ANNUAL CURRICULUM PLAN

ENGLISH AS A SECOND LANGUAGE 3 GRADE

2023 - 2024
INSTITUTIONAL LOGO CAMILO GALLEGOS DOMINGUEZ SCHOOL SCHOOL YEAR
ANNUAL CURRICULUM PLAN
1. INFORMATIVE DATA
Area: ENGLISH ENGLISH FOR LEARNING Subject: ENGLISH FOR LEARNING
Teacher(s): JUAN CARLOS
AMORES GUEVARA
Grade/curse: 6 GRADE Level: ELEMENTAL
2. TIME
Weekly hourly load No. weekly work hours Learning evaluation and Total weeks of classes Total class periods Number of curricular
contingencies units

40 4 36 8

3. OBJECTIVES OF THE DEGREE / COURSE

O.EFL 2.4 Develop creative and critical thinking skills to foster problem-solving and independent learning using both spoken and written English
O.EFL 2.5 Use in-class library resources and explore the use of ICT to enrich competencies in the four skills
O.EFL 2.7 Appreciate the use of English language through spoken and written literary texts such as poems, rhymes, chants, riddles and songs, in order to foster imagination, curiosity
and memory, while developing a taste for literature.
O.EFL 2.8 Demonstrate a living relationship with the English language through interaction with written and spoken texts, in order to explore creative writing as an outlet to personal
expression.
O.EFL 2.9 Be able to interact in English in a simple way using basic expressions and short phrases in familiar contexts to satisfy needs of a concrete type, provided others talk slowly
and clearly and are prepared to help.
1. Citizen education and for democracy
4. CROSSCUTTING: 2. Environmental protection
3. The correct development of health and recreation of students
4. Sex education in childhood and adolescence

5. DEVELOPMENT OF PLANNING UNITS

N.º Unit tittle Specific Contents Methodological orientations Evaluation Duration
objectives of the in weeks
planning unit

1 One O. EFL. 2. 4 Skills with performance criteria: CE.EFL.2.4. Develop skills of

I HELP AT HOME! O. EFL. 2.5 COMMUNICATION AND CULTURAL Motivation collaboration by working together
O. EFL. 2.7 AWARENESS
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly
O. EFL. 2.9 manner by sharing classroom
materials and personal objects while
participating in games and activities
in class and on the playground.
EFL 2.1.8 Exchange basic personal
preferences with peers in order to
express likes and dislikes.
EFL 2.1.9 Communicate to peers and
teacher when something is not un-
derstood 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 fol-
lowing classroom instructions and
simple commands.
ORAL COMMUNICATION
EFL 2.2.13 Understand and use basic
greetings, leave-taking expressions,
and other simple everyday phrases to
facilitate interpersonal interaction, to
introduce others, and to name
things. (Example: Thank-you, Can I
help you? This is [name]. It’s a [item],
etc.)
EFL 2.2.14 Ask and answer basic per-
sonal information questions, as well
as simple questions about other peo-
ple, animals, and possessions, pro-
vided the interaction is slow and
clear. (Example: Where do you live?
Do you have a bicycle? What color is
it? etc.)
READING
Read and comprehension of many
words that be approached in the
unit.
Observation and understanding
Present The vacations and read
with de students.
Repeat the commands polite forms
with the teacher.
Complete the sentences with some
fruits.
Read the use of articles a / an / the
Repeat the sentences.
Linguistic resources
Read and learn.
Practice the dialogues with the
vacations, commands polite forms,
some fruits, articles a/an/the.
Read sentences and short
paragraphs
Produce and communicate
Look the graphics. Listen the read.
Repeat activities in vacation with
the class, express commands polite
forms, talk about some fruits with
the use of the articles a/an/the.
Look at the pictures and pronounce
the sentences.
Personal Production
Write simple paragraph with the
vacations, express commands
polite forms, talk about some fruits
with the use of the articles
a/an/the.
Read in the classroom.
Develop Literacy activities.
on projects and sharing materials
while expressing personal
preferences with peers.
I.EFL.2.4.1. Learners can select
pictures and/or short phrases that
relate to collaborating and sharing
and express
personal preferences. (J.2, J.3, S.4)
CE.EFL.2.5. Model turn-taking and
ways to express to others when
something is not understood to
improve comprehension and/or
intelligibility in conversations.
I.EFL.2.5.1. Learners can apply turn-
taking and ways to express to
others when something is not
understood in short conversations.
(J.3, S.1, S.4)
CE.EFL.2.10. Interaction –
Interpersonal: Participate
effectively in basic interpersonal
interactions in everyday contexts,
provided the interlocutor speaks
slowly and clearly. (Example:
requesting, introducing,
responding, etc.)
I.EFL.2.10.1. Learners can interact
effectively using a range of basic
functional exponents for
interpersonal conversations in
everyday contexts, providing
speech is slow and clear. Learners
can request repetition or
clarification, and can react
appropriately to responses
received. (I.3)
CE.EFL.2.16. Understand the main
ideas in short simple written texts
on cross-curricular subjects, both
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 2.3.8 Show understanding of
some basic details in short simple
cross-curricular texts by matching, la-
beling, and answering simple ques-
tions.
WRITING
EFL 2.4.6 Write a short simple para-
graph to convey some simple facts
about people, animals, places,
things, yourself or others, with the
support of a model text. (Example:
where they live, what they do, etc.)
EFL 2.4.7 Write a short simple para-
graph to describe yourself or other
people, animals, places and things,
with limited support. (Example: by
answering questions or using key
words).
EFL 2.4.8 Complete a basic survey or
a questionnaire by providing per-
sonal details
LANGUAGE THROUGH THE ARTS
EFL 2.5.8 Produce short, creative
texts using ICT and/or other
resources at home or at school in
order to recreate familiar scenes and
themes.
Develop the progress test print and digital.
(Example: art, science, music,
Evaluation math, history, etc.)
Heteroevaluation I.EFL.2.16.1. Learners can
Co-evaluation understand the main ideas and
Self-appraisal some basic details from a short
simple cross-curricular*
text and successfully complete a
simple task, as well as acquire
subject-specific lexis. (I.2)
CE.EFL.2.19. Convey some simple
ideas, facts or opinions in a simple
sentence or short paragraph, using
basic vocabulary
and structures.
I.EFL.2.19.1. Learners can produce
a short simple sentence and a
paragraph – with ample support -
on a variety of topics, and some
learners can do so with only limited
support. (I.3)
CE.EFL.2.24. Communicate ideas
and experiences and create short
original texts through a range of
resources and other media,
including ICT.
I.EFL.2.24.1. Learners can
communicate thoughts, feelings,
and/or personal experiences and
create short original texts through
a range of resources and other
media, including ICT. (I.2, I.3, I.4)
 EFL 2.5.9 Use creative thinking skills
to learn how to share and respect all
ideas through brainstorming
activities and pair work in class.
2 TWO O. EFL. 2. 4 Skills with performance criteria:
IN MY SPARE TIME! O. EFL. 2.5 COMMUNICATION AND CULTURAL
O. EFL. 2.7 AWARENESS
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly
O. EFL. 2.9 manner by sharing classroom
materials and personal objects while
participating in games and activities
in class and on the playground.
EFL 2.1.8 Exchange basic personal
preferences with peers in order to
express likes and dislikes.
EFL 2.1.9 Communicate to peers and
teacher when something is not un-
derstood 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 fol-
lowing classroom instructions and
simple commands.
ORAL COMMUNICATION
EFL 2.2.13 Understand and use basic
greetings, leave-taking expressions,
and other simple everyday phrases to
facilitate interpersonal interaction, to
introduce others, and to name
things. (Example: Thank-you, Can I
help you? This is [name]. It’s a [item],
etc.)
EFL 2.2.14 Ask and answer basic per-
sonal information questions, as well
as simple questions about other peo-
ple, animals, and possessions, pro-
Motivation
Read and comprehension of many
words that be approached in the
unit.
Observation and understanding
Present ordinal numbers and read
with de students.
Repeat use of this / that / these /
those with the teacher.
Complete months of the year.
Rewrite dates and holydays
Linguistic resources
Read and learn.
Practice the dialogues with ordinal
numbers, use of this / that / these /
those, months of the year and
dates and holydays.
Develop the activities.
Produce and communicate
Look the graphics. Pronounce
short sentences with ordinal
numbers, use of this / that / these /
those, months of the year and
dates and holydays.
Personal Production
Write short paragraphs with ordinal
numbers, use of this / that / these /
those, months of the year and
dates and holydays.
Read the paragraphs in class.
CE.EFL.2.4. Develop skills of
collaboration by working together
on projects and sharing materials
while expressing personal
preferences with peers.
I.EFL.2.4.1. Learners can select
pictures and/or short phrases that
relate to collaborating and sharing
and express
personal preferences. (J.2, J.3, S.4)
CE.EFL.2.5. Model turn-taking and
ways to express to others when
something is not understood to
improve comprehension and/or
intelligibility in conversations.
I.EFL.2.5.1. Learners can apply turn-
taking and ways to express to
others when something is not
understood in short conversations.
(J.3, S.1, S.4)
CE.EFL.2.10. Interaction –
Interpersonal: Participate
effectively in basic interpersonal
interactions in everyday contexts,
provided the interlocutor speaks
slowly and clearly. (Example:
requesting, introducing,
responding, etc.)
I.EFL.2.10.1. Learners can interact
effectively using a range of basic
functional exponents for
interpersonal conversations in
everyday contexts, providing
speech is slow and clear. Learners
can request repetition or
clarification, and can react
vided the interaction is slow and
clear. (Example: Where do you live?
Do you have a bicycle? What color is
it? etc.)
READING
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 2.3.8 Show understanding of
some basic details in short simple
cross-curricular texts by matching, la-
beling, and answering simple ques-
tions.
WRITING
EFL 2.4.6 Write a short simple para-
graph to convey some simple facts
about people, animals, places,
things, yourself or others, with the
support of a model text. (Example:
where they live, what they do, etc.)
EFL 2.4.7 Write a short simple para-
graph to describe yourself or other
people, animals, places and things,
with limited support. (Example: by
answering questions or using key
words).
EFL 2.4.8 Complete a basic survey or
a questionnaire by providing per-
sonal details
LANGUAGE THROUGH THE ARTS
Develop Literacy activities. appropriately to responses
Develop the progress test. received. (I.3)
Evaluation CE.EFL.2.16. Understand the main
Heteroevaluation ideas in short simple written texts
Co-evaluation on cross-curricular subjects, both
Self-appraisal print and digital.
(Example: art, science, music,
math, history, etc.)
I.EFL.2.16.1. Learners can
understand the main ideas and
some basic details from a short
simple cross-curricular*
text and successfully complete a
simple task, as well as acquire
subject-specific lexis. (I.2)
CE.EFL.2.19. Convey some simple
ideas, facts or opinions in a simple
sentence or short paragraph, using
basic vocabulary
and structures.
I.EFL.2.19.1. Learners can produce
a short simple sentence and a
paragraph – with ample support -
on a variety of topics, and some
learners can do so with only limited
support. (I.3)
CE.EFL.2.24. Communicate ideas
and experiences and create short
original texts through a range of
resources and other media,
including ICT.
I.EFL.2.24.1. Learners can commu-
nicate thoughts, feelings, and/or
personal experiences and create
short original texts through a range
of resources and other media, in-
cluding ICT. (I.2, I.3, I.4)
 EFL 2.5.8 Produce short, creative
texts using ICT and/or other
resources at home or at school in
order to recreate familiar scenes and
themes.
EFL 2.5.9 Use creative thinking skills
to learn how to share and respect all
ideas through brainstorming
activities and pair work in class.
3. THREE O. EFL. 2. 4 Skills with performance criteria:
I LOVE MYSELF O. EFL. 2.5 COMMUNICATION AND CULTURAL
O. EFL. 2.7 AWARENESS
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly
O. EFL. 2.9 manner by sharing classroom
materials and personal objects while
participating in games and activities
in class and on the playground.
EFL 2.1.8 Exchange basic personal
preferences with peers in order to
express likes and dislikes.
EFL 2.1.9 Communicate to peers and
teacher when something is not un-
derstood 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 fol-
lowing classroom instructions and
simple commands.
ORAL COMMUNICATION
EFL 2.2.13 Understand and use basic
greetings, leave-taking expressions,
and other simple everyday phrases to
facilitate interpersonal interaction, to
introduce others, and to name
things. (Example: Thank-you, Can I
help you? This is [name]. It’s a [item],
Motivation
Read and comprehension of many
words that be approached in the
unit.
Observation and understanding
Present peoples and occupations
and read with de students.
Read the use of Who is he/ who is
she / who are you / who are they.
Complete the alphabet and Basic
Math
Read the sentences.
Linguistic resources
Read and learn.
Practice the dialogues with peoples
and occupations, the use of Who is
he/ who is she / who are you / who
are they, the alphabet and Basic
Math
Write the sentences. Read.
Produce and communicate
Look the graphics. Conversations
about with peoples and
occupations, the use of Who is he/
who is she / who are you / who are
CE.EFL.2.4. Develop skills of
collaboration by working together
on projects and sharing materials
while expressing personal
preferences with peers.
I.EFL.2.4.1. Learners can select
pictures and/or short phrases that
relate to collaborating and sharing
and express
personal preferences. (J.2, J.3, S.4)
CE.EFL.2.5. Model turn-taking and
ways to express to others when
something is not understood to
improve comprehension and/or
intelligibility in conversations.
I.EFL.2.5.1. Learners can apply turn-
taking and ways to express to
others when something is not
understood in short conversations.
(J.3, S.1, S.4)
CE.EFL.2.10. Interaction –
Interpersonal: Participate
effectively in basic interpersonal
interactions in everyday contexts,
provided the interlocutor speaks
slowly and clearly. (Example:
requesting, introducing,
responding, etc.)
I.EFL.2.10.1. Learners can interact
effectively using a range of basic
etc.)
EFL 2.2.14 Ask and answer basic per-
sonal information questions, as well
as simple questions about other peo-
ple, animals, and possessions, pro-
vided the interaction is slow and
clear. (Example: Where do you live?
Do you have a bicycle? What color is
it? etc.)
READING
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 2.3.8 Show understanding of
some basic details in short simple
cross-curricular texts by matching, la-
beling, and answering simple ques-
tions.
WRITING
EFL 2.4.6 Write a short simple para-
graph to convey some simple facts
about people, animals, places,
things, yourself or others, with the
support of a model text. (Example:
where they live, what they do, etc.)
EFL 2.4.7 Write a short simple para-
graph to describe yourself or other
people, animals, places and things,
with limited support. (Example: by
answering questions or using key
words).
they, the alphabet and Basic Math.
Listen and pronounce the sounds
of Alphabet.
Look at the pictures and copy the
sentences.
Personal Production
Write short paragraphs with
peoples and occupations, the use
of Who is he/ who is she / who are
you / who are they, the alphabet
and Basic Math
Read the paragraphs in the
classroom.
Develop Literacy activities.
Develop the progress test.
Develop the project. Make some
sunglasses
Evaluation
Heteroevaluation
Co-evaluation
Self-appraisal
functional exponents for
interpersonal conversations in
everyday contexts, providing
speech is slow and clear. Learners
can request repetition or
clarification, and can react
appropriately to responses
received. (I.3)
CE.EFL.2.16. Understand the main
ideas in short simple written texts
on cross-curricular subjects, both
print and digital.
(Example: art, science, music,
math, history, etc.)
I.EFL.2.16.1. Learners can
understand the main ideas and
some basic details from a short
simple cross-curricular*
text and successfully complete a
simple task, as well as acquire
subject-specific lexis. (I.2)
CE.EFL.2.19. Convey some simple
ideas, facts or opinions in a simple
sentence or short paragraph, using
basic vocabulary
and structures.
I.EFL.2.19.1. Learners can produce
a short simple sentence and a
paragraph – with ample support -
on a variety of topics, and some
learners can do so with only limited
support. (I.3)
CE.EFL.2.24. Communicate ideas
and experiences and create short
original texts through a range of
resources and other media,
including ICT.
I.EFL.2.24.1. Learners can commu-
nicate thoughts, feelings, and/or

EFL 2.4.8 Complete a basic survey or
a questionnaire by providing per-
sonal details
LANGUAGE THROUGH THE ARTS
EFL 2.5.8 Produce short, creative
texts using ICT and/or other
resources at home or at school in
order to recreate familiar scenes and
themes.
EFL 2.5.9 Use creative thinking skills
to learn how to share and respect all
ideas through brainstorming activi-
ties and pair work in class.
4. FOUR O. EFL. 2. 4 Skills with performance criteria:
MY PERFECT BODY O. EFL. 2.5 COMMUNICATION AND CULTURAL
O. EFL. 2.7 AWARENESS
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly
O. EFL. 2.9 manner by sharing classroom
materials and personal objects while
participating in games and activities
in class and on the playground.
EFL 2.1.8 Exchange basic personal
preferences with peers in order to
express likes and dislikes.
EFL 2.1.9 Communicate to peers and
teacher when something is not un-
derstood 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 fol-
lowing classroom instructions and
simple commands.
ORAL COMMUNICATION
EFL 2.2.13 Understand and use basic
Motivation
Read and comprehension of many
words that be approached in the
unit.
Observation and understanding
Read about food and drinks, the
use of there is / there are, the use
of present tense of there be and
affirmative, negative, interrogative
sentences with teacher.
Repeat with the students.
Memorize vocabulary.
Linguistic resources
Read and learn.
Practice the dialogues with food
and drinks, the use of there is /
there are, the use of present tense
of there be and affirmative,
negative, interrogative
Color and repeat the sentences.
Copy the vocabulary.
personal experiences and create
short original texts through a range
of resources and other media, in-
cluding ICT. (I.2, I.3, I.4)
CE.EFL.2.4. Develop skills of
collaboration by working together
on projects and sharing materials
while expressing personal
preferences with peers.
I.EFL.2.4.1. Learners can select
pictures and/or short phrases that
relate to collaborating and sharing
and express
personal preferences. (J.2, J.3, S.4)
CE.EFL.2.5. Model turn-taking and
ways to express to others when
something is not understood to
improve comprehension and/or
intelligibility in conversations.
I.EFL.2.5.1. Learners can apply turn-
taking and ways to express to
others when something is not
understood in short conversations.
(J.3, S.1, S.4)
CE.EFL.2.10. Interaction –
Interpersonal: Participate
effectively in basic interpersonal
interactions in everyday contexts,
greetings, leave-taking expressions,
and other simple everyday phrases to
facilitate interpersonal interaction, to
introduce others, and to name
things. (Example: Thank-you, Can I
help you? This is [name]. It’s a [item],
etc.)
EFL 2.2.14 Ask and answer basic per-
sonal information questions, as well
as simple questions about other peo-
ple, animals, and possessions, pro-
vided the interaction is slow and
clear. (Example: Where do you live?
Do you have a bicycle? What color is
it? etc.)
READING
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 2.3.8 Show understanding of
some basic details in short simple
cross-curricular texts by matching, la-
beling, and answering simple ques-
tions.
WRITING
EFL 2.4.6 Write a short simple para-
graph to convey some simple facts
about people, animals, places,
things, yourself or others, with the
support of a model text. (Example:
where they live, what they do, etc.)
Produce and communicate
Look the graphics. Talk about food
and drinks, the use of there is /
there are, the use of present tense
of there be and affirmative,
negative, interrogative
Look at the pictures and copy the
sentences.
Personal Production
Write short paragraph with food
and drinks, the use of there is /
there are, the use of present tense
of there be and affirmative,
negative, interrogative and read in
class.
Develop Literacy activities.
Develop the progress test.
Evaluation
Heteroevaluation
Co-evaluation
Self-appraisal
provided the interlocutor speaks
slowly and clearly. (Example:
requesting, introducing,
responding, etc.)
I.EFL.2.10.1. Learners can interact
effectively using a range of basic
functional exponents for
interpersonal conversations in
everyday contexts, providing
speech is slow and clear. Learners
can request repetition or
clarification, and can react
appropriately to responses
received. (I.3)
CE.EFL.2.16. Understand the main
ideas in short simple written texts
on cross-curricular subjects, both
print and digital.
(Example: art, science, music,
math, history, etc.)
I.EFL.2.16.1. Learners can
understand the main ideas and
some basic details from a short
simple cross-curricular*
text and successfully complete a
simple task, as well as acquire
subject-specific lexis. (I.2)
CE.EFL.2.19. Convey some simple
ideas, facts or opinions in a simple
sentence or short paragraph, using
basic vocabulary
and structures.
I.EFL.2.19.1. Learners can produce
a short simple sentence and a
paragraph – with ample support -
on a variety of topics, and some
learners can do so with only limited
support. (I.3)
CE.EFL.2.24. Communicate ideas
 EFL 2.4.7 Write a short simple para-
graph to describe yourself or other
people, animals, places and things,
with limited support. (Example: by
answering questions or using key
words).
EFL 2.4.8 Complete a basic survey or
a questionnaire by providing per-
sonal details
LANGUAGE THROUGH THE ARTS
EFL 2.5.8 Produce short, creative
texts using ICT and/or other
resources at home or at school in
order to recreate familiar scenes and
themes.
EFL 2.5.9 Use creative thinking skills
to learn how to share and respect all
ideas through brainstorming
activities and pair work in class.
5. FIVE O. EFL. 2. 4 Skills with performance criteria:
WHEN THE WORLD O. EFL. 2.5 COMMUNICATION AND CULTURAL
CHANGED.. COVID19 O. EFL. 2.7 AWARENESS
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly
O. EFL. 2.9 manner by sharing classroom
materials and personal objects while
participating in games and activities
in class and on the playground.
EFL 2.1.8 Exchange basic personal
preferences with peers in order to
express likes and dislikes.
EFL 2.1.9 Communicate to peers and
teacher when something is not un-
derstood in class through the use of
simple basic questions.
EFL 2.1.10 Recognize when to speak
and when to listen while working in
Motivation
Read and comprehension of many
words that be approached in the
unit.
Observation and understanding
Read about the use of how many /
there are / personal pronouns with
de students.
Repeat the vocabulary with the
teacher.
Complete graphics
Linguistic resources
Read and learn.
Practice the use of how many /
there are / personal pronouns with
and experiences and create short
original texts through a range of
resources and other media,
including ICT.
I.EFL.2.24.1. Learners can commu-
nicate thoughts, feelings, and/or
personal experiences and create
short original texts through a range
of resources and other media, in-
cluding ICT. (I.2, I.3, I.4)
CE.EFL.2.4. Develop skills of
collaboration by working together
on projects and sharing materials
while expressing personal
preferences with peers.
I.EFL.2.4.1. Learners can select
pictures and/or short phrases that
relate to collaborating and sharing
and express
personal preferences. (J.2, J.3, S.4)
CE.EFL.2.5. Model turn-taking and
ways to express to others when
something is not understood to
improve comprehension and/or
intelligibility in conversations.
I.EFL.2.5.1. Learners can apply turn-
taking and ways to express to
others when something is not
understood in short conversations.
pairs or small groups in class by fol-
lowing classroom instructions and
simple commands.
ORAL COMMUNICATION
EFL 2.2.13 Understand and use basic
greetings, leave-taking expressions,
and other simple everyday phrases to
facilitate interpersonal interaction, to
introduce others, and to name
things. (Example: Thank-you, Can I
help you? This is [name]. It’s a [item],
etc.)
EFL 2.2.14 Ask and answer basic per-
sonal information questions, as well
as simple questions about other peo-
ple, animals, and possessions, pro-
vided the interaction is slow and
clear. (Example: Where do you live?
Do you have a bicycle? What color is
it? etc.)
READING
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 2.3.8 Show understanding of
some basic details in short simple
cross-curricular texts by matching, la-
beling, and answering simple ques-
tions.
WRITING
EFL 2.4.6 Write a short simple para-
de students.
Color and repeat vocabulary
Copy the words
Produce and communicate
Look the graphics. Make dialogues
with the use of how many / there
are / personal pronouns and read
with de students.
Personal Production
Write short dialogues and
paragraph with the use of how
many / there are / personal
pronouns, read with de students.
in the classroom.
Develop Literacy activities.
Develop the progress test.
Evaluation
Heteroevaluation
Co-evaluation
Self-appraisal
(J.3, S.1, S.4)
CE.EFL.2.10. Interaction –
Interpersonal: Participate
effectively in basic interpersonal
interactions in everyday contexts,
provided the interlocutor speaks
slowly and clearly. (Example:
requesting, introducing,
responding, etc.)
I.EFL.2.10.1. Learners can interact
effectively using a range of basic
functional exponents for
interpersonal conversations in
everyday contexts, providing
speech is slow and clear. Learners
can request repetition or
clarification, and can react
appropriately to responses
received. (I.3)
CE.EFL.2.16. Understand the main
ideas in short simple written texts
on cross-curricular subjects, both
print and digital.
(Example: art, science, music,
math, history, etc.)
I.EFL.2.16.1. Learners can
understand the main ideas and
some basic details from a short
simple cross-curricular*
text and successfully complete a
simple task, as well as acquire
subject-specific lexis. (I.2)
CE.EFL.2.19. Convey some simple
ideas, facts or opinions in a simple
sentence or short paragraph, using
basic vocabulary
and structures.
I.EFL.2.19.1. Learners can produce
a short simple sentence and a
 graph to convey some simple facts
about people, animals, places,
things, yourself or others, with the
support of a model text. (Example:
where they live, what they do, etc.)
EFL 2.4.7 Write a short simple para-
graph to describe yourself or other
people, animals, places and things,
with limited support. (Example: by
answering questions or using key
words).
EFL 2.4.8 Complete a basic survey or
a questionnaire by providing per-
sonal details
LANGUAGE THROUGH THE ARTS
EFL 2.5.8 Produce short, creative
texts using ICT and/or other
resources at home or at school in
order to recreate familiar scenes and
themes.
EFL 2.5.9 Use creative thinking skills
to learn how to share and respect all
ideas through brainstorming activi-
ties and pair work in class.
6. SIX O. EFL. 2. 4 Skills with performance criteria:
WHEN I FINISHED O. EFL. 2.5 COMMUNICATION AND CULTURAL
HIGH SCHOOL O. EFL. 2.7 AWARENESS
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly
O. EFL. 2.9 manner by sharing classroom
materials and personal objects while
participating in games and activities
in class and on the playground.
EFL 2.1.8 Exchange basic personal
preferences with peers in order to
express likes and dislikes.
EFL 2.1.9 Communicate to peers and
Motivation
Read and comprehension of many
words that be approached in the
unit.
Observation and understanding
Present Means of communication,
cardinal points, nationalities, the
verb to be, and read with de
students.
Repeat the read with the teacher.
Rewrite the vocabulary.
paragraph – with ample support -
on a variety of topics, and some
learners can do so with only limited
support. (I.3)
CE.EFL.2.24. Communicate ideas
and experiences and create short
original texts through a range of
resources and other media,
including ICT.
I.EFL.2.24.1. Learners can commu-
nicate thoughts, feelings, and/or
personal experiences and create
short original texts through a range
of resources and other media, in-
cluding ICT. (I.2, I.3, I.4)
CE.EFL.2.4. Develop skills of
collaboration by working together
on projects and sharing materials
while expressing personal
preferences with peers.
I.EFL.2.4.1. Learners can select
pictures and/or short phrases that
relate to collaborating and sharing
and express
personal preferences. (J.2, J.3, S.4)
CE.EFL.2.5. Model turn-taking and
ways to express to others when
something is not understood to
teacher when something is not un-
derstood 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 fol-
lowing classroom instructions and
simple commands.
ORAL COMMUNICATION
EFL 2.2.13 Understand and use basic
greetings, leave-taking expressions,
and other simple everyday phrases to
facilitate interpersonal interaction, to
introduce others, and to name
things. (Example: Thank-you, Can I
help you? This is [name]. It’s a [item],
etc.)
EFL 2.2.14 Ask and answer basic per-
sonal information questions, as well
as simple questions about other peo-
ple, animals, and possessions, pro-
vided the interaction is slow and
clear. (Example: Where do you live?
Do you have a bicycle? What color is
it? etc.)
READING
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 2.3.8 Show understanding of
some basic details in short simple
Linguistic resources
Read and learn.
Practice the dialogues with means
of communication, cardinal points,
nationalities, the verb to be.
Write some sentences.
Practice the cardinal points.
Color and repeat the words.
Produce and communicate
Look the graphics. Make short
dialogues with means of
communication, cardinal points,
nationalities, the verb to be. Use
the affirmative and interrogative
questions
Personal Production
Write short stories with Means of
communication, cardinal points,
nationalities, the verb to be,
Read in class.
Develop Literacy activities.
Develop the progressive test.
Evaluation
Heteroevaluation
Co-evaluation
Self-appraisal
improve comprehension and/or
intelligibility in conversations.
I.EFL.2.5.1. Learners can apply turn-
taking and ways to express to
others when something is not
understood in short conversations.
(J.3, S.1, S.4)
CE.EFL.2.10. Interaction –
Interpersonal: Participate
effectively in basic interpersonal
interactions in everyday contexts,
provided the interlocutor speaks
slowly and clearly. (Example:
requesting, introducing,
responding, etc.)
I.EFL.2.10.1. Learners can interact
effectively using a range of basic
functional exponents for
interpersonal conversations in
everyday contexts, providing
speech is slow and clear. Learners
can request repetition or
clarification, and can react
appropriately to responses
received. (I.3)
CE.EFL.2.16. Understand the main
ideas in short simple written texts
on cross-curricular subjects, both
print and digital.
(Example: art, science, music,
math, history, etc.)
I.EFL.2.16.1. Learners can
understand the main ideas and
some basic details from a short
simple cross-curricular*
text and successfully complete a
simple task, as well as acquire
subject-specific lexis. (I.2)
CE.EFL.2.19. Convey some simple
 cross-curricular texts by matching, la-
beling, and answering simple ques-
tions.
WRITING
EFL 2.4.6 Write a short simple para-
graph to convey some simple facts
about people, animals, places,
things, yourself or others, with the
support of a model text. (Example:
where they live, what they do, etc.)
EFL 2.4.7 Write a short simple para-
graph to describe yourself or other
people, animals, places and things,
with limited support. (Example: by
answering questions or using key
words).
EFL 2.4.8 Complete a basic survey or
a questionnaire by providing per-
sonal details
LANGUAGE THROUGH THE ARTS
EFL 2.5.8 Produce short, creative
texts using ICT and/or other
resources at home or at school in
order to recreate familiar scenes and
themes.
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition standards)
MINEDUC. Documento de Ajustes Curriculares 2016.
EDIPCENTRO. I speak 4
PREPARED REVISED
TEACHER(S): NAME:
Signature Signature
Date Date
ideas, facts or opinions in a simple
sentence or short paragraph, using
basic vocabulary
and structures.
I.EFL.2.19.1. Learners can produce
a short simple sentence and a
paragraph – with ample support -
on a variety of topics, and some
learners can do so with only limited
support. (I.3)
CE.EFL.2.24. Communicate ideas
and experiences and create short
original texts through a range of
resources and other media,
including ICT.
I.EFL.2.24.1. Learners can commu-
nicate thoughts, feelings, and/or
personal experiences and create
short original texts through a range
of resources and other media, in-
cluding ICT. (I.2, I.3, I.4)
7. OBSERVATIONS
The novelties in the fulfillment of the planning will be consigned. In
addition, you can suggest adjustments for the best compliance with what
is planned in the instrument.
APROVED
NAME:
Signature
Date