2 Efl

INTRODUCCIN
Educacin General Bsica Elemental
ENGLISH AS
A FOREIGN LANGUAGE
47 IN
English as a Foreign Language for Subnivel
Elemental of Educacin General Bsica
1. Contribution of the English as a Foreign Language Curriculum to
Subnivel Elemental of Educacin General Bsica to the General
Objectives of the Subject Area
The main role of the sub-level EGB Elemental is to set the foundation for forming
competent, autonomous, and critical readers, speakers, and writers, people who
are able to use a range of tools in order to communicate ideas, learn to learn, and
deepen and enrich their knowledge base.
This level is not just limited to initial literacy, which we understand in this curricu-
lum as learning the rudiments of a language system, but instead focuses on the
challenge of introducing learners into a culture of readers and writers. This relates
to English as a foreign language (EFL) in that learners will want to learn English
because the tasks and texts are fun, engaging, and in English. Gone are the days of
rote learning tasks where learners memorize grammar rules and write long lists of
vocabulary words. Learners of this EFL curriculum will, instead, experience the lan-
guage in meaningful, authentic contexts, thus developing a love for language and
becoming lifelong learners.
Learners at this level are able to relate to familiar contexts, such as the home and
school. By giving learners opportunities to communicate within these contexts they
will be better able to relate to English. Learners will also be encouraged to expe-
rience the English language in a variety of ways, through song, dance, art, crafts,
music, and other subject areas like Math and Science, thus increasing vocabulary
and experiencing the language in ways similar to that in which a native speaker
of English might. By adapting activities to learners interests, motivation increases
and, indirectly, so does language acquisition.
In summary, the teacher should be a guide in the classroom, and learners should be
allowed to work from their own interests, able to explore topics and language that
arise naturally. The classroom should be as learner-centered as possible, therefore
ensuring that learners learning - and not teachers teaching - is the focus of each
lesson.
Curricular Thread 1: Communication and cultural awareness. The teacher should

attempt to introduce learners to various cultural contexts in order to better unders-
tand their own culture and that of others, through the lens of foreign language ac-
quisition. Learners can practice ways to introduce themselves and talk about them-
selves in order to develop a sense of identity, similar to and different from others.
Various cultures and contexts should be used as examples in the classroom so that
EGB E 48
ENGLISH AS A FOREIGN LANGUAGE
learners, from an early age, can develop the sense of belonging to a diverse, global
community, both at a national level as well as an international level.
Furthermore, teachers should encourage learners to work cooperatively in pairs

and groups, thus improving social skills such as tolerance and collaboration, in addi-
tion to creative and critical thinking skills such as negotiating for meaning. Learners
should participate in many situations in which they can be exposed to the various
social and communicative functions of the English language. Guided by the teacher,
learners will become aware of how to ask for help, how to use basic expressions of
politeness and how to say hello and good-bye. The teacher should give classroom
instructions in English as much as possible so that learners can see authentic mo-
dels and uses of the language. Teachers can ask learners to check answers in pairs,
to work together on small projects in class, and to participate in short dialogues
in order to obtain practice in the various ways that we, as humans, interact with
others. Values such as helping others and sharing are introduced throughout the
curriculum, and the teacher should also be sure to work on these values as needed,
drawing upon the natural opportunities that tend to arise when children work toge-
ther in a classroom.
As learners work together and learn acceptable forms of behavior, they will be im-
proving skills of tolerance and acceptance, as well as building a sense of national
and local identity.
Curricular Thread 2: Oral communication (listening and speaking). Since listening

and speaking are purposefully considered within the same curricular thread, these
two macro-skills should optimally be integrated within meaningful and truly com-
municative lesson procedures. The primary classroom provides a favorable environ-
ment for fluency-focused, experiential and organic oral skills development through
interpersonal interaction and authentic input.
Listening skills. A never-ending wealth of age-appropriate, up-to-date authentic

listening material is freely available online, giving teachers the opportunity to match
listening texts to the interests, background and language needs of individual groups
of learners. There are many radio websites for young learners (e.g., BBC Schools
Radio or NPR Kids Public Radio to name just two), as well as dedicated EFL sites
such as Learn English Kids, which provide audio and video downloads. Please see
the web resources list at the end of this document for a list of suggested sites. Crea-
tive teachers will also exploit the extensive option of selecting short video clips and
creating listening activities for the primary classroom (Cruse, 2006).
The frequent, creative use of these and other similar listening resources will keep
primary learners motivation high while providing them with different models of
spoken English to aid pronunciation at both segmental and suprasegmental levels
(i.e., individual sounds as well as rhythm and intonation), particularly where the tea-
cher wishes to supplement their own accent as the main input model.
While the range of listening texts enjoyed in the classroom may be diverse and
authentic, listening tasks should deliver a high success rate for primary learners,
49
and classroom procedures should be as non-threatening as possible (e.g., check
answers to comprehension questions with a partner before being called on in open
class.). This is to help nurture the attitude of wanting to focus attention and trying
to cope with sections of audio input which are difficult to understand: the messa-
ge if you listen carefully, you will understand something should be inherent in each
listening lesson.
A variety of listening tasks within meaningful contexts will help learners to learn to
listen for the general idea (gist), for specific information, detail, or to predict or infer
information. Over time and with practice, primary learners will build up their reper-
toire of listening sub-skills and intuit the subtle differences between them, providing
a firm basis for continued listening to A2 and B1 level texts as they continue through
EGB, BGU and beyond. Finally, the role of extensive listening should be promoted,
with English language music, movies, poetry, and spoken word narratives being
integrated in the school and home environment at suitable moments, just for fun.
Spoken production. The early primary school years offer a uniquely fertile window
of opportunity for spoken production to take root, as younger learners are invaria-
bly keen to imitate, participate, and focus on meaning, rather than on the form of
the language for accuracys sake. A wise ELT teacher will harness the young childs
impulse to imitate at this precise age and stage, through a varied, ongoing, gradua-
lly changing input of spoken texts for the group to enjoy and get their tongues
around together. Never again in a learners English learning will their speech appa-
ratus (and neural counterparts) be so malleable as during EGB Elemental, and it is
even believed that after the age of 10 or 11 acquisition of English sounds, rhythms,
and intonation patterns becomes much more difficult (Rawson & Richter, 2003).
A good model, good fun, lots of repetition, physical movement (whole body ac-
tions, clapping, etc.), encouragement to join in (without ever forcing verbal produc-
tion) and plenty of praise for just trying, as well as the teachers genuine attitude
of enjoyment in the texts and activities all provide the right conditions for spoken
production to begin to develop. Through the school year, this ever-changing kalei-
doscope of spoken production opportunities may include:
Campfire Songs (e.g., I know an old lady who swallowed a fly).
Circle games (e.g., Fruit basket).
Circle songs (e.g., Ring around the roses).
Clapping rhymes (e.g., Miss Mary Mack).
Counting rhymes (e.g., One, two, buckle my shoe).
Educational songs (e.g., Heads, shoulders, knees and toes).
Jazz chants (e.g., Freddie likes potatoes but he doesnt like rice).
EGB E 50
Jump rope rhymes (e.g., Teddy bear, teddy bear).
Nursery rhymes (e.g., Hickory dickory dock).
Party songs (e.g., Hokey pokey).
Playground games (e.g., Queenie, queenie, who has the ball?).
Poems (e.g., This is the house that Jack built).
Rhymes for deciding who is it (e.g., Ip dip sky blue).
Tongue twisters (e.g., Peter Piper picked a peck of pickled peppers).
Traditional songs (e.g., Lavenders blue).
And so on (e.g., Your ideas!)
It is important to note that, although there may be a thematic link between the
text and the unit being taught, the grammatical and lexical content of these texts
is far less important at this stage than their richness in terms of sounds, rhythm,
intonation, expressions, idioms, and simple enjoyment. Learners who step into the
stream of language in this way (Rawson & Richter, 2003) will naturally develop
the correct positioning and movement of articulators (lips, teeth, tongue, alveolar
ridge hard palate, velum, etc.) for accurate production of English language sounds,
as well as building up their active situational vocabulary, strengthening memory
through recital and repetition, and forming habitual structures of language which
can later be brought to consciousness through noticing techniques. Early choral
reproduction of longer texts such as these bypasses in learners the (rather adult)
tendency to attempt to understand every word in the text or analyze the structures
used. Neither of these learning strategies is recommended for EGB Elemental, and
teachers who insist on translation or other intensive listening techniques may even
undermine the objective of this sub-thread, which is to experience and regurgitate
extended chunks of language.
As learners develop their spoken production skills, more direct forms of spoken
production can be introduced through very short conversations, mini-theater per-
formances, scripted or unscripted role plays set in familiar contexts (e.g., a shop,
the playground, etc.), substitution dialogues, ELT language games (involving repe-
titive structures and a strong guessing element), etc. In this way, the path between
mechanical production and fluency is forged, and learners become increasingly
independent in the content of their utterances, while maintaining high levels of con-
fidence and motivation to communicate through speech.
Spoken interaction. The young EFL learners initial partner for spoken interaction in
English will usually be the teacher, with short greeting/leave-taking and question/
answer exchanges, both in open class and 1 to 1. However, it is vitally important
51
that the process of collaborative learning begins at primary level so that all leaners,
especially in large classes, have ample time and opportunity to fully develop their
speaking and listening skills in parallel with their reading and writing skills, and
other linguistic resources (grammar, vocabulary, etc.).
Pair work and group work are essential elements in the ELT classroom, where risk-ta-
king, trial and error, and real-time feedback can take place (namely, Did I get my
message across? How could I say it more clearly?). Communication breakdown be-
tween peers resulting from impeding errors can even be perceived to have greater
value for developing interlanguage than instant communicative success resulting
from accurate production. As such, short, simple collaborative tasks (e.g., group
problem solving or creative projects, mingle activities, information gap activities,
etc.) must be introduced from EGB Elemental, both to instill this learning behavior
ready for EGB Media and Superior, and to allow learners early opportunities for
linguistic creativity and verbal / non-verbal expression. In short, even the youngest
learners should be given plenty of playful moments to try on their English persona
and to pick up the language and wrestle with it a little, trying to make the language
do what the learner wants it to do. Learners gradually take responsibility and make
choices for their L2 language use, a process that can be made more conscious
through classroom routines such as an English-speaking class mascot or a pretend
English switch (Cameron, 2001).
In parallel to this process, simple functional exponents for asking for repetition or
clarification (e.g., Im sorry? Could you repeat that, please?) and strategies for para-
phrasing (e.g., finding synonyms, describing missing words) can be taught, as well
as simple ways to extend interaction (e.g., asking And you?). These tools will give
primary learners confidence to communicate in a steadily increasing range of con-
texts throughout their school years and beyond.
Curricular Thread 3: Reading. There is substantial evidence to show that through

reading, learners develop a host of other language skills (Krashen, 2004), such as
spelling, grammar, vocabulary, and writing. Studies have also shown that learners
who read regularly improve their listening, speaking, and pronunciation skills (Elley,
1991). In addition to language development, reading also serves to broaden the
childrens view of the world and their place in it (Littlejohn, 1996), as well as provide
learners with new and interesting information, such as cross-cultural and cross-cu-
rricular content. Finally, the more learners practice reading, the better they will learn
to equate sound-letter relationships, which is an essential part of literacy.
Young children can learn to read quickly. Plenty of praise, motivation, and practice,
as well as a positive, fun, non-threatening environment all provide the right condi-
tions for reading. Variety is also important. Reading lessons should be varied; for
example, teachers could play the audio first and let the learners follow the pictures
or let them read before / while listening; young learners could also be asked to
mime along with the story or to carry out a role play after the reading. If we want to
develop a lifelong love of reading, enjoyment in the early primary years is the key.
EGB E 52
Reading comprehension. In early primary much of the reading comprehension

consists of understanding individual words and making sense of the sound-word
relationship. If possible, encourage weaker pupils to keep their own flashcards of
words or vowel / consonant clusters which they find difficult to read. Gradually,
learners move on to understanding the main ideas in short sentences and in very
short simple texts (print and / or digital). At this point, it is recommended that lear-
ners work in pairs, so that they can help each other. Meanwhile, the teacher will mo-
nitor the pairs and give help to those who are having difficulties. Teachers should
avoid asking individual emergent readers to read aloud to the whole class.
Study skills (including ICT). Study skills, learning how to learn, is an essential
part of learning. Even from a young age, learners need to know how to use some
basic resources like picture dictionaries and how to make their own simple learning
resources, such as a Words I know list at the end of each unit. Young learners can
also learn how to make their own bright and colorful flashcards, and how they can
use them to learn more. Flashcards are a valuable assistance to every learner, espe-
cially visual learners.
Another key aspect of study skills is learning how to organize ideas. In early primary,
learners should begin to understand the information in simple graphic organizers,
such as Venn diagrams and charts. They also need to develop digital literacy, which
may consist of understanding information online. These skills are all part of the pro-
cess of becoming a lifelong learner. (Note: Both flashcards and graphic organizers
can be downloaded free of charge from the internet. Please see the web resources
list at the end of this document for a list of suggested sites.)
Literacy-rich environment. A literacy-rich environment incorporates print culture

(also known as environmental print), which is the print of everyday life. Out in the
world, we are surrounded by a wealth of authentic texts, such as those found on
street signs, logos, labels, price tags, candy wrappers, and road safety or warning
signs. For many emergent readers, studying environmental print is extremely hel-
pful, since it acts as a bridge from individual words to sentences, and builds their
confidence at the same time.
Cross-curricular content. During EGB Elemental, children may be introduced to

other school subjects in English (for example, art, music, science, social sciences,
drama, etc.). The advantages of drawing on other parts of the school curriculum
are numerous:
To give content to the language lessons.
To use skills and knowledge from other subjects in the English lesson.
To motivate learners who find English difficult or uninteresting.
To make connections across the school curriculum and deepen pupils

understanding of the topic. (Littlejohn, 1996)
53
Wherever possible, teachers should encourage learners to tell the class what they
already know about the subject before reading cross-curricular texts, in order to
activate schemata.
Curricular Thread 4: Writing. It is important to note that in teaching foreign lan-

guage learners how to speak and read English, it is important not to neglect their
writing development.
Initial literacy. It is important to note that some learners may have rudimentary
writing skills in their mother tongue and these will very likely be transferred to
English. For this reason, the main goals in EGB Elemental are to learn the standard
writing mechanics (spelling, punctuation, and capitalization), in addition to develo-
ping handwriting and typography (writing on the computer).
Spanish has a strong correspondence between how a word is pronounced and how
it is written, but English does not. The irregularity of English in this respect causes
predictable problems when Spanish-speaking learners learn to write. A specific
problem concerns the spelling of English words with double letters. Spanish has
only 3 double-letter combinations (cc, ll, rr). English, in comparison, has 5 times
as many, which causes problems like hoping being spelled as hopping (Coe, 1997).
Teachers should help young learners, not only by giving more practice, but also by
praising and encouraging them.
Text production. 21st Century literacy is considered to comprise far more than sim-
ply writing a sentence or a paragraph. It also involves the ability to write a variety
of text types, both in print and online; for example, a text message, an email, a URL
for a website, an email address, a greeting on a birthday card, and so on, all using
the appropriate language and layout. By learning a variety of text types, especially
online, we can gradually prepare learners for future jobs and further studies.
Curricular Thread 5: Language through the arts. During this stage learners will par-
ticipate in a range of activities meant to help them develop an affinity for and enjoy-
ment of literature and the arts by interacting with both oral and written texts. These
activities are meant to be pleasurable and thus will awaken in learners a lifelong love
of literature and the arts, successfully converting them into active, autonomous rea-
ders and learners who are able to understand and enjoy a variety of literary texts.
Therefore, at this level, the contact that learners will have with literature and the arts
is assumed to be the moment that enhances and strengthens learners aesthetic
sensibilities and imagination, while improving memory and linguistic macro-skills.
Throughout this thread, learners will be allowed to participate in and experience
recreational activities meant to contextualize both oral and written texts, by res-
ponding to the texts in a variety of ways, both physically and emotionally. During
this process, learners will incorporate the use of ICT as a supplementary tool.
Creative writing. With respect to creative writing, it is not about trying to repro-
duce a text type exactly, but instead about developing creative writing skills using
the reading of literary texts as a starting point. Learners will interact with different
EGB E 54
literary texts, both oral and written, recreating alternative versions by changing the
characters and scenes in literary texts.
Creative thinking skills. Finally, in the Creative Thinking Skills sub-thread, learners
will find new ways to express themselves wholly (i.e., intellectually, socially, emo-
tionally, and physically) while developing creative thinking skills through activities
such as brainstorming and working in groups.
55
2. Curricular Objectives of the English as a Foreign Language Area for
Subnivel Elemental of Educacin General Bsica
By the end of Subnivel Elemental of EGB, and as a result of the learning outcomes
in the EFL area, learners will be able to:
Identify some main ideas and details of written texts, in order to

O.EFL 2.1
develop an approach of critical inquiry to written and oral texts.
Assess and appreciate English as an international language, as

O.EFL 2.2 well as the five aspects of English that contribute to communica-
tive competence.
Independently read level-appropriate texts in English for pure en-

O.EFL 2.3
joyment/entertainment and to access information.
Develop creative and critical thinking skills to foster problem-sol-

O.EFL 2.4 ving and independent learning using both spoken and written
English.
Use in-class library resources and explore the use of ICT to enrich
O.EFL 2.5
competencies in the four skills.
Write short descriptive and informative texts and use them as a

O.EFL 2.6
means of communication and written expression of thought.
Appreciate the use of English language through spoken and wri-

tten literary texts such as poems, rhymes, chants, riddles and
O.EFL 2.7
songs, in order to foster imagination, curiosity and memory, while
developing a taste for literature.
Demonstrate a living relationship with the English language throu-

O.EFL 2.8 gh interaction with written and spoken texts, in order to explore
creative writing as an outlet to personal expression.
Be able to interact in English in a simple way using basic expres-

sions and short phrases in familiar contexts to satisfy needs of
O.EFL 2.9
a concrete type, provided others talk slowly and clearly and are
prepared to help.
EGB E 56
3. Performance Criteria for English as a Foreign Language Area for

Subnivel Elemental of Educacin General Bsica
Curricular Thread 1
Communication and cultural awareness
MANDATORY DESIRABLE
Exchange basic introductions and limited personal information

EFL 2.1.1 in class using simple present tense in order to get to know their
peers. (Example: where one lives or goes to school, etc.)
Recognize the differences between where people live among the

EFL 2.1.2 regions of the country in order to appreciate their own environ-
ment. (Example: house/apartment, country/city, etc.)
Ask simple basic questions in class about the world beyond their
EFL 2.1.3 own immediate environment in order to increase their understan-
ding of different cultures.
Express curiosity about the world and other cultures by asking

EFL 2.1.4 simple WH- questions in class after reading and/or participating
in presentations or other group work.
Recognize ways to relate responsibly to ones surroundings at

EFL 2.1.5 home and at school by exhibiting responsible behaviors towards
the environment. (Example: chores at home, recycling, etc.)
Understand and use common expressions of politeness in class

EFL 2.1.6 while working in pairs or groups on projects. (Example: please,
sorry, thank you, etc.)
Collaborate in a friendly manner by sharing classroom materials

EFL 2.1.7 and personal objects while participating in games and activities in
class and on the playground.
Exchange basic personal preferences with peers in order to ex-

EFL 2.1.8
press likes and dislikes.
Communicate to peers and teacher when something is not un-

EFL 2.1.9
derstood in class through the use of simple basic questions.
Recognize when to speak and when to listen while working in

EFL 2.1.10 pairs or small groups in class by following classroom instructions
and simple commands.
57
Curricular Thread 2
Oral communication
MANDATORY DESIRABLE
Understand meanings expressed in short dialogues on familiar

topics, as well as basic spoken instructions and simple questions
about self, people, animals or things, especially when spoken
EFL 2.2.1 slowly and clearly. (Example: greetings, short phrases, basic
range of classroom instructions, common personal information
questions: Whats your name? How old are you? Where do you
live? etc.)
Infer who is speaking and what the situation is when listening to

short simple texts, especially when accompanied by pictures or
other visual aids, or sound effects.
EFL 2.2.2
(Example: shopkeeper speaking to a customer who is buying
some fruit.)
Recognize familiar names, words, and short phrases about sim-

ple everyday topics whether heard in isolation or within short,
EFL 2.2.3 simple spoken texts describing people and objects. (Example:
vocabulary about self, family, friends and immediate surroun-
dings at school and home, adjectives for color and size, etc.)
Identify items of specific information within simple messages

or from short and simple descriptions about familiar contexts,
EFL 2.2.4 especially if visual support is provided. (Example: letters of the
alphabet, numbers, prices and times, days, dates and months,
etc.)
Record key items of specific information from a heard messa-

ge or description, either in written form or by drawing picture.
EFL 2.2.5
(Example: letters of the alphabet, numbers, quantities, prices
and times, days, dates and months, etc.)
Enjoy extensive listening in English. (Example: listen to stories,

EFL 2.2.6
watch short movies, experience song lyrics or poetry, etc.)
Be comfortable taking meaning from spoken texts containing

words or sections which are not understood. Be aware that un-
EFL 2.2.7
derstanding spoken texts does not require decoding every sin-
gle word.
EGB E 58
Imitate individual English language sounds, especially those

phonemes which do not exist in the students own L1, both in
isolation and within key vocabulary items.
EFL 2.2.8
(Example: // // // /i:/ and in words like singing, these, up,
sea, etc.)
Spell out key vocabulary items using the English alphabet.

EFL 2.2.9
(Example: names, colors, animals, possessions, etc.)
Clap, move, chant or sing along with short authentic English lan-
guage rhymes or songs, approximating English rhythm and into-
nation once familiar with the text.
EFL 2.2.10
(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.
Produce simple, mainly isolated utterances using very short phra-

ses and sometimes individual words, possibly with slow and/or
EFL 2.2.11
hesitant delivery. (Example: words, phrases, and short sentences
about people, animals, things, etc.)
Respond to simple questions in quite a short time and initiate

EFL 2.2.12 basic interaction spontaneously when there are opportunities to
speak. Speech is produced a little less slowly and hesitantly.
Understand and use basic greetings, leave-taking expressions,

and other simple everyday phrases to facilitate interpersonal in-
EFL 2.2.13
teraction, to introduce others, and to name things. (Example:
Thank-you, Can I help you? This is [name]. Its a [item], etc.)
Ask and answer basic personal information questions, as well as

simple questions about other people, animals, and possessions,
EFL 2.2.14
provided the interaction is slow and clear. (Example: Where do
you live? Do you have a bicycle? What color is it? etc.)
Exchange specific information with another person, provided

they talk slowly and clearly and are prepared to help. (Example:
EFL 2.2.15
factual information about colors, numbers, quantities, prices, ti-
mes, size, etc.)
Say when they do not understand and ask for slower or clearer
EFL 2.2.16 repetition where required. (Example: Sorry? Could you say that
again, please? etc.)
59
React appropriately to what others say using verbal/non-verbal
back-channeling, or by asking further simple questions to ex-
EFL 2.2.17 tend the interaction. (Example: express interest using facial ex-
pression or simple words with appropriate intonation: Oh!, Yes!
Thanks. And you? etc.)
Curricular Thread 3
Reading
MANDATORY DESIRABLE
Demonstrate basic reading comprehension skills by identifying

EFL 2.3.1 the meaning of individual words, phrases, and sentences, inclu-
ding simple written instructions.
Read a short simple text (online or print) and demonstrate un-

EFL 2.3.2
derstanding of the gist and some basic details of the content.
Understand most of the details of the content of a short simple

EFL 2.3.3
text (online or print).
Understand the content in simple short written environmental

print text types, using artwork, symbols and layout for support.
EFL 2.3.4
(Example: price tags, signs, notices (No eating, etc.), candy wra-
ppers, etc.)
Show the ability to use a simple learning resource. (Example:

EFL 2.3.5 a small set of flashcards, a picture-based dictionary (online or
print), or a simple word list).
Understand the content of a simple graphic organizer (online or

print).
EFL 2.3.6
(Example, Venn Diagrams, charts, and labeled diagrams.)
Read and understand the main ideas in a short simple text on a

EFL 2.3.7
cross-curricular topic. (Example: art, music, history, etc.)
Show understanding of some basic details in short simple

EFL 2.3.8 cross-curricular texts by matching, labeling, and answering sim-
ple questions.
EGB E 60
Identify the meaning of specific content-based words and phra-

EFL 2.3.9
ses, with the aid of visual support.
Read a variety of simple text-types and graphic organizers used

EFL 2.3.10 to present cross-curricular information (Example: instructions,
graphs, diagrams, charts, plans or maps, etc.)
Curricular Thread 4
Writing
MANDATORY DESIRABLE
Know how to spell simple English words correctly, demons-

EFL 2.4.1 trating awareness of sound-letter relationships. (Example: sea,
mean, bee, etc.)
Make a simple learning resource, in order to record and practi-

ce new words.
EFL 2.4.2
(Example: a picture dictionary, a word list, set of flashcards,
etc.).
Write simple words, phrases and sentences with correct use of

EFL 2.4.3 standard writing mechanics. (Example: spelling, punctuation,
capitalization, and writing by hand and/or on the computer.
Write simple words, phrases and sentences for controlled prac-

EFL 2.4.4
tice of language items.
Write simple sentences on familiar topics to communicate ba-

EFL 2.4.5
sic ideas.
Write a short simple paragraph to convey some simple facts

about people, animals, places, things, yourself or others, with
EFL 2.4.6
the support of a model text. (Example: where they live, what
they do, etc.)
Write a short simple paragraph to describe yourself or other

EFL 2.4.7 people, animals, places and things, with limited support.
(Example: by answering questions or using key words).
61
Complete a basic survey or a questionnaire by providing per-
EFL 2.4.8
sonal details.
Write a variety of short simple text-types, commonly used in

print and online, with appropriate language and layout. (Exam-
EFL 2.4.9
ple: write a greeting on a birthday card, name and address on
an envelope, a URL for a website, an email address, etc.)
Curricular Thread 5
Language through the arts
MANDATORY DESIRABLE
Identify key information such as events, characters, and ob-

EFL 2.5.1 jects in stories and other age-appropriate literary texts if there
is visual support.
Express emotions and feelings using basic adjectives and rela-

EFL 2.5.2 ted images through written work on the school or class bulletin
board.
Use audio, video, and pictures to respond to a variety of lite-

EFL 2.5.3
rary texts through online or in-class ICT activities.
Listen to and read short narratives and/or other oral and writ-
ten literary texts in class (with a preference for authentic texts)
EFL 2.5.4
in order to stimulate imagination, curiosity, and a love for lite-
rature.
Apply ICT and/or other resources to communicate simple

EFL 2.5.5
thoughts in small groups.
Generate and expand ideas by responding in a fun and playful

manner to oral and written texts in order to increase enjoy-
EFL 2.5.6
ment of the language through TPR, playground games, and
songs and chants.
Create picture books and/or other graphic expressions in pairs

EFL 2.5.7 in class by varying scenes, characters, or other elements of li-
terary texts.
EGB E 62
Produce short, creative texts using ICT and/or other resources

EFL 2.5.8 at home or at school in order to recreate familiar scenes and
themes.
Use creative thinking skills to learn how to share and respect all
EFL 2.5.9
ideas through brainstorming activities and pair work in class.
63
4. Evaluation criteria for English as a Foreign Language in
Curricular Thread 1: Communication and cultural awareness
Evaluation criteria
CE.EFL.2.1. Differentiate between different living situations in a variety of surroundings and express curiosity about the
world through simple questions.
Methodological orientation for evaluation criteria

This performance criteria could be evaluated by:
Drawing different houses and labeling different rooms and objects in a house.
Using question words (who, what, where) to ask about places.
Reflecting on differences between a house and an apartment.
Creating a diorama of urban and rural aspects.
Drawing a map of a neighborhood.
Asking and answering questions about where you and others live.
General EFL area objectives being assessed Skills and performance descriptors to be evaluated
EFL.2.1.2 Recognize the differences between where people

live among the regions of the country in order to appre-
ciate their own environment. (Example: house/apartment,
country/city, etc.)
OG.EFL2. Draw on the established propensity for curiosity
and tolerance towards different cultures to comprehend
the role of diversity in building an intercultural and multi- EFL.2.1.3. Ask simple basic questions in class about the
national society, so improving their understanding of the world beyond ones own immediate environment in order
world and engendering socially responsible global citizens. to increase their understanding of different cultures.
EFL 2.1.4. Express curiosity about the world and other cul-
tures by asking simple WH- questions in class after reading
and/or participating in presentations or other group work.
How the objectives contribute to the exit profile Indicators for the performance criteria
I.2 We are driven by intellectual curiosity, question both
local and international realities, reflect on and apply our I.EFL.2.1.1. Learners can recognize differences between
interdisciplinary knowledge to cope with problems in a co- where people live and write or talk about their own su-
llaborative and codependent manner, so as to take advan- rroundings, as well as ask questions about how other peo-
tage of all possible resources and information. ple live. (I.2, S.2)
S.2 We build our national identity in search of a peaceful

world and we value our multi-ethnicity and multi-cultural
background. We respect the identity of other peoples and CEFR: A1.1. Topics: Home, Places, World Around Us
individuals
EGB E 64
Evaluation criteria
CE.EFL.2.2. Catalog everyday objects and places in different cultures and recognize ways to act responsibly towards
ones environment and surroundings.

Labeling pictures with correct names.
Creating a poster of things that can be recycled.
Matching objects with the places where they can be found. (Example: stove in kitchen, bed in bedroom, etc.)
Simulating actions through TPR activities where learners follow basic commands. (Example: Put away your book,
etc.).
Choosing pictures that demonstrate responsibility (cleaning room, watering the flowers).
EFL.2.1.4. Express curiosity about the world and other cul-
tures by asking simple WH- questions in class after reading
OG.EFL3. Access greater flexibility of mind, creativity, en-
and/or participating in presentations or other group work.
hanced linguistic intelligence, and critical thinking skills
through an appreciation of linguistic differences. Enjoy an
enriched perspective of their own L1 and of language use EFL.2.1.5. Recognize ways to relate responsibly to ones
for communication and learning. surroundings at home and at school by exhibiting respon-
sible behaviors towards the environment. (Example: chores
at home, recycling, etc.)
I.EFL.2.2.1. Learners can classify everyday objects and fa-
miliar places. Learners can compare objects from different
J.3. We act with respect and responsibility both towards
cultural contexts. Learners can say and recognize ways to
ourselves and others, nature, and the world of ideas. We
take care of the environment and ones surroundings. (J.3,
meet our obligations and demand respect for our rights.
S.1)
S.1. We take on social responsibility and have the ability
to interact with heterogeneous groups from an understan-
ding, tolerant, and empathetic standpoint. CEFR: A1.1. Topics: Home, Weather, World Around Us
65
Evaluation criteria
CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to introduce oneself and par-
ticipate in a short conversation.

Participating in short dialogues using greetings and leave-taking.
Listening to or reading short dialogues and answering questions about the speakers names, grades, schools, etc.
Practicing the use of expressions of politeness during collaborative pair and small group work.
Adding expressions of politeness to dialogues.
Completing a short questionnaire or form about ones basic personal information. (Example: name, school, age,
address, etc.)
Responding to pictures or short texts by circling the corresponding emoticon. (Example: happy face, sad face, con-
fused face, etc.)
EFL.2.1.1. Exchange basic introductions and limited perso-
OG.EFL4. Deploy a range of learning strategies, thereby nal information in class using simple present tense in order
increasing disposition and ability to independently access to get to know their peers. (Example: where one lives or
further (language) learning and practice opportunities. goes to school, etc.)
Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into EFL.2.1.6. Understand and use common expressions of po-
responsible academic behavior. liteness in class while working in pairs or groups on pro-
jects. (Example: Please, sorry, thank you, etc.)
J.2. Our actions are carried out with ethics, generosity, in- I.EFL.2.3.1. Learners can use basic personal information
tegrity, coherence, and honesty in mind. and expressions of politeness in short dialogues or conver-
sations. (J.2, J.3)
ourselves and others, nature, and the world of ideas. We CEFR: A1.1. Topics: Family and Friends, Numbers 1-100
EGB E 66
Evaluation criteria
CE.EFL.2.4. Develop skills of collaboration by working together on projects and sharing materials while expressing per-
sonal preferences with peers.

Completing a very short, picture-based self-evaluation or peer evaluation form.
Playing games in which learners must pass objects around the room. (Example: hot potato, etc.)
Practicing helpful classroom language in mini dialogues and/or chants (Example: Can I borrow your eraser? Do you
have a pencil? etc.)
Completing a short survey about favorites or likes/dislikes and then sharing ideas with a partner.
Making a pie chart about the things that are most liked in the class.
OG.EFL4. Deploy a range of learning strategies, thereby EFL.2.1.7. Collaborate in a friendly manner by sharing class-
increasing disposition and ability to independently access room materials and personal objects while participating in
further (language) learning and practice opportunities. games and activities in class and on the playground.
process, cultivating habits of honesty and integrity into EFL.2.1.8. Exchange basic personal preferences with peers
responsible academic behavior. in order to express likes and dislikes.
J.2. Our actions are carried out with ethics, generosity, in-
tegrity, coherence, and honesty in mind. I.EFL.2.4.1. Learners can select pictures and/or short phra-
ses that relate to collaborating and sharing and express
personal preferences. (J.2, J.3, S.4)
ourselves and others, nature, and the world of ideas. We
CEFR: A1.1. Topics: Family and Friends, Clothes, Colors,
S.4. We adapt to the demands of working as part of a Food and Drink, Sports and Leisure, Toys
team, understanding the context and respecting the ideas
and contributions of other people.
67
Evaluation criteria
CE.EFL.2.5. Model turn-taking and ways to express to others when something is not understood to improve comprehen-
sion and/or intelligibility in conversations.

Role-playing and participating in short dialogues.
Playing games that practice classroom language and turn-taking.
Singing songs or chants that practice helpful language.
Working in pairs and groups on a small project.
EFL.2.1.9. Communicate to peers and teacher when so-
OG.EFL3. Access greater flexibility of mind, creativity, en- mething is not understood in class through the use of sim-
hanced linguistic intelligence, and critical thinking skills ple basic questions.
enriched perspective of their own L1 and of language use EFL.2.1.10. Recognize when to speak and when to listen
for communication and learning. while working in pairs or small groups in class by following
classroom instructions and simple commands.
ourselves and others, nature, and the world of ideas. We I.EFL.2.5.1. Learners can apply turn-taking and ways to ex-
meet our obligations and demand respect for our rights. press to others when something is not understood in short
conversations. (J.3, S.1, S.4)
S.1. We take on social responsibility and have the ability
to interact with heterogeneous groups from an understan-
ding, tolerant, and empathetic standpoint
CEFR: A1.1. Topics: Numbers 1-100, Sports and Leisure,
S.4. We adapt to the demands of working as part of a Time, Toys
team, understanding the context and respecting the ideas
and contributions of other people.
EGB E 68
Curricular Thread 2: Oral communication (listening and speaking)
Evaluation criteria
CE.EFL.2.6. Listening for Meaning: Understand the main ideas in short simple spoken texts that include familiar vocabu-
lary and are set in everyday contexts.

Listening to a very short and simple story and ordering the pictures showing what happens. (Example: Jane is taking
her dog for a walk. They see some birds. The birds fly away, etc.)
Listening to a short and simple conversation between 2 speakers and deciding who is speaking, where they are, and
how they feel. (Example: a boy and his 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.)
EFL.2.2.1. Understand meanings expressed in short dialo-
gues on familiar topics, as well as basic spoken instruc-
OG.EFL1. Encounter socio-cultural aspects of their own tions and simple questions about self, people, animals, or
and other countries in a thoughtful and inquisitive manner, things, especially when spoken slowly and clearly. (Exam-
maturely and openly experiencing other cultures and lan- ple: greetings, short phrases, basic range of classroom ins-
guages from the secure standpoint of their own national tructions, common personal information questions: Whats
and cultural identity. your name? etc.)
OG.EFL4. Deploy a range of learning strategies, thereby EFL.2.2.2. Infer who is speaking and what the situation
increasing disposition and ability to independently access is when listening to short simple texts, especially when
further (language) learning and practice opportunities. accompanied by pictures or other visual aids, or sound
Respect themselves and others within the communication effects. (Example: shopkeeper speaking to a customer
process, cultivating habits of honesty and integrity into who is buying some fruit.)
responsible academic behavior.
EFL.2.2.6. Enjoy extensive listening in English. (Example:
listen to stories, watch short movies, experience song lyrics
OG.EFL5. Directly access the main points and important or poetry, etc.)
details of up-to-date English language texts, such as those
published on the web, for professional or general investi-
gation, through the efficient use of ICT and reference tools EFL.2.2.7. Be comfortable taking meaning from spoken
where required. texts containing words or sections which are not unders-
tood. Be aware that understanding spoken texts does not
require decoding every word.
I.EFL.2.6.1. Learners can understand the main ideas in
short simple spoken texts and infer who is speaking and
I.3. We can communicate in a clear manner, in our own what the situation is, without decoding every word. (I.3)
and other languages. We make use of different codes of
communication such as numerical, digital, artistic, and ges-
tures. We take responsibility for what we say.
CEFR: A1.1. All topics
69
Evaluation criteria
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar vocabulary and are set
in everyday contexts. Identify key items of information within the text, and record or act upon them.

Listening to short, staged instructions and carrying them out. (Example: Open the door. Take this book to Mr. Davila.
Walk, dont run! etc.)
Listening to very short (spoken or recorded) descriptions of scenes, and writing, coloring, or drawing items within
them. (Example: learners are given a simple picture of a classroom. They listen to a description of it and identify the
table where Sara sits and draw 3 pens and a red book on it, etc.)
Listening to a short dialogue and filling in a simple form. (Example: a conversation between a boy and a teacher
meeting for the first time. Learners fill in the boys name, age, birth date, (part of his) address (e.g., house number
or street name), favorite subject, etc. on a simple form.)
Listening to a short text and demonstrating understanding of it using an accompanying graphic organizer. (Example:
marking the route on a map while listening to directions, etc.)
EFL2.2.3. Recognize familiar names, words, and short
phrases about simple everyday topics whether heard in
isolation or within short, simple spoken texts describing
people and objects. (Example: vocabulary about self, fa-
mily, friends and immediate surroundings at school and
home, adjectives for color and size, etc.)
OG.EFL4. Deploy a range of learning strategies, thereby
increasing disposition and ability to independently access
further (language) learning and practice opportunities. EFL.2.2.4. Identify items of specific information within sim-
Respect themselves and others within the communication ple messages or from short and simple descriptions about
process, cultivating habits of honesty and integrity into familiar contexts, especially if visual support is provided.
responsible academic behavior. (Example: letters of the alphabet, numbers, prices and ti-
mes, days, dates and months, etc.)
OG.EFL7. Interact quite clearly, confidently, and appropria-
tely in a range of formal and informal social situations with
a limited but effective command of the spoken language
(CEFR B1 level).
EFL.2.2.5. Record key items of specific information from a
heard message or description, either in written form or by
drawing picture. (Example: letters of the alphabet, num-
bers, quantities, prices and times, days, dates and months,
etc.)
I.EFL.2.7.1. Learners can understand short and simple
spoken texts well enough to be able to pick out key items
I.3 We can communicate in a clear manner, in our own and of information and record them in writing or drawings, or
other languages. We make use of different codes of com- physically act upon them. (I.3)
munication such as numerical, digital, artistic, and gestu-
res. We take responsibility for what we say.
EGB E 70
Evaluation criteria
CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly enough that other people
can usually understand them easily.

Asking the student simple questions about themselves, their family, or their possessions and checking whether the
responses are comprehensible. (Example: Whats your name? Juan. How do you spell Juan? J-U-A-N. How old are
you? Im eight /am et /, etc.)
Showing the student some picture flashcards of familiar vocabulary items and asking them to say the words. (Exam-
ple: Its a house, a school, a car, a bike, to see if they are easily understood, etc.)
Doing a mingle activity where learners ask and answer simple questions about a picture which has been stuck to
their own back. (Example: for animal picture cards, learners ask and answer Is it an elephant? No. Is it a horse? Yes.
Is it black or white? White. etc.) Observing to see whether each students questions and answers are understandable
by other learners.
Ask the learner to sing a song or recite a chant together with a group of friends or with the teacher. Record the stu-
dents production with the recording device quite near to the students mouth and listen to the recording to assess
clarity of sounds, production of phonemes, rhythm and intonation.
EFL.2.2.8. Imitate individual English language sounds,
especially those phonemes which do not exist in the stu-
dents own L1, both in isolation and within key vocabulary
items. (Example: // // // /i:/ and in words like singing,
OG.EFL3. Access greater flexibility of mind, creativity, en- these, up, sea, etc.)
through an appreciation of linguistic differences. Enjoy an EFL.2.2.9. Spell out key vocabulary items using the English
enriched perspective of their own L1 and of language use alphabet. (Example: names, colors, animals, possessions,
for communication and learning. etc.)

tely in a range of formal and informal social situations with EFL.2.2.10 Clap, move, chant, or sing along with short
a limited but effective command of the spoken language authentic English language rhymes or songs, approxima-
(CEFR B1 level). ting 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.)
I.EFL.2.8.1. Learners can pronounce most familiar vo-
cabulary items accurately, and can therefore usually be
easily understood. They can also produce some phrases
I.3. We can communicate in a clear manner, in our own
and short sentences clearly, and may approximate English
rhythm and intonation in longer utterances. (I.3)
71
Evaluation criteria
CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use appropriate words and phrases
to express basic ideas, initiate conversations and respond to questions, including some chunks of language and short
sentences.

Asking learners simple questions about themselves, their family, or their possessions and noting whether their res-
ponse time is acceptable (i.e. may be slow, but not so slow that the interaction becomes uncomfortable for the
student or the teacher), and whether their response is appropriate. Some learners may produce short sentences in
response to basic questions. (Example: What color are your shoes? Yes What color are your shoes? Blue or Theyre
blue, etc.)
Giving learners a picture of a familiar scene and asking them to tell you what they can see. Some learners may pro-
duce longer utterances. (Example: a picture of a classroom where learners name individual items: table, chair, clock
There are four chairs. The clock says 4 oclock., etc.)
Running a mingle activity where each learner has a different simple question to ask the others. Learners move around
the room asking their question and listening to the answers received. Observing to see whether each student asks
the question fluidly and answers using individual words only or short sentences. (Example questions: Whats your
favorite food? Chicken / Its chicken and rice / Do you like oranges? Yes. / Yes, I do. / I love oranges!, etc.)
OG.EFL6. Through selected media, participate in reasona-
bly extended spoken or written dialogue with peers from EFL.2.2.11. Produce simple, mainly isolated utterances
different L1 backgrounds on work, study, or general topics using very short phrases and sometimes individual words,
of common interest, expressing ideas and opinions effecti- possibly with slow and/or hesitant delivery. (Example:
vely and appropriately. words, phrases and short sentences about people, animals,
things, etc.)
tely in a range of formal and informal social situations with
a limited but effective command of the spoken language
(CEFR B1 level). EFL.2.2.12. Respond to simple questions in quite a short
time and initiate basic interaction spontaneously when
there are opportunities to speak. Speech is produced a litt-
le less slowly and hesitantly.
I.EFL.2.9.1. Learners can express basic ideas, initiate con-
versations, and respond to simple questions using appro-
priate words, phrases, and short sentences. Responses
I.3. We can communicate in a clear manner, in our own may be slow though pauses do not make the interaction
and other languages. We make use of different codes of tedious or uncomfortable for participants. (I.3)
EGB E 72
Evaluation criteria
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.)

Conducting a conversation with the teacher and learner playing two characters using masks or hand puppets. The
learner may be given the characters details or invent them. (Example: name, age, favorite color, etc.) The students
character could introduce other puppets or request permission to do something. (Example: This is Sebastian. Hes
11. Can I borrow a pencil, please?, etc.)
Doing a mingle activity where learners meet and greet each other and ask and answer simple questions. Observing
to see whether the learner can interact effectively, and whether they are able to ask for repetition when required,
and / or react appropriately to responses received. (Example: Find someone who. Do you have a red car? Yes?
Great! writes down name of person.)
Establishing a clear expectation of English use for classroom functions. (Example: greeting, requesting, thanking,
asking for repetition / clarification, offering help, taking leave, etc.) Informal assessment could involve a star chart,
with points for learners who use L2 regularly.
EFL.2.2.13. Understand and use basic greetings, leave-ta-
king expressions, and other simple everyday phrases to fa-
OG.EFL4. Deploy a range of learning strategies, thereby cilitate interpersonal interaction, to introduce others, and
increasing disposition and ability to independently access to name things. (Example: Thank-you, Can I help you? This
further (language) learning and practice opportunities. is [name], etc.)
process, cultivating habits of honesty and integrity into
EFL.2.2.14. Ask and answer basic personal information
responsible academic behavior.
questions, as well as simple questions about other people,
animals, and possessions, provided the interaction is slow
OG.EFL6. Through selected media, participate in reasona- and clear. (Example: Where do you live? Do you have a
bly extended spoken or written dialogue with peers from bicycle?, etc.)
different L1 backgrounds on work, study, or general topics
of common interest, expressing ideas and opinions effecti- EFL.2.2.16. Say when they do not understand and ask for
vely and appropriately. slower or clearer repetition where required. (Example: So-
rry? Could you say that again, etc.)
tely in a range of formal and informal social situations with EFL.2.2.17. React appropriately to what others say using
a limited but effective command of the spoken language verbal/non-verbal backchanneling, or by asking further
(CEFR B1 level). simple questions to extend the interaction. (Example: ex-
press interest using facial expression or simple words with
appropriate intonation: Oh!, Yes! Thanks. And you? etc.)
I.EFL.2.10.1. Learners can interact effectively using a range
of basic functional exponents for interpersonal conversa-
tions in everyday contexts, providing speech is slow and
I.3. We can communicate in a clear manner, in our own clear. Learners can request repetition or clarification, and
and other languages. We make use of different codes of can react appropriately to responses received. (I.3)
73
Curricular Thread 3: Reading
Evaluation criteria
CE.EFL.2.11. Identify and understand individual every-day words, phrases, and sentences, including instructions.

Drawing a line from individual words to a picture or a scene. (Example: learners read a list of farm animals and draw
a line from each word to the appropriate animal in the scene, etc.)
Reading a list of four words and crossing out the word that doesnt 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.)
enriched perspective of their own L1 and of language use
for communication and learning. EFL.2.3.1. Demonstrate basic reading comprehension skills
by identifying the meaning of individual words, phrases,
OG.EFL5. Directly access the main points and important and sentences, including simple written instructions.
gation, through the efficient use of ICT and reference tools
where required.
I.EFL.2.11.1. Learners can understand familiar words, phra-
ses, and short simple sentences and can successfully com-
I.4. We perform our actions in an organized manner, with plete the simple accompanying task. (I.4)
independence and autonomy. We use logical, complex
and critical thinking skills and practice intellectual humility
throughout our learning process in life.
EGB E 74
Evaluation criteria
CE.EFL.2.12. Understand the gist and details in short simple written texts (online or print).

Reading a short text and showing comprehension by completing the accompanying graphic organizer. (Example:
learners read about the location of a house and mark the point X on a map.)
Reading a short simple story of just a few lines and ordering simple pictures of familiar objects.
Reading a short simple text and coloring a picture. (Example: This is Bens room. His bed is green. Learners draw a
green bed, etc.)
Reading a short simple text and circling the correct answer. (Example: Question: Whats her name? Answer: Mary /
Sandra / Mia, etc.)
hanced linguistic intelligence, and critical thinking skills EFL.2.3.2. Read a short simple text (online or print) and
through an appreciation of linguistic differences. Enjoy an demonstrate understanding of the gist and some basic
enriched perspective of their own L1 and of language use details of the content.
for communication and learning.
OG.EFL5. Directly access the main points and important

details of up-to-date English language texts, such as those EFL.2.3.3. Understand most of the details of the content
published on the web, for professional or general investi- of a short simple text (online or print).
where required.
I.EFL.2.12.1. Learners can understand a short simple text
on an everyday topic and successfully complete a simple
I.4. We perform our actions in an organized manner, with task to show that they have understood most or some of
independence and autonomy. We use logical, complex it. (I.4)
75
Evaluation criteria
CE.EFL.2.13. Understand the content in a variety of well-known text types, both print and online, using the layout and
artwork for support; recognize typical signs and symbols found in the text types.

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.)
further (language) learning and practice opportunities.
EFL.2.3.4. Understand the content in simple short written
environmental print text types, using artwork, symbols,
OG.EFL5. Directly access the main points and important and layout for support. (Example: price tags, signs, notices
details of up-to-date English language texts, such as those (No eating, etc.), candy wrappers, etc.).
where required.
I.EFL.2.13.1. Learners can understand a short simple envi-
ronmental print text type and successfully complete a sim-
I.3. We can communicate in a clear manner, in our own ple task. (Example: a sign, notice, menu, etc.) (I.3)
EGB E 76
Evaluation criteria
CE.EFL.2.14. Demonstrate familiarity with study resources (both print and digital). (Example: a picture dictionary, some
flashcards of known words, or a word list.)

Using a simple learning resource and locating details. (Example: finding and circling or coloring three different kinds
of fruit or three kinds of drink in an online or print picture dictionary, etc.)
Using the alphabet to scan for particular items in lists. (Example: finding a word in a simple dictionary or locating a
boys name on a class list.)
Testing each other on the meaning of flashcards. (Example: a boy shows a picture on a flashcard and asks: Whats
this? Girl: its an airplane, etc.)
EFL.2.3.5. Show the ability to use a simple learning resour-
OG.EFL5. Directly access the main points and important ce. (Example: a small set of flashcards, a picture-based dic-
details of up-to-date English language texts, such as those tionary (online or print), or a simple word list).
where required.
I.EFL.2.14.1. Learners can successfully use simple online
I.2. We are driven by intellectual curiosity, question both and print learning resources. (Example: flashcards, picture
local and international realities, reflect on and apply our dictionaries, word lists, etc.) (I.2)
interdisciplinary knowledge to cope with problems in a co-
llaborative and codependent manner, so as to take advan-
tage of all possible resources and information. CEFR: A1.1. All topics
77
Evaluation criteria
CE.EFL.2.15. Learn to read graphs, diagrams, charts, and other kinds of graphic organizer. Demonstrate understanding
of a text presented in the form of a graphic organizer (both print and digital).

Reading a list of words in a Venn diagram and understanding the meaning. (Example: Venn diagram: Dog/Cat. Task:
Read a sentence and tick yes/no. Sentence: Dogs and cats have tails , etc.)
Matching a simple short text to the correct plan. (Example: Text: a short simple description about a zoo: The giraffes
are next to the pandas. Plan: a simple map of the zoo, etc.)
Reading a short simple text and coloring a simple bar chart. (Example: a description of some childrens favorite ice
cream. Task: color the chart accordingly, etc.)
OG.EFL.4. Deploy a range of learning strategies, thereby
process, cultivating habits of honesty and integrity into
responsible academic behavior. EFL.2.3.6. Understand the content of a simple graphic or-
ganizer (online or print). (Example, Venn Diagrams, charts,
and labeled diagrams.)
OG.EFL.5. Directly access the main points and important
where required.
I.EFL.2.15.1. Learners can use simple graphic organizers to
show that they can understand a short simple text. (Exam-
I.4. We perform our actions in an organized manner, with ple: maps, diagrams, bar charts, Venn diagrams, etc.) (I.4)
CEFR: A1.1 All topics
EGB E 78
Evaluation criteria
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.)

Identifying the main ideas in a short simple cross-curricular text. (Example: Text: short descriptions of towns in Ecua-
dor; Task: circle the correct photo, etc.)
Reading short simple instructions on a cross-curricular subject and making something. (Example: a sandwich, ori-
gami, or a mask, etc.)
Studying simple cross-curricular information presented in the form of a graph, diagram, map, or chart and answe-
ring the yes / no questions. (Example: a graph showing how long different animals live, and answering yes or no to
questions about them, etc.)
EFL.2.3.7. Read and understand the main ideas in a short
simple text on a cross-curricular topic. (Example: art, mu-
OG.EFL2. Draw on this established propensity for curiosi- sic, history, etc.)
ty and tolerance towards different cultures to comprehend
the role of diversity in building an intercultural and multi- EFL.2.3.8. Show understanding of some basic details in
national society, so improving their understanding of the short simple cross-curricular texts by matching, labeling,
world and engendering socially responsible global citizens. and answering simple questions.
OG.EFL5. Directly access the main points and important EFL.2.3.9. Identify the meaning of specific content-based
details of up-to-date English language texts, such as those words and phrases, with the aid of visual support.
gation, through the efficient use of ICT and reference tools EFL.2.3.10. Read a variety of simple text types and graphic
where required. organizers used to present cross-curricular information
(Example: instructions, graphs, diagrams, charts, plans or
maps, 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 ac-
quire subject-specific lexis. (I.2)
I.2. We are driven by intellectual curiosity, question both
local and international realities, reflect on and apply our * The content is from other school subjects like art, music,
interdisciplinary knowledge to cope with problems in a co- math, science, geography.
llaborative and codependent manner, so as to take advan-
tage of all possible resources and information.
79
Curricular Thread 4: Writing
Evaluation criteria
CE.EFL.2.17. Write simple words, phrases, and sentences to demonstrate knowledge of spelling, punctuation, capitaliza-
tion and handwriting / typography, and identify their meanings.

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: The-
res 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.
EFL.2.4.1 Know how to spell simple English words correct-

ly, demonstrating awareness of sound-letter relationships.
(Example: sea, mean, bee, etc.)
OG.EFL6. Through selected media, participate in reasona- EFL.2.4.2. Make a simple learning resource, in order to re-
bly extended spoken or written dialogue with peers from cord and practice new words. (Example: a picture dictio-
different L1 backgrounds on work, study, or general topics nary, a word list, set of flashcards, etc.)
of common interest, expressing ideas and opinions effecti-
vely and appropriately.
EFL.2.4.3. Write simple words, phrases and sentences with
correct use of standard writing mechanics. (Example: spe-
lling, punctuation, capitalization, and writing by hand and/
or on the computer.
I.EFL.2.17.1. Learners can write words, phrases, and short
simple sentences using the correct conventions (spelling,
I.3. We can communicate in a clear manner, in our own punctuation, capitalization, and handwriting or typogra-
and other languages. We make use of different codes of phy, etc.), for making simple learning resources. (I.3)
EGB E 80
Evaluation criteria
CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar items.

Completing simple sentences to practice a grammar structure by writing words in gapped sentences. Support lear-
ners 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, theres 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.)
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
bly extended spoken or written dialogue with peers from
and/or on the computer.
vely and appropriately. EFL.2.4.4. Write simple words, phrases, and sentences for
controlled practice of language items.
and other languages. We make use of different codes of I.EFL.2.18.1. Learners can write short simple phrases and
communication such as numerical, digital, artistic, and ges- sentences to show that they know how to use simple
tures. We take responsibility for what we say. grammar or vocabulary items. (I.3, I.4)
I.4. We perform our actions in an organized manner, with

independence and autonomy. We use logical, complex CEFR: A1.1. All topics
81
Evaluation criteria
CE.EFL.2.19. Convey some simple ideas, facts or opinions in a simple sentence or short paragraph, using basic vocabulary
and structures.

Completing the gaps in a sentence. (Example: My best friend is ten --- old. --- name is Carol. --- birthday is in May,
etc.)
Completing a simple open-ended sentence. (Example: For breakfast I eat _______; In my bedroom there is ______,
etc.)
Writing a description of yourself by completing the outline of a paragraph. Each sentence in the paragraph contains
a sentence opener. (Example: My names, My hair is, My eyes are, etc.)
Reading a short simple paragraph which serves as a model text, then writing a similar paragraph on the same topic.
(Example: Topics could include: my best friend, my family, my house, my favorite animal, my town, etc.)
Writing a short simple paragraph on a familiar topic. Learners must write the answer to specific questions or use spe-
cific vocabulary. (Example: Topic: describe your clothes. Opening phrase: Im wearingWords: t-shirt, pants, shoes,
etc.)
Writing a short simple paragraph, using key words for support. (Example: Draw a town and write about it using these
words: hospital, pet store, park, bookstore, etc.)
EFL.2.4.5. Write simple sentences on familiar topics to

communicate basic ideas.
EFL.2.4.6. Write a short simple paragraph to convey some

simple facts about people, animals, places, things, yourself
bly extended spoken or written dialogue with peers from
or others, with the support of a model text. (Example: whe-
re they live, what they do, etc.)
EFL.2.4.7. Write a short simple paragraph to describe
yourself or other people, animals, places and things, with li-
mited support. (Example: by answering questions or using
key words).
I.EFL.2.19.1. Learners can produce a short simple senten-
ce and a paragraph with ample support - on a variety
I.3. We can communicate in a clear manner, in our own of topics, and some learners can do so with only limited
and other languages. We make use of different codes of support. (I.3)
EGB E 82
Evaluation criteria
CE.EFL.2.20. Complete a simple survey form or questionnaire by providing personal details. Write a variety of simple
written text types, used in print or online, with appropriate layout and language. (Examples: message on a greeting card,
name and address on an envelope, an email address, etc.)

Having learners complete a short simple questionnaire about themselves. Learners read open-ended questions and
write the answers on the form. (Example: What time do you get up? What time do you go to school? At 6 oclock,
etc.)
Interviewing a partner, asking yes/no questions and writing yes/no on the survey form. (Example: Do you live in an
apartment? Yes, etc.)
Writing a variety of simple text types, using the appropriate language and layout:
Listen to a URL address and write it down. (Example: www.cambridge.org, etc.)
Write your own email address or invent one. (Example: mydog@gmail.com for your pet, etc.)
Write a simple print/online message to a friend for their birthday. (Example: Happy Valentines Day, Juan!, Have a
wonderful birthday, Kate!, etc.)
EFL.2.4.8. Complete a basic survey or a questionnaire by

providing personal details.
published on the web, for professional or general investi- EFL.2.4.9. Write a variety of short simple text types, com-
gation, through the efficient use of ICT and reference tools monly used in print and online, with appropriate language
where required. and layout. (Example: write a greeting on a birthday card,
name and address on an envelope, a URL for a website, an
email address, etc.)
I.EFL.2.20.1. Learners can write information in a simple
survey form or questionnaire, and can type or write some
I.3. We can communicate in a clear manner, in our own simple digital text-types, such as a URL and an email ad-
and other languages. We make use of different codes of dress. (I.3)
83
Curricular Thread 5: Language through the Arts
Evaluation criteria
CE.EFL.2.21. Distinguish key information in stories and other age-appropriate literary texts, both oral and written.

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.)
OG.EFL1. Encounter socio-cultural aspects of their own
and other countries in a thoughtful and inquisitive man- EFL.2.5.1. Identify key information such as events, characters,
ner, maturely and openly experiencing other cultures and objects in stories and other age-appropriate literary texts
and languages from the secure standpoint of their own if there is visual support.
national and cultural identity.
J.1. We understand the needs and strengths of our coun-
try and commit to building an equal, inclusive, and de- I.EFL.2.21.1. Learners can recognize, through pictures or other
mocratic society. media such as ICT, key aspects of a story or literary text (both
oral and written). (J.1, I.2)
local and international realities, reflect on and apply our
interdisciplinary knowledge to cope with problems in a CEFR: A1.1. Topics: Animals, Toys
collaborative and codependent manner, so as to take
advantage of all possible resources and information.
EGB E 84
Evaluation criteria
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 ideas and responses to texts read/seen/heard in
by participating in songs/chants, TPR activities and playground games.

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.
Creating an audio message or short video that tells what the student thought about the text.
Writing short weekly journal entries.
EFL.2.5.2. Express emotions and feelings using basic ad-

jectives and related images through written work on the
OG.EFL3. Access greater flexibility of mind, creativity, en- school or class bulletin board.
enriched perspective of their own L1 and of language use EFL.2.5.3. Use audio, video, and pictures to respond to a
for communication and learning. variety of literary texts through online or in-class ICT ac-
tivities.
gation, through the efficient use of ICT and reference tools EFL.2.5.6. Generate and expand ideas by responding in
where required. a fun and playful manner to oral and written texts in order
to increase enjoyment of the language through TPR, play-
ground games, and songs and chants.
I.EFL.2.22.1. Learners can report emotions and compose
short responses to literary texts through words and ima-
I.3. We can communicate in a clear manner, in our own ges, or other media (video, audio). Learners can generate
and other languages. We make use of different codes of and expand on personal opinions and responses to oral
communication such as numerical, digital, artistic, and ges- and written texts through TPR, playground games, and
tures. We take responsibility for what we say. songs. (I.3, S.3)
S.3. We look for harmony between the physical and the in-
tellectual. We use our emotional intelligence to be positive, CEFR: A1.1. Topics: Home, School, Transport, Sports and
flexible, friendly, and self-critical. Leisure, Work
85
Evaluation criteria
CE.EFL.2.23. Display an affinity for a variety of literary texts by responding within a range of physical, cognitive, and
attitudinal manners, and vary elements of a literary text to create a new text.

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
characters name, age, etc.)
EFL.2.5.4. Listen to and read short narratives and/or other
oral and written literary texts in class (with a preference for
OG.EFL1. Encounter socio-cultural aspects of their own authentic texts) in order to stimulate imagination, curiosity
and other countries in a thoughtful and inquisitive manner, and a love for literature.
maturely and openly experiencing other cultures and lan-
guages from the secure standpoint of their own national
EFL.2.5.7. Create picture books and/or other graphic ex-
and cultural identity.
pressions in pairs in class by varying scenes, characters, or
other elements of literary texts.
I.1. We have creative initiatives and proceed with passion, I.EFL.2.23.1. Learners can demonstrate an affinity for a va-
open minds, and a vision of the future. We assume authen- riety of literary texts by responding within a range of physi-
tic leadership, are responsible and proactive when making cal, cognitive, and attitudinal manners and adapt elements
decisions, and prepare ourselves to face the risks brought of a literary text to create a new text. (I.1, I.4)
on by our actions.
I.4. We perform our actions in an organized manner, with

independence and autonomy. We use logical, complex CEFR: A1.1. Topics: Family and friends, Time
EGB E 86
Evaluation criteria
CE.EFL.2.24. Communicate ideas and experiences and create short original texts through a range of resources and other
media, including ICT.

Writing a text message to a friend.
Producing an audio clip stating the students 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.
published on the web, for professional or general investi- EFL.2.5.5. Apply ICT and/or other resources to communi-
gation, through the efficient use of ICT and reference tools cate simple thoughts in small groups.
where required.

bly extended spoken or written dialogue with peers from EFL.2.5.8. Produce short, creative texts using ICT and/or
different L1 backgrounds on work, study, or general topics other resources at home or at school in order to recreate
of common interest, expressing ideas and opinions effecti- familiar scenes and themes.
local and international realities, reflect on and apply our
interdisciplinary knowledge to cope with problems in a co- I.EFL.2.24.1. Learners can communicate thoughts, feelings,
llaborative and codependent manner, so as to take advan- and/or personal experiences and create short original texts
tage of all possible resources and information. through a range of resources and other media, including
ICT. (I.2, I.3, I.4)
CEFR: A1.1. Topics: Numbers 1-100, Food and Drink, Clo-
I.4. We perform our actions in an organized manner, with thes, Places and Directions
87
Evaluation criteria
CE.EFL.2.25. Implement a range of creative thinking skills to show a respect for sharing and accepting different ideas in
brainstorms and pair work.

Working on a project in small groups of 4-5 and discussing what the group is doing well and what it could do to
improve.
Brainstorming ideas for a writing project together as a class, using a graphic organizer.
Creating a product for another class and making a short advertisement that could be used to sell the product.
Playing games in class or doing puzzles.
Discussing mistakes and how learners (and all humans) can learn from them.
EFL.2.5.9. Use creative thinking skills to learn how to sha-
re and respect all ideas through brainstorming activities
and pair work in class.
process, cultivating habits of honesty and integrity into res-
ponsible academic behavior.
J.3. We act with respect and responsibility both towards I.EFL.2.25.1. Learners can utilize a range of creative thin-
ourselves and others, nature, and the world of ideas. We king skills to show a respect for sharing and accepting di-
meet our obligations and demand respect for our rights. fferent ideas while working in pairs and through brainstor-
ms. (J.3, S.4)
S.4. We adapt to the demands of working as part of a team,
understanding the context and respecting the ideas and CEFR: A1.1. Topics: Food and Drink, Toys, School, Work
contributions of other people.
EGB E 88
5. Web Resources
Web (internet) resources are a great source for supplementing materials and inspi-
ring new ideas for your classroom. This list is intended to provide a starting point for
finding materials online. Please bear in mind that websites can be changed, hacked,
or discontinued without notice.
Recommended ELT sites

http://www.teachingvillage.org
http://www.onestopenglish.com/
http://www.andrewlittlejohn.net/website/az/home.html
http://community.eflclassroom.com/
http://teachingchildrenenglish.com
Educational technology
http://nikpeachey.blogspot.com/learning about technology
http://educationaltechnologyinelt.blogspot.com.ar/
Primary and Secondary Education

http://www.elgweb.net/t_links.html (a wide range of really good sites here)
www.scholastic.co.uk/magazines/worksheets (excellent, free materials)
www.firstschoolyears.com (Music and other subjects)
www.enchantedlearning.com (free cross-curricular resources to download) and
maps
www.collaborativelearning.com (task based learning)
www.eslkidstuff.com (free downloadable resources)
www.starfall.com (starting reading -Ietters/ words / sentences / books)
www.multiageeducation.com (resources)
www.chalkface.com (resource materials)
www.cambridge.com/younglearnerresources (free pages from resource book
series)
www.teachers.tv (15 minute video clips of teaching children of all ages and
subjects)
CLIL materials and articles

http://www.scoop.it/t/clil-tips-and-materials (free)
http://education.nationalgeographic.com/activity/
http://aclil2climb.blogspot.com/p/useful-resources.html (free)
89
http://education.nationalgeographic.com/teaching-resources/ (free)
http://lesson-plans.theteacherscorner.net/science/ (free)
http://thematicunits.theteacherscorner.net/ (free)
www.planetscience.com
www.learningexcellence.net
www.learninggrids.com/resourcepage (Environmental topics)
www.oup.co.uk/oxed/international/floppy/photos (photos of children in schools)
www.infoplease.com/spot/geography (facts about world landmarks)
http://www.firstschoolyears.com
Free flashcards (EFL)

http://www.eslflashcards.com/
http://esl-kids.com/flashcards/flashcards.html (Downloadable handouts, games,
songs, and flashcards)
http://www.mes-english.com/ (100+ sets covering 60+ themes; free downloadable
templates for games, board games, etc., which teachers can personalize.)
http://www.eslkidslab.com/flashcards/
www.busyteacher.com
http://www.freeeslmaterials.com/flashcards.html
Graphic organizers
http://www.lapresenter.com/25%20Graphic%20Organizers.pdf
http://www.teach-nology.com/web_tools/graphic_org/
Listening skills
www.kidspublicradio.org
www.ello.org
EGB E 90

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INTRODUCCIN

Educacin General Bsica Elemental

Curricular Thread 1: Communication and cultural awareness. The teacher should

Furthermore, teachers should encourage learners to work cooperatively in pairs

Curricular Thread 2: Oral communication (listening and speaking). Since listening

Listening skills. A never-ending wealth of age-appropriate, up-to-date authentic

Campfire Songs (e.g., I know an old lady who swallowed a fly).

Circle games (e.g., Fruit basket).

Circle songs (e.g., Ring around the roses).

Clapping rhymes (e.g., Miss Mary Mack).

Counting rhymes (e.g., One, two, buckle my shoe).

Educational songs (e.g., Heads, shoulders, knees and toes).

Jump rope rhymes (e.g., Teddy bear, teddy bear).

Nursery rhymes (e.g., Hickory dickory dock).

Party songs (e.g., Hokey pokey).

Playground games (e.g., Queenie, queenie, who has the ball?).

Poems (e.g., This is the house that Jack built).

Rhymes for deciding who is it (e.g., Ip dip sky blue).

Tongue twisters (e.g., Peter Piper picked a peck of pickled peppers).

Traditional songs (e.g., Lavenders blue).

And so on (e.g., Your ideas!)

Curricular Thread 3: Reading. There is substantial evidence to show that through

Reading comprehension. In early primary much of the reading comprehension

Literacy-rich environment. A literacy-rich environment incorporates print culture

Cross-curricular content. During EGB Elemental, children may be introduced to

To give content to the language lessons.

To motivate learners who find English difficult or uninteresting.

To make connections across the school curriculum and deepen pupils

Curricular Thread 4: Writing. It is important to note that in teaching foreign lan-

Identify some main ideas and details of written texts, in order to

Assess and appreciate English as an international language, as

Independently read level-appropriate texts in English for pure en-

Develop creative and critical thinking skills to foster problem-sol-

Write short descriptive and informative texts and use them as a

Appreciate the use of English language through spoken and wri-

Demonstrate a living relationship with the English language throu-

Be able to interact in English in a simple way using basic expres-

3. Performance Criteria for English as a Foreign Language Area for

Communication and cultural awareness

Exchange basic introductions and limited personal information

Recognize the differences between where people live among the

Express curiosity about the world and other cultures by asking

Recognize ways to relate responsibly to ones surroundings at

Understand and use common expressions of politeness in class

Collaborate in a friendly manner by sharing classroom materials

Exchange basic personal preferences with peers in order to ex-

Communicate to peers and teacher when something is not un-

Recognize when to speak and when to listen while working in

Understand meanings expressed in short dialogues on familiar

Infer who is speaking and what the situation is when listening to

Recognize familiar names, words, and short phrases about sim-

Identify items of specific information within simple messages

Record key items of specific information from a heard messa-

Enjoy extensive listening in English. (Example: listen to stories,

Be comfortable taking meaning from spoken texts containing

Imitate individual English language sounds, especially those

Spell out key vocabulary items using the English alphabet.

Produce simple, mainly isolated utterances using very short phra-