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UNIT 3: *Identify and name Discover and Vocabulary Present And COMMUNICATION
PET SHOW real animals and toy understand how to use Animals Practise Vocabulary AND CULTURAL
animals common expressions Grammar For Animals AWARENESS
*Say where things are CE.EFL.2.2. Catalog
of politeness in class. The (lizard) is through visual
everyday objects and
using in, on, under EFL.2.1.6. (2EGB) in/on/under the (bag). material and places in different
*Join in with the song Observe and discover I like / don’t like gestures. cultures and recognize
of the unit collaborate in a friendly (dogs). Present and teach ways to act responsibly
*Use plural nouns manner by sharing Reading and Writing prepositions using towards one’s
*Express preferences classroom materials Story and value videos and realia. environment and
using like and don't and personal objects. The spider Model the game by surroundings.
like making a statement *I.EFL.2.2.1. Learners
EFL 2.1.7 Animals discover how to
*Listen, read and act about a picture for
Express basic personal classify everyday
the picture story in students to say the
preferences with peers. objects and familiar
the unit number
EFL.2.1.8. places. Learners
*Identify and say the Enable students to
Express basic personal discover ways to take
letter sound i and evidence their care of the
contrast it with the preferences with peers. Listening and
understanding environment and one’s
previous units' letters EFL.2.1.8. Speaking
Encourage to learn surroundings. (J.3, S.1)
sound a and e Communicate to Animal’s chant (ref. I.EFL.2.2.1)
the song and
*Listen and read for teacher when Animals’ song ORAL
practice it with the
specific information something is not Description game) whole class and COMMUNICATION
*Write about a picture understood in class. Pet show "CE.EFL.2.6. Listening
then in groups
from a model EFL 2.1.9 The boy is helping to a for Meaning:
*Learn specific Recognize when to dog Give further Understand the main
language for talking speak and when to Colors and animals practice with the ideas in short simple
about science in listen while working in (Camouflage) concept of like and spoken texts that
English include familiar
class by following Proyect: Draw a don’t like
vocabulary and are set
*Listen and do actions some classroom camouflage Elicit from students in everyday contexts.
to demonstrate instructions and simple why this value is *I.EFL.2.6.1. Learners
meaning commands. EFL.2.1.10. important and elicit can discover the main
*Use language from PHONICS examples from the ideas in short simple
the unit and take a The letter sound i students of when spoken texts without
quiz they have been decoding every word.
UNIT 3
brave (I.3) (ref. I.EFL.2.6.1)"
Short e(e et en ed )
e….web egg vet ten Review and write
decodable words "CE.EFL.2.8.
et….jet net wet pet Production -
en ed….hen pen red with the letter
Pronunciation:
bed sound I and
Produce individual
Story: My Pet Hen distinguish it from words and short
the previous letter phrases clearly enough
sounds a and e that other people can
usually understand
them easily.
*I.EFL.2.8.1. Learners
discover how to
pronounce most
familiar vocabulary
items. They discover
how to produce some
simple phrases and
short sentences and
may approximate
English rhythm and
intonation in simple
longer utterances. (I.3)
(ref. I.EFL.2.8.1)
READING
CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
*I.EFL.2.11.1.
Learners can discover
simple words, phrases,
and short simple
sentences and begin to
complete the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
"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.)
*I.EFL.2.14.1. Learners
discover how to use
simple online and
print learning
resources. (Example:
flashcards, picture
dictionaries, simple
word lists, etc.) (I.2)
(ref. I.EFL.2.14.1)"
WRITING
"CE.EFL.2.19. Convey
some simple ideas,
facts or opinions in a
simple sentence or
short paragraph, using
basic vocabulary and
structures.
*I.EFL.2.19.1.
Learners discover how
to produce short
simple sentences–
with ample support -
on simple topics. (I.3)
(ref. I.EFL.2.19.1)"
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.
*I.EFL.2.24.1.
Learners discover how
to communicate
simple thoughts,
feelings, and/or
personal experiences
and discover how to
create short original
texts through simple
resources. (I.2, I.3, I.4)
(ref. I.EFL.2.24.1)
UNIT 4: At the end of the unit, Understand basic Vocabulary Present vocabulary COMMUNICATION
LUNCHTIME learners will be able meanings expressed in Food through flashcards AND CULTURAL
to: short dialogues on Numbers: 11-20 and activities AWARENESS
*Identify and name "CE.EFL.2.1.
familiar topics and Grammar outside the
Differentiate between
different foods basic questions about I’ve got / haven’t got classroom different living
*Say which foods they self, people, animals, a (sandwich). Have we Play the recording . situations in a variety
have and don't have or things. (Example: got any (cheese)? Yes, Students point to of surroundings and
*Join in with the song greetings, short we have. / No, we the food and the express curiosity
of the unit phrases, basic range of haven’t. word when they about the world
*Ask and answer classroom instructions, hear them. through simple
using have Make sure students questions.
common personal *I.EFL.2.1.1. Learners
*Listen and read use singulars and
information questions: Reading and Writing discover where people
about the story of the plurals , correctly.
What’s your name? Story: live and talk about
unit Encourage students
etc.) (EFL.2.2.1.) The pizza their own
*Identify and say the to personalize the
Name who is speaking Proyect: fruit and surroundings, as well
letter sound o and chant by changing as ask simple
contrast it with the and outline what the vegetable diary.
the foods to ones questions. (I.2, S.2)
previous units' letter situation is when Student picture
they like and don’t (ref. I.EFL.2.1.1)"
sounds a, e and i listening to short ORAL
like.
*Listen for specific simple texts, especially Listening and COMMUNICATION
Teach the
information when accompanied by Speaking grammatical "CE.EFL.2.6. Listening
*Say and write pictures or other visual Listen and chant for Meaning:
structure by holding
numbers 11-20 aids. EFL.2.2.2 (2EGB) Song: “Tommy is in Understand the main
up two or three ideas in short simple
*Talk about a picture Enjoy controlled the kitchen” flashcards and spoken texts that
they have drawn listening practice in The shopping list make a sentence. include familiar
*Learn specific English. (Example: Their lunch Give further vocabulary and are set
language for talking listen to simple stories, Items in the fridge practice with in everyday contexts.
about science in watch simple short Fruits and vegetables countable and *I.EFL.2.6.1. Learners
English can discover the main
movies, song lyrics, The lunch box game uncountable nouns.
ideas in short simple
*Listen to ideas and etc.) EFL.2.2.6 (2EGB) Check spoken texts without
respond creatively Be introduced to taking comprehension of decoding every word.
*Use language from meaning from spoken PHONICS short dialogues (I.3) (ref. I.EFL.2.6.1)"
the unit to play a texts containing words The letter sound o through pictures. "CE.EFL.2.8
game or sections which may UNIT 4 Give further Production/
Short i (i ip ib id ) practice in writing Pronunciation:
not understood. Be
about a picture by Produce individual
introduced to the idea i….hip ink zip in
asking a student to words and short
that understanding ip….lip tip sip rip phrases clearly enough
spoken texts does not ib id….bib rib kid lid read out one of the
that other people can
Story: The Kid descriptions. usually understand
require decoding every
Review 2 Students look at the them easily.
word. EFL.2.2.7 (2EGB)
Song pictures on the wall *I.EFL.2.8.1. Learners
Game to guess which one discover how to
is being described. pronounce most
familiar vocabulary
items. They discover
how to produce some
simple phrases and
short sentences and
may approximate
English rhythm and
intonation in simple
longer utterances. (I.3)
(ref. I.EFL.2.8.1)"
READING
"CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
*I.EFL.2.11.1.
Learners can discover
simple words, phrases,
and short simple
sentences and begin to
complete the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
""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.)
*I.EFL.2.14.1.
Learners discover how
to use simple online
and print learning
resources. (Example:
flashcards, picture
dictionaries, simple
word lists, etc.) (I.2)
(ref. I.EFL.2.14.1)"
WRITING
CE.EFL.2.19. Convey
some simple ideas,
facts or opinions in a
simple sentence or
short paragraph, using
basic vocabulary and
structures.
* I.EFL.2.19.1.
Learners discover how
to produce short
simple sentences–
with ample support -
on simple topics. (I.3)
(ref. I.EFL.2.19.1)
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.
*I.EFL.2.25.1.
Learners discover how
to utilize simple
creative thinking skills
to show a respect for
sharing and accepting
different ideas during
class. (J.3, S.4)
(ref. I.EFL.2.25.1)
UNIT 5: At the end of the unit, Identify familiar names, Vocabulary Make them practice COMMUNICATION
FREE TIME learners will be able words, and short Days of the week Grammar by AND CULTURAL
to: phrases about basic Grammar repeating what AWARENESS
"*Present the days of CE.EFL.2.2. Catalog
everyday topics heard I (watch TV) on activites you do on
everyday objects and
the week in spoken texts (Sundays). what days. places in different
* Talk about what objects. (EFL2.2.3.) Do you (play football) *Play the question game cultures and recognize
they do in their free Identify some items of (watch tv ) at the and talk about your ways to act responsibly
time during the week specific information weekend? weekend with other towards one’s
* Join in with the song within simple Yes, I do. / No, I don’t. classmates. environment and
of the unit conversations or from *Read and say the surroundings.
*Ask and answer poem. Then write your *I.EFL.2.2.1. Learners
short and simple Reading and Writing discover how to
about free-time own.
familiar contexts, Story: classify everyday
activities using the *Make a poster using
especially if visual We’re lost! objects and familiar
simple present the days of the week
support is provided. Poem: My perfect places. Learners
*Listen, read and act and cut out pictures
(EFL.2.2.4.) week discover ways to take
out the story of the that describe healthy care of the
unit Record key items of Read about healthy activities. Ask and environment and one’s
*Interpret the deeper specific information life answer questions about surroundings. (J.3, S.1)
meaning of the story from a basic heard Creation of their own your classmate's (ref. I.EFL.2.2.1)
*Identify and say the message or poem posters"
letter sound u and description, either by
contrast it with drawing a picture,
previous units' letter pointing, coloring, Listening and ORAL
COMMUNICATION
sounds a, e, i, and o matching or marking Speaking
*Listen for specific an item. (EFL.2.2.5.) Days of the Week’s "CE.EFL.2.6. Listening
information Discover and chant for Meaning:
*Write a poem from a reproduce simple Days of the week’s Understand the main
model individual English song. ideas in short simple
*Learn specific language sounds, The girl found a cat: spoken texts that
language for talking especially those scenes include familiar
about social studies in vocabulary and are set
phonemes which do
English in everyday contexts.
not exist in the Activities on the week. * I.EFL.2.6.1. Learners
*Listen and do actions student’s own L1, both Proyect: I’m healthy can discover the main
to demonstrate
meaning in isolation and within Our’s week poster ideas in short simple
* Use language from key simple vocabulary spoken texts without
the unit to make and items. EFL.2.2.8 decoding every word.
talk about a poster" (I.3) (ref. I.EFL.2.6.1)"
(2EGB) PHONICS
The letter sound u "CE.EFL.2.8
UNIT 5 Production/
Short i (in ig it ix ) Pronunciation:
in….pin fin bin win Produce individual
ig….fig wig big dig words and short
it ix….pit hit six mix phrases clearly enough
Story: Help that other people can
usually understand
them easily.
*I.EFL.2.8.1. Learners
discover how to
pronounce most
familiar vocabulary
items. They discover
how to produce some
simple phrases and
short sentences and
may approximate
English rhythm and
intonation in simple
longer utterances. (I.3)
(ref. I.EFL.2.8.1)"
READING
"CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
*I.EFL.2.11.1. Learners
can discover simple
words, phrases, and
short simple sentences
and begin to complete
the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
"
"CE.EFL.2.12.
Understand the gist
and details in short
simple written texts
(online or print).
*I.EFL.2.12.1 Learners
discover how to
understand a short
simple text on an
everyday topic and
begin to complete a
short simple task and
begin to show that
they have understood
most or some of it.
(I.4) (ref. I.EFL.2.12.1)"
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.)
* I.EFL.2.20.1.
Learners can write
basic information in a
simple questionnaire,
and discover how to
type or write some
simple digital text-
types. (I.3)
(ref. I.EFL.2.20.1)
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.
*I.EFL.2.24.1.
Learners discover how
to communicate
simple thoughts,
feelings, and/or
personal experiences
and discover how to
create short original
texts through simple
resources. (I.2, I.3, I.4)
(ref. I.EFL.2.24.1)
UNIT 6: * Name parts of a EFL 2.2.9 Spell out key Vocabulary *Playing the game ‘I COMMUNICATION
THE OLD HOUSE home vocabulary items using The home spy’. AND CULTURAL
*Talk about things in the English alphabet. Grammar *Using the flashcards to AWARENESS
different parts of a present each object, CE.EFL.2.5. Model
(Example: names, There’s a (monster). turn-taking and ways
home colors, animals, There are (four cats). pointing to the part of
to express to others
* Join in with the song possessions, etc Is there a (plane)? your face at the same when something is not
of the unit Clap, move, chant, or Are there any (rats)? time. understood to improve
* Ask and answer sing along with short How many (cars) are *Using simple pictures comprehension and/or
about pictures using simple authentic there? on the board and your intelligibility in
Is there…? Are English language own mime to present conversations.
there…? the feelings. * I.EFL.2.5.1. Learners
rhymes, chants or Reading and Writing discover how to apply
*Listen, read and act *Playing the mime
songs, discovering Story: turn-taking and simple
out the story of the game.
English rhythm and At the house ways to express to
unit *Showing videos about
intonation once Composition:Their others when
*Practice saying the birthdays.
introduced to the text. own house something is not
letter sound h *Creating a big birthday understood. (J.3, S.1,
*Read and listen for EFL.2.2.10 (2EGB) invitation with the S.4) (ref. I.EFL.2.5.1)
specific information students. ORAL
*Ask and answer Listening and *Acting out a birthday COMMUNICATION
simple questions Speaking party. "CE.EFL.2.6. Listening
about pictures Chant:My Old house *Asking questions for Meaning:
Song:my little house about the reading to Understand the main
Imaginary monster check understanding. ideas in short simple
Description game spoken texts that
Questions: is there , include familiar
are there , how many vocabulary and are set
Project: Make a in everyday contexts.
* I.EFL.2.6.1. Learners
habitat can discover the main
ideas in short simple
PHONICS spoken texts without
The letter sound h decoding every word.
UNIT 6 (I.3) (ref. I.EFL.2.6.1)"
Short o (o ot op ) "CE.EFL.2.8
o….fox log ox rod Production/
Pronunciation:
ot….pot hot cot dot
Produce individual
op….top mop hop words and short
pop phrases clearly enough
Story: The Fox that other people can
Review 3 usually understand
Song them easiy.
Game * I.EFL.2.8.1. Learners
discover how to
pronounce most
familiar vocabulary
items. They discover
how to produce some
simple phrases and
short sentences and
may approximate
English rhythm and
intonation in simple
longer utterances. (I.3)
(ref. I.EFL.2.8.1)
READING
"CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
*I.EFL.2.11.1.
Learners can discover
simple words, phrases,
and short simple
sentences and begin to
complete the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
""CE.EFL.2.12.
Understand the gist
and details in short
simple written texts
(online or print).
*I.EFL.2.12.1.
Learners discover how
to understand a short
simple text on an
everyday topic and
begin to complete a
short simple task and
begin to show that
they have understood
most or some of it.
(I.4) (ref. I.EFL.2.12.1)"
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.)
*I.EFL.2.20.1.
Learners can write
basic information in a
simple questionnaire,
and discover how to
type or write some
simple digital text-
types. (I.3)
(ref. I.EFL.2.20.1)
LANGUAGE
THROUGH THE ARTS
CE.EFL.2.25.
Implement a range of
creative thinking skills
to show a respect for
sharing and accepting
di fferent ideas in
brainstorms and pair
work.
*I.EFL.2.25.1.
Learners discover how
to utilize simple
creative thinking skills
to show a respect for
sharing and accepting
different ideas during
class. (J.3, S.4)
(ref. I.EFL.2.25.1)
At the end of the unit, Discover and Vocabulary COMMUNICATION
UNIT 7: learners will be able reproduce simple, Clothes *Practice Grammar by AND CULTURAL
to: mainly isolated Grammar repeating the structure AWARENESS
GET DRESSED! CE.EFL.2.4. Develop
*Present and practice utterances using very Do you like this (hat) / Do you like...?.
skills of collaboration
vocabulary for short simple phrases these (shoes)? *Listen and sing the
by working together
clothing and sometimes simple (Olivia)’s wearing (a song. Then look at the on projects and
*Ask and answer individual words, red sweater). picture and say the sharing materials
about preferences possibly with slow Is he/she wearing (a color of the clothes. while expressing
using like and/or mostly hesitant blue T-shirt)? *Listen and write the personal preferences
*Identify clothes delivery. EFL.2.2.11 Yes, he/she is. / No, names in the correct with peers.
using this and these space *I.EFL.2.4.1. Learners
(2EGB) he/she isn’t. can discover how to
*Join in with the song *Play the guessing game
of the unit
Respond to simple with your classmates. select pictures and
questions in quite a Reading and Writing simple words that
*Use the present *Listen and look at the
short time and Story : The cap relate to collaborating
progressive and Photostory about
Description of Tom’s and sharing and
describe what people initiate basic saying sorry. Then look express simple
are wearing clothes at the picture and
interaction personal preferences.
*Listen to and read Proyect: Make a choose the correct
spontaneously. (J.2, J.3, S.4) (ref.
about the story of the poster with Materials sentence. Finally, find I.EFL.2.4.1)
EFL.2.2.12.
unit the character who says
Identify, Understand
*Read and say ""Stop!"" ORAL
and use basic Listening and COMMUNICATION
consonant clusters *Look and read and
greetings, leave-taking Speaking "CE.EFL.2.6. Listening
starting with the write yes or no.
expressions, and other for Meaning:
letter sound s Chant: Clothes *Choose from activity 1
simple everyday Understand the main
*Read and listen for Song: Cool clothes and then write a ideas in short simple
specific information phrases to facilitate Scene: Where is the description of what the
interpersonal spoken texts that
*Write a poem from a fly? character is wearing.
model interaction. EFL 2.2.13 Guessing *Play a mime game with
game: include familiar
*Write a description Answer basic personal Partner’s Clothes your partner. vocabulary and are set
*Interact, to play a information questions, Mime game *CLIL-Science: Listen, in everyday contexts.
game read and draw lines to *I.EFL.2.6.1. Learners
as well as simple The dressing game can discover the main
*Learn specific questions about other answer which material
ideas in short simple
language for talking people, animals, and comes from what spoken texts without
about science in possessions. EFL 2.2.14 PHONICS source. Then say the decoding every word.
English Ask for slower or The letter sounds sp material for the clothes. (I.3) (ref. I.EFL.2.6.1)"
*Listen and do clearer repetition and st *Make a poster with
instructions to where required. EFL UNIT 7 different materials.
demonstrate meaning Short u (u ug ud *Listen to the teacher "CE.EFL.2.9.
2.2.16
up ) and act out. Then Production- Fluency:
u….sun up jug hug number the pictures to Utterances are
order the story. sometimes produced
ug….bug rug mug slowly but use
ud up…bud mud *Play the dressing game
with your classmates. " appropriate words and
pup cup phrases to express
Story: The Mud basic ideas, initiate
conversation and
respond to questions,
including some chunks
of language and short
sentences.
* I.EFL.2.9.1. Learners
discover how to
express basic ideas
and respond to simple
questions using
appropriate words,
phrases, and short
simple sentences.
Responses may be
slow though pauses do
not make the
interaction
uncomfortable for
participants. (I.3) (ref.
I.EFL.2.9.1)"
READING
"CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
* I.EFL.2.11.1.
Learners can discover
simple words, phrases,
and short simple
sentences and begin to
complete the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
"
"CE.EFL.2.12.
Understand the gist
and details in short
simple written texts
(online or print).
*I.EFL.2.12.1.
Learners discover how
to understand a short
simple text on an
everyday topic and
begin to complete a
short simple task and
begin to show that
they have understood
most or some of it.
(I.4) (ref. I.EFL.2.12.1)"
WRITING
"CE.EFL.2.19. Convey
some simple ideas,
facts or opinions in a
simple sentence or
short paragraph, using
basic vocabulary and
structures.
* I.EFL.2.19.1.
Learners discover how
to produce short
simple sentences–
with ample support -
on simple topics. (I.3)
(ref. I.EFL.2.19.1)
"CE.EFL.2.12.
Understand the gist
and details in short
simple written texts
(online or print).
* I.EFL.2.12.1.
Learners discover how
to understand a short
simple text on an
everyday topic and
begin to complete a
short simple task and
begin to show that
they have understood
most or some of it.
(I.4) (ref. I.EFL.2.12.1)"
LANGUAGE
THROUGH THE ARTS
CE.EFL.2.25.
Implement a range of
creative thinking skills
to show a respect for
sharing and accepting
di erent ideas in
brainstorms and pair
work.
* I.EFL.2.25.1.
Learners discover how
to utilize simple
creative thinking skills
to show a respect for
sharing and accepting
different ideas during
class. (J.3, S.4)
(ref. I.EFL.2.25.1)
COMMUNICATION
AND CULTURAL
AWARENESS
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.
* I.EFL.2.3.1. Learners
discover how to use
simple personal
information and
expressions of
politeness in short
dialogues. (J.2, J.3) (ref.
I.EFL.2.3.1)
ORAL
COMMUNICATION
"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.
* I.EFL.2.6.1. Learners
can discover the main
ideas in short simple
spoken texts without
decoding every word.
(I.3) (ref. I.EFL.2.6.1)"
"CE.E
FL.2.9. Production-
Fluency: Utterances
are sometimes
produced slowly but
use appropriate words
and phrases to express
basic ideas, initiate
conversation and
respond to questions,
including some chunks
of language and short
sentences.
*I.EFL.2.9.1. Learners
discover how to
express basic ideas
and respond to simple
questions using
appropriate words,
phrases, and short
simple sentences.
Responses may be
slow though pauses do
not make the
interaction
uncomfortable for
participants. (I.3) (ref.
I.EFL.2.9.1)"
READING
"CE.EFL.2.11. Identify
and understand
individual every-day
words, phrases, and
sentences, including
instructions.
* I.EFL.2.11.1.
Learners can discover
simple words, phrases,
and short simple
sentences and begin to
complete the simple
accompanying task.
(I.4) (ref. I.EFL.2.11.1)
"
WRITING
CE.EFL.2.18. Writing
in order to perform
controlled practice of
vocabulary and
grammar items
* I.EFL.2.18.1.
Learners discover how
to write short simple
phrases and sentences
to show that they have
some understanding of
simple grammar or
vocabulary items. (I.3,
I.4) (ref. I.EFL.2.18.1)
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.
* I.EFL.2.24.1.
Learners discover how
to communicate
simple thoughts,
feelings, and/or
personal experiences
and discover how to
create short original
texts through simple
resources. (I.2, I.3, I.4)
(ref. I.EFL.2.24.1)
UNIT 8: At the end of the unit, Answer to what Vocabulary *Listen and look, then COMMUNICATION
THE ROBOT learners will be able others say using The body say the words referring AND CULTURAL
to: verbal/non-verbal back Grammar to body parts. AWARENESS
*Name parts of the *Listen and repeat the CE.EFL.2.4. Develop
or by asking further I can/can’t stand on skills of collaboration
body simple questions. EFL one leg. chant about making a
by working together
*Talk about ability 2.2.17 He/She can/can’t robot. on projects and
using can/can't Demonstrate some (skip). *Look and listen. Then sharing materials
*Join in with the song basic reading Can you (swim)? say what Misty can do. while expressing per-
of the unit comprehension skills *Practice Grammar by
Yes, I can. / No, I can’t. sonal preferences with
*Ask and answer by mostly identifying repeating the structure peers.
about ability using the meaning of simple can/can't. *I.EFL.2.4.1. Learners
Reading and Writing can discover how to
can individual words, *Make sentences about
Story: The cap select pictures and
*Listen to and read phrases, and what your classmates
Proyect : Create a simple words that
the picture story of sentences including can do.
skeleton relate to collaborating
the unit basic written *Listen and sing the
Composition: a funny song. Then look at the and sharing and
*Practice saying the instructions.. express simple
letter sound g at the animal picture and say what
EFL.2.3.1 personal preferences.
beginning, in the Composition : my the animals can do.
Read a short simple (J.2, J.3, S.4) (ref.
middle and at the end drawing *Look and say then I.EFL.2.4.1)
text (on line or print) Listening and
of words mark each action with ORAL
and demonstrate Speaking COMMUNICATION
*Listen and read for the character
understanding of a few Chant: Parts of the *Play the action game CE.EFL.2.9.
specific information
basic details of the body Production - Fluency:
*Exchange with your classmates.
information in a content. EFL 2.3.2 Song :animals’ actions *Listen and look at the Utterances are
Understand a few sometimes produced
speaking activity details of the content Chart: Sophie and Photostory about slowly but use
*Write a description of a short simple text Tom’s actions teamwork. Then look at appropriate words and
from a model (usually print). Action game the picture and phrases to express
*Learn specific describe what the robot basic ideas, initiate
EFL.2.3.3 (2EGB) Mime game conversations and
language for talking Understand the Poster: Our body says. Finally, find the
respond to questions,
about science in content in simple short character who says including some chunks
English written print text. EFL PHONICS "Give me the right leg" of language and short
*Listen to ideas and 2.3.4 The letter sound g *Listen and check the sentences.
respond creatively Discover the use of UNIT 8 correct box for the *I.EFL.2.9.1. Learners
*Use language from simple learning Short u (ut ub um actions described. discover how to
the unit to make and *Ask your friends what express basic ideas
resources. (Example: un )
talk about a poster they can do from the and respond to simple
a small set of ut….nut hut cut questions using
flashcards or a simple ub um….cub tub provided list.
*Look and read. Then appropriate words,
word list.) EFL.2.3.5 gum hum phrases, and short
(2EGB) un…bun run fun match the texts with the
simple sentences.
Understand the Story: appropiate picture. Responses may be
content of a simple Review 4 *Draw a funny animal slow though pauses do
Song and then write about it. not make the
graphic organizer.
Game *CLIL-Science: Listen, interaction
(EFL.2.3.6.)
read and write the uncomfortable for
words about the participants. (I.3) (ref.
different skeletons. I.EFL.2.9.1)
Match them with the READING
"CE.EFL.2.11. Identify
right animals. Then
and understand
find the bones in your individual every-day
own body. Finally, make words, phrases, and
your own skeleton from sentences, including
the cut outs and share it instructions.
with your classmates. * I.EFL.2.11.1.
*Listen and imagine to Learners can discover
draw your own picture. simple words, phrases,
Then write about it and and short simple
share it with your sentences and begin to
complete the simple
classmates.
accompanying task.
*Make a poster about (I.4) (ref. I.EFL.2.11.1)
the Body. Find body "
parts and cut them out. "CE.EFL.2.12.
Then play a memory Understand the gist
game with the images and details in short
on the posters. simple written texts
*Play the dressing game (online or print).
with your classmates. *I.EFL.2.12.1.
Learners discover how
to understand a short
simple text on an
everyday topic and
begin to complete a
short simple task and
begin to show that
they have understood
most or some of it.
(I.4) (ref. I.EFL.2.12.1)"
"CE.E
FL.2.19. Convey some
simple ideas, facts or
opinions in a simple
sentence or short
paragraph, using basic
vocabulary and
structures.
*I.EFL.2.19.1.
Learners discover how
to produce short
simple sentences–
with ample support -
on simple topics. (I.3)
(ref. I.EFL.2.19.1)"
WRITING
CE.EFL.2.18. Writing
in order to perform
controlled practice of
vocabulary and
grammar items
*I.EFL.2.18.1.
Learners discover how
to write short simple
phrases and sentences
to show that they have
some understanding of
simple grammar or
vocabulary items. (I.3,
I.4) (ref. I.EFL.2.18.1)
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.
*I.EFL.2.25.1.
Learners discover how
to utilize simple
creative thinking skills
to show a respect for
sharing and accepting
different ideas during
class. (J.3, S.4)
(ref. I.EFL.2.25.1)
UNIT 9: At the end of the unit, Read and understand Vocabulary *Listen and look, then COMMUNICATION
AT THE BEACH learners will be able the message in a short Holidays say the words referring AND CULTURAL
to: simple text. EFL.2.3.7. Grammar activities to do while on AWARENESS
*Identify and name vacation. CE.EFL.2.4. Develop
Show understanding of Let’s (play the guitar). skills of collaboration
vacation and leisure few basic details in Where’s the (blue *Listen and number the
by working together
activities. short texts. EFL 2.3.8 book)? pictures, then write the on projects and
*Make requests using Understand the Where are the (orange words in the correct sharing materials
Can. meaning of specific books)? picture box. while expressing per-
*Ask and answer words and phrases, *Practice Grammar by sonal preferences with
questions. with the aid of visual Reading and Writing repeating the structure peers.
*Read and say the let's. *I.EFL.2.4.1. Learners
support. EFL 2.3.9 Story: can discover how to
letter sounds s/z and *Look and act out the
Read simple text-types The top of the hill select pictures and
identify some words actions.
used to present cross- Reading : Come to simple words that
where the letter s is *Listen and sing the
curricular information Australia, Canada and relate to collaborating
pronounced /z/. song. Then listen again
(Example: instructions) Uk and sharing and
*Answer questions and number the express simple
about a picture. EFL 2.3.10 Composition: My pictures. personal preferences.
*Talk about literature Discover how to spell Country *Listen and read, then (J.2, J.3, S.4) (ref.
in English. simple English words mark the correct I.EFL.2.4.1)
correctly. (Example: Listening and pictures. ORAL
sea, mean, bee, etc.) Speaking *Play the question game COMMUNICATION
EFL.2.4.1 Chant: My holidays with your classmates. "CE.EFL.2.6. Listening
Make a basic learning Song: holiday *Listen and look at the for Meaning:
Understand the main
resource, in order to Question game Photo story about
ideas in shot simple
practice new words. Describe the picture modesty. Then read spoken texts that
(Example: a picture Holiday weather and write the names of include familiar
dictionary, a word list, ) the different characters. vocabulary and are set
Finally, find the
EFL.2.4.2. Phonics character who says in everyday contexts.
Write simple words, The letter sounds ee "Just wait and see." *I.EFL.2.6.1. Learners
phrases and sentences. and ea *Read and write the can discover the main
country from the ideas in short simple
EFL.2.4.3. spoken texts without
Write simple words, description, under the
decoding every word.
phrases and sentences. correct image. (I.3) (ref.I.EFL.2.6.1)"
EFL.2.4.3. *Write about your own READING
Explore how to write country. "CE.EFL.2.11. Identify
some simple words, *Listen to your teacher and understand
phrases, and and stick on the picture. individual every-day
*CLIL-Geography: Look words, phrases, and
sentences. EFL.2.4.4. sentences, including
and talk about the
(2EGB) instructions.
weather. Then read the
Discover how to write *I.EFL.2.11.1.
sentences and write the
simple sentences to Learners can discover
countries on the map.
communicate basic simple words, phrases,
*Read the descriptions and short simple
ideas. EFL.2.4.5 (2EGB) about a vacation and sentences and begin to
Discover how to write a match them with the complete the simple
very short simple correct image. Finally, accompanying task.
paragraph with the write a weather diary in (I.4) (ref.I.EFL.2.11.1) "
support of a model a large construction "CE.E
text. EFL.2.4.6 (2EGB) paper. FL.2.14. Demonstrate
Write a very short *Listen and act out with familiarity with study
resources (both print
simple paragraph to the teacher. Then
and digital). (Example:
describe yourself or number the pictures. a picture dictionary,
other people, animals, *Read ad number the some flashcards of
places and things, with sentences to order the known words, or a
limited support. story. Then listen and word list.)
(Example: by using key act it out with a *I.EFL.2.14.1.
words) EFL.2.4.7. classmate Learners discover how
*Take a quiz to review to use simple online
Answer a
unit material. and print learning
questionnaire by resources. (Example:
providing personal flashcards, picture
details. EFL.2.4.8. dictionaries, simple
Write a very short word lists, etc.) (I.2)
simple text types, (ref.I.EFL.2.14.1)"
commonly used in "CE.EFL.2.19.
Convey some simple
print. (Example: write ideas, facts or opinions
a greeting ) EFL.2.4.9. in a simple sentence or
Identify key short paragraph, using
information such as basic vocabulary and
characters, and objects structures.
in stories and other *I.EFL.2.19.1.
Learners discover how
age-appropriate to produce short
literary texts with simple sentences–
visual support. with ample support -
(EFL.2.5.1.) on simple topics. (I.3)
Express emotions and (ref.I.EFL.2.19.1)"
feelings using a few WRITING
CE.EFL.2.19. Convey
basic adjectives.
some simple ideas,
EFL.2.5.2. facts or opinions in a
Use audio, video, and simple sentence or
pictures to respond to short paragraph, using
literary texts. EFL.2.5.3. basic vocabulary and
Express ideas by structures.
responding in a fun and *I.EFL.2.19.1.
Learners discover how
playful manner to oral
to produce short
and written texts simple sentences–
through TPR, with ample support -
playground games, on simple topics. (I.3)
songs and chants. (ref. I.EFL.2.19.1)
EFL.2.5.6. LANGUAGE THROUGH
Listen to and follow THE ARTS
CE.EFL.2.23. Display
short simple oral and an a nity for a variety
written literary texts in of literary texts by
class in order to responding within a
stimulate imagination range of physical,
EFL.2.5.4. (2EGB) cognitive, and
Create graphic attitudinal manners,
and vary elements of a
expressions guided by
literary text to create a
the teacher, in class by new text.
varying scenes and *I.EFL.2.23.1.
characters. EFL.2.5.7. Learners discover an
(2EGB) interest for simple
Discover how to apply literary texts by
resources to responding within
simple physical,
communicate simple
cognitive, and
thoughts in a whole attitudinal manners.
class. EFL.2.5.5. (2EGB) (I.1, I.4)
Produce a very short, (ref. I.EFL.2.23.1)
creative simple texts
using ICT and/or other
resources at school in
order to recreate
familiar scenes.
EFL.2.5.8 (2EGB)
Discover how to use
creative thinking skills
to learn how to share
and respect all ideas
through simple
activities. EFL.2.5.9.
(2EGB)
6. BIBLIOGRAPHY/WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS
Puchta Herbert, et.al, 2016, Think Starter, Cambridge University Press, 1st Edition.
www.educacion.gob.ec
www.cambridge.com
www.oxford.com
MICROCURRICULAR PLAN
1. INFORMATION DATA:
FOREIGN Aqui el
TEACHER (S) AREA: GRADE/COURSE: CLASS:
LANGUAGE paralelo
Unit Number 1 Unit Title: Aqui el nombre Unit Specific Los objetivos
de la unidad Objectives: especificos de
esa unidad
Aqui el número de
PERIODS: periodos para esta STARTING WEEK: Fecha en que incia la unidad
unidad
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA
AQUI PONGA LOS CRITERIOS DE EVALUACION
3. ADAPTED CURRICULUM
SPECIFICATION SPECIFICATION OF THE ADAPTED MATERIALTO BE APPLIED
OF EDUCATIONAL
NEEDS
SKILLS AND LEARNING ACTIVITIES RESOURCES EVALUATION
PERFORMANCE
CRITERIA
ASSESSMENT TECHNIQUES
INDICATOR OF AND
THE UNIT INSTRUMENTS
OF
EVALUATION
TEACHER:
COORDINADOR: VICEPRINCIPAL:
SIGNATURE:
SIGNATURE: SIGNATURE:
y si no puedes
intenta la búsqueda automática
1.- Presiona SET y luego POWER sin soltar SET y luego suelta ambas.
4.- Repite el punto 3 hasta que el televisor realice cambios, (se apague o encienda, cambie de canal) puede que el
proceso lo tengas que realizar un montón de veces, luego pulsa la tecla ENTER.
PARA ENCOTRAR CODIGOS AUTOMATICAMENTE PRESIONA SET HASTA QUE PARPADEE LA LUZ APARECERA VOLUMEN
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