUNICATION
Im a girl. Hes a boy. Shes a girl.)
EFL.2.1.6 Understand and use common CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include
expressions of politeness in class while familiar vocabulary and are set in everyday contexts. Identify key items of information within
working in pairs or groups on projects. the text, and record or act upon them.
(Example: please, sorry, thank you, etc.)
STUDENT BOOK Lesson 3 CE.EFL.2.9. Production - Fluency: Utterances are sometimes
Asking others to do things (please) produced slowly but use appropriate words and phrases to express basic ideas, initiate
ORAL COMMUNICATION conversations and respond to questions, including some chunks of language and short
EFL 2.2.3 Recognize familiar names, words, sentences.
and short phrases about simple everyday
topics whether heard in isolation or within
short, simple spoken texts describing people
and objects. (Example: vocabulary about
self, family, friends and immediate
surroundings at school and home, color and
size, etc.)
STUDENT BOOK Lesson 1
Asking others to do things (Open your
book. Close your book. Point to the book.
Look. READING
Listen. Write. Say book.) Wh-questions with CE.EFL.2.11. Identify and understand individual every-day words, phrases, and sentences,
BE (Whats) (Whats this? Its a book/a including instructions.
pencil/an eraser)
STUDENT BOOK Lesson 2
Questions about names and things (Is your
name Stella? No, it isnt.
Yes, it is.
Is this a board/door/window/chair/desk??
No, it isnt. Its a... Yes, it is.)
Simple phrasal verbs (sit down, stand up)
STUDENT BOOK Lesson 3
Describing oneself and others (Im a boy.
Im a girl. Hes a boy. Hes a girl.)
Describing things you see (What do you see?
I see a crayon/pen/ruler.)
ACTIVITY BOOK All Lessons
Listen and check Sections
Listen and say sections
EFL 2.2.4 Identify items of specific
information within simple messages or from
short and simple descriptions about familiar
contexts, especially if visual support is
provided. (Example: letters of the alphabet,
numbers, prices and times, days, dates and
months, etc.)
STUDENT BOOK Lesson 1
Wh-questions with BE (Whats) (Whats
this? Its a book/a pencil/an eraser.)
STUDENT BOOK Lesson 2 WRITING
Questions about names and things (Is this a CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar
board/door/window/chair/desk?? No, It isnt. tems.
Its a... Yes, it is.)
STUDENT BOOK Lesson 3
Describing things you see (I see a
crayon/pen/ruler.)
ACTIVITY BOOK All Lessons
Listen and check sections
Listen and say sections
Listen and match sections
EFL 2.2.5 Record key items of specific
information from a heard message or
description, either in written form or by
drawing picture. (Example: letters of the
alphabet, numbers, prices and times, days,
dates and months, etc.)
EFL.2.2.11 Produce simple, mainly isolated
utterances using very short phrases and
sometimes individual words, possibly with
slow and/or hesitant delivery. (Example:
words, phrases, and short sentences about
people, animals, things, etc.) LANGUAGE THROUGH THE ARTS
STUDENT BOOK Lesson 1 CE.EFL.2.21. Distinguish key information in stories and other age appropriate literary texts,
Greetings (Hello., My names, Whats both oral and written.
your name? Good bye,)
Asking others to do things (Open your
book. Close your book. Point to the book.
Look. Listen. Write. Say book.) Wh-
questions with BE (Whats) (Whats this? Its
a book/a pencil/an eraser)
STUDENT BOOK Lesson 2
Greetings (Hello.Hi.)
Questions about names and things (Is your
name? No, it isnt. Yes,it is. Is this a
board/door/window/chair/desk?? No,it isnt.
Its a... Yes, it is.)
Asking others to do things. (Stand up. Sit
down. Come here. Go to the board. Open the
window. Close the door.)
STUDENT BOOK Lesson 3
Describing oneself and others (Im a boy.
Im a girl.
Hes a boy. Hes a girl.)
Asking others to do things
(Hands up. Hands down. Be quiet, please.
Work in pairs. Work in groups.)
Describing things you see (What do you see?
I see a crayon/pen/ruler.)
ACTIVITY BOOK All Lessons
Listen and say sections
EFL.2.2.12 Respond to simple questions in
quite a short time and initiate basic
interaction spontaneously when there are
opportunities to speak. Speech is produced a
little less slowly and hesitantly.
READING
EFL 2.3.1 Demonstrate basic reading
comprehension skills by identifying the
meaning of individual words, phrases, and
sentences, including simple written
instructions
STUDENT BOOK Lesson 1
Greetings
(Hello., My names, Whats your name?
Good bye,)
Asking others to do things (Open your
book. Close your book. Point to the book.
Look. Listen. Write. Say book.) Wh-
questions with BE (Whats) (Whats this? Its
a book/a pencil/an eraser)
STUDENT BOOK Lesson 2
Greetings (Hello.Hi.)
Questions about names and things (Is your
name? No, it isnt. Yes,it is. Is this a
board/door/window/chair/desk?? No,it isnt.
Its a... Yes, it is.)
Asking others to do things. (Stand up. Sit
down. Come here. Go to the board. Open the
window. Close the door.)
STUDENT BOOK Lesson 3
Describing oneself and others (Im a boy.
Im a girl.
Hes a boy. Hes a girl.)
Asking others to do things
(Hands up. Hands down. Be quiet, please.
Work in pairs. Work in groups.)
Describing things you see (What do you see?
I see a crayon/pen/ruler.)
ACTIVITY BOOK All
Lessons
Read and say sections
Match sections
Read and match sections
WRITING
EFL 2.4.3 Write simple words by hand
and/or on the computer with correct use of
standard writing mechanics. Example: blue,
cat, dog, son, etc
STUDENT BOOK All
Lessons Vocabulary
(see Scope and Sequence)
EFL 2.4.4 Write simple words, phrases and
sentences for controlled practice of language
arts.
STUDENT BOOK All Lessons
Language Items (see Scope and Sequence)
LANGUAGE THROUGH THE ARTS
EFL 2.5.1 Identify key information such as
events, characters, and objects in stories and
other age-appropriate literary texts if there is
visual support.
STUDENT BOOK All Lessons
Look, listen, and say sections

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMENT
S
This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards 110 CULTURAL AWARENESS Preview the greeting song from
1.Mimic gestures or movements to learn and Star & I.EFL.2.3.1. Learners can use the lessons Sing activity. As the
show comprehension. Stella puppets Audio basic personal information and song plays, use gestures to
2.Work in small groups to greet and say their CD:T15 Song Audio expressions of politeness in short introduce the words.
names CD Activity Book: dialogues or conversations. Lesson 2 Warm-Up (5 minutes):
3. Write their names first using pp. ORAL COMMUNICATION Preview the introducing song
letter cards, then writing the letters AB4AB7 Optional: Learners can understand short from the lessons Sing activity. As
4.Use real objects to name box and simple spoken texts well the song plays, use the Star and
classroom objects Lesson 2 enough to be able to pick out Stella puppets as well as gestures
5. Recognize basic phonemes of Flash Cards 1118 key items of information and to clarify meaning.
the alphabet using letter cards and Star & Stella puppets record them in drawings, or Lesson 3 Warm-Up (10
listening to the audio Audio physically act upon them. minutes):
6.Recognize words and match CD:T610 Song Ref I.EFL.2.7.1. Preview the classroom
words to pictures Audio CD Activity I.EFL.2.9.1. Learners can instructions
7.Use simple resources such as Book: express basic ideas, initiate song from the lessons Sing
flash cards to learn vocabulary pp.AB8AB11 conversations, and respond to activity. As the song plays, use
8.Unscramble words to write short Optional: simple questions using actions to clarify the instructions.
sentences Flash Cards 17 appropriate words, phrases, and Encourage learners to perform the
9.Create and use puppets Lesson 3 short sentences. Responses may actions as they sing along.
10.Sing songs and recite chants Flash Cards 1926 be slow though pauses do not COMMUNICATION AND
11.Move to the rhythm of a song or Star & Stella puppets make the interaction tedious or CULTURAL AWARENESS
chant Audio uncomfortable for participants. ACTIVITY
CD:T1115 Song READING ACTIVITY
Audio CD Activity I.EFL.2.11.1. Learners can Use small role plays to check
Book: pp. understand familiar words, that learners can greet and
AB12AB15 phrases, and short simple introduce themselves.
Optional: sentences and can successfully TECHNIQUE
Flash Cards 816, complete the simple Observation
crayon, pen, ruler. accompanying task. INSTRUMENT
WRITING Checklist
Learners can draw symbols and ACTIVITY
letters to show that they know Use pair work to give and
how to use simple grammar or follow classroom instructions.
vocabulary items. [Ref. TECHNIQUE
I.EFL.2.18.1. Observation
INSTRUMENT
I.EFL.2.21.1. Learners can Checklist
recognize, through pictures or ORAL COMMUNICATION
other media such as ICT, key ACTIVITY
aspects of a story or literary text Have learners work in pairs to
(orally). ask and answer questions about
classroom objects.
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
Ask learners to act out the
actions in the song for Lesson 3.
TECHNIQUE
Quiz
INSTRUMENT
Sampling song
READING
ACTIVITY
Check word recognition by
asking learners to point to a word
and say it.
TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
Check word recognition by
asking learners to match words
and pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
Check spelling skills by asking
learners to unscramble the letters
in a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
Check vocabulary
 comprehension by asking learners
to act out classroom instructions.
TECHNIQUE
Interview
INSTRUMENT
Cuestionary
ACTIVITY
Have learners listen to a song or
chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
PREPARED BY: REVISED BY: APPROVED BY:

TEACHER: , COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017
MONS. LEONIDAS PROAO
MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Area:English ENGLISH: PRE A1.1 Grade/Course: 2ND Class: BGE
as a Foreign
Language
Unit * Textbook : Lesson 4: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 2 Starship Pre What do Objectives: language through spoken and written literary
A1.1 you see? O.EFL2.2 Appreciate texts such as poems, rhymes, chants, riddles and
Unit Title: Lesson 5: English as an songs.
Wheres international language. O. EFL 2.9 Be able to interact in English in a
the O.EFL 2.3 Read level simple way using basic expressions.
crayon? appropriate texts in
Lesson 6: English for pure
What enjoyment/entertainmen
color is t and to access
it? information.
Phonics: O. EFL 2.5 Use in class
Aa Bb Cc library resources.
Dd
.
PERIODS 18 PERIODS, 6 STARTING 6
: CLASSS PERIODS WEEK: WEEKS
PER LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO EVALUATION
BE DEVELOPED CRITERIA
EFL.2.1.4. Express curiosity about the world and other COMMUNICATION AND CULTURAL AWARENESS
cultures by asking simple WH- questions in class after reading
and/or participating in presentations or other group work. CE.EFL.2.2. Catalog everyday objects and places in different cultures and recognize ways to act
STUDENT BOOK Lesson 4 responsibly towards ones environment and surroundings.
Letters
(Article an)
Letters Aa and Bb
Wh-questions with DO (What do you see?)
STUDENT BOOK Lesson 5
Letters
Letters Cc and Dd
Wh questions with (Where) contracted with BE
( Wheres the duck)
Prepositions of place ( in, on)
STUDENT BOOK Lesson 6
Letter, forms and colors
Letters Ee and Ff
Wh question ( What Color is it?)
Color adjectives
PHONETICS
Phonemes Aa, Bb, Cc. Dd, Ee and Ff.
EFL.2.1.5. Recognize ways to relate responsibly to ones
surroundings at home and at school by exhibiting responsible
behaviors towards the environment. (Example: chores at
home, recycling, etc.)
ORAL COMMUNICATION ORAL COMMUNICATION
EFL 2.2.3 Recognize familiar names, words, and
short phrases about simple everyday topics whether CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that
heard in isolation or within short, simple spoken include familiar vocabulary and are set in everyday contexts. Identify key items of
information within the text, and record or act upon them.
texts describing people and objects. (Example:
vocabulary about self, family, friends and
immediate surroundings at school and home, color CE.EFL.2.12. Understand the gist and details in short simple written texts (online or
and size, etc.) print).
STUDENT BOOK Lesson 4
Letters
(Article an)
Say letters Aa and Bb
Wh-questions with DO (What do you see?)
Ask partners using the vocabulary words
STUDENT BOOK Lesson 5
Letters
Say letters Cc and Dd
Wh questions with (Where) contracted with BE
( Wheres the duck)
Ask partners using the vocabulary words
Prepositions of place ( in, on)
STUDENT BOOK Lesson 6
Letter, forms and colors
Letters Ee and Ff
Wh question ( What Color is it?)
Ask partners about the colors
Describe the colors of things
PHONETICS
Phonemes Aa, Bb, Cc. Dd, Ee and Ff.

ACTIVITY BOOK All Lessons

Listen and check Sections
Listen and say sections

EFL 2.2.5 Record key items of specific information

from a heard message or description, either in
written form or by drawing picture. (Example:
letters of the alphabet, numbers, prices and times,
days, dates and months, etc.)
EFL.2.2.11 Produce simple, mainly isolated
utterances using very short phrases and sometimes
individual words, possibly with slow and/or hesitant
delivery. (Example: words, phrases, and short
sentences about people, animals, things, etc.)
STUDENT BOOK Lesson 4
Letters
(Article an)
Say letters Aa and Bb
Wh-questions with DO (What do you see?)
Ask partners using the vocabulary words
STUDENT BOOK Lesson 5
Letters
Say letters Cc and Dd
Wh questions with (Where) contracted with BE
( Wheres the duck)
Ask partners using the vocabulary words
Prepositions of place ( in, on)
STUDENT BOOK Lesson 6
Letter, forms and colors
Letters Ee and Ff
Wh question ( What Color is it?)
Ask partners about the colors
Describe the colors of things
PHONETICS
Phonemes Aa, Bb, Cc. Dd, Ee and Ff.
ACTIVITY BOOK All Lessons

Listen and say sections

EFL.2.2.12 Respond to simple questions in quite a
short time and initiate basic interaction
spontaneously when there are opportunities to
speak. Speech is produced a little less slowly and
hesitantly.
READING READING
EFL 2.3.1 Demonstrate basic reading CE.EFL.2.11. Identify and understand individual every-day words, phrases, and
comprehension skills by identifying the sentences, including instructions
meaning of individual words, phrases, and
sentences, including simple written instructions
STUDENT BOOK Lesson 4
Letters
(Article an)
Say letters Aa and Bb
Wh-questions with DO (What do you see?)
Ask partners using the vocabulary words
STUDENT BOOK Lesson 5
Letters
Say letters Cc and Dd
Wh questions with (Where) contracted with BE
( Wheres the duck)
Asking partners using the vocabulary words
Prepositions of place ( in, on)
STUDENT BOOK Lesson 6
Letter, forms and colors
Letters Ee and Ff
Wh question ( What Color is it?)
Asking partners about the colors
Describe the colors of things
PHONETICS
Phonemes Aa, Bb, Cc. Dd, Ee and Ff.
ACTIVITY BOOK All Lessons
Read and say sections
Match sections
Read and match sections
WRITING WRITING
EFL 2.4.3 Write simple words by hand and/or on CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and
the computer with correct use of standard writing grammar tems.
mechanics. Example: blue, cat, dog, son, etc .
STUDENT BOOK All
Lessons Vocabulary
(see Scope and Sequence)
EFL 2.4.4 Write simple words, phrases and
sentences for controlled practice of language arts.
STUDENT BOOK All Lessons
Language Items (see Scope and Sequence)
LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS
EFL 2.5.1 Identify key information such as events, CE.EFL.2.21. Distinguish key information in stories and other age appropriate literary
characters, and objects in stories and other age- texts, both oral and written.
appropriate literary texts if there is visual support.
STUDENT BOOK All Lessons
Look, listen, and say sections

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 4 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards 27 CULTURAL AWARENESS Preview the greeting song from the
1.Mimic gestures or movements to learn and show 40 Star & I.EFL.2.3.1. Learners can use lessons Sing activity. As the song
comprehension. Stella puppets basic personal information and plays, use gestures to introduce the
2.Work in small groups to greet and say their names Audio CD:T5 expressions of politeness in words.
3. Write their names first using 16-19, 74-75 short dialogues or Lesson 2 Warm-Up (5 minutes):
letter cards, then writing the letters Activity Book: conversations. Preview the introducing song from
4.Use real objects to name pp. AB16 ORAL COMMUNICATION the lessons Sing activity. As the
classroom objects AB19 Extras: Learners can understand short song plays, use the Star and Stella
5. Recognize basic phonemes of Soft Ball, and simple spoken texts well puppets as well as gestures to
the alphabet using letter cards and alphabet, poster, enough to be able to pick out clarify meaning.
listening to the audio A4 sheets. key items of information and Lesson 3 Warm-Up (10 minutes):
6.Recognize words and match Lesson 5 record them in drawings, or Preview the classroom instructions
words to pictures Flash Cards 41 physically act upon them. song from the lessons Sing
7.Use simple resources such as 46 Star & Ref I.EFL.2.7.1. activity. As the song plays, use
flash cards to learn vocabulary Stella puppets I.EFL.2.9.1. Learners can actions to clarify the instructions.
8.Unscramble words to write short Audio express basic ideas, initiate Encourage learners to perform the
sentences CD:T1923, 76- conversations, and respond to actions as they sing along.
9.Create and use puppets 77 simple questions using COMMUNICATION AND
10.Sing songs and recite chants Activity Book: appropriate words, phrases, and CULTURAL AWARENESS
11.Move to the rhythm of a song or pp.AB20AB23 short sentences. Responses ACTIVITY
chant Optional: may be slow though pauses do ACTIVITY
Flash Cards not make the interaction Use small role plays to check that
24,2630 tedious or uncomfortable for learners can greet and introduce
Lesson 6 participants. themselves.
Flash Cards 47 READING TECHNIQUE
56 Star & I.EFL.2.11.1. Learners can Observation
Stella puppets understand familiar words, INSTRUMENT
Audio phrases, and short simple Checklist
CD:T2427, 78- sentences and can successfully ACTIVITY
79 complete the simple Use pair work to give and follow
Activity Book: accompanying task. classroom instructions.
pp.AB24AB27 WRITING TECHNIQUE
Optional: Learners can draw symbols and Observation
Flash Cards letters to show that they know INSTRUMENT
10,17,24,26,41 how to use simple grammar or Checklist
46, alphabet vocabulary items. [Ref. ORAL COMMUNICATION
posters. I.EFL.2.18.1. ACTIVITY
Have learners work in pairs to ask
PHONETTIC I.EFL.2.21.1. Learners can and answer questions about
Alphabet cards recognize, through pictures or classroom objects.
Aa to Ff other media such as ICT, key TECHNIQUE
Picture Card for aspects of a story or literary Observation
A to F text (orally). INSTRUMENT
Rating scale
ACTIVITY
Ask learners to act out the actions
in the song for Lesson 3.
TECHNIQUE
Quiz
INSTRUMENT
Sampling song
READING
ACTIVITY
Check word recognition by asking
learners to point to a word and say
it.
TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
Check word recognition by asking
learners to match words and
pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
Check spelling skills by asking
learners to unscramble the letters in
a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
Check vocabulary comprehension
by asking learners to act out
classroom instructions.
TECHNIQUE
 Interview
INSTRUMENT
Cuestionary
ACTIVITY
Have learners listen to a song or
chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
PREPARED BY: REVISED BY: APPROVED BY:

TEACHER: , COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017
MONS. LEONIDAS PROAO
MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Area:Englis ENGLISH: PRE A1.1 Grade/Course: 2ND Class: BGE
h as a
Foreign
Language
Unit * Textbook : Lesson 7: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 3 Starship Pre Who do you Objectives: language through spoken and written
A1.1 see? O.EFL2.2 Appreciate literary texts such as poems, rhymes,
Unit Title: Lesson 8: English as an chants, riddles and songs.
What shape is international language. O. EFL 2.9 Be able to interact in English
it? O.EFL 2.3 Read level in a simple way using basic expressions.
Lesson 9: appropriate texts in
Is it a light? English for pure
Phonics: Gg, enjoyment/entertainme
Hh, Ii, Jj, Kk, nt and to access
Ll. information.
. O. EFL 2.5 Use in class
library resources.

PERIOD 18 PERIODS, 6 STARTING 6

S: CLASSS PERIODS WEEK: WEEKS
PER LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO EVALUATION
BE DEVELOPED CRITERIA
EFL.2.1.1. Exchange basic introductions and limited personal COMMUNICATION AND CULTURAL AWARENESS
information in class using simple present tense in order to get to
know their peers. (Example: where one lives or goes to school, CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to introduce
etc.) oneself and participate in a short conversation.
STUDENT BOOK Lesson 7
Letters forms and people
Letters Gg and Hh
Wh-questions with Who (Who do you see?)
Wh questions with (What) contracted with BE
( Whats this)

STUDENT BOOK Lesson 8

Letters and shapes
Letters Ii and Jj
Wh questions about shape ( What shape is it?)
Statements
Name shapes
Wh questions with DO
STUDENT BOOK Lesson 9
Letter, forms and parts of a room
Letters Kk and Ll
Wh question with what contracted with BE ( Whats
this?)
Yes/No questions
PHONETICS
Phonemes Gg, Hh, Ii, Jj, Kk and Ll
EFL.2.2.9. Spell out key vocabulary items using the English
ORAL COMMUNICATION
alphabet. (Example: names, colors, animals, possessions, etc.)
ORAL COMMUNICATION CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly enough
EFL 2.2.3 Recognize familiar names, words, and that other people can usually understand them easily.
short phrases about simple everyday topics whether
heard in isolation or within short, simple spoken texts
describing people and objects. (Example: vocabulary
about self, family, friends and immediate
surroundings at school and home, color and size,
etc.)
STUDENT BOOK Lesson 7
Letters forms and people
Letters Gg and Hh
Wh-questions with Who (Who do you see?)
Wh questions with (What) contracted with BE
( Whats this)

STUDENT BOOK Lesson 8

Letters and shapes
Letters Ii and Jj
Wh questions about shape ( What shape is it?)
Statements
Name shapes
Wh questions with DO
STUDENT BOOK Lesson 9
Letter, forms and parts of a room
Letters Kk and Ll
Wh question with what contracted with BE ( Whats
this?)
Yes/No questions
PHONETICS
Phonemes Gg, Hh, Ii, Jj, Kk and Ll

ACTIVITY BOOK All Lessons

Listen and check Sections
Listen and say sections
EFL.2.2.8. Imitate individual English language sounds,
especially those phonemes which do not exist in the students
own L1, both in isolation and within key vocabulary items.
(Example: // // // /i:/ and in words like singing, these, up,
sea, etc.)

EFL.2.2.11 Produce simple, mainly isolated

utterances using very short phrases and sometimes
individual words, possibly with slow and/or hesitant
delivery. (Example: words, phrases, and short
sentences about people, animals, things, etc.)

STUDENT BOOK Lesson 7

Letters forms and people
Letters Gg and Hh
Wh-questions with Who (Who do you see?)
Wh questions with (What) contracted with BE
( Whats this)

STUDENT BOOK Lesson 8

Letters and shapes
Letters Ii and Jj
Wh questions about shape ( What shape is it?)
Statements
Name shapes
Wh questions with DO
STUDENT BOOK Lesson 9
Letter, forms and parts of a room
Letters Kk and Ll
Wh question with what contracted with BE ( Whats
this?)
Yes/No questions
PHONETICS
Phonemes Gg, Hh, Ii, Jj, Kk and Ll

ACTIVITY BOOK All Lessons

Listen and check Sections
Listen and say sections

EFL.2.2.9. Spell out key vocabulary items using the English

alphabet. (Example: names, colors, animals, possessions, etc.)

EFL.2.2.12 Respond to simple questions in quite a

short time and initiate basic interaction
spontaneously when there are opportunities to speak.
Speech is produced a little less slowly and hesitantly. READING
CE.EFL.2.13. Understand the content in a variety of well-known text types, both print and online, using
the layout and artwork for support; recognize typical signs and symbols found in the text types.
READING
EFL 2.3.1 Demonstrate basic reading comprehension
skills by identifying the meaning of individual
words, phrases, and sentences, including simple
written instructions
STUDENT BOOK Lesson 7
Letters forms and people
Letters Gg and Hh
Wh-questions with Who (Who do you see?)
Wh questions with (What) contracted with BE
( Whats this)

STUDENT BOOK Lesson 8

Letters and shapes
Letters Ii and Jj
Wh questions about shape ( What shape is it?)
Statements
Name shapes
Wh questions with DO
STUDENT BOOK Lesson 9
Letter, forms and parts of a room
Letters Kk and Ll
Wh question with what contracted with BE ( Whats
this?)
Yes/No questions
PHONETICS
Phonemes Gg, Hh, Ii, Jj, Kk and Ll
ACTIVITY BOOK All Lessons
Read and say sections
Match sections WRITING
Read and match sections CE.EFL.2.19. Convey some simple ideas, facts or opinions in a simple sentence or short paragraph,
WRITING using basic vocabulary and structures.
EFL.2.4.5. Write simple sentences on familiar topics to
communicate basic ideas.
STUDENT BOOK All
Lessons Vocabulary
(see Scope and Sequence)
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.)
EFL.2.4.7. Write a short simple paragraph to describe yourself
or other people, animals, places and things, with limited
support. (Example: by answering questions or using key words).
LANGUAGE THROUGH THE ARTS
STUDENT BOOK All Lessons
Language Items (see Scope and Sequence) CE.EFL.2.23. Display an affinity for a variety of literary texts by responding within a range of physical,
LANGUAGE THROUGH THE ARTS cognitive, and attitudinal manners, and vary elements of a literary text to create a new text.
EFL.2.5.7. Create picture books and/or other graphic
expressions in pairs in class by varying scenes, characters, or
other elements of literary texts.STUDENT BOOK All
Lessons
Look, listen, and say sections

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMEN
TS
This performance criteria could be Lesson 7 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards CULTURAL AWARENESS Preview the greeting song from
1.Mimic gestures or movements to learn and show 5760 Star & I.EFL.2.3.1. Learners can the lessons Sing activity. As the
comprehension. Stella puppets use basic personal song plays, use gestures to
2.Work in small groups to greet and say their names Audio CD:T5 information and expressions introduce the words.
3. Write their names first using 28-31, 80-81 of politeness in short Lesson 2 Warm-Up (5 minutes):
letter cards, then writing the letters Activity Book: dialogues or conversations. Preview the introducing song
4.Use real objects to name pp. AB28- (J.2, J.3) from the lessons Sing activity.
classroom objects AB31 Extras: ORAL COMMUNICATION As the song plays, use the Star
5. Recognize basic phonemes of Flash cards 8- Learners can understand short and Stella puppets as well as
the alphabet using letter cards and 10, 17 18, and simple spoken texts well gestures to clarify meaning.
listening to the audio 24-30, 41-44, enough to be able to pick out key Lesson 3 Warm-Up (10
6.Recognize words and match 47-56. items of information and record minutes):
words to pictures Lesson 8 them in drawings, or physically Preview the classroom
7.Use simple resources such as Flash Cards act upon them. instructions song from the
flash cards to learn vocabulary 4146 Star & Ref I.EFL.2.7.1. lessons Sing activity. As the
I.EFL.2.8.1. Learners can
8.Unscramble words to write short Stella puppets song plays, use actions to clarify
pronounce most familiar
sentences Audio the instructions.
vocabulary items accurately,
9.Create and use puppets CD:T1923, and can therefore usually be Encourage learners to perform
10.Sing songs and recite chants 76-77 easily understood. They can the actions as they sing along.
11.Move to the rhythm of a song or Activity Book: also produce some phrases COMMUNICATION AND
chant pp.AB20 and short sentences clearly, CULTURAL AWARENESS
AB23 and may approximate ACTIVITY
Optional: English rhythm and ACTIVITY
Flash Cards intonation in longer Use small role plays to check
24,2630 utterances. (I.3) that learners can greet and
Lesson 9 READING introduce themselves.
Flash Cards I.EFL.2.13.1. Learners can TECHNIQUE
6978 Star & understand a short simple Observation
environmental print text
Stella puppets INSTRUMENT
type and successfully
Audio Checklist
complete a simple task.
CD:T3639, (Example: a sign, notice, ACTIVITY
84-85 menu, etc.) (I.3) Use pair work to give and
Activity Book: WRITING follow classroom instructions.
pp.AB36 Learners can draw symbols and TECHNIQUE
AB39 letters to show that they know Observation
Optional: how to use simple grammar or INSTRUMENT
Flash Cardsn vocabulary items. [Ref. Checklist
6568, I.EFL.2.18.1. ORAL COMMUNICATION
alphabet ACTIVITY
posters. I.EFL.2.19.1. Learners can Have learners work in pairs to
produce a short simple ask and answer questions about
PHONETTIC sentence and a paragraph classroom objects.
with ample support - on a
Alphabet cards TECHNIQUE
variety of topics, and some
Gg to Ll Observation
learners can do so with only
Picture Card limited support. (I.3) INSTRUMENT
for A to l Rating scale
ACTIVITY
Ask learners to act out the
actions in the song for Lesson 3.
TECHNIQUE
Quiz
INSTRUMENT
Sampling song
READING
ACTIVITY
Check word recognition by
asking learners to point to a word
and say it.
TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
Check word recognition by
asking learners to match words
and pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
Check spelling skills by asking
learners to unscramble the letters
in a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH
THE
ARTS
ACTIVITY
 Check vocabulary
comprehension by asking
learners to act out classroom
instructions.
TECHNIQUE
Interview
INSTRUMENT
Cuestionary
ACTIVITY
Have learners listen to a song or
chant about classroom objects
and draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
PREPARED BY: REVISED BY: APPROVED BY:

TEACHER: , COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:

2016-2017
MONS. LEONIDAS PROAO
MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Area:Englis ENGLISH: PRE A1.1 Grade/Course: 2ND Class: BGE
h as a
Foreign
Language
Unit * Textbook : LESSON 10: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 4 Starship Pre What day is it Objectives: language through spoken and written
A1.1 today? O.EFL2.2 Appreciate literary texts such as poems, rhymes,
Unit Title: LESSON 11: English as an chants, riddles and songs.
What are international language. O. EFL 2.9 Be able to interact in English
these? O.EFL 2.3 Read level in a simple way using basic expressions.
appropriate texts in
Phonics: Mm, English for pure
Nn, Oo, Pp. enjoyment/entertainme
. nt and to access
information.
O. EFL 2.5 Use in class
library resources.

PERIOD 18 PERIODS, 6 STARTING 6

S: CLASSS PERIODS WEEK: WEEKS
PER LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO EVALUATION
BE DEVELOPED CRITERIA
EFL.2.1.7. Collaborate in a friendly manner by sharing COMMUNICATION AND CULTURAL AWARENESS
classroom materials and personal objects while participating in
games and activities in class and on the playground. CE.EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials
STUDENT BOOK Lesson 10 while expressing personal preferences with peers.
Letters forms and days of the week
Letters Mm and Nn
Wh-questions (What day of the week is it?)
Statements about days of the week
Questions with Do ( Do you see?)

STUDENT BOOK Lesson 11

Letters and clothing items
Letters Oo and Pp
Wh questions with What to ask about plural items
( What are these?)
Statements
Plurar nouns
Wh questions with BE
PHONETICS
Phonemes Mm, Nn Oo and Pp
EFL.2.1.8. Exchange basic personal preferences with peers in
order to express likes and dislikes
ORAL COMMUNICATION
EFL.2.2.11. Produce simple, mainly isolated utterances using
very short phrases and sometimes individual words, possibly
with slow and/or hesitant delivery. (Example: words, phrases
and short sentences about people, animals, things, etc.
STUDENT BOOK Lesson 10 ORAL COMMUNICATION
Letters forms and days of the week
Letters Mm and Nn
Wh-questions (What day of the week is it?) CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use appropriate
Statements about days of the week words and phrases to express basic ideas, initiate conversations and respond to questions, including
some chunks of language and short sentences.
Questions with Do ( Do you see?)

STUDENT BOOK Lesson 11

Letters and clothing items
Letters Oo and Pp
Wh questions with What to ask about plural items
( What are these?)
Statements
Plurar nouns
Wh questions with BE
PHONETICS
Phonemes Mm, Nn Oo and Pp
ACTIVITY BOOK All Lessons
Listen and check Sections
Listen and say sections

EFL.2.2.12. Respond to simple questions in quite a short time

and initiate basic interaction spontaneously when there are
opportunities to speak. Speech is produced a little less slowly
and hesitantly.

EFL.2.3.5. Show the ability to use a simple learning resource.

(Example: a small set of flashcards, a picture-based dictionary
(online or print), or a simple word list).

STUDENT BOOK Lesson 10

Letters forms and days of the week
Letters Mm and Nn
Wh-questions (What day of the week is it?)
Statements about days of the week
Questions with Do ( Do you see?)

STUDENT BOOK Lesson 11

Letters and clothing items
Letters Oo and Pp
Wh questions with What to ask about plural items
( What are these?)
Statements
Plurar nouns
Wh questions with BE
PHONETICS
Phonemes Mm, Nn Oo and Pp
ACTIVITY BOOK All Lessons
Listen and check Sections
Listen and say sections

EFL.2.2.9. Spell out key vocabulary items using the English

alphabet. (Example: names, colors, animals, possessions, etc.)

READING
EFL 2.3.1 Demonstrate basic reading comprehension
skills by identifying the meaning of individual
words, phrases, and sentences, including simple
written instructions
STUDENT BOOK Lesson 10
Letters forms and days of the week
Letters Mm and Nn
Wh-questions (What day of the week is it?)
Statements about days of the week
Questions with Do ( Do you see?)

STUDENT BOOK Lesson 11

Letters and clothing items
Letters Oo and Pp
Wh questions with What to ask about plural items
( What are these?)
Statements
Plurar nouns
Wh questions with BE
PHONETICS
Phonemes Mm, Nn Oo and Pp
ACTIVITY BOOK All Lessons
Read and say sections
Match sections
Read and match sections
WRITING
EFL.2.4.8. Complete a basic survey or a questionnaire by
providing personal details. READING
STUDENT BOOK All CE.EFL.2.14. Demonstrate familiarity with study resources (both print and digital). (Example: a picture
Lessons Vocabulary dictionary, some flashcards of known words, or a word list.)
(see Scope and Sequence)
EFL.2.4.9. Write a variety of short simple text types, commonly
used in print and online, with appropriate language and layout.
(Example: write a greeting on a birthday card, name and
address on an envelope, a URL for a website, an email address,
etc.)

STUDENT BOOK All Lessons

Language Items (see Scope and Sequence)
LANGUAGE THROUGH THE ARTS
EFL.2.5.8. Produce short, creative texts using ICT and/or other
resources at home or at school in order to recreate familiar
scenes and themes.
STUDENT BOOK All Lessons
Look, listen, and say sections

WRITING
 CE.EFL.2.20. Complete a simple survey form or questionnaire by providing personal details. Write a
variety of simple written text types, used in print or online, with appropriate layout and language.
(Examples: message on a greeting card, name and address on an envelope, an email address, etc.)

LANGUAGE THROUGH THE ARTS

CE.EFL.2.24. Communicate ideas and experiences and create short original texts through a range of
resources and other media, including ICT

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMEN
TS
This performance criteria could be Lesson 10 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards CULTURAL AWARENESS Preview the greeting song from
1.Mimic gestures or movements to learn and show 7982 Star & I.EFL.2.4.1. Learners can the lessons Sing activity. As the
comprehension. Stella puppets select pictures and/or short song plays, use gestures to
2.Work in small groups to greet and say their names Audio phrases that relate to introduce the words.
3. Write their names first using CD:T40-43, collaborating and sharing Lesson 2 Warm-Up (5 minutes):
letter cards, then writing the letters 86-87 and express personal Preview the introducing song
4.Use real objects to name Activity Book: preferences. (J.2, J.3, S.4) from the lessons Sing activity.
classroom objects pp. AB40- ORAL COMMUNICATION As the song plays, use the Star
5. Recognize basic phonemes of AB43 Learners can understand short and Stella puppets as well as
the alphabet using letter cards and Extras: Flash and simple spoken texts well gestures to clarify meaning.
listening to the audio cards enough to be able to pick out key Lesson 3 Warm-Up (10
6.Recognize words and match 41,43,50,57,69 items of information and record minutes):
words to pictures -72. them in drawings, or physically Preview the classroom
7.Use simple resources such as Flash Cards act upon them. instructions song from the
flash cards to learn vocabulary Lesson 11 Ref I.EFL.2.7.1. lessons Sing activity. As the
I.EFL.2.9.1. Learners can
8.Unscramble words to write short Flash cards song plays, use actions to clarify
express basic ideas, initiate
sentences 8393 Star & the instructions.
conversations, and respond
9.Create and use puppets Stella puppets to simple questions using Encourage learners to perform
10.Sing songs and recite chants Audio appropriate words, phrases, the actions as they sing along.
11.Move to the rhythm of a song or CD:T4447, and short sentences. COMMUNICATION AND
chant 88-89 Responses may be slow CULTURAL AWARENESS
Activity Book: though pauses do not make ACTIVITY
pp.AB44 the interaction tedious or ACTIVITY
AB47 uncomfortable for Use small role plays to check
Optional: participants. (I.3) that learners can greet and
Five cards days READING introduce themselves.
of the week I.EFL.2.14.1. Learners can TECHNIQUE
successfully use simple Observation
online and print learning
PHONETTIC INSTRUMENT
resources. (Example:
Alphabet cards Checklist
flashcards, picture
AA to Pp dictionaries, word lists, etc.) ACTIVITY
Picture Card (I.2) Use pair work to give and
for A to P WRITING follow classroom instructions.
Learners can draw symbols and TECHNIQUE
letters to show that they know Observation
how to use simple grammar or INSTRUMENT
vocabulary items. [Ref. Checklist
I.EFL.2.18.1. ORAL COMMUNICATION
ACTIVITY
I.EFL.2.20.1. Learners can Have learners work in pairs to
write information in a simple ask and answer questions about
survey form or classroom objects.
questionnaire, and can type
TECHNIQUE
or write some simple digital
Observation
text-types, such as a URL
and an email address. (I.3) INSTRUMENT
Rating scale
LANGUAGE THROUGH ACTIVITY
THE ARTS Ask learners to act out the
actions in the song for Lesson 3.
I.EFL.2.24.1. Learners can TECHNIQUE
communicate thoughts, Quiz
feelings, and/or personal INSTRUMENT
experiences and create Sampling song
short original texts through READING
a range of resources and ACTIVITY
other media, including ICT. Check word recognition by
(I.2, I.3, I.4) asking learners to point to a word
and say it.
TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
Check word recognition by
asking learners to match words
and pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
Check spelling skills by asking
learners to unscramble the letters
in a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH
THE
ARTS
ACTIVITY
 Check vocabulary
comprehension by asking
learners to act out classroom
instructions.
TECHNIQUE
Interview
INSTRUMENT
Cuestionary
ACTIVITY
Have learners listen to a song or
chant about classroom objects
and draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
PREPARED BY: REVISED BY: APPROVED BY:

TEACHER: , COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:

2016-2017
MONS. LEONIDAS PROAO
MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Area:English ENGLISH: PRE A1.1 Grade/Course: 2ND Class: BGE
as a Foreign
Language
Unit * Textbook : LESSON 12: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 5 Starship Pre Can you Objectives: language through spoken and written
A1.1 swim? O.EFL2.2 Appreciate literary texts such as poems, rhymes,
Unit Title: LESSON 13: English as an chants, riddles and songs.
Whos she? international language. O. EFL 2.9 Be able to interact in English in
Whos he? O.EFL 2.3 Read level a simple way using basic expressions.
LESSON 14: appropriate texts in
Shes my English for pure
friend enjoyment/entertainmen
PHONICS: Qq t and to access
Rr Ss Tt Uu information.
Vv O. EFL 2.5 Use in class
library resources.
PERIODS 18 PERIODS, 6 STARTING 6
: CLASSS PERIODS WEEK: WEEKS
PER LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO EVALUATION
BE DEVELOPED CRITERIA
EFL.2.1.9. Communicate to peers and teacher when COMMUNICATION AND CULTURAL AWARENESS
something is not understood in class through the use of simple
basic questions. CE.EFL.2.5. Model turn-taking and ways to express to others when something is not understood to
STUDENT BOOK Lesson 12 improve comprehension and/or intelligibility in conversations.
Letters forms and abilities
Letters Qq and Rr
Questions with can (Can you walk?)
Yes/No answers with can and cant
Questions with Do ( What do you see?)

STUDENT BOOK Lesson 13

Letters forms and family members
Letters Ss and Tt
Wh questions with Who (Whoshe?)
Question Whats this?
Personal pronouns
Use the personal pronouns to say simple sentences

STUDENT BOOK Lesson 14

Letters forms and people you know
Letters Uu and Vv
Wh questions to identify people
Wh question with Do (What do you see?)
Possesive statemens

PHONETICS
Phonemes Qq Rr, Ss Tt Uu and Vv
EFL.2.1.10. Recognize when to speak and when to listen
while working in pairs or small groups in class by following
classroom instructions and simple commands.
ORAL COMMUNICATION
EFL.2.2.13. Understand and use basic greetings, leave-taking
ORAL COMMUNICATION
expressions, and other simple everyday phrases to facilitate
interpersonal interaction, to introduce others, and to name
things. (Example: Thank-you, Can I help you? This is [name], CE.EFL.2.10. Interaction Interpersonal: Participate effectively in basic interpersonal interactions in
etc.) everyday contexts, provided the interlocutor speaks slowly and clearly. (Example: requesting,
STUDENT BOOK Lesson 12 introducing, responding, etc.)
Letters forms and abilities
Letters Qq and Rr
Questions with can (Can you walk?)
Yes/No answers with can and cant
Questions with Do ( What do you see?)

STUDENT BOOK Lesson 13

Letters forms and family members
Letters Ss and Tt
Ask answer and Wh questions with Who (Who
she?)
Talk with partners make question Whats this?
Personal pronouns
Use the personal pronouns to say simple sentences
STUDENT BOOK Lesson 14
Letters forms and people you know
Letters Uu and Vv
Ask answer and Wh questions to identify people
Wh question with Do (What do you see?)
Possesive statemens
PHONETICS
Phonemes Qq Rr, Ss Tt Uu and Vv
ACTIVITY BOOK All Lessons
Listen and check Sections
Listen and say sections

EFL.2.2.14. Ask and answer basic personal information

questions, as well as simple questions about other people,
animals, and possessions, provided the interaction is slow and
clear. (Example: Where do you live? Do you have a bicycle?,
etc.)
EFL.2.2.16. Say when they do not understand and ask for
slower or clearer repetition where required. (Example: Sorry?
Could you say that again, etc.)

STUDENT BOOK Lesson 12

Letters forms and abilities
Letters Qq and Rr
Questions with can (Can you walk?)
Yes/No answers with can and cant
Questions with Do ( What do you see?)

STUDENT BOOK Lesson 13

Letters forms and family members
Letters Ss and Tt
Ask answer and Wh questions with Who (Who
she?)
Talk with partners make question Whats this?
Personal pronouns
Use the personal pronouns to say simple sentences

STUDENT BOOK Lesson 14

Letters forms and people you know
Letters Uu and Vv
Ask answer and Wh questions to identify people
Wh question with Do (What do you see?)
Possesive statemens
PHONETICS
Phonemes Qq Rr, Ss Tt Uu and Vv
ACTIVITY BOOK All Lessons
Listen and check Sections
Listen and say sections

EFL.2.2.17. React appropriately to what others say using

verbal/non-verbal back channeling, or by asking further simple
questions to extend the interaction. (Example: express interest
using facial expression or simple words with appropriate
intonation: Oh!, Yes! Thanks. And you? etc.)

READING

STUDENT BOOK Lesson 12

Letters forms and abilities
Letters Qq and Rr
Questions with can (Can you walk?)
Yes/No answers with can and cant
Questions with Do ( What do you see?)

STUDENT BOOK Lesson 13

Letters forms and family members READING
Letters Ss and Tt CE.EFL.2.15. Learn to read graphs, diagrams, charts, and other kinds of graphic organizer. Demonstrate
Ask answer and Wh questions with Who (Who understanding of a text presented in the form of a graphic organizer (both print and digital).
she?)
Talk with partners make question Whats this?
Personal pronouns
Use the personal pronouns to say simple sentences

STUDENT BOOK Lesson 14

Letters forms and people you know
Letters Uu and Vv
Ask answer and Wh questions to identify people
Wh question with Do (What do you see?)
Possesive statemens
PHONETICS
Phonemes Qq Rr, Ss Tt Uu and Vv
ACTIVITY BOOK All Lessons
Read and say sections
Match sections WRITING
Read and match sections
CE.EFL.2.20. Complete a simple survey form or questionnaire by providing personal details. Write a
WRITING variety of simple written text types, used in print or online, with appropriate layout and language.
EFL.2.4.8. Complete a basic survey or a questionnaire by (Examples: message on a greeting card, name and address on an envelope, an email address, etc.)
providing personal details.
STUDENT BOOK All
Lessons Vocabulary
(see Scope and Sequence)
EFL.2.4.9. Write a variety of short simple text types,
commonly used in print and online, with appropriate language
and layout. (Example: write a greeting on a birthday card,
name and address on an envelope, a URL for a website, an
email address, etc.)

STUDENT BOOK All Lessons

Language Items (see Scope and Sequence)
LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS
EFL.2.5.9. Use creative thinking skills to learn how to share
and respect all ideas through brainstorming activities and pair CE.EFL.2.25. Implement a range of creative thinking skills to show a respect for sharing and accepting
work in class. different ideas in brainstorms and pair work.
STUDENT BOOK All Lessons
Look, listen, and say sections

METHODOLOGICAL RESOURCE PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES S INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 12 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards CULTURAL AWARENESS Preview the greeting song from the
1.Mimic gestures or movements to learn and show 94101 Star I.EFL.2.5.1. Learners can lessons Sing activity. As the song
comprehension. & apply turn-taking and ways plays, use gestures to introduce the
2.Work in small groups to greet and say their names Stella puppets to express to others when words.
3. Write their names first using Audio something is not understood Lesson 2 Warm-Up (5 minutes):
letter cards, then writing the letters CD:T48-51, in short conversations. (J.3, Preview the introducing song from
4.Use real objects to name 90-91 S.1, S.4) the lessons Sing activity. As the
classroom objects Activity Book: ORAL COMMUNICATION song plays, use the Star and Stella
5. Recognize basic phonemes of pp. AB48- Learners can understand short puppets as well as gestures to
the alphabet using letter cards and AB51 and simple spoken texts well clarify meaning.
listening to the audio Extras: Flash enough to be able to pick out Lesson 3 Warm-Up (10 minutes):
6.Recognize words and match cards 83 -86. key items of information and Preview the classroom instructions
words to pictures Flash Cards record them in drawings, or song from the lessons Sing
7.Use simple resources such as Lesson 13 physically act upon them. activity. As the song plays, use
flash cards to learn vocabulary Flash cards Ref I.EFL.2.7.1. actions to clarify the instructions.
8.Unscramble words to write short 102111 Star I.EFL.2.10.1. Learners can Encourage learners to perform the
interact effectively using a
sentences & Stella actions as they sing along.
range of basic functional
9.Create and use puppets puppets COMMUNICATION AND
exponents for interpersonal
10.Sing songs and recite chants Audio conversations in everyday CULTURAL AWARENESS
11.Move to the rhythm of a song or CD:T5255, contexts, providing speech ACTIVITY
chant 92-93 is slow and clear. Learners ACTIVITY
Activity can request repetition or Use small role plays to check that
Book: clarification, and can react learners can greet and introduce
pp.AB52 appropriately to responses themselves.
AB55 received. (I.3) TECHNIQUE
Lesson 14 READING Observation
Flash cards I.EFL.2.15.1. Learners can INSTRUMENT
112118 Star use simple graphic Checklist
& Stella organizers to show that they ACTIVITY
can understand a short
puppets Use pair work to give and follow
simple text. (Example:
Audio classroom instructions.
maps, diagrams, bar charts,
CD:T5659, Venn diagrams, etc.) (I.4) TECHNIQUE
94-95 WRITING Observation
Activity Learners can draw symbols and INSTRUMENT
Book: letters to show that they knowChecklist
pp.AB56 how to use simple grammar or ORAL COMMUNICATION
AB59 vocabulary items. [Ref. ACTIVITY
I.EFL.2.18.1. Have learners work in pairs to ask
Optional: and answer questions about
Extra flash I.EFL.2.20.1. Learners can classroom objects.
cards 106-111 write information in a simple TECHNIQUE
PHONETTIC survey form or Observation
Alphabet cards questionnaire, and can type INSTRUMENT
or write some simple digital
AA to Vv Rating scale
text-types, such as a URL
Picture Card ACTIVITY
and an email address. (I.3)
for A to V Ask learners to act out the actions
in the song for Lesson 3.
LANGUAGE THROUGH
THE ARTS TECHNIQUE
Quiz
I.EFL.2.25.1. Learners can INSTRUMENT
utilize a range of creative Sampling song
thinking skills to show a READING
respect for sharing and ACTIVITY
accepting different ideas Check word recognition by asking
while working in pairs and learners to point to a word and say
through brainstorms. (J.3, it.
S.4) TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
Check word recognition by asking
learners to match words and
pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
Check spelling skills by asking
learners to unscramble the letters in
a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
Check vocabulary comprehension
by asking learners to act out
classroom instructions.
TECHNIQUE
 Interview
INSTRUMENT
Cuestionary
ACTIVITY
Have learners listen to a song or
chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER: , COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:

2016-2017
MONS. LEONIDAS PROAO
 MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: Area:English ENGLISH: PRE A1.1 Grade/Course: 2ND Class: BGE
as a Foreign
Language
Unit * Textbook : LESSON 15: Unit Specific O. EFL 2.7 Appreciate the use of English
Number: 6 Starship Pre Can you Objectives: language through spoken and written
A1.1 sing? O.EFL2.2 Appreciate literary texts such as poems, rhymes,
Unit Title: LESSON 16: English as an chants, riddles and songs.
Im happy. international language. O. EFL 2.9 Be able to interact in English in
PHONICS: O.EFL 2.3 Read level a simple way using basic expressions.
Ww Xx appropriate texts in
Yy Zz English for pure
enjoyment/entertainmen
t and to access
information.
O. EFL 2.5 Use in class
library resources.

PERIODS 18 PERIODS, 6 STARTING 6

: CLASSS PERIODS WEEK: WEEKS
PER LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO EVALUATION
BE DEVELOPED CRITERIA
EFL.2.1.9. Communicate to peers and teacher when COMMUNICATION AND CULTURAL AWARENESS
something is not understood in class through the use of simple
basic questions. CE.EFL.2.5. Model turn-taking and ways to express to others when something is not understood to
STUDENT BOOK Lesson 15 improve comprehension and/or intelligibility in conversations.
Letters forms and abilities
Letters Ww and Xx
Statements with can and cant
Yes/No answers with can and cant
Questions with What ( What, this?)

STUDENT BOOK Lesson 16

Letters forms and family members
Letters Yy and Zz
Wh questions with Do (What do you see?)

PHONETICS
Phonemes Ww, Xx Yy and Zz
EFL.2.1.10. Recognize when to speak and when to listen
while working in pairs or small groups in class by following
classroom instructions and simple commands.
ORAL COMMUNICATION
EFL.2.2.13. Understand and use basic greetings, leave-taking
expressions, and other simple everyday phrases to facilitate
interpersonal interaction, to introduce others, and to name
things. (Example: Thank-you, Can I help you? This is [name],
etc.)
STUDENT BOOK Lesson 15
Letters forms and abilities
Letters Ww and Xx
Statements with can and cant
Yes/No answers with can and cant
Questions with What ( What, this?)
ORAL COMMUNICATION
STUDENT BOOK Lesson 16
Letters forms and family members
Letters Yy and Zz CE.EFL.2.10. Interaction Interpersonal: Participate effectively in basic interpersonal interactions in
everyday contexts, provided the interlocutor speaks slowly and clearly. (Example: requesting,
Wh questions with Do (What do you see?)
introducing, responding, etc.)

PHONETICS
Phonemes Ww, Xx Yy and Zz
ACTIVITY BOOK All Lessons
Listen and check Sections
Listen and say sections

EFL.2.2.14. Ask and answer basic personal information

questions, as well as simple questions about other people,
animals, and possessions, provided the interaction is slow and
clear. (Example: Where do you live? Do you have a bicycle?,
etc.)
EFL.2.2.16. Say when they do not understand and ask for
slower or clearer repetition where required. (Example: Sorry?
Could you say that again, etc.)

STUDENT BOOK Lesson 15

Letters forms and abilities
Letters Ww and Xx
Statements with can and cant
Yes/No answers with can and cant
Questions with What ( What, this?)
STUDENT BOOK Lesson 16
Letters forms and family members
Letters Yy and Zz
Wh questions with Do (What do you see?)

PHONETICS
Phonemes Ww, Xx Yy and Zz
ACTIVITY BOOK All Lessons
Listen and check Sections
Listen and say sections

EFL.2.2.17. React appropriately to what others say using

verbal/non-verbal back channeling, or by asking further simple
questions to extend the interaction. (Example: express interest
using facial expression or simple words with appropriate
intonation: Oh!, Yes! Thanks. And you? etc.)

READING

STUDENT BOOK Lesson 15

Letters forms and abilities
Letters Ww and Xx
Statements with can and cant
Yes/No answers with can and cant
Questions with What ( What, this?)

STUDENT BOOK Lesson 16

Letters forms and family members
Letters Yy and Zz
Wh questions with Do (What do you see?)

PHONETICS
Phonemes Ww, Xx Yy and Zz
ACTIVITY BOOK All Lessons
Read and say sections
Match sections
Read and match sections
WRITING
EFL.2.4.8. Complete a basic survey or a questionnaire by
providing personal details.
STUDENT BOOK All
Lessons Vocabulary
(see Scope and Sequence)
EFL.2.4.9. Write a variety of short simple text types,
commonly used in print and online, with appropriate language
and layout. (Example: write a greeting on a birthday card,
name and address on an envelope, a URL for a website, an
email address, etc.)

STUDENT BOOK All Lessons

Language Items (see Scope and Sequence)
LANGUAGE THROUGH THE ARTS
EFL.2.5.9. Use creative thinking skills to learn how to share
and respect all ideas through brainstorming activities and pair
work in class.
STUDENT BOOK All Lessons
Look, listen, and say sections
READING
CE.EFL.2.15. Learn to read graphs, diagrams, charts, and other kinds of graphic organizer. Demonstrate
understanding of a text presented in the form of a graphic organizer (both print and digital).

WRITING

CE.EFL.2.20. Complete a simple survey form or questionnaire by providing personal details. Write a
variety of simple written text types, used in print or online, with appropriate layout and language.
(Examples: message on a greeting card, name and address on an envelope, an email address, etc.)
 LANGUAGE THROUGH THE ARTS

CE.EFL.2.25. Implement a range of creative thinking skills to show a respect for sharing and accepting
different ideas in brainstorms and pair work.

METHODOLOGICAL RESOURCE PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES S INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 12 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards CULTURAL AWARENESS Preview the greeting song from the
1.Mimic gestures or movements to learn and show 94101 Star I.EFL.2.5.1. Learners can lessons Sing activity. As the song
comprehension. & apply turn-taking and ways plays, use gestures to introduce the
2.Work in small groups to greet and say their names Stella puppets to express to others when words.
3. Write their names first using Audio something is not understood Lesson 2 Warm-Up (5 minutes):
letter cards, then writing the letters CD:T48-51, in short conversations. (J.3, Preview the introducing song from
4.Use real objects to name 90-91 S.1, S.4) the lessons Sing activity. As the
classroom objects Activity Book: ORAL COMMUNICATION song plays, use the Star and Stella
5. Recognize basic phonemes of pp. AB48- Learners can understand short puppets as well as gestures to
the alphabet using letter cards and AB51 and simple spoken texts well clarify meaning.
listening to the audio Extras: Flash enough to be able to pick out Lesson 3 Warm-Up (10 minutes):
6.Recognize words and match cards 83 -86. key items of information and Preview the classroom instructions
words to pictures Flash Cards record them in drawings, or song from the lessons Sing
7.Use simple resources such as Lesson 13 physically act upon them. activity. As the song plays, use
flash cards to learn vocabulary Flash cards Ref I.EFL.2.7.1. actions to clarify the instructions.
8.Unscramble words to write short 102111 Star I.EFL.2.10.1. Learners can Encourage learners to perform the
interact effectively using a
sentences & Stella actions as they sing along.
range of basic functional
9.Create and use puppets puppets COMMUNICATION AND
exponents for interpersonal
10.Sing songs and recite chants Audio conversations in everyday CULTURAL AWARENESS
11.Move to the rhythm of a song or CD:T5255, contexts, providing speech ACTIVITY
chant 92-93 is slow and clear. Learners ACTIVITY
Activity can request repetition or Use small role plays to check that
Book: clarification, and can react learners can greet and introduce
pp.AB52 appropriately to responses themselves.
AB55 received. (I.3) TECHNIQUE
Lesson 14 READING Observation
Flash cards I.EFL.2.15.1. Learners can INSTRUMENT
112118 Star use simple graphic Checklist
& Stella organizers to show that they ACTIVITY
can understand a short
puppets Use pair work to give and follow
simple text. (Example:
Audio classroom instructions.
maps, diagrams, bar charts,
CD:T5659, Venn diagrams, etc.) (I.4) TECHNIQUE
94-95 WRITING Observation
Activity Learners can draw symbols and INSTRUMENT
Book: letters to show that they knowChecklist
pp.AB56 how to use simple grammar or ORAL COMMUNICATION
AB59 vocabulary items. [Ref. ACTIVITY
I.EFL.2.18.1. Have learners work in pairs to ask
Optional: and answer questions about
Extra flash I.EFL.2.20.1. Learners can classroom objects.
cards 106-111 write information in a simple TECHNIQUE
PHONETTIC survey form or Observation
Alphabet cards questionnaire, and can type INSTRUMENT
or write some simple digital
AA to Vv Rating scale
text-types, such as a URL
Picture Card ACTIVITY
and an email address. (I.3)
for A to V Ask learners to act out the actions
in the song for Lesson 3.
LANGUAGE THROUGH
THE ARTS TECHNIQUE
Quiz
I.EFL.2.25.1. Learners can INSTRUMENT
utilize a range of creative Sampling song
thinking skills to show a READING
respect for sharing and ACTIVITY
accepting different ideas Check word recognition by asking
while working in pairs and learners to point to a word and say
through brainstorms. (J.3, it.
S.4) TECHNIQUE
Observation
INSTRUMENT
Data collection
ACTIVITY
Check word recognition by asking
learners to match words and
pictures with a line.
TECHNIQUE
INSTRUMENT
WRITING
ACTIVITY
Check spelling skills by asking
learners to unscramble the letters in
a word.
TECHNIQUE
INSTRUMENT
ACTIVITY
Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
Check vocabulary comprehension
by asking learners to act out
classroom instructions.
TECHNIQUE
 Interview
INSTRUMENT
Cuestionary
ACTIVITY
Have learners listen to a song or
chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER: , COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE: