ANNUAL CURRICULUM PLAN

INSTITUTIONAL LOGO NAME OF THE INSTITUTION ACADEMIC YEAR

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:
Area: Teachers: Grade/Course: Subject: Education:

3EGB English

2. TIME
Weekly course No. of working Learning evaluation and unexpected issues Total class weeks Total
load hours periods

3. GENERAL OBJECTIVES
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 f rom 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 perspectiv e of their own L1 and of language use for
communication and learning.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further
(language) learning and practice opportunities. Respect themselves and others within the communication process,
Objectives of the Area cultivating habits of honesty and integrity into responsible academic behavior.
OG.EFL 5 Directly access the main points and important details of up-todate 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 (CEF R B1 level).

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 2.5Use in-class library resources and explore the use of ICT to enrich competencies in the four skills.
Objectives of the level / course 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 2.8Demonstrate 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.
UNIT 1: Being supportive UNIT 1; Science- To look after our planet
UNIT 2: The consequences of our actions UNIT 2: Physical education -Learn about
UNIT 3: Asking for and offering help being safe when doing exercise
UNIT 4: Managing one`s own emotions UNIT 3: Social Studies- Learn about people
UNIT 5: Helping others who help us at home, in school and in the
UNIT 6: Thinking positively community
UNIT 7: Perseverance UNIT 4:Science- Learn about machines at
UNIT 8: Being optimistic home and how they work
4. TRANSVERSAL AXES : UNIT 9: Pride in your work CLIL COMPONENTS: UNIT 5: Science- Learn about animals and
their food
UNIT 6: Science- Learn about instruments
to measure the weather
UNIT 7: Science- Learn about how we use
plants in food
UNIT 8: Social Studies- Learn about how to
be safe in town
UNIT 9: Social Studies- Learn about natural
5.    DEVELOPMENT OF PLANNIN G UNITS* and manmade wonders of the world.
Unit No.: Intro Name of Unit: MEET THE FAMILY
*To introduce themselves
*To talk about families and relationships
*To ask and answer the question "How are you?"
Unit Specific Objectives *To give peresonal information

Evaluation Content/Skills

Curricular Thread 1: Communication and cultural awareness

EFL.2.1.1. Exchange basic introductions and limited
CE.EFL.2.3. Make use of basic personal personal information in class using simple present tense
Learners can use basic personal information and in order to get to know their peers. (Example: where one
information and expressions of politeness in expressions of politeness in short dialogues or
order to introduce oneself and participate in a lives or goes to school, etc.)
short conversation. conversations. (J.2, J.3) Answer the questions; What`s your name? How old are
you? Where do you live?

Curricular Thread 2: Oral communication

EFL.2.2.1. Understand basic meanings expressed in short
dialogues on familiar topics, as well as basic spoken
CE.EFL.2.6. Listening for Meaning: Learners can reproduce the main ideas in short instructions and basic questions about self, people,
Understand the main ideas in short simple simple spoken texts and begin to infer who is speaking animals, or things. (Example: greetings, short phrases,
spoken texts that include familiar vocabu- lary and what the situation is, without decoding every basic range of classroom instructions, common personal
and are set in everyday contexts. word. (I.3) (ref. I.EFL.2.6.1) information questions: What’s
After listening to the chant theyour name?
students walketc.) (3EGB)
around the
class and introduce themselves
EFL.2.2.10 Clap, move, chant, or sing along with short
Learners can pronounce most familiar vocabulary basic authentic English language rhymes or songs,
CE.EFL.2.8. Production - Pronunciation: reproducing English rhythm and intonation once familiar
Produce individual words and short phrases items and begin to be better understood. They can with the text. (3EGB)
clearly enough that other people can usually also reproduce some basic phrases and short
sentences and may approximate English rhythm and
understand them easily. intonation in longer utterances. (I.3) (ref. I.EFL.2.8.1) After listening to "The friendly farm" students repeat
what the characters are doing by racing to touch the
correct flashcard
Curricular Thread 3: Reading
(EFL)
content
(EFL)
content
CAUTION! (EFL)
Create activities that fullfill this curricular (I's) content
thread and select the criteria accordingly
(EFL)
content
(EFL)
content
Curricular Thread 4: Writing
(EFL)
content
(EFL)
content
CAUTION! (EFL)
Create activities that fullfill this curricular (I's) content
thread and select the criteria accordingly
(EFL)
content
(EFL)
content
Curricular Thread 5: Language through the Arts
(EFL)

content
*Listening and repeating the chant about what is Jim and Jenny`s muy doing?
*Answering the questions What is your name? How are you? How old are you? Where
do you live?
* Identif ying the characters Jim, Jenny, Mum, Dad, Grandpa

METHODOLOGICAL ORIENTATIONS Time in

(SKILLS AND STRATEGIES) Weeks

Unit No.: 1 Name of Unit: A DAY ON THE FARM

*To talk about the countryside
*To use the present continuous to talk about activities and actions happening now
*To talk about daily routines
Unit Specific Objectives *To use the present simple and times (o´clock) to ask and answer about routines
To read a poem and think about being supportive

Evaluation Content/Skills
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.7. Collaborate in a friendly manner by sharing
CE.EFL.2.4. Develop skills of collaboration by Learners can select pictures and/or short phrases that classroom materials and personal objects while
working together on projects and sharing
materials while expressing personal relate to collaborating and sharing and express participating in games and activities in class and on the
personal preferences. (J.2, J .3, S.4) playground.
preferences with peers. Read the story "The race" and understand the importance
Curricular Thread 2: Oral communication of being supportive
EFL.2.2.6. Enjoy extensive listening in English. (Example:
CE.EFL.2.6. Listening for Meaning: listen to stories, watch short movies, experience song
Learners can discover the main ideas in short simple lyrics or poetry, etc.)
Understand the main ideas in short simple
spoken texts that include familiar vocabu lary spoken texts, without decoding every word. (I.3) ref
and are set in everyday contexts. (I.EFL. 2.3.1)
Listen to the chant and point the objects
EFL.2.2.10 Clap, move, chant, or sing along with short
basic authentic English language rhymes or songs,
reproducing English rhythm and intonation once familiar
with the text. (3EGB)
Learners can pronounce most familiar vo- cabulary
CE.EFL.2.8. Production - Pronunciation: Listen to "The friendly farm" and imitate what are the
Produce individual words and short phrases items accurately, and can therefore usually be easily characters doing
understood. They can also produce some phrases and
clearly enough that other people can usually short sentences clearly, and may approximate English EFL.2.2.8. Imitate individual English language sounds,
understand them easily. rhythm and intonation in longer utterances. (I.3) especially those phonemes which do not exist in the
student’s own L1, both in isolation and within key
vocabulary items. (Example: /􀆾/ /ð/ /􀝞/ /i:/ and in words
like singing, these, up, sea, etc.)
Talk about your daily routines and answer the questions
Curricular Thread 3: Reading
EFL.2.3.4. Understand the content in simple short written
CE.EFL.2.13. Understand the content in a environmental print text types, using artwork, symbols,
variety of well-known text types, both print Learners can understand a short simple environmental and layout for support. (Example: price tags, signs, notices
and online, using the layout and artwork for print text type and successfully complete a simple (No eating, etc.), candy wrappers, etc.).
support; recognize typical signs and symbols task. (Example: a sign, notice, menu, etc.) (I.3) Read the paragraph about our planet and answer the
found in the text types. questions
Curricular Thread 4: Writing
EFL.2.4.3. Reproduce simple words, phrases and
CE.EFL.2.18. Writing in order to perform . Learners can write short simple phrases and sentences with correct
Paste the stickers on theuse of standard writing
characters/Draw mechanics.
a scene on the
controlled practice of vocabulary and sentences to show that they know how to use simple countryside
grammar items grammar or vocabulary items. (I.3, I.4) EFL.2.4.4. Write simple words, phrases, and sentences for
controlled
Complete thepractice of language
sentences items.
with what the members of the
family are doing
Curricular Thread 5: Language through the Arts
EFL.2.5.8. Produce short, creative texts using ICT and/or
other resources at home or at school in order to recreate
CE.EFL.2.24. Communicate ideas and Learners can communicate thoughts, feelings, and/or
experiences and create short original texts personal experiences and create short original texts familiar scenes and themes.
through a range of resources and other through a range of resources and other media,
media, including ICT. including ICT. (I.2, I.3, I.4) Create a daily routine chart and share it with the class

*Repeating things you can do in the countryside?

* Drawing what can you do in the countryside
*Describing different places (forest, sea, countryside, mountains)
*Decoding a secret word using numbers and letters
*Answering the questions about what Grandpa is doing
*Identifying countryside flashcards
*Completing the sentences about what are the characters doing using the Present
Continuous tense
*Listening and repeating the song naming the objects of daily routines
METHODOLOGICAL ORIENTATIONS *Reading cards and phrases with daily routines Time in
(SKILLS AND STRATEGIES) *Asking and answering questions about daily routines Weeks
*Watching a video and reading a paragraph about lokking after our planet and answering
the questions
*Reading the story "the race" and talking about the importance of being supportive
*Preparing a daily routine chart and showing it to the class

Unit No.: 2 Name of Unit: MY WEEK

*To talk about the days of the week and free time activities
*To ask and answer questions using "How often….? And adverbs of frequency
*To use modals of obligation must/musn´t
Unit Specific Objectives *To learn about being safe when doing exercise and sports
*To rean a personal narrative and think about the consequences of their actions

Evaluation Content/Skills
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.6. Understand and use common expressions of
CE.EFL.2.3. Make use of basic personal Learners can use basic personal information and politeness in class while working in pairs or groups on
information and expressions of politeness in projects. (Example: Please, sorry, thank you, etc.)
order to introduce oneself and participate in a expressions of politeness in short dialogues or
short conversation. conversations. (J.2, J.3)I.EFL.2.3.1
Read the story "A bad, bad Monday morning" and
Curricular Thread 2: Oral communication understand how their actions have consequences
EFL.2.2.10 Clap, move, chant, or sing along with short
CE.EFL.2.8. Production - Pronunciation: Learners can pronounce most familiar vocabulary basic authentic English language rhymes or songs,
items and begin to be better understood. They can reproducing English rhythm and intonation once familiar
Produce individual words and short phrases also reproduce some basic phrases and short
clearly enough that other people can usually sentences and may approximate English rhythm and with the text. (3EGB)
understand them easily.
intonation in longer utterances. (I.3) (ref. I.EFL.2.8.1)
Repeat the chant and answer yes or no
EFL.2.2.4. Identify most items of specific information
CE.EFL.2.7. Listening for Information: Follow Learners can understand short and simple spoken within simple messages or from short and simple
short and simple spoken texts that include texts well enough to be able to pick out key items of descriptions about most
familiar vocabulary and are set in everyday information and record them in basic writing or familiar contexts, especially if visual support is provided.
contexts. Identify key items of information drawings, or physically act upon them. (I.3) (ref. (3EGB)
within the text, and record or act upon them. I.EFL.2.7.1) Listen and see the flashcards and say the number
Curricular Thread 3: Reading
EFL.2.3.1. Demonstrate basic reading comprehension
CE.EFL.2.11. Identify and understand Learners can understand familiar words, phrases, and skills by identifying the meaning of individual words,
individual every-day words, phrases, and short simple sentences and can successfully com- phrases, and sentences, including simple written
sentences, including instructions. plete the simple accompanying task. (I.4) instructions.
Read the paragraph about taking care of our bodies and
Curricular Thread 4: Writing answer the questions
or questionnaire by providing personal EFL.2.4.9. Reproduce some short simple text types,
details. Write a variety of simple written text Learners can write information in a simple survey form commonly used in print, with appropriate language and
types, used in print or online, with or questionnaire, and can type or write some simple Complete the sentences using adverbs of frequency
appropriate layout and language. (Examples: digital text-types, such as a URL and an email ad- EFL.2.4.8. Reproduce a basic questionnaire by providing
message on a greeting card, name and dress. (I.3) personal details.
Complete (3EGB) with devices you must wear for
the sentences
address on an envelope, an email address, safety
Curricular Thread 5: Language through the Arts
EFL.2.5.7. Create picture books and/or other graphic
E.EFL.2.23. Display an affinity for a variety of Learners can demonstrate an affinity for a variety of expressions in pairs in class by varying scenes, characters,
literary texts by responding within a range of or other elements of literary texts.
physical, cognitive, and attitudinal manners, literary texts by responding within a range of physical,
and vary elements of a literary text to create ofcognitive, and attitudinal manners and adapt elements
a literary text to create a new text. (I.1, I.4) Present a timetable chart to the class about the activities
a new text. you do every week
*Watching a video and drawing of what you like to do in your free time
*Repeating the chant and pointing Jim`s favourite school days
*Listening to the song of "The friendly farm" and saying what each animal is doing
*Practicing the days of the week using flashcards
* Listening to the audio and leaning how to use adverbs of frequency by completing the
sentences
*Miming the actions you heard in the song
*Reading the paragraph and completing about sport`s safety
* Talking to your partners about devices you wear to be safe at sports
METHODOLOGICAL ORIENTATIONS *Reading the story "A bad, bad Monday" and talking about the consequences of our Time in
(SKILLS AND STRATEGIES) actions Weeks
*Writing and spelling out new vocabulary words (leaves, an email, toothpaste, a lake,
breakfast, a tractor, skates)
*Preparing a timetable about your favorite activities and presenting it to your partners

Unit No.: 3 Name of Unit: PARTY TIME

*To talk about jobs and parties
*To use the present simple and present continous tenses
Unit Specific Objectives *To describe people (physically)
*To learn about people who help them at home, at school, in the community
*To ask and answer questions with "Why and Because"
*To read a story about a costume party and thingk about it asking for and offering help
Evaluation Content/Skills
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.10. Recognize when to speak and when to listen
CE.EFL.2.5. Model turn-taking and ways to while working in pairs or small groups in class by following
express to others when something is not Learners can apply turn-taking and ways to express to classroom instructions and simple commands.
others when something is not understood in short
understood to improve comprehension conversations. (J.3, S.1, S.4)I.EFL.2.5.1
and/or intelligibility in conversations
To read the story "The costume party" and understand
Curricular Thread 2: Oral communication the importance of asking for help as well as giving help
Create activities that fullfill this curricular thread and select the criteria accordingly
EFL.2.2.2. Identify who is speaking and what the situation
is when listening to short basic texts, especially when
CE.EFL.2.6. Listening for Meaning: Learners can reproduce the main ideas in short simple accompanied by pictures or other visual aids, or sound
Understand the main ideas in short simple spoken texts and begin to infer who is speaking and effects. (Example: grandpa speaking to his family about
spoken texts that include familiar vocabu- lary what the situation is, without decoding every word. going on vacation.) (3EGB)
and are set in everyday contexts. (I.3) (ref. I.EFL.2.6.1)
After listening to the chant stdents point out what
costumes the
EFL.2.2.12. characters
Respond are wearing
to simple questions in quite a short
time and attempt to initiate basic interaction when there
are opportunities to speak. S peech is produced a little less
slowly and hesitantly. (3EGB)
CE.EFL.2.9. Production - Fluency: Utterances Learners can express basic ideas, begin to initiate
are sometimes produced slowly but use conversations, and respond to simple questions using Look at the pictures and answer the questions with Why
appropriate words and phrases to express appropriate words, phrases, and short basic and because
basic ideas, initiate conversations and sentences. Responses may be slow though pauses do EFL.2.2.11. Produce simple, mainly isolated utterances
respond to questions, including some chunks not make the interaction tedious or uncomfortable for using very short basic phrases and sometimes basic
of language and short sentences. participants. (I.3) (ref. I.EFL.2.9.1) individual words, possibly with slow and/or hesitant
delivery. (3EGB)
After listening to the story "The costume party" the
students make sentences about the pictures and present
Curricular Thread 3: Reading them to the class
EFL.2.3.7. Read and understand the main ideas in a short
Learners can understand the main ideas and some simple text on a cross- curricular topic. (Example: art,
CE.EFL.2.16. Understand the main ideas in
short simple written texts on cross-curricular basic details from a short simple cross-curricular* text music, history, etc.)
subjects, both print and digital. (Example: art, and successfully complete a simple task, as well as
acquire subject-specific lexis. (I.2) I.EFL.2.16.1
science, music, math, history, etc.) Read the sentences and match with the job

Curricular Thread 4: Writing

EFL.2.4.2. Reproduce a simple learning resource, in order
to record and practice new words. (3EGB)
CE.EFL.2.17. Write simple words, phrases, and Learners can reproduce words, phrases, and short
sentences to demonstrate knowledge of simple sentences using the correct conventions
spelling, punctuation, capitaliza- tion and (spelling, punctuation, capitalization, and Answer the questions about jobs after reading the
handwriting / typography, and identify their handwriting), for making simple learning resources. paragraphReproduce simple words, phrases and
EFL.2.4.3.
meanings. (I.3) (ref. I.EFL.2.17.1) sentences with correct use of standard writing mechanics.
(Example: spelling, punctuation, capitalization, and
writing by hand. (3EGB)
Curricular Thread 5: Language through the Arts
EFL.2.5.8. Produce short, creative texts using ICT and/or
other resources at home or at school in order to recreate
CE.EFL.2.24. Communicate ideas and Learners can communicate thoughts, feelings, and/or familiar scenes and themes.
experiences and create short original texts personal experiences and create short original texts
through a range of resources and other through a range of resources and other media,
media, including ICT. including ICT. (I.2, I.3, I.4) Create a scene where you can act different jobs and
present it
*Watching a video and drawing yourself at a costume party
* Describing the clothes the characters are wearing at their costume party
*Listening to the chant and identifying the jobs
*Completing the sentences using the present simple ´s and present continuous tenses
*Listening to the song and describing each character
*Listening to the audio and answering the questions using Why and because
*Watching a video about people who help us and completing the paragraph
*Listening to the story "The costume party" and talking about the importance of asking
for or offering help
METHODOLOGICAL ORIENTATIONS *Acting out a scene of a costume party and presenting it to the class Time in
(SKILLS AND STRATEGIES) *Reviewing units 1-3 contents Weeks

Unit No.: 4 Name of Unit: THE FAMILY AT HOME

*To talk about extended family and homes
*To make comparisons
*To use possessive pronouns
Unit Specific Objectives *To learn about machines at home
*To read a story about a surprise party and think about initiative and amaging their own emotions

Evaluation Content/Skills
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.8. Exchange basic personal preferences with peers
CE.EFL.2.4. Develop skills of collaboration by Learners can select pictures and/or short phrases that in order to express likes and dislikes.
working together on projects and sharing relate to collaborating and sharing and express
materials while expressing personal
preferences with peers. personal preferences. (J.2, J .3, S.4)I.EFL.2.4.1
Read the story "Surprise" and share with your classmates
Curricular Thread 2: Oral communication what makes you sad or angry and what you can do to
Create activities that fullfill this curricular thread and select the criteria accordingly
EFL.2.2.2. Identify who is speaking and what the situation
is when listening to short basic texts, especially when
accompanied by pictures or other visual aids, or sound
effects. (Example: grandpa speaking to his family about
going on vacation.) (3EGB)
CE.EFL.2.6.Listening f or Meaning: Understand Learners can reproduce the main ideas in short simple After listening to the chant the student point the family
the main ideas in short simple spoken texts spoken texts and begin to infer who is speaking and members
that include familiar vocabu- lary and are set what the situation is, without decoding every word.
in everyday contexts. (I.3) (ref. I.EFL.2.6.1) EFL.2.2.6. Enjoy less controlled listening practice in
English. (Example: listen to basic stories, watch short
basic movies, experience song lyrics or poetry, etc.)
(3EGB)
Listen to the audios and describe using adjectives/ After
listening to the audio use possessive pronouns
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. (3EGB)
CE.EFL.2.10. Interaction – Interpersonal:
Participate e ectively in basic interpersonal Watch the video and talk about the machines you use at
interactions in everyday contexts, provided Learners can request repetition or clarification, and
can begin to react appropriately to basic responses home and how they help us
the interlocutor speaks slowly and clearly. received. (I.3) (ref. I.EFL.2.10.1) EFL.2.2.17. React appropriately to what others say using
(Example: requesting, introducing, verbal/non-verbal backchanneling, or by asking further
responding, etc.) simple questions to extend the interaction. (Example:
express interest using facial expression or simple words
with appropriate intonation: Oh!, Yes! Thanks. And you?
After reading the story the students talk about what
etc.)
makes them happy or sad
Curricular Thread 3: Reading
EFL.2.3.4. Identify the content in simple short written
CE.EFL.2.13. Understand the content in a familiar print text types, using artwork, symbols, and
Learners can understand a short simple environmental layout for support. (3EGB)
variety of well-known text types, both print print text type and successfully complete a simple
and online, using the layout and artwork for task. (Example: a sign, notice, menu, etc.)
support; recognize typical signs and symbols Read the story "Surprise" and share with your classmates
found in the text types. (I.3)I.EFL.2.13.1 what makes you sad or angry and what you can do to
improve the situation
Curricular Thread 4: Writing
EFL.2.4.3. Write simple words, phrases, and sentences
CE.EFL.2.18. Writing in order to perform with correct
Learners can write short simple phrases and sentences Complete theuse of standard
sentences usingwriting mechanics.
the correct (Example:
comparatives
controlled practice of vocabulary and to show that they know how to use simple grammar
grammar items or vocabulary items. (I.3, I.4). I.EFL.2.18.1 EFL.2.4.4. Write simple words, phrases, and sentences for
controlled practice
Complete the songofusing
language items. vocabulary
the correct
Curricular Thread 5: Language through the Arts
EFL.2.5.9. Use creative thinking skills to learn how to
share and respect all ideas through brainstorming
CE.EFL.2.25. Implement a range of creative Learners can utilize a range of creative thinking skills activities and pair work in class.
thinking skills to show a respect for sharing to show a respect for sharing and accepting different
and accepting di erent ideas in brainstorms ideas while working in pairs and through brainstorms. Act out your visit to your cousin`s new home describe it
and pair work. (J.3, S.4)I.EFL.2.15.1 and the new machine they have in it

*Watching a video and drawing what you do at home

*Repeating sentences of what you do at home and finding someone who does the same
*Listening to the song and pointing family members
*Completing the sentences using comparative adjectives
*Listening to the song and completing the sentences with the words given
*Listening to the audio and repeat it emphasizing on how to use possessives
*Reading the paragraph and answering the questions about machines y ou have in your
house
*Listening to the story "Surprise" and talking about how we can manage our own
emotions
*Acting out a visit to a cousin`s new home and talking about a machine it has
METHODOLOGICAL ORIENTATIONS Time in
(SKILLS AND STRATEGIES) Weeks

Unit No.: 5 Name of Unit: ANIMAL WORLD

*To talk about wild and domestic animals and what animals do
*To use superlative adjectives
*To describe location with prepositions of place
Unit Specific Objectives *To learn about animals and their food
*To read and Australian dreamtime story and think about helping others

Evaluation Content/Skills
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.6. Understand and use common expressions of
CE.EFL.2.4. Develop skills of collaboration by politeness in class while working in pairs or groups on
working together on projects and sharing Learners can select pictures and/or short phrases that projects. (Example: Please, sorry, thank you, etc.)
relate to collaborating and sharing and express
materials while expressing personal personal preferences. (J.2, J .3, S.4)I.EFL.2.4.1
preferences with peers
After reading the story "Why the kangaroo has a pouch"
understand how helping others can make us happy too
Curricular Thread 2: Oral communication
EFL2.2.3. Recognize familiar names, words, and short
CE.EFL.2.7. Listening for Information: Follow
short and simple spoken texts that include I.EFL.2.7.1. Learners can understand short and simple phrases about simple everyday topics whether heard in
spoken texts well enough to be able to pick out key isolation or within short, simple spoken texts describing
familiar vocabulary and are set in everyday items of inf ormation and record them in writing or people and objects. (Example: vocabulary about self,
contexts. Identify key items of information family,
within the text, and record or act upon them. drawings, or physically act upon them. (I.3) friends and immediate surroundings at school and home,
Listen to the chant and point the animals
adjectives for color and size, 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,
CE.EFL.2.9. Production - Fluency: Utterances Learners can express basic ideas, initiate animals, things, etc.)
are sometimes produced slowly but use conversations, and respond to simple questions using As you look at the pictures talk about where the animal is
appropriate words and phrases to express appropriate words, phrases, and short sentences. using prepositions
basic ideas, initiate conversations and Responses may be slow though pauses do not make EFL.2.2.12. Respond to simple questions in quite a short
respond to questions, including some chunks the interaction tedious or uncomfortable for time and initiate basic interaction spontaneously when
of language and short sentences. participants. (I.3)I.EFL.2.9.1 there are opportunities to speak. Speech is produced a
little less slowly and hesitantly.

After you read the story talk about how the kangaroo is
kind to the wombat and say who`s kind to you
Curricular Thread 3: Reading
EFL.2.3.2. Read a short simple text (online or print) and
demonstrate understanding of the gist and some basic
Learners can understand a short simple text on an details of the content. (3EGB)
CE.EFL.2.12. Understand the gist and details everyday topic and successfully complete a simple
in short simple written texts (online or print) task to show that they have understood most or some
of it. (I.4)I.EFL.2.12.1 Read about zebras and penguins and tick the correct box/
Read the story " Why the kangaroo has a pouch" and talk
about the importance of helping others
Curricular Thread 4: Writing
EFL.2.4.6. Write a short simple paragraph to convey some
CE.EFL.2.19. Convey some simple ideas, facts Learners can produce a short simple sentence and a simple f acts about people, animals, places, things,
or opinions in a simple sentence or short paragraph – with ample support - on a variety of yourself or others, with the support of a model text.
paragraph, using basic vocabulary and topics, and some learners can do so with only limited (Example:
Write whatwhere
each they live,eats
animal what they do, etc.)
structures. support. (I.3)I.EFL.2.19.1
Curricular Thread 5: Language through the Arts
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.
E.EFL.2.23. Display an a affinity for a variety of
literary texts by responding within a range of Learners can demonstrate an affinity for a variety of
literary texts by responding within a range of physical,
physical, cognitive, and attitudinal manners, cognitive, and attitudinal manners and adapt elements
and vary elements of a literary text to create of a literary text to create a new text. (I.1, I.4)
a new text.
Act out an animal documentary

*Watching a video and choosing an animal for a documentary

*Writing about what animals can do
*Listening to the song and pointing the animals
*Listening to "The friendly farm " song and completing the sentences using superlative
adjectives
*Listening to the song and acting out the actions mentioned
*Listening to the audio and finding where the animal is using prepositions (avove, below,
near, opposite)
*Watching the video and completing the chart with animals characteristics
METHODOLOGICAL ORIENTATIONS *Reading the paragraph about zebras and penguins and matching the statements Time in
(SKILLS AND STRATEGIES) *Listening to the story "Why the kangaroo has a pouch" and talking about the Weeks
importance of helping others
*Presenting an animal documentary tot he class and talking about its characteristics

Unit No.: 6 Name of Unit: OUR WEATHER

*To talk about the weather and clothes
*To use was/were and There was/ There were to talk about the past
Unit Specific Objectives *To learn about instruments to measure the weather and weather symbols
*To read a poem and learn about thinking positively

Evaluation Content/Skills
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.3. Ask simple basic questions in class about the
CE.EFL.2.1. Diferentiate between dfferent Learners can recognize differences between where world beyond one’s own immediate environment in order
living situations in a variety of surroundings people live and write or talk about their own to increase their understanding of different cultures
and express curiosity about the world through surroundings, as well as ask questions about how
simple questions. other people live. (I.2, S.2)I.EFL.2.1.1 After reading the story "Fun in all types of weather" the
students will talk about the weather in different parts of
the world and the importance of thinking positiv ely when
Curricular Thread 2: Oral communicationthings go wrong.
EFL.2.2.1. Understand meanings expressed in short
CE.EFL.2.6. Listening for Meaning: . Learners can understand the main ideas in short dialogues on familiar topics, as well as basic spoken
Understand the main ideas in short simple simple spoken texts and infer who is speaking and instructions and simple questions about self , people,
spoken texts that include familiar vocabu- lary what the situation is, without decoding every word. animals, or things, especially when spoken slowly and
and are set in everyday contexts. (I.3)I.EFL.2.6.1 clearly. (Example: greetings, short phrases, basic range of
classroom instructions,
Listen to personal
common the chant and pointquestions:
information the weather words
What’s your
name? etc.) Ask and answer basic personal information
EFL.2.2.14.
questions, as well as simple questions about other
people, animals, and possessions, provided the
interaction is slow and clear. (Example: Where do you
CE.EFL.2.10. Interaction – Interpersonal: Learners can interact effectively using a range of basic live? Do you have a bicycle?, etc.)
Participate e ectively in basic interpersonal functional exponents for interpersonal conversations After listening to the story The friendly farm students use
interactions in everyday contexts, provided in everyday contexts, providing speech is slow and the structure was, were to answer questions
the interlocutor speaks slowly and clearly. clear. Learners can request repetition or clarification, EFL.2.2.16. Say when they do not understand and ask for
(Example: requesting, introducing, and can react appropriately to responses received. slower or clearer repetition where required. (Example:
responding, etc.) (I.3)I.EFL.2.10.1 Sorry? Could you say that again, etc.)

As a mission students present their invented island to the

class and talk about its name, weather and places
Curricular Thread 3: Reading
EFL.2.3.8. Show understanding of some basic details in
CE.EFL.2.16. Understand the main ideas in Learners can understand the main ideas and some short simple cross-curricular texts by matching, labeling,
basic details from a short simple cross-curricular* text and answering simple questions.
short simple written texts on cross-curricular and successfully complete a simple task, as well as
subjects, both print and digital. (Example: art,
science, music, math, history, etc.) acquire subject-specific lexis. (I.2) I.EFL.2.16.1 Read the paragraph and match the weather instruments
with their photos
Curricular Thread 4: Writing
EFL.2.4.3. Reproduce simple words, phrases and
sentences with correct use of standard writing mechanics.
(Example: spelling, punctuation, capitalization, and
writing by hand. (3EGB)
Complete the sentences using was/were in positive or
CE.EFL.2.18. Writing in order to perform Learners can write short simple phrases and negative forms
controlled practice of vocabulary and sentences to show that they know how to use simple
grammar items grammar or vocabulary items. (I.3, I.4)I.EFL.2.18.1 EFL.2.4.4. Reproduce simple words, phrases, and
sentences for controlled practice of language items.
(3EGB)
Students choose a type of weather and write a sentence
about it
Curricular Thread 5: Language through the Arts
EFL.2.5.2. Express emotions and feelings using basic
adjectives and related images through written work on
CE.EFL.2.22. Describe and write about the school or class bulletin board.
emotions and responses to literary texts Learners can report emotions and compose short
through words and images, or other media responses to literary texts through words and images,
(video, audio) on class or school bulletin or other media (video, audio). Learners can generate
boards and expand on ideas and responses to and expand on personal opinions and responses to
texts read/seen/heard in by participating in oral and written texts through TPR, playground games,
songs/chants, TPR activities and playground and songs. (I.3, S.3)I.EFL.2.22.1 Invent your own island and talk about the places and the
games. weather in it

*Watching a video and drawing a picture of me in this weather

*Listening to the song and pointing out the objects
*Listening to "The friendly farm" and completing the chart using was-were, wasn`t-
weren`t
*Listening to the song and completing the sentences with different types of clothes
*Watching the video "What`s the weather like today" and matching the pictures with the
weather instruments
*Listening to the story "Fun in all types of weather" and talking about the importance of
thinking positively
*Listening to the audio and writing words or numbers to complete the invitation
*Presenting the map of your island to the class and talking about its places and the
METHODOLOGICAL ORIENTATIONS different types of weather Time in
*Reviewing units 1-4
(SKILLS AND STRATEGIES) Weeks

Unit No.: 7 Name of Unit: LET`S COOK

* To talk about food and cooking
*To use the past simple with regular and irregular verbs
Unit Specific Objectives *To learn about how we use plants in food and other products
*To read a fantasy story and think about perseverance

Evaluation Content/Skills
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.5. Recognize ways to relate responsibly to one’s
surroundings at home and at school by exhibiting
CE.EFL.2.2. Catalog everyday objects and Learners can classify everyday objects and familiar responsible behavior towards the environment. (Example:
places. Learners can compare objects from different
places in dfferent cultures and recognize ways cultural contexts. Learners can say and recognize ways chores at home, recycling, etc.)
to act responsibly towards one’s environment
and surroundings. to take care of the environment and one’s
surroundings. (J .3, S.1)I.EFL.2.2.1 After reading the story"Sonnys dream job" students learn
that there are steps to achieve things they want and it is
important to work hard and not to give up
Curricular Thread 2: Oral communication
EFL.2.2.8. Imitate individual English language sounds,
CE.EFL.2.7. Listening for Information: Follow especially those phonemes which do not exist in the
short and simple spoken texts that include Learners can understand short and simple spoken
texts well enough to be able to pick out key items of student’s own L1, both in isolation and within key
familiar vocabulary and are set in everyday information and record them in writing or drawings, vocabulary items. (Example: /􀆾/ /ð/ /􀝞/ /i:/ and in words
contexts. Identify key items of information like singing, these, up, sea, etc.)
within the text, and record or act upon them. or physically act upon them. (I.3).EFL.2.7.1
Listen to the chant and point the objects/ Repeat what
were the characters
EFL.2.2.12. Responddoing usingquestions
to simple the past in
tense ofaverbs
quite short
time and initiate basic interaction spontaneously when
there are opportunities to speak. Speech is produced a
little less slowly and hesitantly.
CE.EFL.2.9. Production - Fluency: Utterances Learners can express basic ideas, initiate
are sometimes produced slowly but use conversations, and respond to simple questions using Name the colors of the chef`s hats and discover the
appropriate words and phrases to express appropriate words, phrases, and short sentences. character
basic ideas, initiate conversations and Responses may be slow though pauses do not make EFL.2.2.11. Produce simple, mainly isolated utterances
respond to questions, including some chunks the interaction tedious or uncomfortable for using very short phrases and sometimes individual words,
of language and short sentences. participants. (I.3)I.EFL.2.9.1 possibly with slow and/or hesitant delivery. (Example:
words, phrases and short sentences about people,
animals, things, etc.)
Choose a recipe and present it to the class saying how
you made it
Curricular Thread 3: Reading
EFL.2.3.5. Show the ability to use a simple learning
resource. (Example: a small set of flashcards, a picture-
CE.EFL.2.14. Demonstrate familiarity with based dictionary (online or print), or a simple word list.)
study resources (both print and digital). Learners can successfully use simple online and print
learning resources. (Example: flashcards, picture
(Example: a picture dictionary, some dictionaries, word lists, etc.) (I.2)I.EFL.2.14.1 Read about plants and its parts and talk about why they
flashcards of known words, or a word list.) are important for us

Curricular Thread 4: Writing

EFL.2.4.3. Write simple words, phrases and sentences
with correct use of standard writing mechanics. (Example:
spelling, punctuation, capitalization, and writing by hand
and/ or on the computer.
Complete the sentences using the simple past tense of
CE.EFL.2.17. Write simple words, phrases, and Learners can write words, phrases, and short simple the verbs
sentences to demonstrate knowledge of sentences using the correct conventions (spelling,
spelling, punctuation, capitaliza- tion and punctuation, capitalization, and handwriting or EFL.2.4.1 Know how to spell simple English words
handwriting / typography, and identify their typography, etc.), for making simple learning correctly, demonstrating awareness of sound-letter
meanings. resources. (I.3)I.EFL.2.17.1 relationships. (Example: sea, mean, bee, etc.)

Write a recipe and how you made it

Curricular Thread 5: Language through the Arts

EFL.2.5.8. Produce short, creative texts using ICT and/or
other resources at home or at school in order to recreate
familiar scenes and themes.

CE.EFL.2.24. Communicate ideas and Learners can communicate thoughts, feelings, and/or
experiences and create short original texts
through a range of resources and other personal experiences and create short original texts
through a range of resources and other media, Choose a recipe and present it to the class saying how
media, including ICT. including ICT. (I.2, I.3, I.4)I.EFL.24.1 you made it

*Watching the video and drawing some food you`d like to cook
*Listening to the chant and pointing the different things related to food
*Listening to "The friendly farm" and completing the sentences using the past tense of
verbs
*Listening to the song and colouring each chef`s hat
*Asking and answering questions in the past with the information given
*Watching a "Plants are delicious" and identifying each part of the plant
*Reading the paragraph about plants and answering the questions
*Listening to the story "Sonny`s dream job" and talking about the importance of
perseverance
*Listening to the audio and correcting the mistakes
METHODOLOGICAL ORIENTATIONS *Presenting your recipe and talking about how you made it Time in
(SKILLS AND STRATEGIES) Weeks

Unit No.: 8 Name of Unit: AROUND TOWN

*To talk about a day trip and places in town
*To use more irregular verbs in the past simple
*To use have to and don`t have to
Unit Specific Objectives *To learn about road safety
*To read a fantasy story and think about being optimistic

Evaluation Content/Skills
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.7. Collaborate in a friendly manner by sharing
CE.EFL.2.4. Develop skills of collaboration by Learners can select pictures and/or short phrases that classroom materials and personal objects while
working together on projects and sharing participating in games and activities in class and on the
materials while expressing personal relate to collaborating and sharing and express playground.
preferences with peers. personal preferences. (J.2, J .3, S.4)I.EF.2.4.1 After reading the story "Tom`s first day on the school bus"
the students will learn how being optimistic can change
their attitude towards things and make them f eel excited
Curricular Thread 2: Oral communicationand happy.
EFL.2.2.4. Identify items of specific information within
simple messages or from short and simple descriptions
CE.EFL.2.7. Listening for Information: Follow Learners can understand short and simple spoken about familiar contexts, especially if visual support is
short and simple spoken texts that include
texts well enough to be able to pick out key items of provided. (Example: letters of the alphabet, numbers,
familiar vocabulary and are set in everyday information and record them in writing or drawings, prices and times, days, dates and months, etc.)
contexts. Identify key items of information
within the text, and record or act upon them. or physically act upon them. (I.3)I.EFL.2.7.1 Listen to the chant and point places in town

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.)
Learners can interact effectively using a range of basic
C.E.2.16 Understand main ideas in short functional exponents for interpersonal conversa- tions Read the story "Tom`s first day on the school bus" and
in everyday contexts, providing speech is slow and talk about the importance of being optimistic
simple written texts on cross curricular clear. Learners can request repetition or clarification, EFL.2.2.17. React appropriately to what others say using
subjects both print and digital
and can react appropriately to responses received. verbal/non-verbal backchanneling, or by asking further
(I.3)I.EFL.2.16.1 simple questions to extend the interaction. (Example:
express interest using facial expression or simple words
with appropriate intonation: Oh!, Yes! Thanks. And you?
etc.)
Present the poster about your trip to the class tell people
how to be safe use the grammatical structures studied
Curricular Thread 3: Reading
EFL.2.3.10. Read some simple text types and graphic
CE.EFL.2.16. Understand the main ideas in Learners can understand the main ideas and some organizers used to present cross-curricular information
short simple written texts on cross-curricular basic details from a short simple cross-curricular* text (Example: instructions, graphs, maps, etc.) (3EGB)
subjects, both print and digital. (Example: art, and successfully complete a simple task, as well as
science, music, math, history, etc.) acquire subject-specific lexis. (I.2) I.EFL.2.16.1
Read the story "Tom`s first day on the school bus" and
Curricular Thread 4: Writing talk about the importance of being optimistic
EFL.2.4.3. Write simple words, phrases, and sentences
with correct use of standard writing mechanics. (Example:
spelling, punctuation, capitalization, and writing by hand
and/or on the computer
CE.EFL.2.18. Writing in order to perform Learners can write short simple phrases and Complete the sentences using the past tense of irregular
controlled practice of vocabulary and sentences to show that they know how to use simple EFL.2.4.4.
verbs Write simple words, phrases, and sentences for
grammar items grammar or vocabulary items. (I.3, I.4)I.EFL.2.18.1 controlled practice of language items.

Complete the safety poster with the correct word

Curricular Thread 5: Language through the Arts

Unit No.: 9 Name of Unit: A BIG CHANGE

Unit Specific Objectives

Evaluation Content/Skills
Curricular Thread 1: Communication and cultural awareness

Curricular Thread 2: Oral communication

Read the poem " The mystery picnic and act it out"

Curricular Thread 3: Reading

Curricular Thread 4: Writing

Curricular Thread 5: Language through the Arts

6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

DONE BY: REVISED BY: APPROVED BY:

TEACHER (S): NAME: NAME:
Signature: Signature: Signature:
Date: Signature: Signature:
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject: Grade:
Weeks Periods Start End

2. Unit Plan Unit No. Intro

Unit Title Hello!
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
Unit specific objectives of the area competence.

CLIL
Transversal Axes Components

2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.1. Exchange basic introductions and limited personal
CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to introduce oneself and participate in a information in class using simple present tense in order to get to know
short conversation. their peers. (Example: where one lives or goes to school, etc.)
Answer the questions; What`s your name? How old are you? Where
Curricular Thread 2: Oral communication do you live?
EFL.2.2.1. Understand basic meanings expressed in short dialogues on
familiar topics, as well as basic spoken instructions and basic questions
CE.EFL.2.6. Listening for Meaning: Understand the main ideas in short simple spoken texts that include familiar vocabu- lary and are about self, people, animals, or things. (Example: greetings, short
set in everyday contexts. phrases, basic range of classroom instructions, common personal
After listening
information to the What’s
questions: chant the students
your name?walk
etc.) around
(3EGB)the class and
introduce themselves
EFL.2.2.10 Clap, move, chant, or sing along with short basic authentic
English language rhymes or songs, reproducing English rhythm and
CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly enough that other people can usually intonation once familiar with the text. (3EGB)
understand them easily.
After listening to "The friendly farm" students repeat what the
characters are doing by racing to touch the correct flashcard
Curricular Thread 3: Reading
(EFL)
content
(EFL)
content
CAUTION! (EFL)
Create activities that fullfill this curricular thread and select the criteria accordingly content
(EFL)
content
(EFL)
content
Curricular Thread 4: Writing
(EFL)
content
(EFL)
content
CAUTION! (EFL)
Create activities that fullfill this curricular thread and select the criteria accordingly content
(EFL)
content
(EFL)
content
Curricular Thread 5: Language through the Arts
(EFL)

content
PERFORMANCE
METHODOLOGICAL ORIENTATIONS RESOURCES INDICATORS EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS
*Listening and repeating the chant ACTIVITY
about what is Jim and Jenny`s muy Student's Book Level 2, Activity Book with Curricular Thread 1:
doing? Online Resources Level 2, Teachers Book with Communication and
*Answering the questions What is DVD Level 2, Class Audio CDs Level 2, cultural awareness
your name? How are you? How Flashcards Level 2, Presentation Plus DVD-ROM TECHNIQUE
old are you? Where do you live? Level 2, Teacher's Resource and Tests CD-ROM
* Identifying the characters Jim, Level 1-2. INSTRUMENT
Jenny, Mum, Dad, Grandpa
BIBLIOGRAPHY Learners can use basic
Diamond-Bayir S., Nixon C,. & Tomlison M., personal information and ACTIVITY
(2018). Power Up. Student's Book 2. expressions of politeness
Cambridge University Press in short dialogues or TECHNIQUE
Diamond-Bayir (2018) Power Up. Teacher's conversations. (J.2, J.3)
Book 2 with DVD. Cambrige University Press.
INSTRUMENT
Materials
Friendly Farm animal character flashcards ACTIVITY
Curricular Thread 2: Oral
communication
Learners can reproduce
the main ideas in short
simple spoken texts and TECHNIQUE
begin to infer who is
speaking and what the INSTRUMENT
situation is, without
decoding every word. (I.3)
(ref. I.EFL.2.6.1)Learners ACTIVITY
can pronounce most
familiar vocabulary items
and begin to be better
understood. They can also
reproduce some basic TECHNIQUE
phrases and short
sentences and may
approximate English INSTRUMENT
rhythm and intonation in
longer utterances. (I.3)
Curricular Thread 3:
(ref. I.EFL.2.8.1) ACTIVITY
Reading

TECHNIQUE

INSTRUMENT
(I's)
ACTIVITY

TECHNIQUE

Curricular Thread 4:
Writing INSTRUMENT

ACTIVITY

TECHNIQUE
(I's)
INSTRUMENT

ACTIVITY

Curricular Thread 5:
Language through the ACTIVITY
Arts

TECHNIQUE

0
INSTRUMENT

ACTIVITY

TECHNIQUE

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

CAUTION: to be determined by the teachers based on his/her students profile. CAUTION: to be determined by the teachers based on his/her students profile.
Prepared by: Revised by: Approved by:
Teacher: Coordinator: Vice-Principal:
Signature: Signature: Signature:
Date: Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL: SCHOOL YEAR:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject: Grade:
Weeks Periods Start End

2. Unit Plan Unit No. 1

Unit Title A DAY ON THE FARM
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 2.9 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,
Unit specific objectives of the area provided others talk slowly and clearly and are prepared to help.

Story value- Talking about the importance of being supportive to CLIL

Transversal Axes others when they are having a hard time in life. Components Science-Looking after our planet

2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.7. Collaborate in a friendly manner by sharing classroom
materials and personal objects while participating in games and
CE.EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials while expressing personal activities in class and on the playground.
preferences with peers.
Read the story "The race" and understand the importance of being
supportive
Curricular Thread 2: Oral communication
EFL.2.2.6. Enjoy extensive listening in English. (Example:
listen to stories, watch short movies, experience song lyrics or poetry,
CE.EFL.2.6. Listening for Meaning: Understand the main ideas in short simple spoken texts that include familiar vocabu lary and are etc.)
set in everyday contexts.
Listen to the chant and point the objects
EFL.2.2.10 Clap, move, chant, or sing along with short basic authentic
English language rhymes or songs, reproducing English rhythm and
intonation once familiar with the text. (3EGB)
Listen to "The friendly farm" and imitate what are the characters doing
CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly enough that other people can usually EFL.2.2.8. Imitate individual English language sounds,
understand them easily. especially those phonemes which do not exist in the student’s own L1,
both in isolation and within key vocabulary items. (Example: /􀆾/ /ð/
/􀝞/ /i:/ and in words like singing, these, up, sea, etc.)
Talk about your daily routines and answer the questions

Curricular Thread 3: Reading

EFL.2.3.4. Understand the content in simple short written
CE.EFL.2.13. Understand the content in a variety of well-known text types, both print and online, using the layout and artwork for environmental print text types, using artwork, symbols, and layout for
support; recognize typical signs and symbols found in the text types. support. (Example: price tags, signs, notices (No eating, etc.), candy
Read the
wrappers, paragraph about our planet and answer the questions
etc.).
Curricular Thread 4: Writing
EFL.2.4.3. Reproduce simple words, phrases and sentences with
correct
Paste use of on
the stickers standard writing mechanics.
the characters/Draw (Example:
a scene on the spelling,
countryside
CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar items punctuation, capitalization, and writing by hand. (3EGB)
EFL.2.4.4. Write simple words, phrases, and sentences for controlled
practice
Complete the sentences withofwhat
language items. of the family are
the members
Curricular Thread 5: Language through the Arts doing
EFL.2.5.8. Produce short, creative texts using ICT and/or other
resources at home or at school in order to recreate familiar scenes and
themes.
CE.EFL.2.24. Communicate ideas and experiences and create short original texts through a range of resources and other media,
including ICT. Create a daily routine chart and share it with the class

PERFORMANCE
METHODOLOGICAL ORIENTATIONS RESOURCES EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS
INDICATORS
*Repeating things you can do in Student's Book Level 2, Activity Book with ACTIVITY
the countryside? Online Resources Level 2, Teachers Book with
* Drawing what can you do in the DVD Level 2, Class Audio CDs Level 2, Curricular Thread 1:
countryside Flashcards Level 2, Presentation Plus DVD-ROM Communication and
*Describing different places Level 2, Teacher's Resource and Tests CD-ROM cultural awareness
(forest, sea, countryside, Level 1-2.
mountains) TECHNIQUE
*Decoding a secret word using BIBLIOGRAPHY
numbers and letters Diamond-Bayir S., Nixon C,. & Tomlison M., INSTRUMENT
*Answering the questions about (2018). Power Up. Student's Book 2. Learners can select
what Grandpa is doing Cambridge University Press pictures and/or short ACTIVITY
*Identifying countryside Diamond-Bayir (2018) Power Up. Teacher's phrases that relate to
flashcards Book 2 with DVD. Cambrige University Press. collaborating and sharing
*Completing the sentences about and express personal TECHNIQUE
what are the characters doing Materials preferences. (J.2, J.3, S.4)
using the Present Continuous Countryside Flashcards, Sports and hobbies INSTRUMENT
tense flashcards from level 1, Mission worksheets
*Listening and repeating the song (Teachers resource book pg 14), daily routine
naming the objects of daily flashcards, a real toothbrush, toothpaste, ACTIVITY
routines towel, a piece of A4 card for each learner, Curricular Thread 2: Oral
*Reading cards and phrases with digital photo bank of someone looking after communication
daily routines the Earth and from someone damaging the
*Asking and answering questions Earth (e.g. someone cutting a tree), daily
about daily routines routines charts from mission stages 1-3 Learners can discover the TECHNIQUE
*Watching a video and reading a lessons, dice and counters, main ideas in short simple
paragraph about lokking after our spoken texts, without
decoding every word. (I.3) INSTRUMENT
planet and answering the
questions ref (I.EFL. 2.3.1) Learners
can pronounce most ACTIVITY
*Reading the story "the race" and familiar vo- cabulary
talking about the importance of items accurately, and can
being supportive therefore usually be easily
*Preparing a daily routine chart understood. They can also
and showing it to the class produce some phrases
and short sentences TECHNIQUE
clearly, and may
approximate English INSTRUMENT
rhythm and intonation in
longer utterances. (I.3)
Curricular Thread 3: ACTIVITY
Reading

Learners can understand TECHNIQUE

a short simple
environmental print text
type and successfully INSTRUMENT
complete a simple task.
(Example: a sign, notice,
menu, etc.) (I.3) ACTIVITY

TECHNIQUE

Curricular Thread 4: INSTRUMENT

Writing

ACTIVITY
. Learners can write short
simple phrases and TECHNIQUE
sentences to show that
they know how to use
simple grammar or INSTRUMENT
vocabulary items. (I.3, I.4)
ACTIVITY

Curricular Thread 5:
Language through the ACTIVITY
Arts

Learners can TECHNIQUE

communicate thoughts,
feelings, and/or personal
experiences and create INSTRUMENT
short original texts
through a range of ACTIVITY
resources and other
media, including ICT. (I.2,
I.3, I.4) TECHNIQUE

INSTRUMENT

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

CAUTION: to be determined by the teachers based on his/her students profile. CAUTION: to be determined by the teachers based on his/her students profile.
Prepared by: Revised by: Approved by:
Teacher: Coordinator: Vice-Principal:
Signature: Signature: Signature:
Date: Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL: SCHOOL YEAR:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject: Grade:
Weeks Periods Start End

2. Unit Plan Unit No. 2

Unit Title MY WEEK
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
Unit specific objectives of the area competence.
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.
Story value -Talking about assuming responsibility over the CLIL
Transversal Axes consequences of our actions when we do something wrong Components Physical Education- Being safe when doing exercises
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.6. Understand and use common expressions of politeness in
class while working in pairs or groups on projects. (Example: Please,
CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to introduce oneself and participate in a sorry, thank you, etc.)
short conversation.
Read the story "A bad, bad Monday morning" and understand how
their actions have consequences
Curricular Thread 2: Oral communication
EFL.2.2.10 Clap, move, chant, or sing along with short basic authentic
English language rhymes or songs, reproducing English rhythm and
CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly enough that other people can usually intonation once familiar with the text. (3EGB)
understand them easily.
Repeat the chant and answer yes or no
EFL.2.2.4. Identify most items of specific information within simple
messages or from short and simple descriptions about most
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar vocabulary and are set in everyday familiar contexts, especially if visual support is provided. (3EGB)
contexts. Identify key items of information within the text, and record or act upon them.
Listen and see the flashcards and say the number
Curricular Thread 3: Reading
EFL.2.3.1. Demonstrate basic reading comprehension skills by
identifying the meaning of individual words, phrases, and sentences,
CE.EFL.2.11. Identify and understand individual every-day words, phrases, and sentences, including instructions. including simple written instructions.
Read the paragraph about taking care of our bodies and answer the
Curricular Thread 4: Writing questions
EFL.2.4.9. Reproduce some short simple text types, commonly used in
CE.EFL.2.20. Complete a simple survey form or questionnaire by providing personal details. Write a variety of simple written text print, withthe
Complete appropriate
sentenceslanguage and layout.
using adverbs (3EGB)
of frequency
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.) EFL.2.4.8. Reproduce a basic questionnaire by providing personal
Complete the sentencesdetails. (3EGB)you must wear for safety
with devices
Curricular Thread 5: Language through the Arts
EFL.2.5.7. Create picture books and/or other graphic expressions in
pairs in class by varying scenes, characters, or other elements of
E.EFL.2.23. Display an affinity for a variety of literary texts by responding within a range of physical, cognitive, and attitudinal literary texts.
manners, and vary elements of a literary text to create a new text.
Present a timetable chart to the class about the activities you do every
week
METHODOLOGICAL ORIENTATIONS RESOURCES PERFORMANCE EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS
INDICATORS
*Watching a video and drawing of Student's Book Level 2, Activity Book with ACTIVITY
what you like to do in your free Online Resources Level 2, Teachers Book with Curricular Thread 1:
time DVD Level 2, Class Audio CDs Level 2, Communication and
*Repeating the chant and Flashcards Level 2, Presentation Plus DVD-ROM cultural awareness
pointing Jim`s favourite school Level 2, Teacher's Resource and Tests CD-ROM
days Level 1-2. TECHNIQUE
*Listening to the song of "The
friendly farm" and saying what BIBLIOGRAPHY INSTRUMENT
each animal is doing Diamond-Bayir S., Nixon C,. & Tomlison M.,
*Practicing the days of the week (2018). Power Up. Student's Book 2. ACTIVITY
using flashcards Cambridge University Press Learners can use basic
personal information and
* Listening to the audio and Diamond-Bayir (2018) Power Up. Teacher's expressions of politeness
leaning how to use adverbs of Book 2 with DVD. Cambrige University Press. in short dialogues or
frequency by completing the conversations. (J.2,
sentences Materials J.3)I.EFL.2.3.1 TECHNIQUE
*Miming the actions you heard in Items needed for hobbies, digital Mission
the song poster, an example of a timetable for a week
*Reading the paragraph and with free time activities marked, a copy of the INSTRUMENT
completing about sport`s safety Mission worksheet (teachers resource book pg
* Talking to your partners about 24),days of the week flashcards, pieces of ACTIVITY
devices you wear to be safe at paper with adverbs of frequency, sports and Curricular Thread 2: Oral
sports hobbies flashcards from level 1, six or seven communication
*Reading the story "A bad, bad questions with How ofter...?on pieces of paper,
Monday" and talking about the free time activities flashcards, a real comic, Learners can pronounce
consequences of our actions cycling helmet, pictures from Digital photo most familiar vocabulary TECHNIQUE
*Writing and spelling out new bank of people wearing protective clothing for items and begin to be
vocabulary words (leaves, an hobbies, cue cards with the name of an activity better understood. They INSTRUMENT
email, toothpaste, a lake, a and items needed, timetables from Mission can also reproduce some
breakfast, a tractor, skates) Satge 2 lesson, daily routine flashcards, pieces basic phrases and short
*Preparing a timetable about your of paper with verb phrases for each pair of sentences and may ACTIVITY
approximate English
favorite activities and presenting it learners, an alarm clock, flashcards from Units rhythm and intonation in
to your partners 1 and 2, practice paper for Movers Reading and longer utterances. (I.3)
Writing part 1, large piece of paper for each (ref. I.EFL.2.8.1)Learners
group of four/five learners, a timer, a bell, can understand short and
surveys from Mission stage 1 lesson, simple spoken texts well TECHNIQUE
timetables from Mission Stages 2 and 3 lessons enough to be able to pick
out key items of
information and record INSTRUMENT
them in basic writing or
drawings, or physically act
upon them. (I.3) (ref.
I.EFL.2.7.1)
Curricular Thread 3: ACTIVITY
Reading

Learners can understand TECHNIQUE

familiar words, phrases,
and short simple INSTRUMENT
sentences and can
successfully com- plete
the simple accompanying ACTIVITY
task. (I.4)
TECHNIQUE

Curricular Thread 4:
Writing INSTRUMENT

ACTIVITY
Learners can write
information in a simple
survey form or TECHNIQUE
questionnaire, and can
type or write some simple
digital text-types, such as INSTRUMENT
a URL and an email ad-
dress. (I.3) ACTIVITY

Curricular Thread 5:
Language through the ACTIVITY
Arts

Learners can demonstrate

an affinity for a variety of TECHNIQUE
literary texts by
responding within a range
of physical, cognitive, and INSTRUMENT
attitudinal manners and
adapt elements of a
literary text to create a ACTIVITY
new text. (I.1, I.4)
TECHNIQUE

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

CAUTION: to be determined by the teachers based on his/her students profile. CAUTION: to be determined by the teachers based on his/her students profile.
Prepared by: Revised by: Approved by:
Teacher: Coordinator: Vice-Principal:
Signature: Signature: Signature:
Date: Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL: SCHOOL YEAR:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject: Grade:
Weeks Periods Start End

2. Unit Plan Unit No. 3

Unit Title PARTY TIME
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
Unit specific objectives of the area competence.
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.
Story value- Asking for and offering help
CLIL Social Studies- Learn about people who help us at home, in school, in
Transversal Axes
Components the community

2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.10. Recognize when to speak and when to listen
while working in pairs or small groups in class by following classroom
CE.EFL.2.5. Model turn-taking and ways to express to others when something is not understood to improve comprehension and/or instructions and simple commands.
intelligibility in conversations
To read the story "The costume party" and understand the importance
of asking for help as well as giving help too
Curricular Thread 2: Oral communication
EFL.2.2.2. Identify who is speaking and what the situation is when
listening to short basic texts, especially when accompanied by pictures
CE.EFL.2.6. Listening for Meaning: Understand the main ideas in short simple spoken texts that include familiar vocabu- lary and are or other visual aids, or sound effects. (Example: grandpa speaking to
set in everyday contexts. his family about going on vacation.) (3EGB)
After listening to the chant stdents point out what costumes the
characters are wearing
EFL.2.2.12. Respond to simple questions in quite a short time and
attempt to initiate basic interaction when there are opportunities to
speak. Speech is produced a little less slowly and hesitantly. (3EGB)
Look at the pictures and answer the questions with Why and because
CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use appropriate words and phrases to express basic EFL.2.2.11. Produce simple, mainly isolated utterances using very short
ideas, initiate conversations and respond to questions, including some chunks of language and short sentences. basic phrases and sometimes basic individual words, possibly with
slow and/or hesitant delivery. (3EGB)

After listening to the story "The costume party" the students make
sentences about the pictures and present them to the class
Curricular Thread 3: Reading
EFL.2.3.7. Read and understand the main ideas in a short simple text
on a cross-curricular topic. (Example: art, music, history, etc.)
CE.EFL.2.16. Understand the main ideas in short simple written texts on cross-curricular subjects, both print and digital. (Example:
art, science, music, math, history, etc.)
Read the sentences and match with the job

Curricular Thread 4: Writing

EFL.2.4.2. Reproduce a simple learning resource, in order to record
and practice new words. (3EGB)

CE.EFL.2.17. Write simple words, phrases, and sentences to demonstrate knowledge of spelling, punctuation, capitaliza- tion and Answer the questions about jobs after reading the paragraph
handwriting / typography, and identify their meanings. EFL.2.4.3. Reproduce simple words, phrases and sentences with
correct use of standard writing mechanics. (Example: spelling,
punctuation, capitalization, and writing by hand. (3EGB)
#NAME?
Curricular Thread 5: Language through the Arts
EFL.2.5.8. Produce short, creative texts using ICT and/or other
resources at home or at school in order to recreate familiar scenes and
themes.

CE.EFL.2.24. Communicate ideas and experiences and create short original texts through a range of resources and other media,
including ICT. Create a scene where you can act different jobs and present it

PERFORMANCE
METHODOLOGICAL ORIENTATIONS RESOURCES INDICATORS EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS

*Watching a video and drawing Student's Book Level 2, Activity Book with ACTIVITY
yourself at a costume party Online Resources Level 2, Teachers Book with Curricular Thread 1:
* Describing the clothes the DVD Level 2, Class Audio CDs Level 2, Communication and
characters are wearing at their Flashcards Level 2, Presentation Plus DVD-ROM cultural awareness
costume party Level 2, Teacher's Resource and Tests CD-ROM
*Listening to the chant and Level 1-2. TECHNIQUE
identifying the jobs
*Completing the sentences using BIBLIOGRAPHY
the present simple ´s and present Diamond-Bayir S., Nixon C,. & Tomlison M.,
continuous tenses (2018). Power Up. Student's Book 2. INSTRUMENT
*Listening to the song and Cambridge University Press
describing each character Diamond-Bayir (2018) Power Up. Teacher's
*Listening to the audio and Book 2 with DVD. Cambrige University Press.
answering the questions using Learners can apply turn-
taking and ways to ACTIVITY
Why and because Materials express to others when
*Watching a video about people Friendly family and animal character something is not
who help us and completing the flashcards, digital Mission poster, a printed understood in short
paragraph script for a play or a video clip of a play, a copy conversations. (J.3, S.1,
*Listening to the story "The of the Mission worksheet (teachers resource TECHNIQUE
S.4)I.EFL.2.5.1
costume party" and talking about book pg 34), jobs and parties flashcards, four
the importance of asking for or pieces of paper each with an adverb of
offering help frequency, items of clothing in different colors
*Acting out a scene of a costume and pairs of dice, clothes flashcards from level INSTRUMENT
party and presenting it to the class 1, physical description flashcards,
*Reviewing units 1-3 contents worksheets/notes and pictures from Mission
stage 1 lesson, a picture of someone in your
family dressed for work, worksheets/notes ACTIVITY
and pictures from Mission stage 2-3 lesson,
word cards, a photo of yourself ina fancy dress, Curricular Thread 2: Oral
practice paper for Movers Speaking Part 2, communication
Learners can reproduce
props and costumes for the scenes the main ideas in short
simple spoken texts and TECHNIQUE
begin to infer who is
speaking and what the
situation is, without INSTRUMENT
decoding every word. (I.3)
(ref. I.EFL.2.6.1)Learners
can express basic ideas, ACTIVITY
begin to initiate
conversations, and
respond to simple
questions using
appropriate words,
phrases, and short basic TECHNIQUE
sentences. Responses
may be slow though
pauses do not make the INSTRUMENT
interaction tedious or
uncomfortable for
participants. (I.3) (ref.
Curricular Thread 3:
I.EFL.2.9.1) ACTIVITY
Reading

Learners can understand

the main ideas and some TECHNIQUE
basic details from a short
simple cross-curricular*
text and successfully INSTRUMENT
complete a simple task, as
well as acquire subject-
specific lexis. (I.2) ACTIVITY
I.EFL.2.16.1
TECHNIQUE

Curricular Thread 4: ACTIVITY

Writing

Learners can reproduce

words, phrases, and short TECHNIQUE
simple sentences using
the correct conventions INSTRUMENT
(spelling, punctuation,
capitalization, and
handwriting), for making ACTIVITY
simple learning resources.
(I.3) (ref. I.EFL.2.17.1)
TECHNIQUE

Curricular Thread 5:
Language through the TECHNIQUE
Arts
Learners can
communicate thoughts, INSTRUMENT
feelings, and/or personal
experiences and create ACTIVITY
short original texts
through a range of
resources and other TECHNIQUE
media, including ICT. (I.2,
I.3, I.4)
INSTRUMENT

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

CAUTION: to be determined by the teachers based on his/her students profile. CAUTION: to be determined by the teachers based on his/her students profile.
Prepared by: Revised by: Approved by:
Teacher: Coordinator: Vice-Principal:
Signature: Signature: Signature:
Date: Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL: SCHOOL YEAR:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject: Grade:
Weeks Periods Start End

2. Unit Plan Unit No. 4

Unit Title THE FAMILY AT HOME

Unit specific objectives of the area 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 2.8Demonstrate a living relationship with the English language through interaction with written and spoken texts, in order to explore creative
Story value-
writing as anManaging
outlet to one`s emotions
personal expression.
CLIL
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
Transversal Axes Science- Learn about machines at home and how theyofwork
a concrete
Components
type, provided others talk slowly and clearly and are prepared to help.
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.8. Exchange basic personal preferences with peers in order to
express likes and dislikes.
CE.EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials while expressing personal
preferences with peers.
Read the story "Surprise" and share with your classmates what makes
you sad or angry and what you can do to improve the situation
Curricular Thread 2: Oral communication
EFL.2.2.2. Identify who is speaking and what the situation is when
listening to short basic texts, especially when accompanied by pictures
or other visual aids, or sound effects. (Example: grandpa speaking to
his family about going on vacation.) (3EGB)

After listening to the chant the student point the family members
CE.EFL.2.6.Listening for Meaning: Understand the main ideas in short simple spoken texts that include familiar vocabu- lary and are
set in everyday contexts.
EFL.2.2.6. Enjoy less controlled listening practice in English. (Example:
listen to basic stories, watch short basic movies, experience song lyrics
or poetry, etc.) (3EGB)
Listen to the audios and describe using adjectives/ After listening to
the audio use possessive pronouns
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. (3EGB)
Watch the video and talk about the machines you use at home and
how they help us
0 EFL.2.2.17. React appropriately to what others say using verbal/non-
verbal backchanneling, or by asking further simple questions to extend
the interaction. (Example: express interest using facial expression or
simple words with appropriate intonation: Oh!, Yes! Thanks. And you?
etc.)
After reading the story the students talk about what makes them
happy or sad
Curricular Thread 3: Reading
EFL.2.3.4. Identify the content in simple short written familiar print
text types, using artwork, symbols, and layout for support. (3EGB)
CE.EFL.2.13. Understand the content in a variety of well-known text types, both print and online, using the layout and artwork for
support; recognize typical signs and symbols found in the text types. Read the story "Surprise" and share with your classmates what makes
you sad or angry and what you can do to improve the situation
Curricular Thread 4: Writing
EFL.2.4.3. Write simple words, phrases, and sentences with correct
use of Complete
standard writing mechanics.
the sentences using(Example:
the correctspelling, punctuation,
comparatives
CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar items capitalization, and writing by hand and/or on the computer.
EFL.2.4.4. Write simple words, phrases, and sentences for controlled
Complete practice
the songof language
using items.vocabulary
the correct
Curricular Thread 5: Language through the Arts
EFL.2.5.9. Use creative thinking skills to learn how to share and
respect all ideas through brainstorming activities and pair work in
class.
Act out your visit to your cousin`s new home describe it and the new
machine they have in it
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.

PERFORMANCE
METHODOLOGICAL ORIENTATIONS RESOURCES EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS
INDICATORS
*Watching a video and drawing Student's Book Level 2, Activity Book with ACTIVITY
what you do at home Online Resources Level 2, Teachers Book with Curricular Thread 1:
*Repeating sentences of what you DVD Level 2, Class Audio CDs Level 2, Communication and
do at home and finding someone Flashcards Level 2, Presentation Plus DVD-ROM cultural awareness
who does the same Level 2, Teacher's Resource and Tests CD-ROM TECHNIQUE
*Listening to the song and Level 1-2.
pointing family members INSTRUMENT
*Completing the sentences using BIBLIOGRAPHY Learners can select
comparative adjectives Diamond-Bayir S., Nixon C,. & Tomlison M., pictures and/or short
*Listening to the song and (2018). Power Up. Student's Book 2. phrases that relate to ACTIVITY
completing the sentences with the Cambridge University Press collaborating and sharing
words given Diamond-Bayir (2018) Power Up. Teacher's and express personal TECHNIQUE
*Listening to the audio and repeat Book 2 with DVD. Cambrige University Press. preferences. (J.2, J.3,
it emphasizing on how to use S.4)I.EFL.2.4.1
possessives Materials INSTRUMENT
*Reading the paragraph and A copy of the Mission worksheet (Teachers
answering the questions about Resource Book pg 44), friendly family ACTIVITY
machines you have in your house flashcards, extended family flashcards, photos Curricular Thread 2: Oral
*Listening to the story "Surprise" of you and your family, friendly farm animal communication
and talking about how we can character flashcards, digital Mission poster, In
manage our own emotions and around the home flashcards, picture from TECHNIQUE
*Acting out a visit to a cousin`s Digital photo bank of a block of flats, Learners can reproduce
new home and talking about a worksheets/drawings from Mission Stage 1-2-3 the main ideas in short
machine it has lesson, picture from Digital photo bank of simple spoken texts and INSTRUMENT
simple and complex machines, dictionaries, begin to infer who is
sentences about parties on A4 pieces of paper, speaking and what the ACTIVITY
practice paper for Movers Listening Part 3, situation is, without
dice and counters decoding every word. (I.3)
(ref. I.EFL.2.6.1)Learners
can request repetition or
clarification, and can
begin to react TECHNIQUE
appropriately to basic
responses received. (I.3) INSTRUMENT
(ref. I.EFL.2.10.1)

Curricular Thread 3:
ACTIVITY
Reading

Learners can understand TECHNIQUE

a short simple
environmental print text
type and successfully INSTRUMENT
complete a simple task.
(Example: a sign, notice,
menu, etc.) ACTIVITY
(I.3)I.EFL.2.13.1
TECHNIQUE

Curricular Thread 4:
Writing INSTRUMENT

ACTIVITY
Learners can write short
simple phrases and
sentences to show that TECHNIQUE
they know how to use
simple grammar or INSTRUMENT
vocabulary items. (I.3,
I.4). I.EFL.2.18.1
ACTIVITY

Curricular Thread 5:
Language through the ACTIVITY
Arts

Learners can utilize a

range of creative thinking TECHNIQUE
skills to show a respect
for sharing and accepting INSTRUMENT
different ideas while
working in pairs and
through brainstorms. (J.3, ACTIVITY
S.4)I.EFL.2.15.1
TECHNIQUE

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

CAUTION: to be determined by the teachers based on his/her students profile. CAUTION: to be determined by the teachers based on his/her students profile.
Prepared by: Revised by: Approved by:
Teacher: Coordinator: Vice-Principal:
Signature: Signature: Signature:
Date: Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL: SCHOOL YEAR:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject: Grade:
Weeks Periods Start End

2. Unit Plan Unit No. 5

Unit Title ANIMAL WORLD
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
Unit specific objectives of the area competence.
O.EFL 2.5Use in-class library resources and explore the use of ICT to enrich competencies in the four skills.
O.EFL 2.7 Appreciate
Story value- the use of English language through spoken and written literary texts such as poems, rhymes, chants, riddles and songs, in order
Helping others
to foster imagination, curiosity and memory, while developing a taste for
CLILliterature.
Transversal Axes Science- Learn about animals and their food
Components

2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.6. Understand and use common expressions of politeness in
class while working in pairs or groups on projects. (Example: Please,
CE.EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials while expressing personal sorry, thank you, etc.)
preferences with peers After reading the story "Why the kangaroo has a pouch" understand
how helping others can make us happy too

Curricular Thread 2: Oral communication

EFL2.2.3. Recognize familiar names, words, and short
phrases about simple everyday topics whether heard in isolation or
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar vocabulary and are set in everyday
within short, simple spoken texts describing people and objects.
contexts. Identify key items of information within the text, and record or act upon them. (Example: vocabulary about self, family,
friends and immediate
Listen tosurroundings
the chant andatpoint
school and
the home, adjectives
animals
for color and size, 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.)
As you look at the pictures talk about where the animal is using
CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use appropriate words and phrases to express basic prepositions
EFL.2.2.12. Respond to simple questions in quite a short time and
ideas, initiate conversations and respond to questions, including some chunks of language and short sentences. initiate basic interaction spontaneously when there are opportunities
to speak. Speech is produced a little less slowly and hesitantly.

After you read the story talk about how the kangaroo is kind to the
wombat and say who`s kind to you
Curricular Thread 3: Reading
EFL.2.3.2. Read a short simple text (online or print) and demonstrate
understanding of the gist and some basic details of the content.
CE.EFL.2.12. Understand the gist and details in short simple written texts (online or print) (3EGB)
Read about zebras and penguins and tick the correct box/ Read the
story " Why the kangaroo has a pouch" and talk about the importance
Curricular Thread 4: Writing of helping others
EFL.2.4.6. Write a short simple paragraph to convey some simple facts
about people, animals, places, things, yourself or others, with the
CE.EFL.2.19. Convey some simple ideas, facts or opinions in a simple sentence or short paragraph, using basic vocabulary and support of a model text. (Example: where they live, what they do, etc.)
structures. Write what each animal eats

Curricular Thread 5: Language through the Arts

EFL.2.5.7. Create picture books and/or other graphic expressions in
pairs in class by varying scenes, characters, or other elements of
E.EFL.2.23. Display an a affinity for a variety of literary texts by responding within a range of physical, cognitive, and attitudinal literary texts.
manners, and vary elements of a literary text to create a new text. Act out an animal documentary

METHODOLOGICAL ORIENTATIONS RESOURCES PERFORMANCE EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS

INDICATORS
*Watching a video and choosing Student's Book Level 2, Activity Book with Curricular Thread 1: ACTIVITY
an animal for a documentary Online Resources Level 2, Teachers Book with Communication and
*Writing about what animals can DVD Level 2, Class Audio CDs Level 2, cultural awareness
do Flashcards Level 2, Presentation Plus DVD-ROM TECHNIQUE
*Listening to the song and Level 2, Teacher's Resource and Tests CD-ROM
pointing the animals Level 1-2. INSTRUMENT
*Listening to "The friendly farm " Learners can select
song and completing the BIBLIOGRAPHY pictures and/or short
phrases that relate to ACTIVITY
sentences using superlative Diamond-Bayir S., Nixon C,. & Tomlison M.,
adjectives (2018). Power Up. Student's Book 2. collaborating and sharing
*Listening to the song and acting Cambridge University Press and express personal TECHNIQUE
out the actions mentioned Diamond-Bayir (2018) Power Up. Teacher's preferences. (J.2, J.3,
*Listening to the audio and finding Book 2 with DVD. Cambrige University Press. S.4)I.EFL.2.4.1
INSTRUMENT
where the animal is using
prepositions (avove, below, near, Materials
opposite) I.EFL.2.7.1.Thread
Farm animals and Zoo animals flashcards from Curricular Learners can
2: Oral ACTIVITY
understand short and
*Watching the video and level 1, digital Mission poster, a short video clip simplecommunication
spoken texts well
completing the chart with animals from a wildlife documentary, a copy of the enough to be able to pick TECHNIQUE
characteristics Mission worksheet (teachers resource book pg out key items of
*Reading the paragraph about 54), wild and domestic animal flashcards, information and record
zebras and penguins and matching three or more items to present superlatives, them in writing or INSTRUMENT
the statements action verb flashcards, worksheet/notes from drawings, or physically act
*Listening to the story "Why the Mission Stage 1-2 lesson, countryside upon them. (I.3)Learners ACTIVITY
kangaroo has a pouch" and talking flashcards, flashcard of meat from level 1, can express basic ideas,
about the importance of helping dictionaries, globe/world map, pictures from initiate conversations, and
others Digital photo bank of Australian landscapes, respond to simple
*Presenting an animal landmarks and animals, practice paper fro questions using
documentary tot he class and Movers Reading and Writing Part 2, three large appropriate words,
phrases, and short TECHNIQUE
talking about its characteristics pieces of paper or card with carnivore, sentences. Responses
herbivore and omnivore written on them, may be slow though
worksheets/notes from Mission Stages 1-3 INSTRUMENT
pauses do not make the
lessons, animal masks/costumes, dice and interaction tedious or
counters, uncomfortable
Curricular Threadfor3:
participants. ACTIVITY
Reading
(I.3)I.EFL.2.9.1

Learners can understand

a short simple text on an TECHNIQUE
everyday topic and
successfully complete a
simple task to show that INSTRUMENT
they have understood
most or some of it. ACTIVITY
(I.4)I.EFL.2.12.1
TECHNIQUE

Curricular Thread 4:
ACTIVITY
Writing

Learners can produce a TECHNIQUE

short simple sentence and
a paragraph – with ample
support - on a variety of INSTRUMENT
topics, and some learners
can do so with only
limited support. ACTIVITY
(I.3)I.EFL.2.19.1
TECHNIQUE

Curricular Thread 5:
Language through the TECHNIQUE
Arts
Learners can demonstrate
an affinity for a variety of INSTRUMENT
literary texts by
responding within a range ACTIVITY
of physical, cognitive, and
attitudinal manners and
adapt elements of a TECHNIQUE
literary text to create a
new text. (I.1, I.4)
INSTRUMENT

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

CAUTION: to be determined by the teachers based on his/her students profile. CAUTION: to be determined by the teachers based on his/her students profile.
Prepared by: Revised by: Approved by:
Teacher: Coordinator: Vice-Principal:
Signature: Signature: Signature:
Date: Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL: SCHOOL YEAR:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject: Grade:
Weeks Periods Start End

2. Unit Plan Unit No. 6

Unit Title OUR WEATHER
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
Unit specific objectives of the area competence.
O.EFL 2.5Use in-class library resources and explore the use of ICT to enrich competencies in the four skills.
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.
Story value- Thinking positively
CLIL
Transversal Axes Components Science- Learn about instruments to measure the weather

2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.3. Ask simple basic questions in class about the world beyond
one’s own immediate environment in order to increase their
CE.EFL.2.1. Diferentiate between dfferent living situations in a variety of surroundings and express curiosity about the world through understanding of different cultures
simple questions.
After reading the story "Fun in all types of weather" the students will
talk about the weather in different parts of the world and the
importance of thinking positively when things go wrong.
Curricular Thread 2: Oral communication
EFL.2.2.1. Understand meanings expressed in short dialogues on
familiar topics, as well as basic spoken instructions and simple
CE.EFL.2.6. Listening for Meaning: Understand the main ideas in short simple spoken texts that include familiar vocabu- lary and are questions about self, people, animals, or things, especially when
set in everyday contexts. spoken slowly and clearly. (Example: greetings, short phrases, basic
range of classroom
Listen toinstructions,
the chant and point the weather words
common personal information questions: What’s your 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.)
After listening to the story The friendly farm students use the structure
CE.EFL.2.10. Interaction – Interpersonal: Participate e ectively in basic interpersonal interactions in everyday contexts, provided the was, were to answer questions
EFL.2.2.16. Say when they do not understand and ask for slower or
interlocutor speaks slowly and clearly. (Example: requesting, introducing, responding, etc.) clearer repetition where required. (Example: Sorry? Could you say that
again, etc.)

As a mission students present their invented island to the class and

talk about its name, weather and places
Curricular Thread 3: Reading Learners can
EFL.2.3.8. Show understanding of some basic details in short simple select
cross-curricular texts by matching, labeling, and answering simple pictures
questions. and/or short
CE.EFL.2.16. Understand the main ideas in short simple written texts on cross-curricular subjects, both print and digital. (Example:
phrases that
art, science, music, math, history, etc.)
Read the paragraph and match the weather instruments with their relate to
photos collaboratin
g and
Curricular Thread 4: Writing sharing and
EFL.2.4.3. Reproduce simple words, phrases and sentences with express
correct use of standard writing mechanics. (Example: spelling, personal
punctuation, capitalization, and writing by hand. (3EGB) preferences.
Complete the sentences using was/were in positive or negative forms (J.2, J.3,
S.4)I.EFL.2.4.
CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar items 1
EFL.2.4.4. Reproduce simple words, phrases, and sentences for
controlled practice of language items. (3EGB)
Students choose a type of weather and write a sentence about it

Curricular Thread 5: Language through the Arts

EFL.2.5.2. Express emotions and feelings using basic adjectives and
related images through written work on the school or class bulletin
CE.EFL.2.22. Describe and write about emotions and responses to literary texts through words and images, or other media (video, board.
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.
Invent your own island and talk about the places and the weather in it

METHODOLOGICAL ORIENTATIONS RESOURCES PERFORMANCE EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS

INDICATORS
*Watching a video and drawing a Student's Book Level 2, Activity Book with ACTIVITY
picture of me in this weather Online Resources Level 2, Teachers Book with Curricular Thread 1:
*Listening to the song and DVD Level 2, Class Audio CDs Level 2, Communication and
pointing out the objects Flashcards Level 2, Presentation Plus DVD-ROM cultural awareness
*Listening to "The friendly farm" Level 2, Teacher's Resource and Tests CD-ROM TECHNIQUE
and completing the chart using Level 1-2.
was-were, wasn`t-weren`t INSTRUMENT
*Listening to the song and BIBLIOGRAPHY
completing the sentences with Diamond-Bayir S., Nixon C,. & Tomlison M., Learners can select
different types of clothes (2018). Power Up. Student's Book 2. pictures and/or short ACTIVITY
*Watching the video "What`s the Cambridge University Press phrases that relate to
weather like today" and matching Diamond-Bayir (2018) Power Up. Teacher's collaborating and sharing
and express personal
the pictures with the weather Book 2 with DVD. Cambrige University Press. preferences. (J.2, J.3, TECHNIQUE
instruments S.4)I.EFL.2.4.1
*Listening to the story "Fun in all Materials
types of weather" and talking Sun and snow symbols on pieces of paper, INSTRUMENT
about the importance of thinking digital mission poster, a copy of the Mission
positively worksheet (teachers resource book pg 64), ACTIVITY
*Listening to the audio and clothes flashcards from level 1 or real clothing,
writing words or numbers to The weather flashcards, clothes flashcards . Curricular
Learners canThread 2: Oral
understand
thecommunication
main ideas in short
complete the invitation from level 1-2, real items of clothing that simple spoken texts and
*Presenting the map of your learners can put on, worksheets/maps and infer who is speaking and TECHNIQUE
island to the class and talking notes from Mission Stage 1-2 lesson, toy what the situation is,
about its places and the different animals, a tray and a cloth to cover it, a real without decoding every
types of weather thermometer, pictures of a local weather vane, word. INSTRUMENT
*Reviewing units 1-4 card, a straw, a pin, a pencil with an attached (I.3)I.EFL.2.6.1Learners
rubber, two plastic fly swatters, beanbag, a can interact effectively ACTIVITY
large piece of color paper for a collage and using a range of basic
paper for each learner, pictures from Digital functional exponents for
photo bank of clouds, practice paper for interpersonal
Movers Listening Part 1 and Part 2, island map conversations in everyday
contexts, providing TECHNIQUE
and notes from Mission Stages 1-3 , a recipe
speech is slow and clear.
book Learners can request INSTRUMENT
repetition or clarification,
and can react
appropriately
Curricular to3:
Thread
responses received. ACTIVITY
Reading
(I.3)I.EFL.2.10.1

Learners can understand

the main ideas and some TECHNIQUE
basic details from a short
simple cross-curricular*
text and successfully INSTRUMENT
complete a simple task, as
well as acquire subject-
specific lexis. (I.2) ACTIVITY
I.EFL.2.16.1
TECHNIQUE

Curricular Thread 4:
Writing ACTIVITY

TECHNIQUE
Learners can write short
simple phrases and INSTRUMENT
sentences to show that
they know how to use
simple grammar or ACTIVITY
vocabulary items. (I.3,
I.4)I.EFL.2.18.1
TECHNIQUE

Curricular Thread 5:
Language through the TECHNIQUE
Learners can report
Arts
emotions and compose
short responses to literary
texts through words and INSTRUMENT
images, or other media
(video, audio). Learners ACTIVITY
can generate and expand
on personal opinions and
responses to oral and TECHNIQUE
written texts through TPR,
playground games, and
songs. (I.3, INSTRUMENT
S.3)I.EFL.2.22.1
Specification of Education Needs Specification of the adapted material to be applied

CAUTION: to be determined by the teachers based on his/her students profile. CAUTION: to be determined by the teachers based on his/her students profile.
Prepared by: Revised by: Approved by:
Teacher: Coordinator: Vice-Principal:
Signature: Signature: Signature:
Date: Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL: SCHOOL YEAR:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject: Grade:
Weeks Periods Start End

2. Unit Plan Unit No. 7

Unit Title LET`S COOK
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
Unit specific objectives of the area competence.
O.EFL 2.5Use in-class library resources and explore the use of ICT to enrich competencies in the four skills.
O.EFL 2.7 Appreciate
Story value- the use of English language through spoken and written literary texts such as poems, rhymes, chants, riddles and songs, in order
Perseverance
to foster imagination, curiosity and memory, while developing a taste for literature.
Transversal Axes CLIL interaction
O.EFL 2.8Demonstrate a living relationship with the English language through Science- with
Learnwritten
about and
how spoken
we use texts,
plants in
in order
food to explore creative
writing as an outlet to personal expression. Components
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.
2. UNIT PLAN
EVALUATION CRITERIA SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED

Curricular Thread 1: Communication and cultural awareness

EFL.2.1.5. Recognize ways to relate responsibly to one’s

surroundings at home and at school by exhibiting responsible behavior
towards the environment. (Example: chores at home, recycling, etc.)

CE.EFL.2.2. Catalog everyday objects and places in dfferent cultures and recognize ways to act responsibly towards one’s
environment and surroundings. After reading the story"Sonnys dream job" students learn that there are
steps to achieve things they want and it is important to work hard and
not to give up

Curricular Thread 2: Oral communication

EFL.2.2.8. Imitate individual English language sounds,

especially those phonemes which do not exist in the student’s own L1,
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar vocabulary and are set in everyday both in isolation and within key vocabulary items. (Example: /􀆾/ /ð/
contexts. Identify key items of information within the text, and record or act upon them. /􀝞/ /i:/ and in words like singing, these, up, sea, etc.)
Listen to the chant and point the objects/ Repeat what were the
characters doing using the past tense of verbs
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.
Name the colors of the chef`s hats and discover the character
CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use appropriate words and phrases to express basic EFL.2.2.11. Produce simple, mainly isolated utterances
ideas, initiate conversations and respond to questions, including some chunks of language and short sentences. 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.)
Choose a recipe and present it to the class saying how you made it

Curricular Thread 3: Reading

EFL.2.3.5. Show the ability to use a simple learning resource. (Example:
a small set of flashcards, a picture-based dictionary (online or print), or
CE.EFL.2.14. Demonstrate familiarity with study resources (both print and digital). (Example: a picture dictionary, some flashcards of a simple word list.)
known words, or a word list.)
Read about plants and its parts and talk about why they are important
for us
Curricular Thread 4: Writing
EFL.2.4.3. Write simple words, phrases and sentences with correct use
of standard writing mechanics. (Example: spelling, punctuation,
capitalization, and writing by hand and/ or on the computer.
Complete the sentences using the simple past tense of the verbs
CE.EFL.2.17. Write simple words, phrases, and sentences to demonstrate knowledge of spelling, punctuation, capitaliza- tion and
handwriting / typography, and identify their meanings. EFL.2.4.1 Know how to spell simple English words correctly,
demonstrating awareness of sound-letter relationships. (Example: sea,
mean, bee, etc.)
Write a recipe and how you made it

Curricular Thread 5: Language through the Arts

EFL.2.5.8. Produce short, creative texts using ICT and/or other
resources at home or at school in order to recreate familiar scenes and
themes.

CE.EFL.2.24. Communicate ideas and experiences and create short original texts through a range of resources and other media,
including ICT. Choose a recipe and present it to the class saying how you made it

PERFORMANCE
METHODOLOGICAL ORIENTATIONS RESOURCES INDICATORS EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS

*Watching the video and drawing Student's Book Level 2, Activity Book with Curricular Thread 1: ACTIVITY
some food you`d like to cook Online Resources Level 2, Teachers Book with Communication and
*Listening to the chant and DVD Level 2, Class Audio CDs Level 2, cultural awareness
pointing the different things Flashcards Level 2, Presentation Plus DVD-ROM TECHNIQUE
related to food Level 2, Teacher's Resource and Tests CD-ROM Learners can classify
*Listening to "The friendly farm" Level 1-2. everyday objects and INSTRUMENT
and completing the sentences familiar places. Learners
using the past tense of verbs BIBLIOGRAPHY can compare objects from
different cultural ACTIVITY
*Listening to the song and Diamond-Bayir S., Nixon C,. & Tomlison M.,
colouring each chef`s hat (2018). Power Up. Student's Book 2. contexts. Learners can say
*Asking and answering questions Cambridge University Press and recognize ways to TECHNIQUE
take care of the
in the past with the information Diamond-Bayir (2018) Power Up. Teacher's environment and one’s
given Book 2 with DVD. Cambrige University Press. surroundings. (J.3, INSTRUMENT
*Watching a "Plants are delicious" S.1)I.EFL.2.2.1
and identifying each part of the Materials
plant Large Pieces of Paper with the words breakfast ACTIVITY
*Reading the paragraph about and lunch, digital Mission Poster, a recipe
Curricular Thread 2: Oral
plants and answering the book, a copy of the Mission Worksheet communication
questions (teachers resource book pg 74), food Learners can understand
*Listening to the story "Sonny`s flashcards from level 1 and 2, real new food short and simple spoken
dream job" and talking about the items, a bottle, bowl, glass, cup and plate, two texts well enough to be
able to pick out key items TECHNIQUE
importance of perseverance large pieces of paper: one with a tick and one of information and record
*Listening to the audio and with a cross, actions in the kitchen flashcards, them in writing or
correcting the mistakes real vegetables and fruits which come from drawings, or physically act INSTRUMENT
*Presenting your recipe and different parts of plants, food flashcards for upon them.
talking about how you made it fruit fom level 1, pictures from Digital photo (I.3).EFL.2.7.1Learners can ACTIVITY
bank of vegetables learners know, dried or express basic ideas,
fresh beans, word cards for food from levels 1 initiate conversations, and
and 2 and homemade word cards for broccoli, respond to simple
pepper, spinach, cauliflower, peas , lettuce, questions using
rice, timer, real products made from appropriate words,
phrases, and short TECHNIQUE
plants,worksheet/ recipies from Stage 2-3
lesson, a videoclip from a TV cookery sentences. Responses
programme, pictures of famous TV chefs , may be slow though INSTRUMENT
pauses do not make the
example of online trip reviews interaction tedious or
uncomfortable for
Curricular Thread 3:
participants. ACTIVITY
Reading
(I.3)I.EFL.2.9.1

Learners can successfully TECHNIQUE

use simple online and
print learning resources. INSTRUMENT
(Example: flashcards,
picture dictionaries, word
lists, etc.) (I.2)I.EFL.2.14.1 ACTIVITY

TECHNIQUE

Curricular Thread 4: ACTIVITY

Writing

Learners can write words, TECHNIQUE

phrases, and short simple
sentences using the
correct conventions INSTRUMENT
(spelling, punctuation,
capitalization, and ACTIVITY
handwriting or
typography, etc.), for
making simple learning
resources. (I.3)I.EFL.2.17.1
TECHNIQUE

Curricular Thread 5:
Language through the ACTIVITY
Arts

earners can communicate TECHNIQUE

thoughts, feelings, and/or
personal experiences and INSTRUMENT
create short original texts
through a range of
resources and other ACTIVITY
media, including ICT. (I.2,
I.3, I.4)I.EFL.24.1 TECHNIQUE

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

CAUTION: to be determined by the teachers based on his/her students profile. CAUTION: to be determined by the teachers based on his/her students profile.
Prepared by: Revised by: Approved by:
Teacher: Coordinator: Vice-Principal:
Signature: Signature: Signature:
Date: Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL: SCHOOL YEAR:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
SCHOOL LOGO NAME OF SCHOOL SCHOOL YEAR
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject: Grade:
Weeks Periods Start End

2. Unit Plan Unit No. 8

Unit Title AROUND TOWN

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.
Unit specific objectives of the area 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 2.5UseBeing
Story value- in-class library resources and explore the use of ICT to enrich competencies in the four skills.
optimistic
O.EFL 2.7 Appreciate the use of English language through spoken and written
CLIL literary texts such as poems, rhymes, chants, riddles and songs, in order
Transversal Axes to foster imagination, curiosity and memory, while developing a taste Social Studies- Learn about how to be safe in town
for literature.
Components
O.EFL 2.8Demonstrate 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.
2. UNIT PLAN 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
EVALUATION
type, CRITERIA
provided others talk slowly and clearly and are prepared to help. SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
Curricular Thread 1: Communication and cultural awareness
EFL.2.1.7. Collaborate in a friendly manner by sharing classroom
materials and personal objects while participating in games and
CE.EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials while expressing personal activities in class and on the playground.
preferences with peers. After reading the story "Tom`s first day on the school bus" the students
will learn how being optimistic can change their attitude towards things
and make them feel excited and happy.
Curricular Thread 2: Oral communication
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
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar vocabulary and are set in everyday the alphabet, numbers, prices and times, days, dates and months, etc.)
contexts. Identify key items of information within the text, and record or act upon them.
Listen to the chant and point places in town

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.)
Read the story "Tom`s first day on the school bus" and talk about the
importance of being optimistic
C.E.2.16 Understand main ideas in short simple written texts on cross curricular subjects both print and digital EFL.2.2.17. React appropriately to what others say using verbal/non-
verbal backchanneling, or by asking further simple questions to extend
the interaction. (Example: express interest using facial expression or
simple words with appropriate intonation: Oh!, Yes! Thanks. And you?
etc.)
Present the poster about your trip to the class tell people how to be
safe use the grammatical structures studied
Curricular Thread 3: Reading
EFL.2.3.10. Read some simple text types and graphic organizers used
CE.EFL.2.16. Understand the main ideas in short simple written texts on cross-curricular subjects, both print and digital. (Example: to present cross-curricular information (Example: instructions, graphs,
art, science, music, math, history, etc.) maps, etc.) (3EGB)
Read the story "Tom`s first day on the school bus" and talk about the
Curricular Thread 4: Writing importance of being optimistic
EFL.2.4.3. Write simple words, phrases, and sentences with correct
use of standard writing mechanics. (Example: spelling, punctuation,
capitalization, and writing by hand and/or on the computer
Complete the sentences using the past tense of irregular verbs
CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar items
EFL.2.4.4. Write simple words, phrases, and sentences for controlled
practice of language items.
Complete the safety poster with the correct word
Curricular Thread 5: Language through the Arts
EFL.2.5.9. Use creative thinking skills to learn how to share and
CE.EFL.2.25. Implement a range of creative thinking skills to show a respect for sharing and accepting different ideas in brainstorms respect all ideas through brainstorming activities and pair work in
and pair work. class.
Create a trip reveiw show the pictures to the class and talk about it

PERFORMANCE
METHODOLOGICAL ORIENTATIONS RESOURCES INDICATORS EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS

*Watching the video "Around Student's Book Level 2, Activity Book with ACTIVITY
town" and drawing a place in it Online Resources Level 2, Teachers Book with Curricular Thread 1:
Communication and
*Listening to the chant and DVD Level 2, Class Audio CDs Level 2, cultural awareness
pointing the different places Flashcards Level 2, Presentation Plus DVD-ROM TECHNIQUE
*Listening to "The friendly farm" Level 2, Teacher's Resource and Tests CD-ROM
and completing using two words Level 1-2. INSTRUMENT
from the word bank Learners can select
*Listening to the audio and BIBLIOGRAPHY pictures and/or short
completing the sentences using Diamond-Bayir S., Nixon C,. & Tomlison M., phrases that relate to ACTIVITY
the past tense of irregular verbs (2018). Power Up. Student's Book 2. collaborating and sharing
*Listening to the song and writing Cambridge University Press and express personal TECHNIQUE
the different places you hear Diamond-Bayir (2018) Power Up. Teacher's preferences. (J.2, J.3,
*Listening to the audio "Which are Book 2 with DVD. Cambrige University Press. S.4)I.EF.2.4.1
Zoe`s mum`s glasses" and ticking INSTRUMENT
the correct description, use have Materials
to, has to Flashcards or pictures of four different places, ACTIVITY
*Writing sentences about your A day trip flashcards, pairs of word cards (e.g. Curricular Thread 2: Oral
house chores using the chunks drink-drank), pairs of infinitive/past simple Learners can understand
communication
from the word bank word cards for verbs from the previous lesson, short and simple spoken
*Listening to the audio and Mission worksheets (teachers resource book texts well enough to be
completing the poster about road pg 84), places in town flashcards, a map of a able to pick out key items TECHNIQUE
safety city centre, worksheets/descriptions of trips of information and record
*Reading the story "Tom`s first from Mission Stage 1-3 lesson, a picture of a them in writing or
drawings, or physically act INSTRUMENT
day on the school bus" and talking city street lamps, traffic lights, road signs, two
upon them.
about the importance of being circles of paper or card per learner, pieces of (I.3)I.EFL.2.7.1Learners
optimistic paper with instructions for a mime game, a ACTIVITY
can interact effectively
*Listening to the audio and ticking bright happy picture, a grey sad picture, using a range of basic
the correct description practice paper for Movers Listening Part 4, functional exponents for
*Presenting your trip to the class word cards with infitves of verbs from the unit, interpersonal conversa-
and talking about how to be safe a bag or box, tions in everyday
on your trip. contexts, providing TECHNIQUE
speech is slow and clear. Observation
Learners can request INSTRUMENT
repetition or clarification,
and can react
appropriately to
Curricular
responses Thread 3:
received.
Reading ACTIVITY
(I.3)I.EFL.2.16.1

Learners can understand

the main ideas and some TECHNIQUE
basic details from a short
simple cross-curricular* INSTRUMENT
text and successfully
complete a simple task, as
well as acquire subject- ACTIVITY
specific lexis. (I.2)
I.EFL.2.16.1
TECHNIQUE

Curricular Thread 4:
Writing ACTIVITY

TECHNIQUE
Learners can write short
simple phrases and
sentences to show that INSTRUMENT
they know how to use
simple grammar or ACTIVITY
vocabulary items. (I.3,
I.4)I.EFL.2.18.1

TECHNIQUE

Curricular Thread 5:
Language through the ACTIVITY
Arts

Learners can utilize a

range of creative thinking TECHNIQUE
skills to show a respect
for sharing and accepting
different ideas while INSTRUMENT
working in pairs and
through brainstorms. (J.3,
S.4)I.EFL.2.15.1 ACTIVITY

TECHNIQUE

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

CAUTION: to be determined by the teachers based on his/her students profile. CAUTION: to be determined by the teachers based on his/her students profile.
Prepared by: Revised by: Approved by:
Teacher: Coordinator: Vice-Principal:
Signature: Signature: Signature:
Date: Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL: SCHOOL YEAR:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITE
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRITER
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title AROU
O.EFL 2.1 Identify some main ideas and details of written texts, in order t
O.EFL 2.2 Assess and appreciate English as an international language, as w
Unit specific objectives of the area competence.
O.EFL 2.5Use in-class library resources and explore the use of ICT to enric
O.EFL
Talking2.7 Appreciate
about the use of
the importance of English language
having pride through
in your work spoken and wri
to foster imagination, curiosity and memory, while developing a taste for
Transversal Axes O.EFL 2.8Demonstrate a living relationship with the English language thro
writing as an outlet to personal expression.
O.EFL 2.9 Be able to interact in English in a simple way using basic expres
2. UNIT PLAN type, provided others talk slowly and clearly and are prepared to help.
EVALUATION CRITERIA
Curricular Thread 1: Communication and cultural awa

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

Curricular Thread 2: Oral communication

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

CE.EFL.2.10. Interaction – Interpersonal: Participate e ectively in basic interpersonal interactions in everyday contexts, provide
interlocutor speaks slowly and clearly. (Example: requesting, introducing, responding, etc.)

Curricular Thread 3: Reading

CE.EFL.2.16. Understand the main ideas in short simple written texts on cross-curricular subjects, both print and digital. (Exam
art, science, music, math, history, etc.)
 Curricular Thread 4: Writing

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

Curricular Thread 5: Language through the Arts

CE.EFL.2.22. Describe and write about emotions and responses to literary texts through words and images, or other media (vid
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.

PERFORMANCE
METHODOLOGICAL ORIENTATIONS RESOURCES
INDICATORS
*Watching the video and drawing Student's Book Level 2, Activity Book with
a picture about your holidays Online Resources Level 2, Teachers Book with Curricular Thread 1:
Communication and
*Choosing a kind of holiday for a DVD Level 2, Class Audio CDs Level 2, cultural awareness
class tour Flashcards Level 2, Presentation Plus DVD-ROM
*Listening to the chant and Level 2, Teacher's Resource and Tests CD-ROM
writing the adjectives (thirsty, Level 1-2.
boring, exciting, dangerous, Learners can select
difficult, hungry, frightened, BIBLIOGRAPHY pictures and/or short
surprised) Diamond-Bayir S., Nixon C,. & Tomlison M., phrases that relate to
*Listening to "The friendly farm" (2018). Power Up. Student's Book 2. collaborating and sharing
and complete what are the Cambridge University Press and express personal
animals doing Diamond-Bayir (2018) Power Up. Teacher's preferences. (J.2, J.3,
*Listening to the audio Gracie`s Book 2 with DVD. Cambrige University Press. S.4)I.EFL.2.4.1
Grammar and completing the
chart using the comparative Materials
structure more than A globe/world map, a copy of the mission
*Listening to the song and worksheet ( teachers resource book pg 94), . Learners can pronounce
Curricular
most Thread
familiar 2: Oral
vo- cabulary
answering the questions "Who, friendly family flashcards, adjectives for communication
items accurately, and can
What, Where, Why?" opinions and feelings flashcards, word cards, therefore usually be easily
*Listening to Gracie´s Grammar pictures for comparisons, animals and free understood. They can also
auidio and answer using the time activities flashcards, A new adventure produce some phrases
superlative structure the most flashcards, notes from Stage 1 lesson , picture and short sentences
*Watching the video about from Digital photo bank of Earth as seen from clearly, and may
wonders of the world and space, pieces of paper with names of approximate English
matching the places with the continents on them(except Antartica), a world rhythm and intonation in
continents map without continents labeled, a selection of longer utterances.
*Reading the paragraph and small natural things and manmade objects, (I.3)I.EFL.2.8.1 Learners
answering the questions about pictures of manmade and natural wonders in can interact effectively
natural and manmade wonders of learners own country, worksheets. tour ideas using basic functional
the world from Mission Stage 2 lesson, pictures from exponents for
interpersonal conversa-
*Listening to the poem "The Digital photo bank of a modern circus and an tions in everyday
mystery pic nic" and talking about old-fashioned circus with elephants, lions,etc, contexts, providing
the importance of having pride in practice paper for Movers Reading and Writing speech is slow and clear.
your work part 3, worksheets/notes and tour ideas from Learners can request
*Reading the paragraph and Mission stages 1-2 lessons, a large piece of repetition or clarification,
identifying the part of speech display paper with a world map drawn on it, and can begin
Curricular to react
Thread 3:
(noun, verb, adjective) appropriately
Reading basic
to
*Presenting your holiday tour map responses received. (I.3)
and talking about it putting your (ref. I.EFL.2.10.1)
ideas on the class world map Learners can understand
* Reviewing units 7-9 the main ideas and some
basic details from a short
simple cross-curricular*
text and successfully
complete a simple task, as
well as acquire subject-
(noun, verb, adjective)
*Presenting your holiday tour map
and talking about it putting your
ideas on the class world map Learners can understand
* Reviewing units 7-9 the main ideas and some
basic details from a short
simple cross-curricular*
text and successfully
complete a simple task, as
well as acquire subject-
specific lexis. (I.2)
I.EFL.2.16.1

Curricular Thread 4:
Writing

Learners can produce a

short simple sentence and
a paragraph – with ample
support - on a variety of
topics, and some learners
can do so with only
limited support.
(I.3)I.EFL.2.19.1

Curricular Thread 5:
Language through the
Arts
. 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)I.EFL.2.22.1

Specification of Education Needs

CAUTION: to be determined by the teachers based on his/her students profile.

Prepared by:
Teacher:
Signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
KILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
KILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 9
AROUND TOWN
details of written texts, in order to develop an approach of critical inquiry to written and oral texts.
as an international language, as well as the five aspects of English that contribute to communicative

nd explore the use of ICT to enrich competencies in the four skills.

anguage
pride through
in your work spoken and written literary texts such as poems, rhymes, chants, riddles and songs, in order
mory, while developing a taste for
CLILliterature.
Social Studies- Learn about natural and manmade wonders of the
hip with the English language
Componentsinteraction
through world with written and spoken texts, in order to explore creative
on.
n a simple way using basic expressions and short phrases in familiar contexts to satisfy needs of a concrete
early and are prepared to help.
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
Communication and cultural awareness
EFL.2.1.8. Exchange basic personal preferences with peers in order to
express likes and dislikes.
erials while expressing personal
After reading the story " The mystery picnic" students will talk about
their own abilities and how they can be proud of them or any other
good thing they`ve done
Thread 2: Oral communication
EFL.2.2.10 Clap, move, chant, or sing along with short authentic
English language rhymes or songs, approximating English rhythm and
intonation once familiar with the text. (Example: jump or clap in time
nough that other people can usually to jump-rope rhymes,
do the actions to action songs or short rhythmic poems, enunciating
some of words
Read the poemin" time with thepicnic
The mystery rhythm,
andetc.)
act it out"

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. (3EGB)
Look at the pictures and say what the poem is going to be about
ons in everyday contexts, provided the EFL.2.2.17. React appropriately to what others say using verbal/non-
verbal backchanneling, or by asking further simple questions to extend
the interaction. (Example: express interest using facial expression or
simple words with appropriate intonation: Oh!, Yes! Thanks. And you?
etc.)
Present your holiday ideas to the class and talk about the tour you
choose, paste it on the map
icular Thread 3: Reading
EFL.2.3.8. Show understanding of some basic details by matching,
ects, both print and digital. (Example: labeling, and answering simple questions. (3EGB)
Read the paragraph and match if the places are natural or manmade
 cular Thread 4: Writing
EFL.2.4.5. Write simple sentences on familiar topics to communicate
basic ideas.
raph, using basic vocabulary and
Complete the sentences using the comparatives more-than
Reorganize the sentences from the poem "A mystery picnic"
ead 5: Language through the Arts
EFL.2.5.6. Generate and expand ideas by responding in a fun and
ds and images, or other media (video, playful manner to oral and written texts in order to increase
en/heard in by participating in enjoyment of the language through TPR, playground games, and songs
and chants.
Prepare ideas about holidays where and how to spend them and
present it to the class pasting your ideas on the world map
PERFORMANCE
EVALUATION ACTIVITIES/TECHNIQUES/INSTRUMENTS
INDICATORS

Curricular Thread 1: ACTIVITY

Communication and
cultural awareness
TECHNIQUE

INSTRUMENT
Learners can select
pictures and/or short
phrases that relate to ACTIVITY
ollaborating and sharing
and express personal TECHNIQUE
preferences. (J.2, J.3,
S.4)I.EFL.2.4.1
INSTRUMENT

Learners can pronounce ACTIVITY

Curricular
most Thread
familiar 2: Oral
vo- cabulary
communication
ems accurately, and can
herefore usually be easily
nderstood. They can also TECHNIQUE
produce some phrases
and short sentences
clearly, and may INSTRUMENT
approximate English
hythm and intonation in
longer utterances. ACTIVITY
(I.3)I.EFL.2.8.1 Learners
can interact effectively
using basic functional
exponents for
nterpersonal conversa- TECHNIQUE
tions in everyday
contexts, providing
peech is slow and clear. INSTRUMENT
Learners can request
epetition or clarification,
and can begin
Curricular to react
Thread 3:
appropriately ACTIVITY
Reading basic
to
esponses received. (I.3)
(ref. I.EFL.2.10.1)
earners can understand
he main ideas and some TECHNIQUE
asic details from a short
simple cross-curricular*
text and successfully
omplete a simple task, as
well as acquire subject-
 earners can understand
he main ideas and some
asic details from a short
simple cross-curricular* INSTRUMENT
text and successfully
omplete a simple task, as
well as acquire subject- ACTIVITY
specific lexis. (I.2)
I.EFL.2.16.1
TECHNIQUE

Curricular Thread 4:
ACTIVITY
Writing

Learners can produce a TECHNIQUE

hort simple sentence and
paragraph – with ample INSTRUMENT
support - on a variety of
opics, and some learners
can do so with only ACTIVITY
limited support.
(I.3)I.EFL.2.19.1
TECHNIQUE

Curricular Thread 5:
Language through the ACTIVITY
Arts
. Learners can report
emotions and compose
hort responses to literary
exts through words and
images, or other media TECHNIQUE
(video, audio). Learners
an generate and expand
n personal opinions and INSTRUMENT
responses to oral and
ritten texts through TPR, ACTIVITY
playground games, and
songs. (I.3,
S.3)I.EFL.2.22.1 TECHNIQUE

Specification of the adapted material to be applied

CAUTION: to be determined by the teachers based on his/her students profile.

Revised by: Approved by:
Coordinator: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
5-00168-A de 01-12-2015)