ANNUAL CURRICULUM PLAN

ENGLISH AS A SECOND LANGUAJE 3 GRADE

2022 - 2033
INSTITUTIONAL LOGO INSTITUTIONAL NAME SCHOOL YEAR
ANNUAL CURRICULUM PLAN
1. INFORMATIVE DATA
Area: ENGLISH FOR LEARNING Subject: ENGLISH FOR LEARNING
Teacher(s):
Grade/curse: 4 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

O. EFL. 2.5 COMMUNICATION AND CULTURAL Motivation collaboration by working together
O. EFL. 2.7 AWARENESS Read and comprehension of many on projects and sharing materials
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly words that be approached in the while expressing personal
O. EFL. 2.9 manner by sharing classroom unit. preferences with peers.
materials and personal objects while I.EFL.2.4.1. Learners can select
participating in games and activities Observation and understanding pictures and/or short phrases that
in class and on the playground. relate to collaborating and sharing
Present The vacations and read and express
EFL 2.1.8 Exchange basic personal with de students. personal preferences. (J.2, J.3, S.4)
preferences with peers in order to Repeat the commands polite forms
express likes and dislikes. with the teacher. CE.EFL.2.5. Model turn-taking and
Complete the sentences with some ways to express to others when
EFL 2.1.9 Communicate to peers and fruits. something is not understood to
teacher when something is not un- Read the use of articles a / an / the improve comprehension and/or
derstood in class through the use of Repeat the sentences. intelligibility in conversations.
simple basic questions. I.EFL.2.5.1. Learners can apply turn-
Linguistic resources taking and ways to express to
EFL 2.1.10 Recognize when to speak others when something is not
and when to listen while working in Read and learn. understood in short conversations.
pairs or small groups in class by fol- Practice the dialogues with the (J.3, S.1, S.4)
lowing classroom instructions and vacations, commands polite forms,
simple commands. some fruits, articles a/an/the. CE.EFL.2.10. Interaction –
Read sentences and short Interpersonal: Participate
ORAL COMMUNICATION paragraphs effectively in basic interpersonal
EFL 2.2.13 Understand and use basic interactions in everyday contexts,
greetings, leave-taking expressions, Produce and communicate provided the interlocutor speaks
and other simple everyday phrases to slowly and clearly. (Example:
facilitate interpersonal interaction, to Look the graphics. Listen the read. requesting, introducing,
introduce others, and to name Repeat activities in vacation with responding, etc.)
things. (Example: Thank-you, Can I the class, express commands polite I.EFL.2.10.1. Learners can interact
help you? This is [name]. It’s a [item], forms, talk about some fruits with effectively using a range of basic
etc.) the use of the articles a/an/the. functional exponents for
Look at the pictures and pronounce interpersonal conversations in
EFL 2.2.14 Ask and answer basic per- the sentences. everyday contexts, providing
sonal information questions, as well speech is slow and clear. Learners
as simple questions about other peo- Personal Production can request repetition or
ple, animals, and possessions, pro- Write simple paragraph with the clarification, and can react
vided the interaction is slow and vacations, express commands appropriately to responses
clear. (Example: Where do you live? polite forms, talk about some fruits received. (I.3)
Do you have a bicycle? What color is with the use of the articles
it? etc.) a/an/the. CE.EFL.2.16. Understand the main
Read in the classroom. ideas in short simple written texts
READING Develop Literacy activities. on cross-curricular subjects, both
EFL 2.3.6 Understand the content of Develop the progress test print and digital.
a simple graphic organizer (online or (Example: art, science, music,
print). (Example, Venn Diagrams, Evaluation math, history, etc.)
charts, and labeled diagrams.) Heteroevaluation I.EFL.2.16.1. Learners can
Co-evaluation understand the main ideas and
EFL 2.3.7 Read and understand the Self-appraisal some basic details from a short
main ideas in a short simple text on a simple cross-curricular*
cross-curricular topic. (Example: art, text and successfully complete a
music, history, etc.) simple task, as well as acquire
subject-specific lexis. (I.2)
EFL 2.3.8 Show understanding of
some basic details in short simple CE.EFL.2.19. Convey some simple
cross-curricular texts by matching, la- ideas, facts or opinions in a simple
beling, and answering simple ques- sentence or short paragraph, using
tions. basic vocabulary
and structures.
WRITING I.EFL.2.19.1. Learners can produce
EFL 2.4.6 Write a short simple para- a short simple sentence and a
graph to convey some simple facts paragraph – with ample support -
about people, animals, places, on a variety of topics, and some
things, yourself or others, with the learners can do so with only limited
support of a model text. (Example: support. (I.3)
where they live, what they do, etc.)
CE.EFL.2.24. Communicate ideas
EFL 2.4.7 Write a short simple para- and experiences and create short
graph to describe yourself or other original texts through a range of
people, animals, places and things, resources and other media,
with limited support. (Example: by including ICT.
answering questions or using key I.EFL.2.24.1. Learners can
words). communicate thoughts, feelings,
and/or personal experiences and
EFL 2.4.8 Complete a basic survey or create short original texts through
a questionnaire by providing per- a range of resources and other
sonal details media, including ICT. (I.2, I.3, I.4)

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.
2 TWO O. EFL. 2. 4 Skills with performance criteria: CE.EFL.2.4. Develop skills of
O. EFL. 2.5 COMMUNICATION AND CULTURAL Motivation collaboration by working together
O. EFL. 2.7 AWARENESS Read and comprehension of many on projects and sharing materials
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly words that be approached in the while expressing personal
O. EFL. 2.9 manner by sharing classroom unit. preferences with peers.
materials and personal objects while I.EFL.2.4.1. Learners can select
participating in games and activities Observation and understanding pictures and/or short phrases that
in class and on the playground. relate to collaborating and sharing
Present ordinal numbers and read and express
EFL 2.1.8 Exchange basic personal with de students. personal preferences. (J.2, J.3, S.4)
preferences with peers in order to Repeat use of this / that / these /
express likes and dislikes. those with the teacher. CE.EFL.2.5. Model turn-taking and
Complete months of the year. ways to express to others when
EFL 2.1.9 Communicate to peers and Rewrite dates and holydays something is not understood to
teacher when something is not un- improve comprehension and/or
derstood in class through the use of Linguistic resources intelligibility in conversations.
simple basic questions. I.EFL.2.5.1. Learners can apply turn-
Read and learn. taking and ways to express to
EFL 2.1.10 Recognize when to speak Practice the dialogues with ordinal others when something is not
and when to listen while working in numbers, use of this / that / these / understood in short conversations.
pairs or small groups in class by fol- those, months of the year and (J.3, S.1, S.4)
lowing classroom instructions and dates and holydays.
simple commands. Develop the activities. CE.EFL.2.10. Interaction –
Interpersonal: Participate
ORAL COMMUNICATION Produce and communicate effectively in basic interpersonal
EFL 2.2.13 Understand and use basic interactions in everyday contexts,
greetings, leave-taking expressions, Look the graphics. Pronounce provided the interlocutor speaks
and other simple everyday phrases to short sentences with ordinal slowly and clearly. (Example:
facilitate interpersonal interaction, to numbers, use of this / that / these / requesting, introducing,
introduce others, and to name those, months of the year and responding, etc.)
things. (Example: Thank-you, Can I dates and holydays. I.EFL.2.10.1. Learners can interact
help you? This is [name]. It’s a [item], effectively using a range of basic
etc.) Personal Production functional exponents for
Write short paragraphs with ordinal interpersonal conversations in
EFL 2.2.14 Ask and answer basic per- numbers, use of this / that / these / everyday contexts, providing
sonal information questions, as well those, months of the year and speech is slow and clear. Learners
as simple questions about other peo- dates and holydays. can request repetition or
ple, animals, and possessions, pro- Read the paragraphs in class. clarification, and can react
vided the interaction is slow and Develop Literacy activities. appropriately to responses
clear. (Example: Where do you live? Develop the progress test. received. (I.3)
Do you have a bicycle? What color is
it? etc.) Evaluation CE.EFL.2.16. Understand the main
Heteroevaluation ideas in short simple written texts
READING Co-evaluation on cross-curricular subjects, both
EFL 2.3.6 Understand the content of Self-appraisal print and digital.
a simple graphic organizer (online or (Example: art, science, music,
print). (Example, Venn Diagrams, math, history, etc.)
charts, and labeled diagrams.) I.EFL.2.16.1. Learners can
understand the main ideas and
EFL 2.3.7 Read and understand the some basic details from a short
main ideas in a short simple text on a simple cross-curricular*
cross-curricular topic. (Example: art, text and successfully complete a
music, history, etc.) simple task, as well as acquire
subject-specific lexis. (I.2)
EFL 2.3.8 Show understanding of
some basic details in short simple CE.EFL.2.19. Convey some simple
cross-curricular texts by matching, la- ideas, facts or opinions in a simple
beling, and answering simple ques- sentence or short paragraph, using
tions. basic vocabulary
and structures.
WRITING I.EFL.2.19.1. Learners can produce
EFL 2.4.6 Write a short simple para- a short simple sentence and a
graph to convey some simple facts paragraph – with ample support -
about people, animals, places, on a variety of topics, and some
things, yourself or others, with the learners can do so with only limited
support of a model text. (Example: support. (I.3)
where they live, what they do, etc.)
CE.EFL.2.24. Communicate ideas
EFL 2.4.7 Write a short simple para- and experiences and create short
graph to describe yourself or other original texts through a range of
people, animals, places and things, resources and other media,
with limited support. (Example: by including ICT.
answering questions or using key I.EFL.2.24.1. Learners can commu-
words). nicate thoughts, feelings, and/or
personal experiences and create
EFL 2.4.8 Complete a basic survey or short original texts through a range
a questionnaire by providing per- of resources and other media, in-
sonal details cluding ICT. (I.2, I.3, I.4)

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.
3. THREE O. EFL. 2. 4 Skills with performance criteria: CE.EFL.2.4. Develop skills of
O. EFL. 2.5 COMMUNICATION AND CULTURAL Motivation collaboration by working together
O. EFL. 2.7 AWARENESS Read and comprehension of many on projects and sharing materials
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly words that be approached in the while expressing personal
O. EFL. 2.9 manner by sharing classroom unit. preferences with peers.
materials and personal objects while I.EFL.2.4.1. Learners can select
participating in games and activities Observation and understanding pictures and/or short phrases that
in class and on the playground. relate to collaborating and sharing
Present peoples and occupations and express
EFL 2.1.8 Exchange basic personal and read with de students. personal preferences. (J.2, J.3, S.4)
preferences with peers in order to Read the use of Who is he/ who is
express likes and dislikes. she / who are you / who are they. CE.EFL.2.5. Model turn-taking and
Complete the alphabet and Basic ways to express to others when
EFL 2.1.9 Communicate to peers and Math something is not understood to
teacher when something is not un- Read the sentences. improve comprehension and/or
derstood in class through the use of intelligibility in conversations.
simple basic questions. Linguistic resources I.EFL.2.5.1. Learners can apply turn-
taking and ways to express to
EFL 2.1.10 Recognize when to speak Read and learn. others when something is not
and when to listen while working in Practice the dialogues with peoples understood in short conversations.
pairs or small groups in class by fol- and occupations, the use of Who is (J.3, S.1, S.4)
lowing classroom instructions and he/ who is she / who are you / who
simple commands. are they, the alphabet and Basic CE.EFL.2.10. Interaction –
Math Interpersonal: Participate
ORAL COMMUNICATION Write the sentences. Read. effectively in basic interpersonal
EFL 2.2.13 Understand and use basic interactions in everyday contexts,
greetings, leave-taking expressions, Produce and communicate provided the interlocutor speaks
and other simple everyday phrases to slowly and clearly. (Example:
facilitate interpersonal interaction, to Look the graphics. Conversations requesting, introducing,
introduce others, and to name about with peoples and responding, etc.)
things. (Example: Thank-you, Can I occupations, the use of Who is he/ I.EFL.2.10.1. Learners can interact
help you? This is [name]. It’s a [item], who is she / who are you / who are effectively using a range of basic
etc.) they, the alphabet and Basic Math. functional exponents for
 Listen and pronounce the sounds interpersonal conversations in
EFL 2.2.14 Ask and answer basic per- of Alphabet. everyday contexts, providing
sonal information questions, as well Look at the pictures and copy the speech is slow and clear. Learners
as simple questions about other peo- sentences. can request repetition or
ple, animals, and possessions, pro- clarification, and can react
vided the interaction is slow and Personal Production appropriately to responses
clear. (Example: Where do you live? Write short paragraphs with received. (I.3)
Do you have a bicycle? What color is peoples and occupations, the use
it? etc.) of Who is he/ who is she / who are CE.EFL.2.16. Understand the main
you / who are they, the alphabet ideas in short simple written texts
READING and Basic Math on cross-curricular subjects, both
EFL 2.3.6 Understand the content of Read the paragraphs in the print and digital.
a simple graphic organizer (online or classroom. (Example: art, science, music,
print). (Example, Venn Diagrams, Develop Literacy activities. math, history, etc.)
charts, and labeled diagrams.) Develop the progress test. I.EFL.2.16.1. Learners can
Develop the project. Make some understand the main ideas and
EFL 2.3.7 Read and understand the sunglasses some basic details from a short
main ideas in a short simple text on a simple cross-curricular*
cross-curricular topic. (Example: art, Evaluation text and successfully complete a
music, history, etc.) Heteroevaluation simple task, as well as acquire
Co-evaluation subject-specific lexis. (I.2)
EFL 2.3.8 Show understanding of Self-appraisal
some basic details in short simple CE.EFL.2.19. Convey some simple
cross-curricular texts by matching, la- ideas, facts or opinions in a simple
beling, and answering simple ques- sentence or short paragraph, using
tions. basic vocabulary
and structures.
WRITING I.EFL.2.19.1. Learners can produce
EFL 2.4.6 Write a short simple para- a short simple sentence and a
graph to convey some simple facts paragraph – with ample support -
about people, animals, places, on a variety of topics, and some
things, yourself or others, with the learners can do so with only limited
support of a model text. (Example: support. (I.3)
where they live, what they do, etc.)
CE.EFL.2.24. Communicate ideas
EFL 2.4.7 Write a short simple para- and experiences and create short
graph to describe yourself or other original texts through a range of
people, animals, places and things, resources and other media,
with limited support. (Example: by including ICT.
answering questions or using key I.EFL.2.24.1. Learners can commu-
words). nicate thoughts, feelings, and/or
personal experiences and create
 EFL 2.4.8 Complete a basic survey or short original texts through a range
a questionnaire by providing per- of resources and other media, in-
sonal details cluding ICT. (I.2, I.3, I.4)

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: CE.EFL.2.4. Develop skills of
O. EFL. 2.5 COMMUNICATION AND CULTURAL Motivation collaboration by working together
O. EFL. 2.7 AWARENESS Read and comprehension of many on projects and sharing materials
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly words that be approached in the while expressing personal
O. EFL. 2.9 manner by sharing classroom unit. preferences with peers.
materials and personal objects while I.EFL.2.4.1. Learners can select
participating in games and activities Observation and understanding pictures and/or short phrases that
in class and on the playground. relate to collaborating and sharing
Read about food and drinks, the and express
EFL 2.1.8 Exchange basic personal use of there is / there are, the use personal preferences. (J.2, J.3, S.4)
preferences with peers in order to of present tense of there be and
express likes and dislikes. affirmative, negative, interrogative CE.EFL.2.5. Model turn-taking and
sentences with teacher. ways to express to others when
EFL 2.1.9 Communicate to peers and Repeat with the students. something is not understood to
teacher when something is not un- Memorize vocabulary. improve comprehension and/or
derstood in class through the use of intelligibility in conversations.
simple basic questions. Linguistic resources I.EFL.2.5.1. Learners can apply turn-
taking and ways to express to
EFL 2.1.10 Recognize when to speak Read and learn. others when something is not
and when to listen while working in Practice the dialogues with food understood in short conversations.
pairs or small groups in class by fol- and drinks, the use of there is / (J.3, S.1, S.4)
lowing classroom instructions and there are, the use of present tense
simple commands. of there be and affirmative, CE.EFL.2.10. Interaction –
negative, interrogative Interpersonal: Participate
ORAL COMMUNICATION Color and repeat the sentences. effectively in basic interpersonal
EFL 2.2.13 Understand and use basic Copy the vocabulary. interactions in everyday contexts,
greetings, leave-taking expressions, provided the interlocutor speaks
and other simple everyday phrases to Produce and communicate slowly and clearly. (Example:
facilitate interpersonal interaction, to requesting, introducing,
introduce others, and to name Look the graphics. Talk about food responding, etc.)
things. (Example: Thank-you, Can I and drinks, the use of there is / I.EFL.2.10.1. Learners can interact
help you? This is [name]. It’s a [item], there are, the use of present tense effectively using a range of basic
etc.) of there be and affirmative, functional exponents for
negative, interrogative interpersonal conversations in
EFL 2.2.14 Ask and answer basic per- Look at the pictures and copy the everyday contexts, providing
sonal information questions, as well sentences. speech is slow and clear. Learners
as simple questions about other peo- can request repetition or
ple, animals, and possessions, pro- Personal Production clarification, and can react
vided the interaction is slow and Write short paragraph with food appropriately to responses
clear. (Example: Where do you live? and drinks, the use of there is / received. (I.3)
Do you have a bicycle? What color is there are, the use of present tense
it? etc.) of there be and affirmative, CE.EFL.2.16. Understand the main
negative, interrogative and read in ideas in short simple written texts
READING class. on cross-curricular subjects, both
EFL 2.3.6 Understand the content of Develop Literacy activities. print and digital.
a simple graphic organizer (online or Develop the progress test. (Example: art, science, music,
print). (Example, Venn Diagrams, math, history, etc.)
charts, and labeled diagrams.) Evaluation I.EFL.2.16.1. Learners can
Heteroevaluation understand the main ideas and
EFL 2.3.7 Read and understand the Co-evaluation some basic details from a short
main ideas in a short simple text on a Self-appraisal simple cross-curricular*
cross-curricular topic. (Example: art, text and successfully complete a
music, history, etc.) simple task, as well as acquire
subject-specific lexis. (I.2)
EFL 2.3.8 Show understanding of
some basic details in short simple CE.EFL.2.19. Convey some simple
cross-curricular texts by matching, la- ideas, facts or opinions in a simple
beling, and answering simple ques- sentence or short paragraph, using
tions. basic vocabulary
and structures.
WRITING I.EFL.2.19.1. Learners can produce
EFL 2.4.6 Write a short simple para- a short simple sentence and a
graph to convey some simple facts paragraph – with ample support -
about people, animals, places, on a variety of topics, and some
things, yourself or others, with the learners can do so with only limited
support of a model text. (Example: support. (I.3)
where they live, what they do, etc.)
CE.EFL.2.24. Communicate ideas
EFL 2.4.7 Write a short simple para- and experiences and create short
 graph to describe yourself or other original texts through a range of
people, animals, places and things, resources and other media,
with limited support. (Example: by including ICT.
answering questions or using key I.EFL.2.24.1. Learners can commu-
words). nicate thoughts, feelings, and/or
personal experiences and create
EFL 2.4.8 Complete a basic survey or short original texts through a range
a questionnaire by providing per- of resources and other media, in-
sonal details cluding ICT. (I.2, I.3, I.4)

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: CE.EFL.2.4. Develop skills of
O. EFL. 2.5 COMMUNICATION AND CULTURAL Motivation collaboration by working together
O. EFL. 2.7 AWARENESS Read and comprehension of many on projects and sharing materials
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly words that be approached in the while expressing personal
O. EFL. 2.9 manner by sharing classroom unit. preferences with peers.
materials and personal objects while I.EFL.2.4.1. Learners can select
participating in games and activities Observation and understanding pictures and/or short phrases that
in class and on the playground. relate to collaborating and sharing
Read about the use of how many / and express
EFL 2.1.8 Exchange basic personal there are / personal pronouns with personal preferences. (J.2, J.3, S.4)
preferences with peers in order to de students.
express likes and dislikes. Repeat the vocabulary with the CE.EFL.2.5. Model turn-taking and
teacher. ways to express to others when
EFL 2.1.9 Communicate to peers and Complete graphics something is not understood to
teacher when something is not un- improve comprehension and/or
derstood in class through the use of Linguistic resources intelligibility in conversations.
simple basic questions. I.EFL.2.5.1. Learners can apply turn-
Read and learn. taking and ways to express to
EFL 2.1.10 Recognize when to speak Practice the use of how many / others when something is not
and when to listen while working in there are / personal pronouns with understood in short conversations.
pairs or small groups in class by fol- de students. (J.3, S.1, S.4)
lowing classroom instructions and Color and repeat vocabulary
simple commands. Copy the words CE.EFL.2.10. Interaction –
Interpersonal: Participate
ORAL COMMUNICATION Produce and communicate effectively in basic interpersonal
EFL 2.2.13 Understand and use basic interactions in everyday contexts,
greetings, leave-taking expressions, Look the graphics. Make dialogues provided the interlocutor speaks
and other simple everyday phrases to with the use of how many / there slowly and clearly. (Example:
facilitate interpersonal interaction, to are / personal pronouns and read requesting, introducing,
introduce others, and to name with de students. responding, etc.)
things. (Example: Thank-you, Can I I.EFL.2.10.1. Learners can interact
help you? This is [name]. It’s a [item], Personal Production effectively using a range of basic
etc.) Write short dialogues and functional exponents for
paragraph with the use of how interpersonal conversations in
EFL 2.2.14 Ask and answer basic per- many / there are / personal everyday contexts, providing
sonal information questions, as well pronouns, read with de students. speech is slow and clear. Learners
as simple questions about other peo- in the classroom. can request repetition or
ple, animals, and possessions, pro- Develop Literacy activities. clarification, and can react
vided the interaction is slow and Develop the progress test. appropriately to responses
clear. (Example: Where do you live? received. (I.3)
Do you have a bicycle? What color is Evaluation
it? etc.) Heteroevaluation CE.EFL.2.16. Understand the main
Co-evaluation ideas in short simple written texts
READING Self-appraisal on cross-curricular subjects, both
EFL 2.3.6 Understand the content of print and digital.
a simple graphic organizer (online or (Example: art, science, music,
print). (Example, Venn Diagrams, math, history, etc.)
charts, and labeled diagrams.) I.EFL.2.16.1. Learners can
understand the main ideas and
EFL 2.3.7 Read and understand the some basic details from a short
main ideas in a short simple text on a simple cross-curricular*
cross-curricular topic. (Example: art, text and successfully complete a
music, history, etc.) simple task, as well as acquire
subject-specific lexis. (I.2)
EFL 2.3.8 Show understanding of
some basic details in short simple CE.EFL.2.19. Convey some simple
cross-curricular texts by matching, la- ideas, facts or opinions in a simple
beling, and answering simple ques- sentence or short paragraph, using
tions. basic vocabulary
and structures.
WRITING I.EFL.2.19.1. Learners can produce
EFL 2.4.6 Write a short simple para- a short simple sentence and a
graph to convey some simple facts paragraph – with ample support -
 about people, animals, places, on a variety of topics, and some
things, yourself or others, with the learners can do so with only limited
support of a model text. (Example: support. (I.3)
where they live, what they do, etc.)
CE.EFL.2.24. Communicate ideas
EFL 2.4.7 Write a short simple para- and experiences and create short
graph to describe yourself or other original texts through a range of
people, animals, places and things, resources and other media,
with limited support. (Example: by including ICT.
answering questions or using key I.EFL.2.24.1. Learners can commu-
words). nicate thoughts, feelings, and/or
personal experiences and create
EFL 2.4.8 Complete a basic survey or short original texts through a range
a questionnaire by providing per- of resources and other media, in-
sonal details cluding ICT. (I.2, I.3, I.4)

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. O. EFL. 2. 4 Skills with performance criteria: CE.EFL.2.4. Develop skills of
O. EFL. 2.5 COMMUNICATION AND CULTURAL Motivation collaboration by working together
O. EFL. 2.7 AWARENESS Read and comprehension of many on projects and sharing materials
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly words that be approached in the while expressing personal
O. EFL. 2.9 manner by sharing classroom unit. preferences with peers.
materials and personal objects while I.EFL.2.4.1. Learners can select
participating in games and activities Observation and understanding pictures and/or short phrases that
in class and on the playground. relate to collaborating and sharing
Present Means of communication, and express
EFL 2.1.8 Exchange basic personal cardinal points, nationalities, the personal preferences. (J.2, J.3, S.4)
preferences with peers in order to verb to be, and read with de
express likes and dislikes. students. CE.EFL.2.5. Model turn-taking and
Repeat the read with the teacher. ways to express to others when
EFL 2.1.9 Communicate to peers and Rewrite the vocabulary. something is not understood to
teacher when something is not un- improve comprehension and/or
derstood in class through the use of Linguistic resources intelligibility in conversations.
simple basic questions. I.EFL.2.5.1. Learners can apply turn-
Read and learn. taking and ways to express to
EFL 2.1.10 Recognize when to speak Practice the dialogues with means others when something is not
and when to listen while working in of communication, cardinal points, understood in short conversations.
pairs or small groups in class by fol- nationalities, the verb to be. (J.3, S.1, S.4)
lowing classroom instructions and Write some sentences.
simple commands. Practice the cardinal points. CE.EFL.2.10. Interaction –
Color and repeat the words. Interpersonal: Participate
ORAL COMMUNICATION effectively in basic interpersonal
EFL 2.2.13 Understand and use basic Produce and communicate interactions in everyday contexts,
greetings, leave-taking expressions, provided the interlocutor speaks
and other simple everyday phrases to Look the graphics. Make short slowly and clearly. (Example:
facilitate interpersonal interaction, to dialogues with means of requesting, introducing,
introduce others, and to name communication, cardinal points, responding, etc.)
things. (Example: Thank-you, Can I nationalities, the verb to be. Use I.EFL.2.10.1. Learners can interact
help you? This is [name]. It’s a [item], the affirmative and interrogative effectively using a range of basic
etc.) questions functional exponents for
interpersonal conversations in
EFL 2.2.14 Ask and answer basic per- Personal Production everyday contexts, providing
sonal information questions, as well Write short stories with Means of speech is slow and clear. Learners
as simple questions about other peo- communication, cardinal points, can request repetition or
ple, animals, and possessions, pro- nationalities, the verb to be, clarification, and can react
vided the interaction is slow and Read in class. appropriately to responses
clear. (Example: Where do you live? Develop Literacy activities. received. (I.3)
Do you have a bicycle? What color is Develop the progressive test.
it? etc.) CE.EFL.2.16. Understand the main
Evaluation ideas in short simple written texts
READING Heteroevaluation on cross-curricular subjects, both
EFL 2.3.6 Understand the content of Co-evaluation print and digital.
a simple graphic organizer (online or Self-appraisal (Example: art, science, music,
print). (Example, Venn Diagrams, math, history, etc.)
charts, and labeled diagrams.) I.EFL.2.16.1. Learners can
understand the main ideas and
EFL 2.3.7 Read and understand the some basic details from a short
main ideas in a short simple text on a simple cross-curricular*
cross-curricular topic. (Example: art, text and successfully complete a
music, history, etc.) simple task, as well as acquire
subject-specific lexis. (I.2)
EFL 2.3.8 Show understanding of
some basic details in short simple CE.EFL.2.19. Convey some simple
cross-curricular texts by matching, la- ideas, facts or opinions in a simple
 beling, and answering simple ques- sentence or short paragraph, using
tions. basic vocabulary
and structures.
WRITING I.EFL.2.19.1. Learners can produce
EFL 2.4.6 Write a short simple para- a short simple sentence and a
graph to convey some simple facts paragraph – with ample support -
about people, animals, places, on a variety of topics, and some
things, yourself or others, with the learners can do so with only limited
support of a model text. (Example: support. (I.3)
where they live, what they do, etc.)
CE.EFL.2.24. Communicate ideas
EFL 2.4.7 Write a short simple para- and experiences and create short
graph to describe yourself or other original texts through a range of
people, animals, places and things, resources and other media,
with limited support. (Example: by including ICT.
answering questions or using key I.EFL.2.24.1. Learners can commu-
words). nicate thoughts, feelings, and/or
personal experiences and create
EFL 2.4.8 Complete a basic survey or short original texts through a range
a questionnaire by providing per- of resources and other media, in-
sonal details cluding ICT. (I.2, I.3, I.4)

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.
7 SEVEN O. EFL. 2. 4 Skills with performance criteria: CE.EFL.2.4. Develop skills of
O. EFL. 2.5 COMMUNICATION AND CULTURAL Motivation collaboration by working together
O. EFL. 2.7 AWARENESS Read and comprehension of many on projects and sharing materials
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly words that be approached in the while expressing personal
O. EFL. 2.9 manner by sharing classroom unit. preferences with peers.
materials and personal objects while I.EFL.2.4.1. Learners can select
participating in games and activities Observation and understanding pictures and/or short phrases that
in class and on the playground. relate to collaborating and sharing
Read Let’s Know our country with and express
EFL 2.1.8 Exchange basic personal de students. personal preferences. (J.2, J.3, S.4)
preferences with peers in order to Talk about our country, the
express likes and dislikes. address, names, ages, toys. CE.EFL.2.5. Model turn-taking and
ways to express to others when
EFL 2.1.9 Communicate to peers and Linguistic resources something is not understood to
teacher when something is not un- improve comprehension and/or
derstood in class through the use of Read and learn. intelligibility in conversations.
simple basic questions. Practice the dialogues with our I.EFL.2.5.1. Learners can apply turn-
country, the address, names, ages, taking and ways to express to
EFL 2.1.10 Recognize when to speak toys. others when something is not
and when to listen while working in Color and repeat the words understood in short conversations.
pairs or small groups in class by fol- Copy the words (J.3, S.1, S.4)
lowing classroom instructions and
simple commands. Produce and communicate CE.EFL.2.10. Interaction –
Interpersonal: Participate
ORAL COMMUNICATION Look the graphics. Repeat effectively in basic interpersonal
EFL 2.2.13 Understand and use basic dialogues with our country, the interactions in everyday contexts,
greetings, leave-taking expressions, address, names, ages, toys. provided the interlocutor speaks
and other simple everyday phrases to Look at the pictures and copy the slowly and clearly. (Example:
facilitate interpersonal interaction, to sentences. requesting, introducing,
introduce others, and to name Color and memorize vocabulary responding, etc.)
things. (Example: Thank-you, Can I I.EFL.2.10.1. Learners can interact
help you? This is [name]. It’s a [item], Personal Production effectively using a range of basic
etc.) Write short description about our functional exponents for
country, the address, names, ages, interpersonal conversations in
EFL 2.2.14 Ask and answer basic per- toys. everyday contexts, providing
sonal information questions, as well Read the description in class. speech is slow and clear. Learners
as simple questions about other peo- Develop Literacy activities. can request repetition or
ple, animals, and possessions, pro- Develop the quiz. clarification, and can react
vided the interaction is slow and appropriately to responses
clear. (Example: Where do you live? Evaluation received. (I.3)
Do you have a bicycle? What color is Heteroevaluation
it? etc.) Co-evaluation CE.EFL.2.16. Understand the main
Self-appraisal ideas in short simple written texts
READING on cross-curricular subjects, both
EFL 2.3.6 Understand the content of print and digital.
a simple graphic organizer (online or (Example: art, science, music,
print). (Example, Venn Diagrams, math, history, etc.)
charts, and labeled diagrams.) I.EFL.2.16.1. Learners can
understand the main ideas and
EFL 2.3.7 Read and understand the some basic details from a short
main ideas in a short simple text on a simple cross-curricular*
 cross-curricular topic. (Example: art, text and successfully complete a
music, history, etc.) simple task, as well as acquire
subject-specific lexis. (I.2)
EFL 2.3.8 Show understanding of
some basic details in short simple CE.EFL.2.19. Convey some simple
cross-curricular texts by matching, la- ideas, facts or opinions in a simple
beling, and answering simple ques- sentence or short paragraph, using
tions. basic vocabulary
and structures.
WRITING I.EFL.2.19.1. Learners can produce
EFL 2.4.6 Write a short simple para- a short simple sentence and a
graph to convey some simple facts paragraph – with ample support -
about people, animals, places, on a variety of topics, and some
things, yourself or others, with the learners can do so with only limited
support of a model text. (Example: support. (I.3)
where they live, what they do, etc.)
CE.EFL.2.24. Communicate ideas
EFL 2.4.7 Write a short simple para- and experiences and create short
graph to describe yourself or other original texts through a range of
people, animals, places and things, resources and other media,
with limited support. (Example: by including ICT.
answering questions or using key I.EFL.2.24.1. Learners can commu-
words). nicate thoughts, feelings, and/or
personal experiences and create
EFL 2.4.8 Complete a basic survey or short original texts through a range
a questionnaire by providing per- of resources and other media, in-
sonal details cluding ICT. (I.2, I.3, I.4)

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.
8 EIGHT O. EFL. 2. 4 Skills with performance criteria: CE.EFL.2.4. Develop skills of
O. EFL. 2.5 COMMUNICATION AND CULTURAL Motivation collaboration by working together
O. EFL. 2.7 AWARENESS Read and comprehension of many on projects and sharing materials
O. EFL. 2.8 EFL 2.1.7 Collaborate in a friendly words that be approached in the while expressing personal
O. EFL. 2.9 manner by sharing classroom unit. preferences with peers.
materials and personal objects while I.EFL.2.4.1. Learners can select
participating in games and activities Observation and understanding pictures and/or short phrases that
in class and on the playground. relate to collaborating and sharing
Read about some merchants, use and express
EFL 2.1.8 Exchange basic personal the plural of nouns and the personal preferences. (J.2, J.3, S.4)
preferences with peers in order to adjectives with de students.
express likes and dislikes. Read with the teacher. CE.EFL.2.5. Model turn-taking and
Complete the vocabulary ways to express to others when
EFL 2.1.9 Communicate to peers and Match words something is not understood to
teacher when something is not un- improve comprehension and/or
derstood in class through the use of Linguistic resources intelligibility in conversations.
simple basic questions. I.EFL.2.5.1. Learners can apply turn-
Read and learn. taking and ways to express to
EFL 2.1.10 Recognize when to speak Practice the dialogues with some others when something is not
and when to listen while working in merchants, use the plural of nouns understood in short conversations.
pairs or small groups in class by fol- and the adjectives. (J.3, S.1, S.4)
lowing classroom instructions and Color and repeat the vocabulary.
simple commands. Copy the words. CE.EFL.2.10. Interaction –
Interpersonal: Participate
ORAL COMMUNICATION Produce and communicate effectively in basic interpersonal
EFL 2.2.13 Understand and use basic interactions in everyday contexts,
greetings, leave-taking expressions, Look the graphics. Make a dialogue provided the interlocutor speaks
and other simple everyday phrases to with some merchants, use the slowly and clearly. (Example:
facilitate interpersonal interaction, to plural of nouns and the adjectives. requesting, introducing,
introduce others, and to name Use the vocabulary and grammar responding, etc.)
things. (Example: Thank-you, Can I learned in class. I.EFL.2.10.1. Learners can interact
help you? This is [name]. It’s a [item], effectively using a range of basic
etc.) Personal Production functional exponents for
Write any short story with some interpersonal conversations in
EFL 2.2.14 Ask and answer basic per- merchants, use the plural of nouns everyday contexts, providing
sonal information questions, as well and the adjectives and read in class speech is slow and clear. Learners
as simple questions about other peo- Develop Literacy activities. can request repetition or
ple, animals, and possessions, pro- Develop the progressive test. clarification, and can react
vided the interaction is slow and appropriately to responses
clear. (Example: Where do you live? Evaluation received. (I.3)
Do you have a bicycle? What color is Heteroevaluation
it? etc.) Co-evaluation CE.EFL.2.16. Understand the main
Self-appraisal ideas in short simple written texts
READING on cross-curricular subjects, both
EFL 2.3.6 Understand the content of print and digital.
a simple graphic organizer (online or (Example: art, science, music,
print). (Example, Venn Diagrams, math, history, etc.)
charts, and labeled diagrams.) I.EFL.2.16.1. Learners can
understand the main ideas and
EFL 2.3.7 Read and understand the some basic details from a short
main ideas in a short simple text on a simple cross-curricular*
cross-curricular topic. (Example: art, text and successfully complete a
music, history, etc.) simple task, as well as acquire
subject-specific lexis. (I.2)
EFL 2.3.8 Show understanding of
some basic details in short simple CE.EFL.2.19. Convey some simple
cross-curricular texts by matching, la- ideas, facts or opinions in a simple
beling, and answering simple ques- sentence or short paragraph, using
tions. basic vocabulary
and structures.
WRITING I.EFL.2.19.1. Learners can produce
EFL 2.4.6 Write a short simple para- a short simple sentence and a
graph to convey some simple facts paragraph – with ample support -
about people, animals, places, on a variety of topics, and some
things, yourself or others, with the learners can do so with only limited
support of a model text. (Example: support. (I.3)
where they live, what they do, etc.)
CE.EFL.2.24. Communicate ideas
EFL 2.4.7 Write a short simple para- and experiences and create short
graph to describe yourself or other original texts through a range of
people, animals, places and things, resources and other media,
with limited support. (Example: by including ICT.
answering questions or using key I.EFL.2.24.1. Learners can commu-
words). nicate thoughts, feelings, and/or
personal experiences and create
EFL 2.4.8 Complete a basic survey or short original texts through a range
a questionnaire by providing per- of resources and other media, in-
sonal details cluding ICT. (I.2, I.3, I.4)

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.
7. OBSERVATIONS
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition standards)
MINEDUC. Documento de Ajustes Curriculares 2016. The novelties in the fulfillment of the planning will be consigned. In
EDIPCENTRO. I speak 4 addition, you can suggest adjustments for the best compliance with what
is planned in the instrument.

PREPARED REVISED APROVED

TEACHER(S): NAME: NAME:
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