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PCA
 CURRICULAR ANNUAL PLAN TEMPLATE

2017 - 2018
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s):
Grade: 3nd EGB “A, B, C” Education Level: EGB
2. TIME
WEEKLY HOURS NUMBER OF WEEKS LEARNING ASSESSMENT WEEKS TOTAL WEEKS OF TOTAL OF
OF WORK CLASS PERIODS
3 Hours 4weeks
40 weeks 36 weeks 108Hours

3. GENERAL AIMS
Objectives of theArea 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.
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.

OG.EFL 4.Deploy a range of learning strategies, thereby increasing disposition and ability O.EFL 2.5.Use in-class library resources and explore the use of ICT to enrich
to independently access further (language) learning and practice opportunities. Respect
themselves and others within the communication process, cultivating habits of honesty and
integrity into responsible academic behavior.
OG.EFL 5.Directly access the main points and important details of up-to date. English
language texts, such as those published on the web, for professional or general
investigation, through the efficient use of ICT and reference tools where required.
OG.EFL 6.Through selected media, participate in reasonably extended spoken or written
dialogue with peers from different L1 backgrounds on work, study, or general topics of
common interest, expressing ideas and opinions effectively and appropriately.
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).
competencies in the four skills.
O.EFL 2.6.Write short descriptive and informative texts and use them as a
means of communication and written expression of thought.
O.EFL 2.7.Appreciate the use of English language through spoken and written
literary texts such as poems, rhymes, chants, riddles and songs, in order to foster
imagination, curiosity and memory, while developing a taste for literature.
O.EFL 2.8.Demonstrate a living relationship with the English language through
interaction with written and spoken texts, in order to explore creative writing as
an outlet to personal expression.
O.EFL 2.9.Be able to interact in English in a simple way using basic
expressions and short phrases in familiar contexts to satisfy needs of a concrete
type, provided others talk slowly and clearly and are prepared to help.

TRANSVERSAL AXES:

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

5.UNITS TO BE DEVELOPED*

Nº Title of theunit UnitSpecificObjectives Contents/skills ** Methodological Orientations Evaluation** Weeksdur

ation
(Skills and strategies)

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
LESSON 2: Is your someone
they have recently met with
name Stella?
Hi and a question to check
knowledge of their name; give
and follow some essential
directions for learning and some
other useful directions; ask
questions to check knowledge
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/apartme
n,country/city, etc.)
EFL.2.1.3. Ask simple
basic questions in class
about the world beyond
one’s own immediate
environment in order to
increase their
Communication and cultural CE.EFL.2.1.
awareness Differentiate between
different living
Drawing different houses and situations in a variety of 5
labeling different rooms and objects surroundings and
in a house. express curiosity about
• Using question words (who, what, the world through
where) to ask about places. simple questions.
• Reflecting on differences between
a house and an apartment.
• Creating a diorama of urban and
rural aspects. I.EFL.2.1.1. Learners
• Drawing a map of a neighborhood. can recognize
• Asking and answering questions differences between
about where you and others live. where people live and
write or talk about
 of the words for recently
learned objects.
LESSON 3: I’m a boy.
I’m a girl. Students learn to: identify
themselves and others as a boy
or a girl; give and follow
essential
classroom instructions; identify
things they see
understanding of Oral communication (listening their own
different cultures. and speaking) surroundings, as well
EFL 2.1.4. Express Listening to a very short and simple as ask questions
curiosity about the world story and ordering the pictures about how other
and other cultures by showing what happens. (Example: people live. (I.2, S.2)
asking simple WH- Jane is taking her dog for a walk.
questions in class after They see some birds. The birds fly CE.EFL.2.6. Listening
reading and/or away, etc.) for Meaning:
participating in Understand the main
presentations or other • Listening to a short and simple ideas in short simple
group work conversation between 2 speakers and spoken texts that include
deciding who is speaking, where familiar vocabulary and
EFL.2.2.1. Understand they are, and how they feel. are set in everyday
meanings expressed in (Example: a boy and his Dad, at a contexts.
short dialogues on soccer game, happy, etc.)
familiar topics, as well
as basic spoken • Watching a video clip and selecting
instructions and simple the best title for it. (Example: Funny I.EFL.2.6.1. Learners
questions about self, monkeys at the zoo, etc.) can understand the
people, animals, or Reading main ideas in short
things, especially when simple spoken texts
spoken slowly and • Drawing a line from individual and infer who is
clearly. (Example: words to a picture or a scene.
speaking and what
greetings, short phrases, (Example: learners read a list of
basic range of classroom farm animals and draw a line from the situation is,
instructions, each word to the appropriate animal without decoding
common personal in the scene, etc.) every word. (I.3)
information questions:
• Reading a list of four words and
What’s your name? etc.)
crossing out the word that doesn’t
EFL.2.2.2. Infer who is
belong. (Example: arm – leg – house
speaking and what the
– foot, etc.)
situation is when
listening to short simple • Reading a simple sentence, looking CE.EFL.2.11. Identify
texts, especially when at the accompanying picture, and and understand
accompanied by pictures ticking yes/no. (Example: This is a individual every-day
or other visual aids, or house. Yes, etc.) words, phrases, and
sound effects. (Example:
• Completing a gap in a sentence sentences, including
shopkeeper speaking to
(print or online). (Example: Words: instructions.
a customer who is
buying some fruit.) go, sleep. Sentence: Every day I ---
EFL.2.2.6. Enjoy to school, etc.)
extensive listening in
English. (Example: Writing. I.EFL.2.11.1. Learners
• Locating specific words on the can understand
listen to stories, watch
page and writing them in a list.
short movies, experience
(Example: all the words beginning familiar words,
song lyrics or poetry, with the sound /k/ or all the words phrases, and short
etc.) that contain the long /a:/ sound, etc.) simple sentences and
EFL.2.2.7. Be • Matching words to pictures.
comfortable taking
can successfully
(Example: under the picture of a
meaning from spoken chair, learners write the word chair complete the simple
texts containing words with the five letters of the word on accompanying task.
or sections which are not the five lines provided, etc.) (I.4)
understood. • Unscrambling words or sentences
Be aware that and writing them out correctly.
understanding spoken (Example: Word: veleen = eleven.
texts does not require Sentence: There’s – under – the
chair. – a backpack, etc.)
decoding every word. CE.EFL.2.17. Write
• Finding hidden questions in a box
EFL.2.3.1. Demonstrate and writing them down with the simple words, phrases,
basic reading correct punctuation and and sentences to
comprehension skills capitalization. (Example: does it live demonstrate knowledge
by identifying the on a farm / does it have two legs, of spelling, punctuation,
meaning of individual etc.) capitalization and
words, phrases, and • Writing new words in a picture handwriting /
sentences, including dictionary and adding a sticker or typography, and identify
simple written picture. their meanings.
instructions.
EFL.2.4.1 Know how to Language through the Arts I.EFL.2.17.1. Learners
spell simple English • Listening to or reading stories and can write words,
drawing the main characters.
words correctly, phrases, and short
• Choosing pictures of or drawing
demonstrating simple sentences
the scenes of a literary text.
awareness of sound- • Standing up every time they hear using the correct
letter the name of a character.
relationships.(Example: conventions (spelling,
• Explaining through pictures or
sea, mean, bee, etc.) charts (ICT) the relationships punctuation,
EFL.2.4.2. Make a between characters. (Example: capitalization, and
simple learning mom/daughter, friends, etc.) handwriting or
resource, in order to typography, etc.), for
record and practice new
making simple
words. (Example: a
picture dictionary, learning resources.
a word list, set of

LESSON 4: What do you
see?
LESSON 5: Where’s the
2 crayon?
LESSON 6: What color is it?
PHONICS: Aa Bb Cc DdEeFf
Learn to: describe things they
see; count from 1 to 10
Learn to: ask and answer
questions about where things
are; agree.
Describe the color of things
Recognize, pronounce, and
form Aa through Ff; identify
anchor words for each letter
flashcards, etc.) (I.3)
EFL.2.4.3. Write simple
words, phrases and
sentences with correct
CE.EFL.2.21.
use of standard writing
Distinguish key
mechanics. (Example:
information in stories
spelling, punctuation,
and other age-
capitalization, and
appropriate literary
writing by hand and/ or
texts, both oral and
on the computer.
written.
EFL.2.5.1. Identify key
information such as I.EFL.2.21.1. Learners
events, characters, and can recognize,
objects in stories and
through pictures or
other age-appropriate
literary texts if there is other media such as
visual support. ICT, key aspects of a
story or literary text
(both oral and
written). (J.1, I.2)
EFL.2.1.4. Express Communication and cultural CE.EFL.2.2. Catalog
curiosity about the world awareness everyday objects and
and other cultures by places in different
asking simple WH- • Labeling pictures with correct cultures and recognize
names.
questions in class after ways to act responsibly
• Creating a poster of things that can
reading and/or towards one’s
be recycled.
participating in • Matching objects with the places environment and
presentations or other surroundings.
where they can be found. (Example:
group work. stove in kitchen, bed in bedroom,
etc.)
EFL.2.1.5. Recognize
• Simulating actions through TPR I.EFL.2.2.1. Learners
ways to relate activities where learners follow basic
responsibly to one’s commands. (Example: Put away can classify everyday
surroundings at home your book, etc.). objects and familiar
and at school by • Choosing pictures that demonstrate places. Learners can
exhibiting responsible responsibility (cleaning room, compare objects from
behaviors towards the watering the flowers).
environment. (Example:
different cultural
chores at home, Oral communication (listening contexts. Learners
and speaking) can say and recognize
recycling, etc.) • Listening to short, staged ways to take care of
instructions and carrying them out. the environment and
EFL2.2.3. Recognize (Example: Open the door. Take this
familiar names, words, book to Mr. Davila. Walk, don’t run! one’s surroundings.
and short etc.) (J.3, S.1)
• Listening to very short (spoken or
phrases about simple recorded) descriptions of scenes, and
everyday topics whether writing, coloring, or drawing items
heard isolation or within CE.EFL.2.7. Listening
within them. (Example: learners are
short, simple spoken given a simple picture of a for Information: Follow
texts describing people classroom. They listen to a short and simple spoken
and objects. (Example: description of it and identify the texts that include
vocabulary about self, table where Sara sits and draw 3 familiar vocabulary and
family, friends and pens and a red book on it, etc.) are set in everyday
immediate surroundings • Listening to a short dialogue and contexts. Identify key
at school and home, filling in a simple form. (Example: a items of information
conversation between a boy and a within the text, and
adjectives for color and
teacher meeting for the first time. record or act upon them.
size, etc.) Learners fill in the boy’s name, age,
EFL.2.2.4. Identify birth date, (part of his) address (e.g.,
house number
items of specific
or street name), favorite subject, etc. I.EFL.2.7.1. Learners
information within
on a simple form.) can understand short
simple messages or from • Listening to a short text and
short and simple and simple spoken
demonstrating understanding of it
descriptions about using an accompanying graphic texts well enough to
familiar contexts, organizer. (Example: marking the be able to pick out
especially if visual route on a map while listening to key items of
support is provided. directions, etc.)
information and
(Example: letters of the
alphabet, numbers, Reading record them in
prices and times, days, writing or drawings,
• Reading a short text and showing
dates and months, etc.) or physically act upon
comprehension by completing the
accompanying graphic organizer. them. (I.3)
EFL.2.2.5. Record key
items of specific (Example: learners read about the
location of a house and mark the
information from a
point X on a map.)
heard message or
• Reading a short simple story of just
description, either in a few lines and ordering simple CE.EFL.2.12.
written form or by pictures of familiar objects. Understand the gist and
drawing picture. • Reading a short simple text and details in short simple
(Example: letters of the coloring a picture. (Example: This is written texts (online or
alphabet, numbers, Ben’s room. His bed is green.
quantities, prices and Learners draw a green bed, etc.) print).
times, days, dates and • Reading a short simple text and
months, etc.) circling the correct answer.
(Example: Question: What’s her
EFL.2.3.2. Read a short name? Answer: Mary / Sandra / Mia,
simple text (online or etc.)
EFL.2.12.1. Learners
print) and demonstrate
understanding of the gist Writing. can understand a
and some basic details • Completing simple sentences to short simple text on
of the content. practice a grammar structure by an everyday topic and
writing words in gapped sentences.
successfully complete
EFL.2.3.3. Understand Support learners by providing
most of the details of the pictures for context and / or a box of a simple task to show
content of a short simple answers, from which they can that they have
text (online or print). choose. (Example: My best friend is understood most or
ten --- old. --- name is Carol. ---
birthday is in May, etc.)
some of it. (I.4)
EFL.2.4.3. Write simple
words, phrases, and • Identifying the differences between
sentences with correct two pictures and writing simple
use of standard writing sentences. (Example: In picture A,
there’s one car, but in picture B there
mechanics. (Example:
are two cars, etc.)
spelling, punctuation,
• Answering questions about a scene
capitalization, and using full sentences. (Example: How CE.EFL.2.18. Writing
writing by hand and/or many boys are there? There are four in order to perform
on the computer. boys, etc.) controlled practice of
vocabulary and
EFL.2.4.4. Write simple
Language through the Arts grammar items.
words, phrases, and • Creating a dance for a song or
sentences for controlled rhyme. I.EFL.2.18.1. Learners
practice of language • Illustrating a short piece of writing. can write short
items. • Participating in TPR activities such simple phrases and
as acting out the movements of a
EFL.2.5.2. Express character in a story as it is read sentences to show
emotions and feelings aloud. that they know how
using basic adjectives • Discussing things learners have to use simple
and related images done that are similar to those the
through written work on
grammar or
characters in the story have done.
the school or class (Example: gone on vacation to the vocabulary items. (I.3,
bulletin board. beach, got into a fight with a parent I.4)
or friend, etc.)
EFL.2.5.3. Use audio, • Moving to the rhythm of a song or
video, and pictures to chant.
respond to a variety of • Creating an audio message or short
literary texts through video that tells what the student
online or in-class ICT thought about the text.
activities. • Writing short weekly journal
entries.
EFL.2.5.6. Generate and
expand ideas by
responding in a fun and
playful manner to oral CE.EFL.2.22. Describe
and written texts in and write about
order to increase emotions and responses
enjoyment of the to literary texts through
language through TPR, words and images, or
playground games, and other media (video,
songs and chants. 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 you Learn to: ask and answer
see? questions about who they see
LESSON 8: What shape learn to: ask and answer
3
questions about shapes
is it?
learn to: ask and answer
LESSON 9: Is it a light?
questions about rooms and
PHONICS: GgHh Ii JjKkLl furniture.
learn to: recognize, pronounce,
and form the letters Gg through
Ll; identify anchor words for
each letter
EFL.2.1.1. Exchange Communication andCultural CE.EFL.2.3. Make use
basic introductions and Awareness of basic personal
limited personal information and
information in class • Participating in short dialogues expressions of
using simple present using greetings and leave-taking. politeness in order to
tense in order to get to • Listening to or reading short introduce oneself and
know their peers. participate in a short
dialogues and answering questions
(Example: where one about the speakers’ names, grades, conversation.
lives or goes to school, schools, etc.
etc.) I.EFL.2.3.1. Learners
• Practicing the use of expressions of can use basic
EFL.2.1.6. Understand politeness during collaborative pair personal information
and use common and small group work.
expressions of politeness and expressions of
in class while working • Adding expressions of politeness to politeness in short
in pairs or groups on dialogues. dialogues or
projects. (Example: conversations. (J.2,
• Completing a short questionnaire
Please, sorry, thank you, J.3)
or form about one’s basic personal
etc.)
information. (Example: name,
EFL.2.2.8. Imitate school, age, address, etc.)
individual English
• Responding to pictures or short
language sounds,
texts by circling the corresponding
especially those
emoticon. (Example: happy face, sad
phonemes which do not CE.EFL.2.8.
face, confused face, etc.)
exist in the student’s Production -
own L1, both in Oral Communication:(Listening Pronunciation: Produce
isolation and within key and Speaking) individual words and
vocabulary items. short phrases clearly
(Example: /ŋ/ /ð/ /ʌ/ /i:/ • Asking the student simple
enough that other people
and in words like questions about themselves, their
can usually understand
singing, these, up, sea, family, or their possessions and
them easily.
etc.) checking whether the responses are
comprehensible. (Example: What’s
EFL.2.2.9. Spell out key your name? Juan. How do you spell
vocabulary items using Juan? J-U-A-N. How old are you?
the English alphabet. I’m eight /aɪmeɪt /, etc.)
(Example: names, I.EFL.2.8.1. Learners
colors, animals, • Showing the student some picture can pronounce most
possessions, etc.) flashcards of familiar vocabulary familiar vocabulary
items and asking them to say the items accurately, and
EFL.2.2.10 Clap, move, words. (Example: It’s a house, a
chant, or sing along with school, a car, a bike, to see if they can therefore usually
short authentic English are easily understood, etc.) be easily understood.
language rhymes or
• Doing a mingle activity where They can also
songs, approximating
English rhythm and learners ask and answer simple produce some
intonation once familiar questions about a picture which has phrases and short
with the text. (Example: been stuck to their own back. sentences clearly, and
(Example: for animal picture cards,
jump or clap in time to may approximate
jump-rope rhymes, do learners ask and answer Is it an
elephant? No. Is it a horse? Yes. Is it English rhythm and
the actions to action
black or white? White. etc.) intonation in longer
songs or short rhythmic
poems, enunciating Observing to see whether each utterances. (I.3)
some of words in time student’s questions and answers are
with the rhythm, etc.) understandable by other learners.

EFL.2.3.4. Understand • Ask the learner to sing a song or

the content in simple recite a chant together with a group
short written of friends or with the teacher.
environmental print text Record the student’s production with
types, using artwork, the recording device quite near to the
symbols, and layout for student’s mouth and listen to the
support. (Example: price recording to assess clarity of sounds,
tags, signs, notices (No production of phonemes, rhythm and
eating, etc.), candy intonation..
wrappers, etc.). Reading
• Matching common signs to their
EFL.2.4.5. Write simple
meanings. (Example: a simple
sentences on familiar
classroom sign or a notice in the
topics to communicate park, Silence please, No eating, etc.)
basic ideas. • Studying an environmental print
text type and drawing a line from the
EFL.2.4.6. Write a short
word to the artwork. (Example: from CE.EFL.2.13.
simple paragraph to
the word cloud to a cloud weather Understand the content
convey some simple symbol, or from the word stop to a in a variety of well-
facts about people, “red” stop light, etc.) known text types, both
animals, places, things, • Circling an emoticon to match to a print and online, using
yourself or others, with picture. (Example: Amy feels sick / the layout and artwork
the support of a model Amy is happy /, etc.)
for support; recognize
text. (Example: where • Comparing and contrasting
typical signs and
they live, what they do, information. (Example: learners read
simple price tags and match them to symbols found in the
etc.)
the correct sentences: This toy is
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).
EFL.2.5.4. Listen to and
read short narratives
and/or other oral and
written literary texts in
class (with a preference
for authentic texts) in
order to stimulate
imagination, curiosity
and a love for literature.
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.
cheap. Those shoes are expensive, text types.
etc.)
I.EFL.2.13.1. Learners
Writing can understand a
• Completing the gaps in a sentence. short simple
(Example: My best friend is ten --- environmental print
old. --- name is Carol. --- birthday is text type and
in May,etc.) successfully complete
• Completing a simple open-ended
sentence. (Example: For breakfast I a simple task.
eat _______; In my bedroom there is (Example: a sign,
______,etc.) notice, menu, etc.)
• Writing a description of yourself
(I.3)
by completing the outline of a
paragraph. Each sentence in the
paragraph contains a sentence
opener. (Example: My name’s…,
My hair is…, My eyes are…, etc.)
• Reading a short simple paragraph
which serves as a model text, then
writing a similar paragraph on the CE.EFL.2.19. Convey
same topic. some simple ideas, facts
(Example: Topics could include: my or opinions in a simple
best friend, my family, my house, sentence or short
my favorite animal, my town, etc.) paragraph, using basic
• Writing a short simple paragraph vocabulary and
on a familiar topic. Learners must structures.
write the answer to specific
questions or use specific vocabulary.
(Example: Topic: describe your
clothes. Opening phrase: I’m I.EFL.2.19.1. Learners
wearing…Words: t-shirt, pants, can produce a short
shoes,etc.) simple sentence and
• Writing a short simple paragraph,
using key words for support.
a paragraph – with
(Example: Draw a town and write ample support - on a
about it using these words: hospital, variety of topics, and
pet store, park, bookstore, etc.) some learners can do
Language throughthe Arts
so with only limited
support. (I.3)
• Doing extended reading, in which
learners get to choose what they read
and are not evaluated or tested on it.

• Sharing in small groups or pairs the

learners’ favorite stories, songs,
poems, etc., and saying why.

• Responding to a poem by drawing

how it makes the learner feel.

• Writing questions the learners

would like to ask a character in the
story, or the author of the story.

• Inviting authors as guest speakers

into the classroom so learners can
CE.EFL.2.23. Display
share their responses to the story
an affinity for a variety
with them.
of literary texts by
• Interviewing family members responding within a
about their favorite book or poem, range of physical,
and then sharing their findings in cognitive, and
class. attitudinal manners, and
vary elements of a
• Keeping a small class library and literary text to create a
allowing fast finishers to choose a new text.
book or magazine to read while the
rest of the class completes the task.

• Listening to a song and rewriting I.EFL.2.23.1. Learners

the song lyrics changing just one can demonstrate an
aspect. (Example: choosing and affinity for a variety
replacingthecharacter’sname, age,
of literary texts by
etc.)
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)
 LESSON 10: What day is it Students learn to: ask and
today? answer questions about the days
of the week
LESSON 11: What are
4 these? Students learn to: ask and
answer questions to identify
PHONICS: Mm NnOoPp
different clothing items
• Students learn to: recognize,
pronounce, and form the letters
Mm through Pp; identify anchor
words for each letter
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
materials and personal • Completing a very short, picture- projects and sharing
objects while based self-evaluation or peer 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. Learners
preferences with peers in chants (Example: Can I borrow your can select pictures
order to express likes eraser? Do you have a pencil? etc.) and/or short phrases
and dislikes. • Completing a short survey about that relate to
favorites or likes/dislikes and then
EFL.2.2.11. Produce collaborating and
sharing ideas with a partner.
simple, mainly isolated • Making a pie chart about the things
sharing and express
utterances using very that are most liked in the class. personal preferences.
short phrases and (J.2, J.3, S.4)
sometimes individual Oral Communication: (Listening
words, possibly with and Speaking)
slow and/or hesitant
delivery. (Example: • Asking learners simple questions
words, phrases and short about themselves, their family, or
sentences about people, their possessions and noting whether
animals, things, etc.) their response time is acceptable (i.e. CE.EFL.2.9.
may be slow, but not so slow that the Production - Fluency:
EFL.2.2.12. Respond to interaction becomes uncomfortable Utterances are
simple questions in quite for the student or the teacher), and sometimes produced
a short time and initiate whether their response is slowly but use
basic interaction appropriate. Some learners may appropriate words and
spontaneously when produce short sentences in response phrases to express basic
there are opportunities to to basic questions. (Example: What ideas, initiate
speak. Speech is color are your shoes? Yes What conversations and
produced a little less color are your shoes? Blue or respond to questions,
slowly and hesitantly. They’re blue, etc.) including some chunks
EFL.2.3.5. Show the of language and short
• Giving learners a picture of a sentences.
ability to use a simple familiar scene and asking them to
learning tell you what they can see. Some I.EFL.2.9.1. Learners
resource.(Example: a learners may produce longer can express basic
small set of flashcards, a utterances. (Example: a picture of a
picture-based dictionary classroom where learners name ideas, initiate
(online or print), or a individual items: table, chair, clock conversations, and
simple word list). There are four chairs. The clock says
respond to simple
4 o’clock., etc.)
EFL.2.4.8. Complete a questions using
basic survey or a • Running a mingle activity where appropriate words,
questionnaire by each learner has a different simple phrases, and short
providing personal question to ask the others. Learners
sentences. Responses
details. move around the room asking their
question and listening to the answers may be slow though
EFL.2.4.9. Write a received. Observing to see whether pauses do not make
variety of short simple each student asks the question the interaction
text types, commonly fluidly and answers using individual tedious or
used in print and online, words only or short sentences.
with appropriate uncomfortable for
(Example questions: What’s your
language and layout. participants. (I.3)
favorite food? Chicken / It’s chicken
(Example: write a and rice / Do you like oranges? Yes.
greeting on a birthday / Yes, I do. / I love oranges!, etc.)
card, name and address
on an envelope, a URL Reading
for a website, an email • Using a simple learning resource
address, etc.) and locating details. (Example:
finding and circling or coloring three
EFL.2.5.5. Apply ICT different kinds of fruit or three kinds
and/or other resources to of drink in an online or print picture
communicate simple dictionary, etc.)
thoughts in small • Using the alphabet to scan for
groups. particular items in lists. (Example:
finding a word in a simple dictionary
EFL.2.5.8. Produce or locating a boy’s name on a class CE.EFL.2.14.
short, creative texts list.) Demonstrate familiarity
using ICT and/or other • Testing each other on the meaning with study resources
resources at home or at of flashcards. (Example: a boy (both print and digital).
school in order to shows a picture on a flashcard and (Example: a picture
recreate familiar scenes asks: What’s this? Girl: it’s an dictionary, some
airplane, etc.) flashcards of known
and themes.
words, or a word list.)
EFL.2.5.5. Apply ICT
Writing I.EFL.2.14.1. Learners
and/or other resources to
communicate simple • Having learners complete a short can successfully use
thoughts in small simple questionnaire about simple online and
groups. themselves. Learners read open-
print learning
EFL.2.5.8. Produce ended questions and write the resources. (Example:
short, creative texts answers on the form. (Example: flashcards, picture
using ICT and/or other What time do you get up? What time
do you go to school? At 6 o’clock, dictionaries, word
resources at home or at
school in order to etc.) lists, etc.) (I.2)
recreate familiar scenes • Interviewing a partner, asking
yes/no questions and writing yes/no
and themes.
on the survey form. (Example: Do
you live in an apartment? Yes, etc.)
• Writing a variety of simple text CE.EFL.2.20.
types, using the appropriate Complete a simple
language and layout:
survey form or
• Listen to a URL address and write
questionnaire by
it down. (Example:
www.cambridge.org, etc.) providing personal
• Write your own email address or details. Write a variety
invent one. (Example: of simple written text
mydog@gmail.com for your pet, types, used in print or
etc.) online, with appropriate
• Write a simple print/online layout and language.
message to a friend for their (Examples: message on
birthday. (Example: Happy a greeting card, name
Valentine’s Day, Juan!, Have a and address on an
wonderful birthday, Kate!, etc.) envelope, an email
Language through the Arts address, etc.)
• Writing a text message to a friend.
• Producing an audio clip stating the
student’s daily routine.
• Using ICT resources to organize
and edit a short piece of creative or I.EFL.2.20.1. Learners
informational writing. can write information
• Taking pictures of or drawing what in a simple survey
the learners usually eat for breakfast, form or
then using the picture as a prompt
questionnaire, and
for conversation in class.
• Writing a short, fictional story can type or write
about a family member. some simple digital
• Putting short captions under text-types, such as a
pictures. URL and an email
address. (I.3)

LESSON 12: Can you swim? Students learn to: ask and
answer questions to identify
LESSON 13: Who’s she?
different family members
Who’s he?
5 • Playing games that practice
Students learn to: ask and
LESSON 14: She’s my friend
answer questions to identify
PHONICS: QqRrSsTtUuVv different people they know
Students learn to: recognize,
pronounce, and form the letters
Qq through Vv; identify anchor
words for each letter
LESSON 15: Can you
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,
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
express to others when
and teacher when
something is not • Role-playing and participating in something is not
short dialogues. understood to improve
understood in class
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.
• Working in pairs and groups on a
when to speak and when
small project. I.EFL.2.5.1. Learners
to listen while working
in pairs or small groups Oral Communication: (Listening
can apply turn-taking
in class by following and Speaking) and ways to express
classroom instructions to others when
and simple commands. • Conducting a conversation with the something is not
teacher and learner playing two understood in short
EFL.2.2.13. Understand characters using masks or hand
6 sing?
LESSON 16: I’m happy. Students learn to: ask and
answer questions about ability
PHONICS: WwXx
Students learn to: state their
YyZz
mood and the speed at which
they can move
Students learn to: recognize,
pronounce, and form the letters
Ww through Zz; identify anchor
words for each letter
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.)
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 back
channeling, or by asking
further simple questions
to extend the interaction.
(Example: express
interest using facial
puppets. The learner may be given conversations. (J.3,
the character’s details or invent S.1, S.4)
them. (Example: name, age, favorite
color, etc.) The student’s character
CE.EFL.2.10.
could introduce other puppets or Interaction –
request permission to do something. Interpersonal:
(Example: This is Sebastian. He’s Participate effectively in
11. Can I borrow a pencil, please?, basic interpersonal
etc.) interactions in everyday
contexts,
• Doing a mingle activity where provided the
learners meet and greet each other interlocutor speaks
and ask and answer simple slowly and clearly.
questions. Observing to see whether (Example: requesting,
the learner can interact effectively, introducing, responding,
etc.)
and whether they are able to ask for
repetition when required, and / or
I.EFL.2.10.1. Learners
react appropriately to responses
received. (Example: Find someone can interact
who…. Do you have a red car? Yes? effectively using a
range of basic
Great! – writes down name of functional exponents
person.) for interpersonal
• Establishing a clear expectation of conversations in
English use for classroom functions. everyday contexts,
(Example: greeting, requesting, providing speech is
thanking, asking for repetition / slow and clear.
clarification, offering help, taking Learners can request
leave, etc.) Informal assessment repetition or
could involve a star chart, with clarification, and can
points for learners who use L2 react appropriately to
regularly. responses received.
Reading (I.3)
• Reading a list of words in a Venn
diagram and understanding the
meaning. (Example: Venn diagram:
Dog/Cat. Task:
Read a sentence and tick yes/no.
Sentence: Dogs and cats have tails ,
etc.)
• Matching a simple short text to the
expression or simple correct plan. (Example: Text: a short
words with appropriate simple description about a zoo: The
intonation: Oh!, Yes! giraffes are next to the pandas. Plan:
Thanks. And you? etc.) a simple map of the zoo, etc.)
• Reading a short simple text and
EFL.2.3.6. Understand coloring a simple bar chart.
the content of a simple (Example: a description of some
graphic organizer children’s favorite ice cream. Task:
(online or print). color the chart accordingly, etc.)
(Example, Venn Writing
Diagrams, charts, and • Having learners complete a short
labeled diagrams.) simple questionnaire about CE.EFL.2.15. Learn to
EFL.2.4.8. Complete a themselves. Learners read open- read graphs, diagrams,
basic survey or a ended questions and write the charts, and other kinds
questionnaire by answers on the form. (Example: of graphic organizer.
What time do you get up? What time Demonstrate
providing personal
do you go to school? At 6 o’clock, understanding of a text
details. presented in the form of
etc.)
EFL.2.4.9. Write a a graphic organizer
variety of short simple • Interviewing a partner, asking (both print and digital).
text types, commonly yes/no questions and writing yes/no
used in print and online, on the survey form. (Example: Do
with appropriate you live in an apartment? Yes, etc.)
I.EFL.2.15.1. Learners
language and layout. • Writing a variety of simple text can use simple
(Example: write a types, using the appropriate
greeting on a birthday
graphic organizers to
language and layout: show that they can
card, name and address
on an envelope, a URL • Listen to a URL address and write understand a short
for a website, an email it down. (Example: simple text. (Example:
address, etc.) www.cambridge.org, etc.) maps, diagrams, bar
charts, Venn
EFL.2.5.9. Use creative • Write your own email address or
diagrams, etc.) (I.4)
thinking skills to learn invent one. (Example:
how to share and respect mydog@gmail.com for your pet,
all ideas through etc.)
brainstorming activities CE.EFL.2.20.
and pair work in class. • Write a simple print/online
Complete a simple
message to a friend for their
survey form or
birthday. (Example: Happy questionnaire by
Valentine’s Day, Juan!, Have a providing personal
wonderful birthday, Kate!, etc.) details. Write a variety
Language through the Arts of simple written text
types, used in print or
• Working on a project in small online, with appropriate
groups of 4-5 and discussing what layout and language.
the group is doing well and what it (Examples: message on
could do to improve. a greeting card, name
• Brainstorming ideas for a writing and address on an
project together as a class, using a envelope, an email
graphic organizer. address, etc.)
• 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 I.EFL.2.20.1. Learners
puzzles.
can write information
• Discussing mistakes and how
learners (and all humans) can learn in a simple survey
from them. 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

TEACHERS:

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

2017 - 2018
 MICROCURRICULAR PLANNING BY SKILLS
DATOS INFORMATIVOS:
Teacher: LCDA. Area:English ENGLISH: PRE A1.1 Grade/Course: 3RD Class:
as a Foreign
Language
Unit * Textbook : Lesson 1: Unit Specific Objectives: O. EFL 2.7 Appreciate the use ofEnglish
Number: 1 Starship Pre Hello O.EFL2.2Appreciate language through spoken and written literary texts
A1.1 English! English as an such as poems, rhymes, chants, riddles and songs.
Unit Title: Lesson 2: international language. O. EFL 2.9 Be able to interact in English in a simple
Is your name O.EFL 2.3 Read level way using basic expressions.
Stella? appropriate texts in
Lesson 3: English for pure
I´m a boy I´m a enjoyment/entertainment
girl and to access information.
. O. EFL 2.5 Use in class
library resources.

PERIODS: 18 PERIODS, 6 STARTING 6

CLASSS WEEK: WEEKS
PERIODS PER
LESSON
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION
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 introduce
simple present tense in order to get to know their oneself and par- ticipate in a short conversation.
peers. (Example: My name is, ..I am …..etc)
STUDENT BOOK Lesson 1
• Greetings
(Hello., My name’s…,
What’s your name?)
Wh-questions with BE (What’s) (What’s this?
It’s a book/a pencil/an eraser)
STUDENT BOOK Lesson 2
• Greetings (Hello. Hi.)
Questions about names (Is your name Stella? No,
it isn’t. Yes, it is.)
STUDENT BOOK Lesson 3
Describing oneself and others (I’m a boy. I’m a
girl. He’s a boy. She’s a girl.) ORAL COMMUNICATION
EFL.2.1.6 Understand and use common
expressions of politeness in class while CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar
working in pairs or groups on projects. vocabulary and are set in everyday contexts. Identify key items of information within the text, and
(Example: please, sorry, thank you, etc.) record or act upon them.
STUDENT BOOK Lesson 3
Asking others to do things (please) CE.EFL.2.9. Production - Fluency: Utterances are sometimes
ORAL COMMUNICATION produced slowly but use appropriate words and phrases to express basic ideas, initiate conversations and
EFL 2.2.3 Recognize familiar names, words, and respond to questions, including some chunks of language and short sentences.
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.
Listen. Write. Say book.) Wh-questions with BE
(What’s) (What’s this? It’s a book/a pencil/an READING
eraser) CE.EFL.2.11. Identify and understand individual every-day words, phrases, and sentences, including
STUDENT BOOK Lesson 2 instructions.
• Questions about names and things (Is your
name Stella? No, it isn’t.
Yes, it is.
Is this a board/door/window/chair/desk??
No, it isn’t. It’s a... Yes, it is.)
Simple phrasal verbs (sit down, stand up)
STUDENT BOOK Lesson 3
• Describing oneself and others (I’m a boy. I’m a
girl. He’s a boy. He’s 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 (What’s) (What’s this?
It’s a book/a pencil/an eraser.)
STUDENT BOOK Lesson 2
Questions about names and things (Is this a
board/door/window/chair/desk?? No, It isn’t. It’s
a... Yes, it is.) WRITING
STUDENT BOOK Lesson 3 CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar ítems.
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.)
STUDENT BOOK Lesson 1
• Greetings (Hello., My name’s…, What’s your
name? Good bye,…) LANGUAGE THROUGH THE ARTS
• Asking others to do things (Open your book. CE.EFL.2.21. Distinguish key information in stories and other age appropriate literary texts, both oral
Close your book. Point to the book. Look. Listen. and written.
Write. Say book.) Wh-questions with BE
(What’s) (What’s this? It’s a book/a pencil/an
eraser)
STUDENT BOOK Lesson 2
• Greetings (Hello.Hi.)
• Questions about names and things (Is your
name…? No, it isn’t. Yes,it is. Is this a
board/door/window/chair/desk?? No,itisn’t.
It’s 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 (I’m a boy. I’m a
girl.
He’s a boy. He’s 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 name’s…, What’s 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
(What’s) (What’s this? It’s a book/a pencil/an
eraser)
STUDENT BOOK Lesson 2
• Greetings (Hello.Hi.)
• Questions about names and things (Is your
name…? No, it isn’t. Yes,it is. Is this a
board/door/window/chair/desk?? No,it isn’t.
It’s 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 (I’m a boy. I’m a
girl.
He’s a boy. He’s 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 INDICATORS EVALUATION/ ACTIVITIES

STRATEGIES TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (5 minutes):
evaluated by: Flash Cards 1–10 • Star CULTURAL AWARENESS Preview the greeting song from the
1.Mimic gestures or movements to learn and & • I.EFL.2.3.1. Learners can use lesson’s Sing activity. As the song
show comprehension. Stella puppets • Audio basic personal information and plays, use gestures to introduce the
2.Work in small groups to greet and say their CD:T1–5 • Song Audio expressions of politeness in short words.
names CD • Activity Book: pp. dialogues or conversations. Lesson 2 Warm-Up (5 minutes):
3. Write their names first using AB4–AB7 • Optional: ORAL COMMUNICATION Preview the introducing song from
letter cards, then writing the letters box Learners can understand short and the lesson’s Sing activity. As the
4.Use real objects to name Lesson 2 simple spoken texts well enough to song plays, use the Star and Stella
classroom objects Flash Cards 11–18• Star be able to pick out key items of puppets as well as gestures to clarify
5. Recognize basic phonemes of & Stella puppets • Audio information and record them in meaning.
the alphabet using letter cards and CD:T6–10 • Song Audio drawings, or physically act upon Lesson 3 Warm-Up (10 minutes):
listening to the audio CD• Activity Book: them. Preview the classroom instructions
6.Recognize words and match pp.AB8–AB11 • Ref I.EFL.2.7.1. song from the lesson’s Sing
words to pictures Optional: •I.EFL.2.9.1. Learners can express activity.Asthe song plays, use actions
7.Use simple resources such as Flash Cards 1–7 basic ideas, initiate conversations, to clarify the instructions.
flash cards to learn vocabulary Lesson 3 and respond to simple questions Encourage learners to perform the
8.Unscramble words to write short Flash Cards 19–26• Star using appropriate words, phrases, actions as they sing along.
sentences & Stella puppets• Audio and short sentences. Responses may COMMUNICATION AND
9.Create and use puppets CD:T11–15• Song Audio be slow though pauses do not make CULTURAL AWARENESS
10.Sing songs and recite chants CD• Activity Book: pp. the interaction tedious or ACTIVITY
11.Move to the rhythm of a song or AB12–AB15 • Optional: uncomfortable for participants. ACTIVITY
chant Flash Cards 8–16, READING • Use small role plays to check that
crayon, pen, ruler. I.EFL.2.11.1. Learners can learners can greet and introduce
understand familiar words, phrases, themselves.
and short simple sentences and can TECHNIQUE
successfully complete the simple Observation
accompanying task. INSTRUMENT
WRITING Checklist
Learners can draw symbols and ACTIVITY
letters to show that they know how • Use pair work to give and follow
to use simple grammar or 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 other ORAL COMMUNICATION
media such as ICT, key aspects of a ACTIVITY
story or literary text (orally). •Have learners work in pairs to 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
askinglearners 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:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

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