Pud Elementay y Media

CZ6-ASRE-EQUIPO DE ASESORÍA EDUCATIVA
MICROCURRICULAR PLANNING BY SKILLS AND
PERFORMANCE CRITERIA
SECOND GRADE
BY; SUSANA PADILLA
2019-2020
ACADEMIC YEAR: 2019-2020
1. INFORMATION DATA:
Teacher: Area: Grade/ course Class
2nd
EGB
UNIT NUMBER Textbook: Unit title: UNIT SPECIFIC OBJECTIVES:
One English A1.1 Hello! 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 2.4 Develop creative and critical thinking skills to

foster problem-solving and independent learning using both
spoken and written
English.
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.
PERIODS: 18, 3 class periods per lesson STARTING WEEK:

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION CRITERIA
DEVELOPED
Communication and Cultural Awareness CE.EFL.2.1. Differentiate between different living situations in a
EFL 2.1.1 Exchange basic introductions and limited variety of surroundings and express curiosity about the world
personal information in class using simple present tense through simple questions.
in order to get to know their peers. (Example: where one
lives or goes to school, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.2.6. Listening for Meaning: Understand the main ideas in
EFL 2.2.1 Understand meanings expressed in short short simple spoken texts that include familiar vocabulary and
dialogues on familiar topics, as well as basic spoken are set in everyday contexts.
instructions and simple questions about self, people,
animals or things, especially when spoken slowly and
clearly. (Example: greetings, short phrases, And basic
range of classroom instructions, common personal
information questions: What’s your name? How old are
you? Where do you
live? etc.)
Reading CE.EFL.2.11. Identify and understand individual every-day

EFL 2.3.1 Demonstrate basic reading comprehension words, phrases, and sentences, including instructions.
skills by identifying the meaning of individual words,
phrases, and sentences, including simple written
instructions.
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.2.17. Write simple words, phrases, and sentences to

demonstrate knowledge of spelling, punctuation, capitalization
Writing and handwriting / typography, and identify their meanings.
EFL 2.4.3 Write simple words, phrases and sentences
with correct use of standard writing mechanics.
(Example: spelling, punctuation, capitalization, and
writing by hand and/or on the computer.
EFL 2.4.4 Write simple words, phrases and sentences for
controlled practice of language items.
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
(video, audio) on class or school bulletin boards and expand on
EFL 2.5.2 Express emotions and feelings using basic ideas and responses to texts read/seen/heard in by
adjectives and related images through written work participating in songs/chants, TPR activities and playground
on the school or class bulletin board. games.
METHODOLOGICAL RESOURCES PERFORMANCE ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
Communication and Communication and ACTIVITIES
Cultural Awareness Cultural Awareness • Understand and use basic greetings,
leave-taking expressions,
• Drawing different ▪ New Curriculum I.EFL.2.2.1. Learners can and other simple everyday phrases to
houses and labeling EFL for Subnivel classify everyday objects and facilitate interpersonal
different rooms and EGB ELEMENTAL familiar places. Learners can interaction, to introduce others, and to
objects in a house. compare objects from name things.
• Using question words ▪ Teacher’s Guide different cultural contexts. • Understand meanings expressed in short
(who, what, where) to English A1.1 Learners can say and dialogues on
ask about places. (including recognize ways to take care familiar topics, as well as basic spoken
• Reflecting on interactive version) of the environment and one’s instructions and simple
differences between a surroundings. (J.3, questions about self, people, animals or
house and an apartment. ▪ Audio CD S.1) things, especially
• Creating a diorama of when spoken slowly and clearly.
▪ Teacher’s Guide Oral Communication
urban and rural aspects. • Exchange basic introductions and limited
I.EFL.2.6.1. Learners can
• Drawing a map of a personal
▪ Posters and understand the main ideas in
neighborhood. information in class using simple present
short simple spoken texts
• Asking and answering pictures about the tense in order to get
and infer who is speaking and to know their peers.
questions about where topic
what the situation is, without
you and others live. • Produce simple, mainly isolated
▪ Photocopiable decoding every word. (I.3)
Oral Communication: utterances using very short
(Listening and - worksheets (TG) phrases and sometimes individual words,
Reading
Speaking) possibly with slow
▪ Quiz Time (SB) I.EFL.2.11.1. Learners can and/or hesitant delivery.
understand familiar words,
• Listening to a very • Demonstrate basic reading
phrases,
short and simple story comprehension skills by
and short simple sentences
and ordering the identifying the meaning of individual
and can successfully
pictures showing what words, phrases, and
complete the simple
happens. (Example: Jane sentences, including simple written
accompanying task. (I.4)
is taking her dog for a instructions.
walk. They see some • Create picture books and/or other
Writing
birds. The birds fly away, graphic expressions in
etc.) pairs in class by varying scenes, characters,
or other elements
• Listening to a short I.EFL.2.17.1. Learners can of literary texts.TECHNIQUES

and simple conversation write words, phrases, and ▪ Peer Observation.
between 2 speakers and short ▪ Checklist.
deciding who is simple sentences using the ▪ Concept maps.
speaking, where they correct conventions (spelling, ▪ Questionnaires.
are, and how they feel. punctuation, capitalization, ▪ Interviews.
(Example: a boy and his and handwriting or ▪ Dossiers.
Dad, at a soccer game, typography, ▪ Project Assignment.
happy, etc.) etc.), for making simple ▪ Unit Game
• Watching a video clip learning resources. (I.3) ▪ Glossary activities.
and selecting the best Instruments for oral and written
title for it. (Example: Language through the Arts evaluation
Funny monkeys at the ▪ Rubrics
zoo, etc.) I.EFL.2.22.1. Learners can ▪ Portfolio
report emotions and ▪ Oral interviews individual/ in pairs
Reading compose ▪ Essay Tests
• Drawing a line from short responses to literary ▪ Practical Exams.
individual words to a texts through words and ▪ Writing Tests
picture or a scene. images, ▪ Training Test
(Example: learners read or other media (video, audio).
a list of farm animals Learners can generate
and draw and expand on personal
a line from each word to opinions and responses to
the appropriate animal oral
in the scene, etc.) and written texts through
• Reading a list of four TPR, playground games, and
words and crossing out songs. (I.3, S.3)
the word that doesn’t
belong. (Example: arm –
leg – house – foot, etc.)
• Reading a simple
sentence, looking at the
accompanying picture,
and ticking yes/no.
(Example: This is a
house. Yes,
etc.)
• Completing a gap in a
sentence (print or
online). (Example:
Words: go, sleep.
Sentence: Every day I ---
to school, etc.)
Writing
• Locating specific
words on the page and
writing them in a list.
(Example: all the words
beginning with the
sound /k/
or all the words that
contain the long /a:/
sound, etc.)
• Matching words to
pictures. (Example:
under the picture of a
chair, learners write the
word chair with the five
letters
of the word on the five

lines provided, etc.)
• Unscrambling words
or sentences and writing
them out correctly.
(Example: Word: veleen
= eleven. Sentence:
There’s – under – the
chair. – a backpack, etc.)
• Finding hidden
questions in a box and
writing them down with
the correct punctuation
and capitalization.
(Example: does it live on
a farm / does it have two
legs, etc.)
• Writing new words in
a picture dictionary and
adding a sticker or
picture.
Language through the
Arts
• Creating a dance for a
song or rhyme.
• Illustrating a short
piece of writing.
• Participating in TPR
activities such as acting
out the movements of a
character in a story as it
is read aloud.
• Discussing things
learners have done that
are similar to those the
characters in the story
have done. (Example:
gone
on vacation to the beach,
got into a fight with a
parent or friend, etc.)
• Moving to the rhythm
of a song or chant.
3.ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
• Students´ with Learning Disabilities. Use of visual materials and music, as well as short tasks.
• Emotional/ Behavior Disorders. In the case of assessment, only focusing on those skills students
• Physical Impairments have developed.
Classroom strategies to be implemented include: listing
objectives and goals per lesson; differentiating instruction by
tiers or learning styles / multiple intelligences; presenting
information in multiple formats; using review games to make
learning fun.
CLIL COMPONENTS Science: TRANSVERSAL AXES

Science/Technology/Arts: Social Studies Intercultural awareness, tolerance,
Introduce your partners respect, multiculturalism,
responsibility, solidarity, justice,

etc.
DONE BY: REVISED BY: APPROVED BY:

TEACHER: Lcda: Susana Padilla NAME: Lcda Susana Padilla NAME: Leonardo Ampam
Signature: Signature: Signature:
Date: Date: Date:
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
2nd EGB
Two English A1.1 What do you O.EFL 2.1 Identify some main ideas and details of written
see? texts, in order to develop an approach of critical inquiry to
written and oral texts.
O.EFL 2.3 Independently read level-appropriate texts in
English for pure enjoyment/ entertainment and to access
information.
O.EFL 2.5 Use in-class library resources and explore the use
of ICT to enrich competencies in the four skills.
2. UNIT PLAN
DEVELOPED
EFL 2.1.6 Understand and use common expressions of variety of surroundings and express curiosity about the world
politeness in class while working in pairs or groups on through simple questions.
projects. (Example: please, sorry, thank you, etc.)
EFL 2.1.7 Collaborate in a friendly manner by sharing
classroom materials and personal objects while
participating in games and activities in class and on the

playground.
EFL 2.2.3 Recognize familiar names, words, and short short simple spoken texts that include familiar vocabulary and
phrases about simple everyday topics whether heard in are set in everyday contexts.
isolation or within short, simple spoken texts describing
people and objects. (Example: vocabulary about self,
family, friends and immediate surroundings at school and
home, adjectives for color and size, etc.)
Reading CE.EFL.2.8. Production - Pronunciation: Produce individual
EFL 2.3.1 Demonstrate basic reading comprehension words and short phrases clearly enough that other people can
skills by identifying the meaning of individual words, usually understand them easily.
instructions.
Writing CE.EFL.2.17. Write simple words, phrases, and sentences to
EFL 2.4.5 Write simple sentences on familiar topics to demonstrate knowledge of spelling, punctuation, capitalization
communicate basic ideas. and handwriting / typography, and identify their meanings.
Language through the Arts E.EFL.4.18. Use main ideas in order to understand, predict, infer
and CE.EFL.2.22. Describe and write about emotions and
EFL 2.5.1 Identify key information such as events, responses to literary texts through words and images, or other
characters, and objects in stories and other age- media (video, audio) on class or school bulletin boards and
appropriate literary texts if there is visual support. expand on ideas and responses to texts read/seen/heard in
by participating in songs/chants, TPR activities and playground
EFL 2.5.2 Express emotions and feelings using basic games.
adjectives and related images through written work
on the school or class bulletin board.


Cultural Awareness ▪ New Curriculum Cultural Awareness • Recognize familiar names, words, and
• Drawing different EFL for Subnivel short phrases about simple everyday topics
houses and labeling EGB ELEMENTAL I.EFL.2.1.1. Learners can whether heard in isolation or within short,
different rooms and recognize differences simple spoken texts describing people and
objects in a house. ▪ Teacher’s Guide between where people live objects.
• Using question words English A1.1 and write or talk about their • Identify items of specific information
(who, what, where) to (including own surroundings, as well as within simple messages
ask about places. interactive version) ask questions about how or from short and simple descriptions
• Reflecting on other people live. (I.2, S.2) about familiar contexts, especially if visual
differences between a ▪ Audio CD Oral Communication support is provided.
house and an apartment. • Collaborate in a friendly manner by
• Creating a diorama of ▪ Teacher’s Guide I.EFL.2.6.1. Learners can sharing classroom materials and personal
urban and rural aspects. understand the main ideas in objects while participating in games and
• Drawing a map of a ▪ Posters and short simple spoken texts activities in class and on the playground.
neighborhood. pictures about the and infer who is speaking and • Exchange specific information with
• Asking and answering topic what the situation is, without another person, provided they talk slowly
questions about where decoding every word. (I.3) and clearly and are prepared to help.
you and others live. ▪ Photocopiable Reading • Know how to spell simple English words
Oral Communication: - worksheets (TG) I.EFL.2.8.1. Learners can correctly, demonstrating awareness of
(Listening and pronounce most familiar sound-letter relationships.
Speaking) ▪ Quiz Time (SB) vocabulary items accurately, TECHNIQUES
and can therefore usually be ▪ Peer Observation.
• Listening to a very easily understood. They can ▪ Checklist.
short and simple story also produce some phrases ▪ Concept maps.
and ordering the and short sentences clearly, ▪ Questionnaires.
pictures showing what and may approximate English ▪ Interviews.
happens. (Example: Jane rhythm and intonation in ▪ Dossiers.
is taking her dog for a longer utterances. (I.3) ▪ Project Assignment.
walk. They see some ▪ Unit Game
Writing ▪ Glossary activities.
birds. The birds fly away, Instruments for oral and written
etc.) I.EFL.2.17.1. Learners can evaluation
• Listening to a short write words, phrases, and ▪ Rubrics
and simple conversation short ▪ Portfolio
between 2 speakers and simple sentences using the ▪ Oral interviews individual/ in pairs
deciding who is correct conventions (spelling, ▪ Essay Tests
speaking, where they punctuation, capitalization, ▪ Practical Exams.
are, and how they feel. and handwriting or ▪ Writing Tests
(Example: a boy and his typography, ▪ Training Test
Dad, at a soccer game, etc.), for making simple
happy, etc.) learning resources. (I.3)
• Watching a video clip
and selecting the best
title for it. (Example: Language through the Arts
Funny monkeys at the I.EFL.2.22.1. Learners can
zoo, etc.) report emotions and
Reading compose
short responses to literary
Reading a text and texts through words and
answering information images,
questions. or other media (video, audio).
Choosing from a list of Learners can generate
words to complete gaps and expand on personal
from a reading. opinions and responses to
Reading a short story oral
from the Internet and and written texts through
highlighting interesting TPR, playground games, and
facts, then comparing songs. (I.3, S.3)
them with those of a
partner.
Writing
beginning with the
sound /k/ or all the
words that contain the
long /a:/ sound, etc.)
pictures. (Example:
letters of the word on
the five lines provided,
etc.)
them out correctly.
= eleven. Sentence:
• Finding hidden
and capitalization.

legs, etc.)
adding a sticker or
picture.
Arts

song or rhyme.
piece of writing.
is read aloud.
gone
of a song or chant.
learning fun.

Science/Technology/Arts: To Social Studies Intercultural awareness, tolerance,
create a scrapbook about the respect, multiculturalism,
things in a backpack. responsibility, solidarity, justice,
etc.
TEACHER: Lcda: Susana Padilla NAME: Lcda. Susana Padilla NAME: Leonardo Ampam
Date: Date: Date:

2nd EGB
Three English A1.1 Who do you O.EFL 2.2 Assess and appreciate English as an international
see? language, as well as the five aspects of English that
contribute to communicative competence.
O.EFL 2.3 Independently read level-appropriate texts in
English for pure enjoyment/ entertainment and to access
information.
2. UNIT PLAN
DEVELOPED
variety of surroundings and express curiosity about the world
EFL 2.1.4 Express curiosity about the world and other through simple questions.
cultures by asking simple WH- questions in class after
reading and/or participating in presentations or other
group work.
Oral Communication: (Listening and Speaking) CE.EFL.2.10. Interaction – Interpersonal: Participate effectively
EFL 2.2.6 Enjoy extensive listening in English. (Example: in basic interpersonal interactions in everyday contexts,
listen to stories, watch short movies, experience song provided the interlocutor speaks slowly and clearly. (Example:
lyrics or poetry, etc.) requesting, introducing, responding, etc.)
Reading CE.EFL.2.11. Identify and understand individual every-day
EFL 2.3.4 Understand the content in simple short written words, phrases, and sentences, including instructions.
environmental print text types, using artwork, symbols
and layout for support. (Example: price tags, signs, notices
(No eating, etc.), candy wrappers, etc.)
EFL 2.3.5 Show the ability to use a simple learning

resource. (Example: a small set of flashcards, a picture-
based dictionary (online or print), or a simple word list).
EFL 2.3.6 Understand the content of a simple graphic

organizer (online or print). (Example, Venn Diagrams,
charts, and labeled diagrams.)
EFL 2.3.7 Read and understand the main ideas in a short

simple text on a cross-curricular topic. (Example: art,
music, history, etc.)
EFL 2.4.3 Write simple words, phrases and sentences demonstrate knowledge of spelling, punctuation, capitalization
with correct use of standard writing mechanics. (Example: and handwriting / typography, and identify their meanings.
spelling, punctuation, capitalization, and writing by hand
and/or on the computer.
Language through the Arts CE.EFL.2.21. Distinguish key information in stories and other
EFL 2.5.6 Generate and expand ideas by age-appropriate literary texts, both oral and written.
responding in a fun and playful manner to oral and
written texts in order to increase enjoyment of the
language through TPR, playground games, and
songs and chants.
Cultural Awareness ▪ New Curriculum Cultural Awareness • Imitate individual English language
EFL for Subnivel I.EFL.2.1.1. Learners can sounds, especially those phonemes which
• Drawing different EGB ELEMENTAL recognize differences do not exist in the student’s own L1, both
houses and labeling between in isolation and within key vocabulary
different rooms and ▪ Teacher’s Guide where people live and write items.
objects in a house. English A1.1 or talk about their own • Identify key information such as events,
• Using question words (including surroundings, as well as ask characters, and objects in stories and other
(who, what, where) to interactive version) questions about how other age-appropriate literary texts if there is
ask about places. people live. (I.2, S.2) visual support.
• Reflecting on ▪ Audio CD Oral Communication • Clap, move, chant or sing along with
differences between a I.EFL.2.10.1. Learners can short authentic English
house and an apartment. ▪ Teacher’s Guide interact effectively using a language rhymes or songs, approximating
• Creating a diorama of range English rhythm and intonation once
urban and rural aspects. ▪ Posters and of basic functional exponents familiar with the text.
• Drawing a map of a pictures about the for interpersonal • Demonstrate basic reading
neighborhood. topic conversations comprehension skills by
• Asking and answering in everyday contexts, identifying the meaning of individual
questions about where ▪ Photocopiable providing speech is slow and words, phrases, and sentences, including
you and others live. - worksheets (TG) clear. Learners can request simple written instructions.
repetition or clarification, • Listen to and read short narratives
▪ Quiz Time (SB) and and/or other oral and
Oral Communication: can react appropriately to written literary texts in class (with a
(Listening and responses received. (I.3) preference for authentic
Speaking) Reading texts) in order
I.EFL.2.11.1. Learners can TECHNIQUES
• Conducting a understand familiar words, ▪ Peer Observation.
conversation with the phrases, ▪ Checklist.
teacher and learner and short simple sentences ▪ Concept maps.
playing two characters and can successfully ▪ Questionnaires.
using masks or hand complete the simple ▪ Interviews.
puppets. The learner accompanying task. (I.4) ▪ Dossiers.
may be given the Writing ▪ Project Assignment.
character’s details or I.EFL.2.17.1. Learners can ▪ Unit Game
invent them. (Example: write words, phrases, and ▪ Glossary activities.
name, age, favorite color, short Instruments for oral and written
etc.) The student’s simple sentences using the evaluation
character could correct conventions (spelling, ▪ Rubrics
introduce other puppets punctuation, capitalization, ▪ Portfolio
or request permission to and handwriting or ▪ Oral interviews individual/ in pairs
do something. (Example: typography, ▪ Essay Tests
This is Sebastian. He’s etc.), for making simple ▪ Practical Exams.
11. Can I borrow a pencil, learning resources. (I.3) ▪ Writing Tests
please?, etc.) ▪ Training Test
Reading Language through the Arts
• Drawing a line from
individual words to a
picture or a scene. I.EFL.2.21.1. Learners can
(Example: learners read recognize, through pictures
a list of farm animals and or other
draw media such as ICT, key
aspects of a story or literary
a line from each word to text (both oral and written).

the appropriate animal (J.1, I.2)
in the scene, etc.)
• Reading a list of four
words and crossing out
the word that doesn’t
belong. (Example: arm –
leg – house – foot, etc.)
• Reading a simple
sentence, looking at the
accompanying picture,
and ticking yes/no.
(Example: This is a
house. Yes,
etc.)
• Completing a gap in a
sentence (print or
online). (Example:
Words: go, sleep.
Sentence: Every day I ---
to school, etc.)
Writing
• Locating specific words
on the page and writing
them in a list. (Example:
all the words beginning
with the sound /k/
sound, etc.)
pictures. (Example:
letters
• Unscrambling words or
sentences and writing
them out correctly.
= eleven. Sentence:
There’s
– under – the chair. – a
backpack, etc.)
• Finding hidden
and capitalization.
(Example:
does it live on a farm /
does it have two legs,
etc.)
• Writing new words in a
picture dictionary and
adding a sticker or
picture.
Arts
• Listening to or reading
stories and drawing the
main characters.
• Choosing pictures of or
drawing the scenes of a
literary text.
• Standing up every time
they hear the name of a
character.
• Explaining through
pictures or charts (ICT)
the relationships
between characters.
(Example:
mom/daughter, friends,
etc.)
learning fun.


respect, multiculturalism,
etc.
TEACHER: Lcda: Susana Padilla NAME: Lcda Susana Padilla NAME: Mgs. Leonardo Ampam

2nd EGB
Four English A1.1 What O.EFL 2.4 Develop creative and critical thinking skills to
day is it foster problem-solving and independent learning using both
today? spoken and written English.
O.EFL 2.6 Write short descriptive and informative texts and
use them as a means of communication and written
expression of thought.
PERIODS: 18, 3 class periods per lesson STARTING WEEK: 13-02-2017
2. UNIT PLAN
DEVELOPED
Communication and Cultural Awareness CE.EFL.2.2. Catalog everyday objects and places in different
cultures and recognize ways to act responsibly towards one’s
EFL 2.1.9 Communicate to peers and teacher when environment and surroundings.
something is not understood in class through the use of
simple basic questions.
EFL 2.1.10 Recognize when to speak and when to listen

while working in pairs or small groups in class by
following classroom instructions and simple commands.
EFL 2.2.10 Clap, move, chant or sing along with short short simple spoken texts that include familiar vocabulary and
authentic English language rhymes or songs, are set in everyday contexts.
approximating English rhythm and intonation once
familiar with the text.
(Example: jump or clap in time to jump-rope rhymes, do
the
actions to action songs or short rhythmic poems,
enunciating
some of words in time with the rhythm, etc.
Reading CE.EFL.2.13. Understand the content in a variety of well-known

text types, both print and online, using the layout and artwork
EFL 2.3.1 Demonstrate basic reading comprehension for support; recognize typical signs and symbols found in the
skills by identifying the meaning of individual words, text types.
instructions.
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.

EFL 2.4.3 Write simple words, phrases and sentences demonstrate knowledge of spelling, punctuation, capitalization
with correct use of standard writing mechanics. and handwriting / typography, and identify their meanings.
(Example: spelling, punctuation, capitalization, and
writing by hand and/or on the computer.
EFL 2.4.4 Write simple words, phrases and sentences for
controlled practice of language items.
EFL 2.5.4 Listen to and read short narratives and/or to literary texts through words and images, or other media
other oral and written literary texts in class (with a (video, audio) on class or school bulletin boards and expand on
preference for authentic texts) in order to stimulate ideas and responses to texts read/seen/heard in by
imagination, curiosity, and a love for literature. participating in songs/chants, TPR activities and playground
EFL 2.5.5 Apply ICT and/or other resources to games.
communicate simple thoughts in small groups.
EFL 2.5.6 Generate and expand ideas by responding
in a fun and playful manner to oral and written texts
in order to increase enjoyment of the language
through TPR, playground games, and songs and
chants.
Cultural Awareness ▪ New Curriculum Cultural Awareness • Recognize familiar names, words, and
EFL for Subnivel I.EFL.2.2.1. Learners can short phrases about
• Labeling pictures with EGB ELEMENTAL classify everyday objects and simple everyday topics whether heard in
correct names. familiar places. Learners can isolation or within short, simple spoken
• Creating a poster of ▪ Teacher’s Guide compare objects from texts describing people and objects.
things that can be English A1.1 different cultural contexts. • Identify items of specific information
recycled. Learners can say and within simple messages
• Matching objects with (including recognize ways to take care or from short and simple descriptions
the places where they interactive version) of the environment and one’s about familiar contexts, especially if visual
can be found. (Example: surroundings. (J.3, support is provided.
stove in kitchen, bed in ▪ Audio CD S.1) • Express curiosity about the world and
bedroom, etc.) other cultures by asking simple WH-
• Simulating actions questions in class after reading and/or
through TPR activities participating in presentations or other
▪ Posters and understand the main ideas in group work.
where learners follow
short simple spoken texts
basic commands. pictures about the • Clap, move, chant or sing along with short
and infer who is speaking and
(Example: Put away topic authentic English
what the situation is, without
your book, etc.). language rhymes or songs, approximating
▪ Photocopiable decoding every word. (I.3)
• Choosing pictures that English rhythm and
demonstrate - worksheets (TG) intonation once familiar with the text.
Reading
responsibility (cleaning • Understand the content in simple short
▪ Quiz Time (SB) I.EFL.2.13.1. Learners can
room, watering the written environmental print text types,
understand a short simple
flowers). using artwork, symbols and layout for
environmental
support.
print text type and
Oral Communication: • Write simple words, phrases and
successfully complete a
(Listening and sentences with correct use of standard
simple task. (Example: a sign, writing mechanics.
Speaking)
notice, menu, etc.) (I.3) • Generate and expand ideas by responding
Writing
Listening to a very short in a fun and
and simple story and playful manner to oral and written texts in
write words, phrases, and
ordering the pictures order to increase
short
showing what happens. enjoyment of the language through TPR,
simple sentences using the
(Example: Jane is taking playground games, and songs and chants.
correct conventions (spelling,
her dog for a walk. They TECHNIQUES
punctuation, capitalization,
see some birds. The birds ▪ Peer Observation.
and handwriting or
fly away, etc.) ▪ Checklist.
typography,
• Listening to a short ▪ Concept maps.
and simple conversation ▪ Questionnaires.
between 2 speakers and etc.), for making simple ▪ Interviews.

deciding who is learning resources. (I.3) ▪ Dossiers.
speaking, where they ▪ Project Assignment.
are, and how they feel. Language through the Arts ▪ Unit Game
(Example: a boy and his ▪ Glossary activities.
Dad, at a soccer game, I.EFL.2.22.1. Learners can Instruments for oral and written
happy, etc.) report emotions and evaluation
• Watching a video clip compose ▪ Rubrics
and selecting the best short responses to literary ▪ Portfolio
title for it. (Example: texts through words and ▪ Oral interviews individual/ in pairs
Funny monkeys at the images, ▪ Essay Tests
zoo, etc.) or other media (video, audio). ▪ Practical Exams.
Learners can generate ▪ Writing Tests
Reading and expand on personal ▪ Training Test
opinions and responses to
• Matching common oral
signs to their meanings. and written texts through
(Example: a simple TPR, playground games, and
classroom sign or a songs. (I.3, S.3)
notice in the park,
Silence please,
No eating, etc.)
• Studying an
environmental print text
type and drawing a line
from the word to the
artwork. (Example: from
the word
cloud to a cloud weather
symbol, or from the
word stop to a “red”

stop light, etc.)
• Circling an emoticon to
match to a picture.
(Example: Amy feels sick
/ Amy is happy /, etc.)
• Comparing and
contrasting information.
(Example: learners read
simple price tags and
match them to the
correct sentences: This
toy is cheap. Those shoes
are expensive, etc.)
Writing
beginning with the
sound /k/
sound, etc.)
pictures. (Example:
letters

them out correctly.
= eleven. Sentence:
• Finding hidden
and capitalization.
legs, etc.)
adding a sticker or
picture.

Arts

song or rhyme.
piece of writing.

is read aloud.
gone
of a song or chant.
• Creating an audio
message or short video
that tells what the
student thought about
the text.
• Writing short weekly
journal entries.
learning fun.

respect, multiculturalism,
innovation, etc.

TEACHER: NAME: NAME: Leonardo Ampam
Signature: Lcda: Susana Padilla Signature: Lcda Susana Padilla Signature:
Date: Date: Date:
2nd EGB
Five English A1.1 Can you O.EFL 2. Appreciate the use of English language through
swim? spoken and written literary texts such as poems, rhymes,
chants, riddles and songs, in order to foster imagination,
curiosity and memory, while developing a taste for literature.
O.EFL 2.8 Demonstrate a living relationship with the English

language through interaction with written and spoken texts,
in order to explore creative writing as an outlet to personal
expression.
O.EFL 2.9 Be able to interact in English in a simple way using

basic expressions and short phrases in familiar contexts to
satisfy needs of a concrete type, provided others talk slowly
and clearly and are prepared to help.
PERIODS: 18, 3 class periods per lesson STARTING WEEK: 03-04-2017
2. UNIT PLAN
DEVELOPED
Communication and Cultural Awareness CE.EFL.2.3. Make use of basic personal information and
EFL 2.1.9 Communicate to peers and teacher when expressions of politeness in order to introduce oneself and
something is not understood in class through the use of participate in a short conversation.
simple basic questions.
EFL 2.1.10 Recognize when to speak and when to listen
while working in pairs or small groups in class by
following classroom instructions and simple commands.
EFL 2.2.10 Clap, move, chant or sing along with short short simple spoken texts that include familiar vocabulary and
authentic English language rhymes or songs, are set in everyday contexts.
approximating English rhythm and intonation once
familiar with the text.
(Example: jump or clap in time to jump-rope rhymes, do
the
actions to action songs or short rhythmic poems,
enunciating
some of words in time with the rhythm, etc.
Reading CE.EFL.2.13. Understand the content in a variety of well-known

EFL 2.3.5 Show the ability to use a simple learning text types, both print and online, using the layout and artwork
resource. (Example: a small set of flashcards, a picture- for support; recognize typical signs and symbols found in the
based dictionary (online or print), or a simple word list). text types.
Writing CE.EFL.2.18. Writing in order to perform controlled practice of
EFL 2.4.8 Complete a basic survey or a questionnaire by vocabulary and grammar items.
providing personal details.
to literary texts through words and images, or other media
EFL 2.5.5 Apply ICT and/or other resources to (video, audio) on class or school bulletin boards and expand on
communicate simple thoughts in small groups. ideas and responses to texts read/seen/heard in by
EFL 2.5.6 Generate and expand ideas by responding participating in songs/chants, TPR activities and playground
in a fun and playful manner to oral and written texts games.
chants.
Cultural Awareness ▪ New Curriculum Cultural Awareness • Ask and answer basic personal
• Participating in short EFL for Subnivel I.EFL.2.3.1. Learners can use information questions, as
dialogues using EGB ELEMENTAL basic personal information well as simple questions about other
greetings and leave- and expressions of politeness people, animals, and Possessions, provided
taking. ▪ Teacher’s Guide in short dialogues or the interaction is slow and clear.
• Listening to or reading English A1.1 conversations. • Exchange basic introductions and limited
short dialogues and (including (J.2, J.3) personal information in class using simple
answering questions interactive version) present tense in order to get to know their
about the speakers’ Oral Communication peers.
names, grades, schools, ▪ Audio CD • Respond to simple questions in quite a
etc. I.EFL.2.6.1. Learners can short time and initiate basic interaction
• Practicing the use of ▪ Teacher’s Guide understand the main ideas in spontaneously when there are
expressions of short simple spoken texts opportunities to speak. Speech is produced
politeness during ▪ Posters and and infer who is speaking and a little less slowly and hesitantly.
collaborative pair and pictures about the what the situation is, without • Complete a basic survey or a
small group work. topic decoding every word. (I.3) questionnaire by providing personal
• Adding expressions of details.
politeness to dialogues. ▪ Photocopiable Reading • Use creative thinking skills to learn how
• Completing a short - worksheets (TG) to share and respect
questionnaire or form all ideas through brainstorming activities
about one’s basic ▪ Quiz Time (SB) and pair work in class.
personal information. I.EFL.2.13.1. Learners can TECHNIQUES

(Example: name, school, understand a short simple ▪ Peer Observation.
age, address, etc.) environmental print text type ▪ Checklist.
• Responding to pictures and successfully complete a ▪ Concept maps.
or short texts by circling simple task. (Example: a sign, ▪ Questionnaires.
the corresponding notice, menu, etc.) (I.3) ▪ Interviews.
emoticon. (Example: ▪ Dossiers.
happy face, sad face, Writing ▪ Project Assignment.
confused face, etc.) I.EFL.2.18.1. Learners can ▪ Unit Game
Oral Communication: write short simple phrases ▪ Glossary activities.
(Listening and and sentences to show that Instruments for oral and written
Speaking) they know how to use simple evaluation
grammar or vocabulary ▪ Rubrics
• Listening to a very items. (I.3, I.4) ▪ Portfolio
short and simple story ▪ Oral interviews individual/ in pairs
and ordering the Language through the Arts ▪ Essay Tests
pictures showing what ▪ Practical Exams.
happens. (Example: Jane I.EFL.2.22.1. Learners can ▪ Writing Tests
is taking report emotions and ▪ Training Test
her dog for a walk. They compose short responses to
see some birds. The birds literary texts through words
fly away, etc.) and images, or other media
• Listening to a short (video, audio). Learners can
and simple conversation generate and expand on
between 2 speakers and personal opinions and
deciding who is responses to oral and written
speaking, where they texts through TPR,
are, and how they feel. playground games, and
(Example: a boy and his songs. (I.3, S.3)
Dad, at a soccer game,
happy, etc.)
• Watching a video clip

and selecting the best
title for it. (Example:
Funny monkeys at the
zoo, etc.)
Reading
• Matching common
signs to their meanings.
(Example: a simple
classroom sign or a
notice in the park,
Silence please,
No eating, etc.)
• Studying an
environmental print text
type and drawing a line
from the word to the
artwork. (Example: from
the word cloud to a
cloud weather symbol,
or from the word stop to
a “red” stop light, etc.)
• Circling an emoticon to
match to a picture.
(Example: Amy feels sick
/ Amy is happy /, etc.)
• Comparing and
contrasting information.
(Example: learners read
simple price tags and
match them to the

correct sentences: This
toy is cheap. Those shoes
are expensive, etc.)
Writing
• Completing simple
sentences to practice a
grammar structure by
writing words in gapped
sentences. Support
learners
by providing pictures
for context and / or a
box of answers, from
which they can choose.
(Example: My best friend
is ten --- old. --- name is
Carol. --- birthday is in
May, etc.)
• Identifying the
differences between two
pictures and writing
simple sentences.
(Example: In picture A,
there’s one
car, but in picture B
there are two cars, etc.)
• Answering questions
about a scene using full
sentences. (Example:
How many boys are
there? There are four

boys, etc.)
Arts

song or rhyme.
piece of writing.
is read aloud.
gone
of a song or chant.
• Creating an audio
message or short video
that tells what the
student thought about
the text.
• Writing short weekly

journal entries.
learning fun.

Science/Technology/Arts: to Social Studies Intercultural awareness, tolerance,
create a collage about abilities. respect, multiculturalism,
etc.

Date: Date: Date:
2nd
EGB
Six English A1.1 Can you sing? O.EFL 2.5 Use in-class library resources and explore the use
O.EFL 2.6 Write short descriptive and informative texts and

use them as a means of communication and written
expression of thought.
O.EFL 2.7 Appreciate the use of English language through

spoken and written literary texts such as poems, rhymes,
chants, riddles and songs, in order to foster imagination,
curiosity and memory, while developing a taste for literature.
2. UNIT PLAN
DEVELOPED
Communication and cultural awareness CE.EFL.2.4. Develop skills of collaboration by working together
EFL 2.1.7 Collaborate in a friendly manner by sharing on projects and sharing materials while expressing personal
classroom materials and personal objects while preferences with peers.
participating in games and activities in class and on the

playground.
Oral Communication: (Listening and Speaking) CE.EFL.2.12. Understand the gist and details in short simple
EFL 2.2.13 Understand and use basic greetings, leave- written texts (online or print).
taking expressions, and other simple everyday phrases to
facilitate interpersonal interaction, to introduce others,
and to name things. (Example: Thank-you, Can I help you?
This is [name]. It’s a [item], etc.)EFL 4.2.12 Describe
habits, routines, past activities and experiences within the
personal and educational domains.
Reading CE.EFL.2.17. Write simple words, phrases, and sentences to

EFL 2.3.4 Understand the content in simple short written demonstrate knowledge of spelling, punctuation, capitalization
environmental print text types, using artwork, symbols and handwriting / typography, and identify their meanings.
and layout for support. (Example: price tags, signs,
notices (No eating, etc.), candy wrappers, etc.)
EFL 2.3.5 Show the ability to use a simple learning
resource. (Example: a small set of flashcards, a picture-
based dictionary (online or print), or a simple word list).
Writing CE.EFL.2.23. Display an affinity for a variety of literary texts by

EFL 2.4.4 Write simple words, phrases and sentences for responding within a range of physical, cognitive, and attitudinal
controlled practice of language items. manners, and vary elements of a literary text to create a new
EFL 2.4.5 Write simple sentences on familiar topics to text.
communicate basic ideas.
Language through the Arts CE.EFL.2.24. Communicate ideas and experiences and create
EFL 2.5.5 Apply ICT and/or other resources to short original texts through a range of resources and other
communicate simple thoughts in small groups. media, including ICT.
EFL 2.5.6 Generate and expand ideas by responding
in a fun and playful manner to oral and written texts
chants.
Cultural Awareness ▪ New Curriculum Cultural Awareness • Understand meanings expressed in short
• Completing a very EFL for Subnivel dialogues on familiar
short, picture-based EGB ELEMENTAL I.EFL.2.4.1. Learners can topics, as well as basic spoken instructions
self-evaluation or peer select pictures and/or short and simple questions
evaluation form. ▪ Teacher’s Guide phrases about self, people, animals or things,
• Playing games in English A1.1 that relate to collaborating especially when spoken slowly and clearly.
which learners must (including and sharing and express • Ask and answer basic personal
pass objects around the interactive version) personal preferences. (J.2, J.3, information questions, as well as simple
room. (Example: hot S.4) questions about other people, animals, and
potato, etc.) ▪ Audio CD possessions, provided the interaction is
• Practicing helpful slow and clear.
classroom language in • Recognize when to speak and when to
mini dialogues and/or listen while working
▪ Posters and understand a short simple
chants (Example: Can I in pairs or small groups in class by
text
borrow your eraser? Do pictures about the following classroom instructions and
on an everyday topic and
you have a pencil? etc.) topic simple commands.
successfully complete a
• Completing a short • Say when they do not understand and ask
▪ Photocopiable simple task to show that they
survey about favorites for slower or clearer repetition where
or likes/dislikes and - worksheets (TG) required.
then sharing ideas with have understood most or • Read a short simple text (online or print)
a partner. ▪ Quiz Time (SB) some of it. (I.4) and demonstrate understanding of the gist
• Making a pie chart and some basic details of the content.
about the things that are Reading • Write simple words, phrases and
most liked in the class. I.EFL.2.17.1. Learners can sentences for controlled practice of
Oral Communication: write words, phrases, and language items.
(Listening and short • Listen to and read short narratives
Speaking) simple sentences using the and/or other oral and
correct conventions (spelling, written literary texts in class (with a
• Reading a short text punctuation, capitalization, preference for authentic texts) in order to
and showing and handwriting or stimulate imagination, curiosity, and a love
comprehension by typography, for literature.
completing the etc.), for making simple TECHNIQUES
accompanying graphic learning resources. (I.3) ▪ Peer Observation.
organizer. (Example: ▪ Checklist.
learners read about the Writing ▪ Concept maps.
location of a house and ▪ Questionnaires.
mark the point X on a I.EFL.2.23.1. Learners can ▪ Interviews.
map.) demonstrate an affinity for a ▪ Dossiers.
• Reading a short simple variety ▪ Project Assignment.
story of just a few lines of literary texts by ▪ Unit Game
and ordering simple responding within a range of ▪ Glossary activities.
pictures of familiar physical, Instruments for oral and written
objects. cognitive, and attitudinal evaluation
• Reading a short simple manners and adapt elements ▪ Rubrics
text and coloring a of a literary text to create a ▪ Portfolio
picture. (Example: This new text. (I.1, I.4) ▪ Oral interviews individual/ in pairs
is Ben’s room. His bed is ▪ Essay Tests
green. Learners draw a ▪ Practical Exams.
green bed, etc.) Language through the Arts ▪ Writing Tests
▪ Training Test
• Reading a short simple I.EFL.2.24.1. Learners can

text and circling the communicate thoughts,
correct answer. feelings,
(Example: Question: and/or personal experiences
What’s her name? and create short original
Answer: Mary / texts
Sandra / Mia, etc.) through a range of resources
and other media, including
Reading ICT. (I.2, I.3, I.4)
beginning with the
sound /k/
sound, etc.)
pictures. (Example:
letters
them out correctly.
= eleven. Sentence:
There’s
– under – the chair. – a
backpack, etc.)
• Finding hidden
and capitalization.
legs, etc.)
adding a sticker or
picture.
Writing
• Doing extended
reading, in which
learners get to choose
what they read and are
not evaluated or tested
on it.
• Sharing in small
groups or pairs the
learners’ favorite
stories, songs, poems,
etc., and saying why.
• Responding to a poem
by drawing how it
makes the learner feel.
• Writing questions the

learners would like to
ask a character in the
story, or the author of
the story.
• Inviting authors as
guest speakers into the
classroom so learners
can share their
responses to the story
with them.
• Interviewing family
members about their
favorite book or poem,
and then sharing their
findings in class.
• Keeping a small class
library and allowing fast
finishers to choose a
book or magazine to
read while the rest of
the class completes the
task.
• Listening to a song and
rewriting the song lyrics
changing just one
aspect. (Example:
choosing and replacing
the character’s name,
age, etc.)Making
flashcards for new
words and using them

to quiz a partner.

Arts
• Writing a text message

to a friend.
• Producing an audio
clip stating the student’s
daily routine.
• Using ICT resources to
organize and edit a
short piece of creative
or informational
writing.
• Taking pictures of or
drawing what the
learners usually eat for
breakfast, then using the
picture as a prompt for
conversation in class.
• Writing a short,
fictional story about a
family member.
• Putting short captions
under pictures.
• Emotional/ Behavior Disorders.
• Physical Impairments In the case of assessment, only focusing on those skills students
have developed.
learning fun.

Science/Technology/Arts: To Social Studies Intercultural awareness, tolerance,
create a talent show. respect, multiculturalism,
etc.

Date: Date: Date:
THIRD GRADE
BY; SUSANA PADILLA
2017-2018
Teacher: Area: Grade/ course Class A
3rd
EGB
One English Pre A1.2 Welcome to O.EFL 3.2 Assess and appreciate English as an international
starship language, as well as the skills and subskills that contribute to
communicative and pragmatic competence.
O.EFL 3.5 Use print and digital tools and resources to investigate
real-world issues, answer questions or solve problems.
O.EFL 3.10 Demonstrate an ability to use English as a means to
interact socially and work cooperatively in pairs and groups.

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
Communication and Cultural Awareness CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at
school and towards the environment.
EFL 3.1.1 Ask simple basic questions in class about the world
beyond their own immediate environment in order to
increase their understanding of different cultures.
Oral Communication: (Listening and Speaking) CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of
EFL 3.2.2 Be comfortable taking meaning from spoken texts the main idea, speaker and situation in spoken texts set in familiar
containing words or sections which are not understood. Be everyday contexts without having to decode every word.
aware that understanding spoken texts does not require
decoding every single word.
Reading CE.EFL.3.11. Demonstrate comprehension of most of the details of a

EFL 3.3.1 Understand most of the details of the content of a short simple online or print text and follow short instructions in
short simple text (online or print) simple experiments and projects if illustrated through step-by-step
visuals.
Writing CE.EFL.3.16. Create a simple learning resource in order to record and

3.4.1 Make a simple learning resource in order to record and practice new words and demonstrate knowledge of their meanings.
practice new words.
(Example: a picture dictionary, a word list, set of flashcards,
etc.).
Language through the Arts CE.EFL.3.21. Elaborate personal responses to both oral and written
EFL 3.5.1 Use audio, video and pictures to respond to a literary texts through pictures, audio/video or ICT in order to
variety of literary texts through online or in-class ICT evaluate literary texts using pre-established criteria, individually or
activities. in groups.
EFL 3.5.2 Create picture books and/or other graphic

expressions in pairs in class by varying scenes, characters
or other elements of literary texts.
EFL 3.5.3 Produce short, creative texts using ICT and/or

other resources at home or at school in order to recreate
familiar scenes and themes.
METHODOLOGICAL RESOURCES PERFORMANCE INDICATORS ACTIVITIES TECHNIQUES/INSTRUMENTS

STRATEGIES
Communication and Communication and Cultural ACTIVITIES
Cultural Awareness ▪ New Curriculum Awareness Exchange basic introductions and limited
EFL for Subnivel EGB I.EFL.3.2.1. Learners can say personal information in class using simple
Completing and MEDIA ways to take care of the present tense in order to get to know their
illustrating statements environment and one’s peers.
about socially responsible ▪ Teacher’s Guide surroundings. Learners can • Understand meanings expressed in short
behaviors. (Example: If English PreA1.2 identify and exhibit socially dialogues on familiar topics, as well as basic
you see old people on a (including interactive responsible behaviors at home, spoken instructions and simple questions
bus, you can…) version) at school and towards the about self, people, animals or things,
environment. (J.3, S.1) especially when spoken slowly and clearly.
Oral Communication: ▪ Audio CD • Enjoy extensive listening in English.
(Listening and Speaking) Oral Communication • Spell out key vocabulary items using the
▪ Teacher’s Guide I.EFL.3.6.1. Learners can grasp English alphabet.
the main idea of spoken texts
Listening to a simple, ▪ Posters and set in familiar everyday • Clap, move, chant or sing along with short
straightforward story and pictures about the contexts and infer changes in authentic
ordering the pictures topic the topic of discussion as well English language rhymes or songs,
showing what happens. as who is speaking and what approximating English rhythm and intonation
(Example: Tom and Mike ▪ Photocopiable the situation is, without having once familiar with the text.
are playing soccer, the - worksheets (TG) to decode every word. (I.3, I.4) • Demonstrate basic reading comprehension
ball goes into the water, skills by identifying the meaning of individual
Tom’s dog gets the ball, ▪ Quiz Time (SB) Reading words, phrases, and sentences, including
etc.) I.EFL.3.11.1. Learners can simple written instructions.
understand most details in a • Generate and expand ideas by responding in
Reading short simple online or print a fun
text and can follow short and playful manner to oral and written texts in
instructions in simple order
Reading a text and experiments and projects if to increase enjoyment of the language
answering information step-by-step visuals are through TPR , playground games, and songs
questions. provided. (I.3, I.4) and chants.
Completing gaps from a TECHNIQUES
reading using words from Writing ▪ Peer Observation.
a box. I.EFL.3.16.1. Learners can make ▪ Checklist.
Reading a short story a simple learning resource in ▪ Concept maps.
from a class blog and order to record and practice ▪ Questionnaires.
underlining the main new words. (Example: a picture ▪ Interviews.
details, then checking dictionary, a word list, a set of ▪ Dossiers.
answers with a partner. flashcards, etc.) (I.1, J.4) ▪ Project Assignment.
▪ Unit Game
Writing ▪ Glossary activities.
Instruments for oral and written evaluation
Creating a class picture ▪ Rubrics
Language through the Arts
dictionary and adding ▪ Portfolio
entries by writing I.EFL.3.21.1. Learners can ▪ Oral interviews individual/ in pairs

definitions of new words employ audio, video, pictures ▪ Essay Tests
or drawing a picture to and ICT to respond to oral and ▪ Practical Exams.
illustrate the meaning. written texts and use pre- ▪ Writing Tests
Making flashcards for established criteria to evaluate ▪ Training Test
new words and using literary texts individually or in
them to quiz a partner. groups. (I.2, I.3, I.4)
Making a list of new
words and then
comparing the lists in
pairs. If one of the mem-
bers of the pair knows the
word, he/she teaches the
other person.
Writing new words and
phrases in a vocabulary
notebook.
Listening to or reading
setting or explaining
relationships between
main characters.
Classroom strategies to be implemented include: listing objectives
and goals per lesson; differentiating instruction by tiers or learning
styles / multiple intelligences; presenting information in multiple
formats; using review games to make learning fun.

Science/Technology/Arts: Phonics Social Studies Intercultural awareness, tolerance,
Game Cards respect, multiculturalism,
innovation etc.

TEACHER: Lcda: Susana Pdilla NAME: Lcda: Susana Padilla NAME: Leonardo Ampam
Date: Date: Date:
3rd EGB
Two English Pre A1.2 Is she happy? O.EFL 3.1 Identify the main ideas and some details of written and
oral texts, in order to interact with and to develop an approach of
critical inquiry to a variety of texts.
O.EFL 3.6 Read and write short descriptive and informative texts
related to personal information or familiar topics and use them as
a means of communication and written expression of thought.
O.EFL 3.7 Appreciate the use of English language through spoken
and written literary texts such as poems, rhymes, chants, songs,
games and graphic short stories in order to foster imagination,
curiosity and memory, while developing a taste for oral and written
literary texts.
.

2. UNIT PLAN
EFL 3.1.5 Describe, read about, participate in or school and towards the environment.
recommend a favorite activity, book, song or other interest
to various audiences. (Example: peers, other classes,
teachers, other adults, etc.)

EFL 3.3.2 Show understanding of some basic details in short simple online or print text and follow short instructions in simple
short simple cross-curricular texts by matching, labeling experiments and projects if illustrated through step-by-step visuals.
and answering simple questions.

EFL 3.4.2 Write a short simple paragraph to describe practice new words and demonstrate knowledge of their meanings.
yourself or other people, animals, places and things, with
limited support. (Example: by answering questions or using
key words)
EFL 3.5.1 Use audio, video and pictures to respond to a literary texts through pictures, audio/video or ICT in order to evaluate
variety of literary texts through online or in-class ICT literary texts using pre-established criteria, individually or in groups.
activities

STRATEGIES
Cultural Awareness ▪ New Curriculum Awareness • Exchange basic personal preferences with peers
EFL for Subnivel I.EFL.3.2.1. Learners can say in order to express likes and dislikes.
Completing and illustrating EGB MEDIA ways to take care of the • Collaborate in a friendly manner by sharing
statements about socially environment and one’s classroom materials and personal objects while
responsible behaviors. (Ex- ▪ Teacher’s Guide surroundings. Learners can participating in games and activities in class and
ample: If you see old English PreA1.2 identify and exhibit socially on the playground.
people on a bus, you (including responsible behaviors at • Understand meanings expressed in short
can…) interactive version) home, at school and dialogues on familiar topics, as well as basic
towards the environment. spoken instructions and simple questions about
Oral Communication: ▪ Audio CD (J.3, S.1) self, people, animals or things, especially when
(Listening and Speaking) spoken slowly and clearly.
▪ Teacher’s Guide Oral Communication • Produce simple, mainly isolated utterances
I.EFL.3.6.1. Learners can using very short phrases and sometimes
Listening to a simple, ▪ Posters and grasp the main idea of individual words, possibly with slow and/or
straightforward story and pictures about the spoken texts set in familiar hesitant delivery.
ordering the pictures topic everyday contexts and infer • Ask and answer basic personal information
showing what happens. changes in the topic of questions, as well as simple questions about
(Example: Tom and Mike ▪ Photocopiable discussion as well as who is
are playing soccer, the ball - worksheets (TG) speaking and what the situa- other people, animals, and possessions, provided
goes into the water, Tom’s tion is, without having to the interaction is slow and clear.
dog gets the ball, etc.) ▪ Quiz Time (SB) decode every word. (I.3, I.4) • Demonstrate basic reading comprehension
skills by identifying the meaning of individual
Reading Reading words, phrases, and sentences, including simple
I.EFL.3.11.1. Learners can written instructions.
understand most details in a • Understand the content of a simple graphic
Reading a text and short simple online or print organizer.
answering information text and can follow short • Write simple sentences on familiar topics to
questions. instructions in simple communicate basic ideas.
Completing gaps from a experiments and projects if • Express emotions and feelings using basic
reading using words from step-by-step visuals are adjectives and related images through written
a box. provided. (I.3, I.4) work on the school or class bulletin board.
Reading a short story from TECHNIQUES
a class blog and Writing ▪ Peer Observation.
underlining the main I.EFL.3.16.1. Learners can ▪ Checklist.
details, then checking make a simple learning ▪ Concept maps.
answers with a partner. resource in order to record ▪ Questionnaires.
and practice new words. ▪ Interviews.
Writing (Example: a picture ▪ Dossiers.
dictionary, a word list, a set ▪ Project Assignment.
Creating a class picture of flashcards, etc.) (I.1, J.4) ▪ Unit Game
dictionary and adding ▪ Glossary activities.
entries by writing Instruments for oral and written evaluation
definitions of new words ▪ Rubrics
or drawing a picture to ▪ Portfolio
illustrate the meaning. ▪ Oral interviews individual/ in pairs
▪ Essay Tests
employ audio, video,
pictures and ICT to respond ▪ Practical Exams.
Making flashcards for new to oral and written texts and ▪ Writing Tests
words and using them to use pre-established criteria ▪ Training Test
quiz a partner. to evaluate literary texts
Making a list of new words individually or in groups. (I.2,
and then comparing the I.3, I.4)
lists in pairs. If one of the
members of the pair
knows the word, he/she
teaches the other person.
notebook.
main characters.
• Emotional/ Behavior Disorders. In the case of assessment, only focusing on those skills students have
• Physical Impairments developed.
Classroom strategies to be implemented include: listing objectives and
goals per lesson; differentiating instruction by tiers or learning styles /
multiple intelligences; presenting information in multiple formats;

using review games to make learning fun.

Science/Technology/Arts: To present a Intercultural awareness, tolerance,
flash card show about feelings. respect, multiculturalism, responsibility,
solidarity, justice, innovation, etc.
TEACHER: Lcda: Susana Padilla NAME: Lcda: Susana Padilla NAME: Leonardo Ampam
Date: Date: Date:

3rd
EGB A
Three English Pre A1.2 I want juice, O.EFL 3.3 Independently read level-appropriate texts in English
please. for pure enjoyment/entertainment and to access information.
curiosity and memory, while developing a taste for oral and
written literary texts.
O.EFL 3.8 Demonstrate an ability to interact with written and
spoken texts, in order to explore creative writing as an outlet to
personal expression and intercultural competence.
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.3.1. Cultivate an awareness of different cultures and identify
EFL 3.1.3 Exchange basic personal preferences with peers in similarities and differences between them through oral and written
order to express likes and dislikes. literary texts.
EFL 3.3.4 Distinguish between fact and opinion and relevant the main idea, speaker and situation in spoken texts set in familiar
and irrelevant information in an informational text through everyday contexts without having to decode every word.
the use of mind maps/charts.

EFL 3.3.3 Identify the meaning of specific content-based words short simple online or print text and follow short instructions in
and phrases, with the aid of visual support. simple experiments and projects if illustrated through step-by-step
visuals.
Writing CE.EFL.3.17. Produce a short simple paragraph to describe people,

EFL 3.4.2 Write a short simple paragraph to describe yourself places, things and feelings in order to influence an audience and
or other people, animals, places and things, with limited use linking words to write other narratives on familiar subjects.
support. (Example: by answering questions or using key
words)
Language through the Arts CE.EFL.3.24. Organize ideas and relevant information from literary
EFL 3.5.5 Evaluate literary texts (both written and oral, texts using group or class brainstorms and/or mind maps in order to
online, in video or in print) according to pre-established enhance collaborative responses to literature.
criteria. (Example: completing a checklist, a chart, a
personal response, etc.)

STRATEGIES
Cultural Awareness ▪ New Curriculum Awareness • Express curiosity about the world and other
EFL for Subnivel EGB I.EFL.3.1.1. Learners can show an cultures by asking simple WH- questions in
Finding recipes from other MEDIA awareness of different cultures and class after reading and/ or participating in
identify similarities and differences
cultures and making them between them through oral and
presentations or other group work.
share in class. ▪ Teacher’s Guide written literary texts. (I.2, S.2, J.1) • Understand and use common expressions
Writing a short descriptive English PreA1.2 of politeness in class while working in pairs or
paragraph about a country (including interactive groups on projects.
of the learner’s choosing. version) • Exchange basic personal preferences with
Oral Communication peers in order to express likes and dislikes.
Oral Communication: ▪ Audio CD I.EFL.3.6.1. Learners can grasp • Recognize familiar names, words, and short
(Listening and Speaking) the main idea of spoken texts phrases about simple everyday topics
▪ Teacher’s Guide set in familiar everyday whether heard in isolation or within short,
Listening to a simple, contexts and infer changes in simple spoken texts describing people and
straightforward story and ▪ Posters and the topic of discussion as well objects.
ordering the pictures pictures about the as who is speaking and what • Understand and use basic greetings, leave-
showing what happens. topic the situation is, without having taking expressions, and other simple
(Example: Tom and Mike to decode every word. (I.3, I.4) everyday phrases to facilitate interpersonal
are playing soccer, the ball ▪ Photocopiable interaction, to introduce others, and to name
goes into the water, Tom’s - worksheets (TG) Reading things.
dog gets the ball, etc.) I.EFL.3.11.1. Learners can • Show the ability to use a simple learning
Listening to a short ▪ Quiz Time (SB) understand most details in a resource.
conversation between two short simple online or print • Make a simple learning resource, in order
speakers and deciding text and can follow short to record and practice new words.
who is speaking, where instructions in simple • Complete a basic survey or a questionnaire
they are and how they experiments and projects if by providing personal details.
feel. (Example: two step-by-step visuals are
friends, at the library provided. (I.3, I.4)
doing homework, confused Writing • Use audio, video, and pictures to respond
because they don’t I.EFL.3.17.1. Learners can write to a variety of literary texts through online or
understand the short simple paragraphs to in-class ICT activities. TECHNIQUES
assignment, etc.) describe people, places, ▪ Peer Observation.
animals, things and feelings, ▪ Checklist.
Reading with limited support, while ▪ Concept maps.
demonstrating an ability to ▪ Questionnaires.
effectively influence an audi- ▪ Interviews.
Following the steps in a ence and to express everyday ▪ Dossiers.
simple science activities. (I.3, S.1) ▪ Project Assignment.
experiment. (Example: ▪ Unit Game
making yogurt cheese, ▪ Glossary activities.
growing a bean plant, etc.) Instruments for oral and written evaluation
Putting steps in a recipe in Language through the Arts ▪ Rubrics
the correct order. ▪ Portfolio
I.EFL.3.24.1. Learners can work in ▪ Oral interviews individual/ in pairs
Writing groups to create brainstorms ▪ Essay Tests
and/ or draw mind maps to ▪ Practical Exams.
Sequencing sentences by describe and organize ideas or ▪ Writing Tests
adding words. (Example: I useful information from literary ▪ Training Test
wake up. I eat breakfast. texts and create collaborative
→ First I wake up. Then I responses to literature through
eat breakfast, etc.) process writing groups or
Using question prompts to literature circles. (I.4, S.4, J.3)
write sentences about a
classmate. (Example:
Where does he live? What
food does he like?, etc.)
Combining sentences with

conjunctions. (Example: I
like to listen to music in my
free time. I like to sing,
too. → I like to listen to
music and sing in my free
time, etc.)
Looking at a picture and
writing a description of
what you see or how it
makes you feel, then
comparing descriptions in
pairs.
Role playing scenes from a

story.
Writing the dialogue and
stage directions for a story
from class and performing
it for an audience.
Discussing a scene from a
video in groups and using
the discussion to write a
review.
.

Science/Technology/Arts: Organize and Social Studies Intercultural awareness, tolerance,
participate in a talent show. respect, multiculturalism,
responsibility, solidarity, justice, etc.

3rdEGB A
Four English Pre A1.2 How many O.EFL 3.3 Independently read level-appropriate texts in English for
robots pure enjoyment/entertainment and to access information.
do you have?
O.EFL 3.4 Develop creative and critical thinking skills to foster
problem-solving and independent learning using both spoken and
written English.


2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.3.3. Interact with others using a variety of both verbal and
EFL 3.1.5 Describe, read about, participate in or nonverbal communication features and express likes and dislikes
recommend a favorite activity, book, song or other interest while giving recommendations in basic yet effective terms.
teachers, other adults, etc.
EFL 3.2.3 Record key items of specific information from a the main idea, speaker and situation in spoken texts set in familiar
heard message or description, either in written form or by everyday contexts without having to decode every word.
drawing a picture. (Example: letters of the alphabet,
numbers, quantities, prices and times, days, dates and
months, etc.)

EFL 3.3.2 Show understanding of some basic details in short short simple online or print text and follow short instructions in
simple cross-curricular texts by matching, labeling and simple experiments and projects if illustrated through step-by-step
answering simple questions. visuals.

EFL 3.4. Write a questionnaire or survey for friends, family practice new words and demonstrate knowledge of their meanings.
or classmates using WH- questions in order to identify
things in common and preferences.
literary texts through pictures, audio/video or ICT in order to evaluate
literary texts using pre-established criteria, individually or in groups.


STRATEGIES
Cultural Awareness ▪ New Curriculum Awareness Pay attention to connectors to order/number a
EFL for Subnivel I.EFL.3.3.1. Learners can sequence of actions.
Rating oral and written EGB MEDIA employ a range of verbal and Exchange basic personal preferences with peers
literary texts with stars. nonverbal communication in order to express likes and dislikes.
(Example: five stars = ▪ Teacher’s Guide features to express likes and • Recognize familiar names, words, and short
excellent!) English PreA1.2 dislikes and can give phrases about simple everyday topics whether
Talking in pairs about a (including recommendations in basic heard in isolation or within short, simple spoken
video that learners have interactive version) yet effective terms. (I.3, S.4) texts describing people and objects.
watched. • Identify items of specific information within
Completing a short ▪ Audio CD simple messages or from short and simple
questionnaire about a text descriptions about familiar contexts, especially if
Oral Communication
learners have read in class. ▪ Teacher’s Guide visual support is provided.
• Record key items of specific information from
grasp the main idea of
Oral Communication ▪ Posters and a heard message or description, either in
spoken texts set in familiar
pictures about the written form or by drawing pictures.
everyday contexts and infer
Listening to a simple, topic • Produce simple, mainly isolated utterances
changes in the topic of
straightforward story and using very short phrases and sometimes
discussion as well as who is
ordering the pictures ▪ Photocopiable individual words, possibly with slow and/or
showing what happens. - worksheets (TG) hesitant delivery.
(Example: Tom and Mike
are playing soccer, the ball ▪ Quiz Time (SB) speaking and what the situa- • Ask and answer basic personal information
goes into the water, Tom’s tion is, without having to questions, as well as simple questions about
dog gets the ball, etc.) decode every word. (I.3, I.4) other people, animals, and possessions,
Listening to a short provided the interaction is slow and clear.
conversation between two Reading • Exchange specific information with another
speakers and deciding I.EFL.4.11.1. Learners can person, provided they talk slowly and clearly
who is speaking, where understand main ideas and some and are prepared to help.
details in short simple online or
they are and how they print texts on familiar subjects, us-
• Demonstrate basic reading comprehension
feel. (Example: two ing contextual clues to help identify skills by identifying the meaning of individual
friends, at the library doing the most relevant information. words, phrases, and sentences, including simple
homework, confused (Example: title, illustrations, written instructions.
because they don’t organization, etc.) (I.2, I.4) • Make a simple learning resource, in order to
understand the record and practice new words.
assignment, etc.) Writing • Write a short simple paragraph to convey
I.EFL.3.16.1. Learners can some simple facts about people, animals, places,
make a simple learning things, yourself or others, with the support of a
Reading resource in order to record model text.
and practice new words. • Write a short simple paragraph to describe
Reading a text and (Example: a picture yourself or other people, animals, places and
answering information dictionary, a word list, a set things, with limited support.
questions. of flashcards, etc.) (I.1, J.4) • Complete a basic survey or a questionnaire by
Choosing from a list of providing personal details.
words to complete gaps • Express emotions and feelings using basic
from a reading. Language through the Arts adjectives and related images through written
Reading a short story from I.EFL.3.21.1. Learners can work on the school or class bulletin board.
the Internet and employ audio, video, pictures TECHNIQUES
highlighting interesting and ICT to respond to oral ▪ Peer Observation.
facts, then comparing and written texts and use ▪ Checklist.
pre-established criteria to ▪ Concept maps.
evaluate literary texts
them with those of a individually or in groups. (I.2, ▪ Questionnaires.

partner. I.3, I.4) ▪ Interviews.
▪ Dossiers.
Writing ▪ Project Assignment.
▪ Unit Game
▪ Glossary activities.
Making flashcards for new Instruments for oral and written evaluation
words and using them to ▪ Rubrics
quiz a partner. ▪ Portfolio
Making a list of new words ▪ Oral interviews individual/ in pairs
and then comparing the ▪ Essay Tests
lists in pairs. If one of the ▪ Practical Exams.
members of the pair ▪ Writing Tests
knows the word, he/she ▪ Training Test
Using a checklist to mark

off items present in a text.
(Example: setting, main
character, title, etc.)
Explaining through
pictures, physical
expression or charts (ICT)
how a text makes the
learner feel.
Inviting authors as guest

speakers into the
classroom so learners can
share their responses to a
story with them.
Writing short statements
about why

Science/Technology/Arts Number song Social Studies Intercultural awareness, tolerance,
respect, multiculturalism, responsibility,

Date: Date: Date:
Teacher: Area: Grade/ course 3rd EGB Class A
Five English Pre A1.2 What time is it, O.EFL 3.3 Independently read level-appropriate texts in English for
please? pure enjoyment/entertainment and to access information.

written English.

literary texts.

2. UNIT PLAN
months, etc.)

EFL 3.3.2 Show understanding of some basic details in short short simple online or print text and follow short instructions in simple
simple cross-curricular texts by matching, labeling and experiments and projects if illustrated through step-by-step visuals.
answering simple questions.

EFL 3.5.3 Produce short, creative texts using ICT and/or literary texts through pictures, audio/video or ICT in order to evaluate
other resources at home or at school in order to literary texts using pre-established criteria, individually or in groups.
recreate familiar scenes and themes.

STRATEGIES
Rating oral and written EGB MEDIA employ a range of verbal Exchange basic personal preferences with peers
literary texts with stars. and nonverbal in order to express likes and dislikes.
(Example: five stars = ▪ Teacher’s Guide communication features to • Recognize familiar names, words, and short
excellent!) English PreA1.2 express likes and dislikes and phrases about simple everyday topics whether
Talking in pairs about a (including can give recommendations heard in isolation or within short, simple spoken
video that learners have interactive version) in basic yet effective terms. texts describing people and objects.
watched. (I.3, S.4) • Identify items of specific information within
Oral Communication
• Record key items of specific information from a
Oral Communication heard message or description, either in written
form or by drawing pictures.
Listening to a simple, ▪ Posters and everyday contexts and infer • Produce simple, mainly isolated utterances
straightforward story and pictures about the changes in the topic of using very short phrases and sometimes
ordering the pictures topic discussion as well as who is individual words, possibly with slow and/or
showing what happens. speaking and what the situa- hesitant delivery.
(Example: Tom and Mike ▪ Photocopiable tion is, without having to • Ask and answer basic personal information
are playing soccer, the ball - worksheets (TG) decode every word. (I.3, I.4) questions, as well as simple questions about
goes into the water, Tom’s other people, animals, and possessions, provided
dog gets the ball, etc.) ▪ Quiz Time (SB) Reading the interaction is slow and clear.
Listening to a short I.EFL.4.11.1. Learners can • Exchange specific information with another
conversation between two understand main ideas and some person, provided they talk slowly and clearly and
speakers and deciding who print texts on familiar subjects, us-
are prepared to help.
is speaking, where they ing contextual clues to help • Demonstrate basic reading comprehension
are and how they feel. identify the most relevant skills by identifying the meaning of individual
(Example: two friends, at information. (Example: title, words, phrases, and sentences, including simple
the library doing illustrations, organization, etc.) written instructions.
(I.2, I.4)
homework, confused • Make a simple learning resource, in order to
because they don’t record and practice new words.
Writing
understand the • Write a short simple paragraph to convey some
assignment, etc.) simple facts about people, animals, places,
make a simple learning
things, yourself or others, with the support of a
resource in order to record
model text.
and practice new words.
Reading • Write a short simple paragraph to describe
(Example: a picture
yourself or other people, animals, places and
dictionary, a word list, a set
Reading a text and things, with limited support.
of flashcards, etc.) (I.1, J.4)
answering information • Complete a basic survey or a questionnaire by
questions. providing personal details.
Choosing from a list of • Express emotions and feelings using basic
words to complete gaps adjectives and related images through written
from a reading. work on the school or class bulletin board.
Reading a short story from pictures and ICT to respond TECHNIQUES

the Internet and to oral and written texts and ▪ Peer Observation.
highlighting interesting use pre-established criteria ▪ Checklist.
facts, then comparing to evaluate literary texts ▪ Concept maps.
▪ Dossiers.
▪ Unit Game

Explaining through
pictures, physical

learner feel.
speakers into the
story with them.
about why


Date: Date: Date:

Teacher: Area: Grade/ course 3rd EGB Class
A
Six English Pre A1.2 What’s your O.EFL 3.1 Identify the main ideas and some details of written and
favorite oral texts, in order to interact with and to develop an approach of
season? critical inquiry to a variety of texts.
O.EFL 3.3 Independently read level-appropriate texts in English for
pure enjoyment/entertainment and to access information.

2. UNIT PLAN
Cultural Awareness CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral
EFL Ask simple basic questions in class about the world and written communication in order to interact with others in social
3.1.1 beyond their own immediate environment in situations.
order to increase their understanding of different
cultures.
Oral Communication: (Listening and Speaking) CE.EFL.3.1. Cultivate an awareness of different cultures and identify
EFL 3.1.2 Recognize ways to relate responsibly to one’s similarities and differences between them through oral and written
surroundings at home and at school by exhibiting responsible literary texts.
behaviors towards the environment.
(Example: chores at home, recycling, etc.)

EFL 3.2.3 Record key items of specific information from a short simple online or print text and follow short instructions in
heard message or description, either in written form or by simple experiments and projects if illustrated through step-by-step
drawing a picture. (Example: letters of the alphabet, visuals.
months, etc.)

EFL 3.4.5 Write a questionnaire or survey for friends, family practice new words and demonstrate knowledge of their meanings.
things in common and preferences
Language through the Arts E.EFL.4.18. Use main ideas in order to understand, predict, infer and
EFL 3.5.1 C Use audio, video and pictures to respond to deduce literal and implied meanings in short, simple, everyday
a variety of literary texts through online or in-class ICT literary texts (online, oral or in print).
activities.

STRATEGIES

Cultural Awareness ▪ New Curriculum Awareness • Ask simple basic questions in class about the
EFL for Subnivel I.EFL.3.1.1. Learners can show an world beyond their own immediate
Reflecting on differences EGB MEDIA awareness of different cultures and environment in order to increase their
between people from between them through oral and
understanding of different cultures.
other countries and ▪ Teacher’s Guide written literary texts. (I.2, S.2, J.1) Exchange basic personal preferences with peers
regions. English PreA1.2 in order to express likes and dislikes.
Researching traditional (including Oral Communication • Understand meanings expressed in short
food/dress/artifacts from interactive version) I.EFL.4.6.1. Learners can grasp the dialogues on familiar topics, as well as basic
other cultures and general meaning of spoken texts set spoken instructions and simple questions about
presenting them in class ▪ Audio CD in familiar everyday contexts and self, people, animals or things, especially when
infer changes in the topic of
through a poster. discussion, as well as deduce the
spoken slowly and clearly.
Writing a list of questions ▪ Teacher’s Guide meanings of unfamiliar words and • Recognize familiar names, words, and short
about a people or culture exchanges through the use of con- phrases about simple everyday topics whether
and using ICT and/or print ▪ Posters and text clues, provided speech is given heard in isolation or within short, simple spoken
resources to find the pictures about the slowly and clearly and there is texts describing people and objects.
sufficient visual support. (I.3, S.1,
answers. topic J.4)
Watching a video or • Enjoy extensive listening in English.
reading a text and ▪ Photocopiable Reading • Clap, move, chant or sing along with short
recording information - worksheets (TG) I.EFL.3.11.1. Learners can authentic
about similarities and understand most details in a English language rhymes or songs,
differences in a graphic ▪ Quiz Time (SB) short simple online or print approximating English rhythm and intonation
organizer. text and can follow short once familiar with the text.
instructions in simple • Say when they do not understand and ask for
Oral Communication: experiments and projects if slower or clearer repetition where required.
(Listening and Speaking) step-by-step visuals are • Read a short simple text and demonstrate
provided. (I.3, I.4) understanding of the gist and some basic details
Listening to a set of of the content.
instructions and matching Writing
them to the corresponding I.EFL.3.16.1. Learners can • Read and understand the main ideas in a short
picture. make a simple learning simple text on a cross-curricular topic.
Listening to and following resource in order to record • Write a short simple paragraph to convey
class commands. and practice new words. some simple facts about people, animals, places,
(Example: a picture things, yourself or others, with the support of a
Reading dictionary, a word list, a set model text.
of flashcards, etc.) (I.1, J.4) • Complete a basic survey or a questionnaire by
Completing gaps from a • Listen to and read short narratives and/or
reading using words from Language through the Arts other oral and written literary texts in class in
a box. order to stimulate imagination, curiosity, and a
Reading a short story from I.EFL.3.21.1. Learners can love for literature.
a class blog and employ audio, video, pictures • Use creative thinking skills to learn how to
underlining the main and ICT to respond to oral share an respect all ideas through brainstorming
details, then checking and written texts and use activities and pair work in class.
answers with a partner. pre-established criteria to TECHNIQUES
evaluate literary texts ▪ Peer Observation.
Writing individually or in groups. (I.2, ▪ Checklist.
I.3, I.4) ▪ Concept maps.
Creating a class picture ▪ Questionnaires.
dictionary and adding ▪ Interviews.
entries by writing ▪ Dossiers.
definitions of new words ▪ Project Assignment.
or drawing a picture to ▪ Unit Game
illustrate the meaning. ▪ Glossary activities.
▪ Oral interviews individual/ in pairs
Making a list of new words ▪ Essay Tests

and then comparing the ▪ Practical Exams.
lists in pairs. If one of the ▪ Writing Tests
members of the pair ▪ Training Test
main characters.

Science/Technology/Arts: To create a Social Studies Intercultural awareness, tolerance,
photo album respect, multiculturalism, responsibility,
solidarity, justice, etc.

TEACHER: Lcda: Gabriela Urdiales NAME: Lcda: Susana Padilla NAME: Leonardo Ampam
Date: Date: Date:
FOUrTH, fifth and sixth GRADE
BY; SUSANA PADILLA
2017-20
4th
One English Pre A1.1 WHAT IS YOUR O.EFL 3.2 Assess and appreciate English as an international
FAVORITE language, as well as the skills and subskills that contribute to
CLASS? communicative and pragmatic competence.
WHERE IS THE real-world issues, answer questions or solve problems.
GYM? O.EFL 3.10 Demonstrate an ability to use English as a means to

2. UNIT PLAN

visuals.

practice new words.
etc.).
literary texts through pictures, audio/video or ICT in order to
EFL 3.5.1 Use audio, video and pictures to respond to a evaluate literary texts using pre-established criteria, individually or
variety of literary texts through online or in-class ICT in groups.
activities.



STRATEGIES
the main idea of spoken texts • Clap, move, chant or sing along with short
set in familiar everyday authentic
Listening to a simple, ▪ Posters and contexts and infer changes in English language rhymes or songs,
straightforward story and pictures about the the topic of discussion as well approximating English rhythm and intonation
ordering the pictures topic as who is speaking and what once familiar with the text.
showing what happens. the situation is, without having • Demonstrate basic reading comprehension
(Example: Tom and Mike ▪ Photocopiable to decode every word. (I.3, I.4) skills by identifying the meaning of individual
are playing soccer, the - worksheets (TG) words, phrases, and sentences, including
ball goes into the water, Reading simple written instructions.
Tom’s dog gets the ball, ▪ Quiz Time (SB) I.EFL.3.11.1. Learners can • Generate and expand ideas by responding in
etc.) understand most details in a a fun
short simple online or print and playful manner to oral and written texts in
Reading text and can follow short order
instructions in simple to increase enjoyment of the language
experiments and projects if through TPR , playground games, and songs
Reading a text and step-by-step visuals are and chants.
answering information provided. (I.3, I.4) TECHNIQUES
questions. ▪ Peer Observation.
Completing gaps from a Writing ▪ Checklist.
reading using words from I.EFL.3.16.1. Learners can make ▪ Concept maps.
a box. a simple learning resource in ▪ Questionnaires.
Reading a short story order to record and practice ▪ Interviews.
from a class blog and new words. (Example: a picture ▪ Dossiers.
underlining the main dictionary, a word list, a set of ▪ Project Assignment.
details, then checking flashcards, etc.) (I.1, J.4) ▪ Unit Game
answers with a partner. ▪ Glossary activities.
Writing ▪ Rubrics
▪ Portfolio
Creating a class picture ▪ Oral interviews individual/ in pairs
dictionary and adding employ audio, video, pictures ▪ Essay Tests
entries by writing and ICT to respond to oral and ▪ Practical Exams.

definitions of new words written texts and use pre- ▪ Writing Tests
or drawing a picture to established criteria to evaluate ▪ Training Test
illustrate the meaning. literary texts individually or in
Making flashcards for groups. (I.2, I.3, I.4)
new words and using
them to quiz a partner.
words and then
other person.
notebook.
main characters.
CLIL COMPONENTS TRANSVERSAL AXES

Science/Technology/Arts: Phonics Intercultural awareness, tolerance,
innovation etc.

Date: Date: Date:
4th EGB
Two English Pre A1.2 What do you O.EFL 3.1 Identify the main ideas and some details of written and
do in the oral texts, in order to interact with and to develop an approach of
library? critical inquiry to a variety of texts.
.

2. UNIT PLAN

EFL 3.3.2 Show understanding of some basic details in short simple online or print text and follow short instructions in
short simple cross-curricular texts by matching, labeling and simple experiments and projects if illustrated through step-by-step

key words)
activities

STRATEGIES
people on a bus, you can…) (including responsible behaviors at • Understand meanings expressed in short
interactive version) home, at school and dialogues on familiar topics, as well as basic
Oral Communication: towards the environment. spoken instructions and simple questions about
(Listening and Speaking) ▪ Audio CD (J.3, S.1) self, people, animals or things, especially when
Listening to a simple, I.EFL.3.6.1. Learners can using very short phrases and sometimes
straightforward story and ▪ Posters and grasp the main idea of individual words, possibly with slow and/or
ordering the pictures pictures about the spoken texts set in familiar hesitant delivery.
showing what happens. topic everyday contexts and infer • Ask and answer basic personal information
(Example: Tom and Mike changes in the topic of questions, as well as simple questions about
are playing soccer, the ball ▪ Photocopiable discussion as well as who is
goes into the water, Tom’s - worksheets (TG) speaking and what the situa- other people, animals, and possessions, provided
dog gets the ball, etc.) tion is, without having to the interaction is slow and clear.
▪ Quiz Time (SB) decode every word. (I.3, I.4) • Demonstrate basic reading comprehension
Reading skills by identifying the meaning of individual
Reading words, phrases, and sentences, including simple
Reading a text and understand most details in a • Understand the content of a simple graphic
answering information short simple online or print organizer.
questions. text and can follow short • Write simple sentences on familiar topics to
Completing gaps from a instructions in simple communicate basic ideas.
reading using words from a experiments and projects if • Express emotions and feelings using basic
box. step-by-step visuals are adjectives and related images through written
Reading a short story from provided. (I.3, I.4) work on the school or class bulletin board.
a class blog and TECHNIQUES
underlining the main Writing ▪ Peer Observation.
details, then checking I.EFL.3.16.1. Learners can ▪ Checklist.
answers with a partner. make a simple learning ▪ Concept maps.
resource in order to record ▪ Questionnaires.
Writing and practice new words. ▪ Interviews.
(Example: a picture ▪ Dossiers.
Creating a class picture dictionary, a word list, a set ▪ Project Assignment.
dictionary and adding of flashcards, etc.) (I.1, J.4) ▪ Unit Game
entries by writing ▪ Glossary activities.
definitions of new words Instruments for oral and written evaluation
or drawing a picture to ▪ Rubrics
illustrate the meaning. ▪ Portfolio
Making flashcards for new ▪ Oral interviews individual/ in pairs
words and using them to ▪ Essay Tests
quiz a partner. pictures and ICT to respond ▪ Practical Exams.
Making a list of new words to oral and written texts and ▪ Writing Tests
and then comparing the use pre-established criteria ▪ Training Test
lists in pairs. If one of the to evaluate literary texts
members of the pair individually or in groups. (I.2,
knows the word, he/she I.3, I.4)
notebook.
main characters.


Date: Date: Date:

4th
EGB A
Three English Pre A1.2 Let’s Paint. O.EFL 3.3 Independently read level-appropriate texts in English
for pure enjoyment/entertainment and to access information.
2. UNIT PLAN

visuals.

words)

STRATEGIES

time, etc.)
pairs.

story.
it for an audience.
review.
.


4thEGB A
Four English Pre A1.2 Can you play O.EFL 3.3 Independently read level-appropriate texts in English for
the piano? pure enjoyment/entertainment and to access information.

written English.


2. UNIT PLAN
months, etc.)




STRATEGIES
Oral Communication

▪ Dossiers.
▪ Unit Game

Explaining through
pictures, physical
learner feel.

speakers into the
story with them.
about why


Date: Date: Date:
Teacher: Area: Grade/ course 4th EGB Class A
Five English Pre A1.2 I like to jump. O.EFL 3.3 Independently read level-appropriate texts in English for

written English.

literary texts.

2. UNIT PLAN
months, etc.)



STRATEGIES
Oral Communication
(I.2, I.4)
Writing
model text.
(Example: a picture

▪ Dossiers.
▪ Unit Game

Explaining through
pictures, physical

learner feel.
speakers into the
story with them.
about why

Date: Date: Date:
Teacher: Area: Grade/ course 4th EGB Class
A
Six English Pre A1.2 Let’s clean up. O.EFL 3.1 Identify the main ideas and some details of written and

2. UNIT PLAN
cultures.

months, etc.)

activities.

STRATEGIES

answers. topic J.4)

main characters.


TEACHER: Lcda: Gabriela Urdiales NAME: Lcda: Gabriela Urdiales NAME: Leonardo Ampam
Date: Date: Date:
FIFTH GRADE
BY; SUSANA PADILLA
2018-2019
5 and 6th
One English Pre A1.1 WHAT IS YOUR O.EFL 3.2 Assess and appreciate English as an international
FAVORITE language, as well as the skills and subskills that contribute to
CLASS? communicative and pragmatic competence.

2. UNIT PLAN

visuals.

practice new words.
etc.).
literary texts through pictures, audio/video or ICT in order to
EFL 3.5.1 Use audio, video and pictures to respond to a evaluate literary texts using pre-established criteria, individually or
variety of literary texts through online or in-class ICT in groups.
activities.



STRATEGIES
the main idea of spoken texts • Clap, move, chant or sing along with short
set in familiar everyday authentic
Listening to a simple, ▪ Posters and contexts and infer changes in English language rhymes or songs,
straightforward story and pictures about the the topic of discussion as well approximating English rhythm and intonation
ordering the pictures topic as who is speaking and what once familiar with the text.
showing what happens. the situation is, without having • Demonstrate basic reading comprehension
(Example: Tom and Mike ▪ Photocopiable to decode every word. (I.3, I.4) skills by identifying the meaning of individual
are playing soccer, the - worksheets (TG) words, phrases, and sentences, including
ball goes into the water, Reading simple written instructions.
Tom’s dog gets the ball, ▪ Quiz Time (SB) I.EFL.3.11.1. Learners can • Generate and expand ideas by responding in
etc.) understand most details in a a fun
short simple online or print and playful manner to oral and written texts in
Reading text and can follow short order
instructions in simple to increase enjoyment of the language
experiments and projects if through TPR , playground games, and songs
Reading a text and step-by-step visuals are and chants.
answering information provided. (I.3, I.4) TECHNIQUES
questions. ▪ Peer Observation.
Completing gaps from a Writing ▪ Checklist.
reading using words from I.EFL.3.16.1. Learners can make ▪ Concept maps.
a box. a simple learning resource in ▪ Questionnaires.
Reading a short story order to record and practice ▪ Interviews.
from a class blog and new words. (Example: a picture ▪ Dossiers.
underlining the main dictionary, a word list, a set of ▪ Project Assignment.
details, then checking flashcards, etc.) (I.1, J.4) ▪ Unit Game
answers with a partner. ▪ Glossary activities.
Writing ▪ Rubrics
▪ Portfolio
Creating a class picture ▪ Oral interviews individual/ in pairs
dictionary and adding employ audio, video, pictures ▪ Essay Tests
entries by writing and ICT to respond to oral and ▪ Practical Exams.

definitions of new words written texts and use pre- ▪ Writing Tests
or drawing a picture to established criteria to evaluate ▪ Training Test
illustrate the meaning. literary texts individually or in
Making flashcards for new groups. (I.2, I.3, I.4)
words and using them to
quiz a partner.
words and then
other person.
notebook.
main characters.
CLIL COMPONENTS TRANSVERSAL AXES

Science/Technology/Arts: Phonics Intercultural awareness, tolerance,
innovation etc.

Date: Date: Date:
5 and 6th EGB
Two English Pre A1.1 What do you O.EFL 3.1 Identify the main ideas and some details of written and
do in the oral texts, in order to interact with and to develop an approach of
library? critical inquiry to a variety of texts.
.

2. UNIT PLAN

EFL 3.3.2 Show understanding of some basic details in short simple online or print text and follow short instructions in
short simple cross-curricular texts by matching, labeling and simple experiments and projects if illustrated through step-by-step

key words)
activities

STRATEGIES
people on a bus, you can…) (including responsible behaviors at • Understand meanings expressed in short
interactive version) home, at school and dialogues on familiar topics, as well as basic
Oral Communication: towards the environment. spoken instructions and simple questions about
(Listening and Speaking) ▪ Audio CD (J.3, S.1) self, people, animals or things, especially when
Listening to a simple, I.EFL.3.6.1. Learners can using very short phrases and sometimes
straightforward story and ▪ Posters and grasp the main idea of individual words, possibly with slow and/or
ordering the pictures pictures about the spoken texts set in familiar hesitant delivery.
showing what happens. topic everyday contexts and infer • Ask and answer basic personal information
(Example: Tom and Mike changes in the topic of questions, as well as simple questions about
are playing soccer, the ball ▪ Photocopiable discussion as well as who is
goes into the water, Tom’s - worksheets (TG) speaking and what the situa- other people, animals, and possessions, provided
dog gets the ball, etc.) tion is, without having to the interaction is slow and clear.
▪ Quiz Time (SB) decode every word. (I.3, I.4) • Demonstrate basic reading comprehension
Reading skills by identifying the meaning of individual
Reading words, phrases, and sentences, including simple
Reading a text and understand most details in a • Understand the content of a simple graphic
answering information short simple online or print organizer.
questions. text and can follow short • Write simple sentences on familiar topics to
Completing gaps from a instructions in simple communicate basic ideas.
reading using words from a experiments and projects if • Express emotions and feelings using basic
box. step-by-step visuals are adjectives and related images through written
Reading a short story from provided. (I.3, I.4) work on the school or class bulletin board.
a class blog and TECHNIQUES
underlining the main Writing ▪ Peer Observation.
details, then checking I.EFL.3.16.1. Learners can ▪ Checklist.
answers with a partner. make a simple learning ▪ Concept maps.
resource in order to record ▪ Questionnaires.
Writing and practice new words. ▪ Interviews.
(Example: a picture ▪ Dossiers.
Creating a class picture dictionary, a word list, a set ▪ Project Assignment.
dictionary and adding of flashcards, etc.) (I.1, J.4) ▪ Unit Game
entries by writing ▪ Glossary activities.
definitions of new words Instruments for oral and written evaluation
or drawing a picture to ▪ Rubrics
illustrate the meaning. ▪ Portfolio
Making flashcards for new ▪ Oral interviews individual/ in pairs
words and using them to ▪ Essay Tests
quiz a partner. pictures and ICT to respond ▪ Practical Exams.
Making a list of new words to oral and written texts and ▪ Writing Tests
and then comparing the use pre-established criteria ▪ Training Test
lists in pairs. If one of the to evaluate literary texts
members of the pair individually or in groups. (I.2,
knows the word, he/she I.3, I.4)
notebook.
main characters.


Date: Date: Date:

5 and 6 th
EGB A
Three English Pre A1.1 Let’s Paint. O.EFL 3.3 Independently read level-appropriate texts in English
for pure enjoyment/entertainment and to access information.
2. UNIT PLAN

visuals.

words)

STRATEGIES

time, etc.)
pairs.

story.
it for an audience.
review.
.

TEACHER: Lcda: Susana Padilla NAME: Lcda: Gabriela Urdiales NAME: Leonardo Ampam

5and 6th
EGB A
Four English Pre A1.2 Can you play O.EFL 3.3 Independently read level-appropriate texts in English for
the piano? pure enjoyment/entertainment and to access information.

written English.


2. UNIT PLAN
months, etc.)




STRATEGIES
Oral Communication

▪ Dossiers.
▪ Unit Game

Explaining through
pictures, physical
learner feel.

speakers into the
story with them.
about why


Date: Date: Date:
Teacher: Area: Grade/ course 5and 6th EGB Class A
Five English Pre A1.2 I like to jump. O.EFL 3.3 Independently read level-appropriate texts in English for

written English.

literary texts.

2. UNIT PLAN
months, etc.)



STRATEGIES
Oral Communication
(I.2, I.4)
Writing
model text.
(Example: a picture

▪ Dossiers.
▪ Unit Game

Explaining through
pictures, physical

learner feel.
speakers into the
story with them.
about why


Date: Date: Date:

Teacher: Area: Grade/ course 5 and 6th Class
EGB A
Six English Pre A1.2 Let’s clean up. O.EFL 3.1 Identify the main ideas and some details of written and

2. UNIT PLAN
cultures.

months, etc.)

activities.

STRATEGIES

answers. topic J.4)

main characters.


TEACHER: Lcda: Gabriela Urdiales NAME: Lcda: Susana Padilla NAME: Leonardo Ampam
Date: Date: Date:

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CZ6-ASRE-EQUIPO DE ASESORÍA EDUCATIVA

MICROCURRICULAR PLANNING BY SKILLS AND

BY; SUSANA PADILLA

ACADEMIC YEAR: 2019-2020

O.EFL 2.4 Develop creative and critical thinking skills to

O.EFL 2.9 Be able to interact in English in a simple way using

PERIODS: 18, 3 class periods per lesson STARTING WEEK:

Reading CE.EFL.2.11. Identify and understand individual every-day

EFL 2.3.2 Read a short simple text (online or print) and

CE.EFL.2.17. Write simple words, phrases, and sentences to

METHODOLOGICAL RESOURCES PERFORMANCE ACTIVITIES

• Listening to a short I.EFL.2.17.1. Learners can of literary texts.TECHNIQUES

of the word on the five

CLIL COMPONENTS Science: TRANSVERSAL AXES

responsibility, solidarity, justice,

DONE BY: REVISED BY: APPROVED BY:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

ACADEMIC YEAR: 2018-2019

participating in games and activities in class and on the

METHODOLOGICAL RESOURCES PERFORMANCE ACTIVITIES

Communication and Communication and ACTIVITIES

a farm / does it have two

• Creating a dance for a

CLIL COMPONENTS Science: TRANSVERSAL AXES

DONE BY: REVISED BY: APPROVED BY:

Signature: Signature: Signature:

Date: Date: Date:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

ACADEMIC YEAR: 2018-2019

EFL 2.3.5 Show the ability to use a simple learning

EFL 2.3.6 Understand the content of a simple graphic

EFL 2.3.7 Read and understand the main ideas in a short

a line from each word to text (both oral and written).

CLIL COMPONENTS Science: TRANSVERSAL AXES

Science/Technology/Arts: Social Studies Intercultural awareness, tolerance,

DONE BY: REVISED BY: APPROVED BY:

Signature: Signature: Signature:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

ACADEMIC YEAR: 2018-2019

EFL 2.1.10 Recognize when to speak and when to listen

Reading CE.EFL.2.13. Understand the content in a variety of well-known

EFL 2.3.2 Read a short simple text (online or print) and

Writing CE.EFL.2.17. Write simple words, phrases, and sentences to

between 2 speakers and etc.), for making simple ▪ Interviews.

word stop to a “red”

of the word on the five

Language through the

• Creating a dance for a

out the movements of a

CLIL COMPONENTS Science: TRANSVERSAL AXES

DONE BY: REVISED BY: APPROVED BY:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

ACADEMIC YEAR: 2018-2019

O.EFL 2.8 Demonstrate a living relationship with the English

O.EFL 2.9 Be able to interact in English in a simple way using

Reading CE.EFL.2.13. Understand the content in a variety of well-known

personal information. I.EFL.2.13.1. Learners can TECHNIQUES

• Watching a video clip