Curricular Annual Plan 2ND Chile

CURRICULAR ANNUAL PLAN TEMPLATE
UNIDAD EDUCATIVA REPUBLICA DE CHILE SCHOOL YEAR

2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Foreing Language Subject: English
Teacher(s): Lcda. Elizabeth Vasquez
Grade/ Course: 2nd EGB Education Level: Pre A1.1 EGB
2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
work
3 Hours 4 weeks 36 weeks 120 periods
40 weeks
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 2.1

Identify some main ideas and details of written texts, in order to develop an approach of critical inquiry to
Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive written and oral texts.
manner, maturely, and openly experiencing other cultures and languages from the secure
standpoint of their own national and cultural identity. O.EFL 2.2
Assess and appreciate English as an international language, as well as the five aspects of English that contribute
to communicative competence.
OG.EFL 2
O.EFL 2.3
Draw on this established propensity for curiosity and tolerance towards different cultures to Independently read level-appropriate texts in English for pure enjoyment/entertainment and to access
information.
comprehend the role of diversity in building an intercultural and multinational society.
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OG.EFL 3 O.EFL 2.4
Develop creative and critical thinking skills to foster problem-solving and independent learning using both
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking spoken and written English.
skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their L1
and of language use for communication and learning. O.EFL 2.5
Use in-class library resources and explore the use of ICT to enrich competencies in the four skills.
OG.EFL 4
O.EFL 2.6
Deploy a range of learning strategies, thereby increasing disposition and ability to independently
Write short descriptive and informative texts and use them as a means of communication and written
access further (language) learning and practice opportunities. Respect themselves and others expression of thought.
within the communication process, cultivating habits of honesty and integrity into responsible
academic behavior. O.EFL 2.7
Appreciate the use of English language through spoken and written literary texts such as poems, rhymes,
OG.EFL 5 chants, riddles and songs, in order to foster imagination, curiosity and memory, while developing a taste for
literature.
Directly access the main points and important details of up-to date. English language texts, such
as those published on the web, for professional or general investigation, through the efficient use
O.EFL 2.8
of ICT and reference tools where required.
Demonstrate a living relationship with the English language through interaction with written and spoken texts,
OG.EFL 6 in order to explore creative writing as an outlet to personal expression.
O.EFL 2.9
Through selected media, participate in reasonably extended spoken or written dialogue with Be able to interact in English in a simple way using basic expressions and short phrases in familiar contexts to
peers from different L1 backgrounds on work, study, or general topics of common interest, satisfy needs of a concrete type, provided others talk slowly and clearly and are prepared to help.
expressing ideas and opinions effectively and appropriately.
OG.EFL 7
Interact quite clearly, confidently, and appropriately in a range of formal and informal social
situations with a limited but effective command of the spoken language (CEFR B1 level).
TRANSVERSAL AXES:
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
5.UNITS TO BE DEVELOPED*
Nº Title of the unit Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation*** Weeks duration
(Skills and strategies)
1 LESSON 1: Hello! Students learn to: say hello; EFL.2.1.2 Recognize the Communication and cultural awareness CE.EFL.2.1. Differentiate between
introduce oneself and say differences between where different living situations in a
goodbye; follow essential people live among the Drawing different houses and labeling different variety of surroundings and

directions for learning; ask and regions of the country in rooms and objects in a house. express curiosity about the world
answer questions to identify order to appreciate their • Using question words (who, what, where) to ask through simple questions.
essential items for learning own environment. about places. 5
(Example:house/apartmen, • Reflecting on differences between a house and
Students learn to: greet someone country/city, etc.) an apartment.
they have recently met with • Creating a diorama of urban and rural aspects.
Hi and a question to check EFL.2.1.3. Ask simple basic • Drawing a map of a neighborhood.
LESSON 2: Is your knowledge of their name; give questions in class about the • Asking and answering questions about where
and follow some essential world beyond one’s own you and others live.
name Stella? immediate environment in
directions for learning and some CE.EFL.2.6. Listening for Meaning:
other useful directions; ask order to increase their Oral communication (listening and speaking)
understanding of different Understand the main ideas in
questions to check knowledge of short simple spoken texts that
the words for recently learned cultures. Listening to a very short and simple story and
ordering the pictures showing what happens. include familiar vocabulary and
objects. EFL 2.1.4. Express curiosity are set in everyday contexts.
(Example: Jane is taking her dog for a walk. They
about the world and other see some birds. The birds fly away, etc.)
Students learn to: identify cultures by asking simple
themselves and others as a boy WH- questions in class after • Listening to a short and simple conversation
LESSON 3: I’m a boy. or a girl; give and follow essential reading and/or between 2 speakers and deciding who is speaking,
classroom instructions; identify participating in where they are, and how they feel. (Example: a
I’m a girl.
things they see presentations or other boy and his Dad, at a soccer game, happy, etc.)
group work
• Watching a video clip and selecting the best title
EFL.2.2.1. Understand for it. (Example: Funny monkeys at the zoo, etc.)
meanings expressed in
Reading CE.EFL.2.11. Identify and
short dialogues on familiar
understand individual every-day
topics, as well as basic • Drawing a line from individual words to a picture words, phrases, and sentences,
spoken instructions and or a scene. (Example: learners read a list of farm including instructions.
simple questions about self, animals and draw a line from each word to the
people, animals, or things, appropriate animal in the scene, etc.)
especially when spoken
slowly and clearly. • Reading a list of four words and crossing out the
(Example: greetings, short word that doesn’t belong. (Example: arm – leg –
phrases, basic range of house – foot, etc.)
classroom instructions,
common personal • Reading a simple sentence, looking at the
information questions: accompanying picture, and ticking yes/no.
What’s your name? etc.) (Example: This is a house. Yes, etc.)
EFL.2.2.2. Infer who is • Completing a gap in a sentence (print or online).
speaking and what the (Example: Words: go, sleep. Sentence: Every day I
situation is when listening

to short simple texts, --- to school, etc.)
especially when
accompanied by pictures or Writing. CE.EFL.2.17. Write simple words,
• Locating specific words on the page and writing phrases, and sentences to
other visual aids, or sound
them in a list. (Example: all the words beginning demonstrate knowledge of
effects. (Example:
with the sound /k/ or all the words that contain spelling, punctuation,
shopkeeper speaking to a the long /a:/ sound, etc.)
customer who is buying capitalization and handwriting /
• Matching words to pictures. (Example: under the
some fruit.) typography, and identify their
picture of a chair, learners write the word chair
EFL.2.2.6. Enjoy extensive meanings.
with the five letters of the word on the five lines
listening in English. provided, etc.)
(Example: listen to stories, • Unscrambling words or sentences and writing
watch short movies, them out correctly. (Example: Word: veleen =
experience song lyrics or eleven. Sentence: There’s – under – the chair. – a
poetry, etc.) backpack, etc.)
EFL.2.2.7. Be comfortable • Finding hidden questions in a box and writing
them down with the correct punctuation and
taking meaning from
capitalization. (Example: does it live on a farm /
spoken texts containing
does it have two legs, etc.)
words or sections which are
• Writing new words in a picture dictionary and
not understood. adding a sticker or picture.
Be aware that
understanding spoken texts Language through the Arts
does not require decoding • Listening to or reading stories and drawing the CE.EFL.2.21. Distinguish key
every word. main characters. information in stories and other
EFL.2.3.1. Demonstrate • Choosing pictures of or drawing the scenes of a age-appropriate literary texts,
basic reading literary text. both oral and written.
comprehension skills • Standing up every time they hear the name of a
character.
by identifying the meaning
• Explaining through pictures or charts (ICT) the
of individual words,
relationships between characters. (Example:
phrases, and sentences,
mom/daughter, friends, etc.)
including simple written
instructions.
EFL.2.4.1 Know how to spell
simple English words
correctly, demonstrating
awareness of sound-letter
relationships.(Example: sea,
mean, bee, etc.)
EFL.2.4.2. Make a simple
learning resource, in order
to record and practice new

words. (Example: a picture
dictionary,
a word list, set of
flashcards, 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 and/ or on the
computer.
EFL.2.5.1. Identify key
information such as events,
characters, and objects in
stories and other age-
appropriate literary texts if
there is visual support.
LESSON 4: What do you Learn to: describe things they EFL.2.1.4. Express curiosity Communication and cultural awareness CE.EFL.2.2. Catalog everyday
see? see; count from 1 to 10 about the world and other objects and places in different
cultures by asking simple • Labeling pictures with correct names. cultures and recognize ways to act
LESSON 5: Where’s the Learn to: ask and answer • Creating a poster of things that can be recycled.
2 WH- questions in class after responsibly towards one’s
crayon? questions about where things • Matching objects with the places where they can
reading and/or environment and surroundings.
are; agree. be found. (Example: stove in kitchen, bed in
LESSON 6: What color is participating in
bedroom, etc.)
it? Describe the color of things presentations or other • Simulating actions through TPR activities where
group work. learners follow basic commands. (Example: Put
PHONICS: Aa Bb Cc Dd Ee Recognize, pronounce, and form away your book, etc.).
Ff Aa through Ff; identify anchor EFL.2.1.5. Recognize ways
• Choosing pictures that demonstrate
words for each letter to relate responsibly to responsibility (cleaning room, watering the
one’s surroundings at home flowers).
and at school by exhibiting
responsible behaviors Oral communication (listening and speaking)
towards the environment. • Listening to short, staged instructions and CE.EFL.2.7. Listening for
(Example: chores at home, carrying them out. (Example: Open the door. Take Information: Follow short and
recycling, etc.) this book to Mr. Davila. Walk, don’t run! etc.)
simple spoken texts that include
• Listening to very short (spoken or recorded)
EFL2.2.3. Recognize familiar familiar vocabulary and are set in
descriptions of scenes, and writing, coloring, or
names, words, and short drawing items within them. (Example: learners are everyday contexts. Identify key
given a simple picture of a classroom. They listen items of information within the

phrases about simple to a description of it and identify the table where text, and record or act upon them.
everyday topics whether Sara sits and draw 3 pens and a red book on it,
heard isolation or within etc.)
short, simple spoken texts • Listening to a short dialogue and filling in a
describing people and simple form. (Example: a conversation between a
objects. (Example: boy and a teacher meeting for the first time.
Learners fill in the boy’s name, age, birth date,
vocabulary about self,
(part of his) address (e.g., house number
family, friends and
or street name), favorite subject, etc. on a simple
immediate surroundings at form.)
school and home, adjectives • Listening to a short text and demonstrating
for color and size, etc.) understanding of it using an accompanying
graphic organizer. (Example: marking the route on
EFL.2.2.4. Identify items of
a map while listening to directions, etc.)
specific information within
simple messages or from Reading
short and simple
CE.EFL.2.12. Understand the gist
descriptions about familiar • Reading a short text and showing
and details in short simple written
contexts, especially if visual comprehension by completing the accompanying
texts (online or print).
support is provided. graphic organizer. (Example: learners read about
(Example: letters of the the location of a house and mark the point X on a
alphabet, numbers, prices map.)
• Reading a short simple story of just a few lines
and times, days, dates and
and ordering simple pictures of familiar objects.
months, etc.)
• Reading a short simple text and coloring a
EFL.2.2.5. Record key items picture. (Example: This is Ben’s room. His bed is
green. Learners draw a green bed, etc.)
of specific information from
• Reading a short simple text and circling the
a heard message or
correct answer. (Example: Question: What’s her
description, either in
name? Answer: Mary / Sandra / Mia, etc.)
written form or by drawing
picture. (Example: letters of Writing. CE.EFL.2.18. Writing in order to
the alphabet, numbers, • Completing simple sentences to practice a perform controlled practice of
quantities, prices and times, grammar structure by writing words in gapped
vocabulary and grammar items.
days, dates and months, sentences. Support learners by providing pictures
etc.) for context and / or a box of answers, from which
they can choose. (Example: My best friend is ten
EFL.2.3.2. Read a short --- old. --- name is Carol. --- birthday is in May,
simple text (online or print) etc.)
and demonstrate • Identifying the differences between two pictures
understanding of the gist and writing simple sentences. (Example: In picture
and some basic details of A, there’s one car, but in picture B there are two
the content. cars, etc.)

EFL.2.3.3. Understand most • Answering questions about a scene using full
of the details of the content sentences. (Example: How many boys are there?
of a short simple text There are four boys, etc.)
(online or print). CE.EFL.2.22. Describe and write
Language through the Arts
EFL.2.4.3. Write simple • Creating a dance for a song or rhyme. about emotions and responses to
words, phrases, and • Illustrating a short piece of writing. literary texts through words and
sentences with correct use • Participating in TPR activities such as acting out images, or other media (video,
the movements of a character in a story as it is audio) on class or school bulletin
of standard writing
read aloud. boards and expand on ideas and
mechanics. (Example:
• Discussing things learners have done that are responses to texts
spelling, punctuation,
similar to those the characters in the story have read/seen/heard in by
capitalization, and writing done. (Example: gone on vacation to the beach,
by hand and/or on the participating in songs/chants, TPR
got into a fight with a parent or friend, etc.)
computer. activities and playground games.
• Moving to the rhythm of a song or chant.
• Creating an audio message or short video that
EFL.2.4.4. Write simple tells what the student thought about the text.
words, phrases, and • Writing short weekly journal entries.
sentences for controlled
practice of language items.
EFL.2.5.2. Express emotions

and feelings using basic
adjectives and related
images through written
work on the school or class
bulletin board.
EFL.2.5.3. Use audio, video,

and pictures to respond to a
variety of literary texts
through online or in-class
ICT activities.
EFL.2.5.6. Generate and

expand ideas by responding
in a fun and playful manner
to oral and written texts in
order to increase enjoyment
of the language through
TPR, playground games,
and songs and chants.

LESSON 7: Who do you Learn to: ask and answer EFL.2.1.1. Exchange basic Communication and Cultural Awareness CE.EFL.2.3. Make use of basic
see? questions about who they see introductions and limited personal information and
• Participating in short dialogues using greetings
personal information in expressions of politeness in order
LESSON 8: What shape learn to: ask and answer and leave-taking.
3 class using simple present to introduce oneself and
questions about shapes tense in order to get to participate in a short
is it? • Listening to or reading short dialogues and
learn to: ask and answer know their peers. (Example: answering questions about the speakers’ names, conversation.
LESSON 9: Is it a light? questions about rooms and where one lives or goes to grades, schools, etc.
furniture. school, etc.)
PHONICS: Gg Hh Ii Jj Kk Ll • Practicing the use of expressions of politeness
learn to: recognize, pronounce, EFL.2.1.6. Understand and during collaborative pair and small group work.
and form the letters Gg through use common expressions of
politeness in class while • Adding expressions of politeness to dialogues.
Ll; identify anchor words for each
letter working in pairs or groups
• Completing a short questionnaire or form about
on projects. (Example:
one’s basic personal information. (Example: name,
Please, sorry, thank you,
school, age, address, etc.)
etc.)
• Responding to pictures or short texts by circling
EFL.2.2.8. Imitate individual
the corresponding emoticon. (Example: happy
English language sounds,
face, sad face, confused face, etc.)
especially those phonemes
which do not exist in the Oral Communication: (Listening and Speaking)
student’s own L1, both in CE.EFL.2.8. Production -
isolation and within key • Asking the student simple questions about Pronunciation: Produce individual
vocabulary items. themselves, their family, or their possessions and words and short phrases clearly
(Example: /ŋ/ /ð/ /ʌ/ /i:/ checking whether the responses are enough that other people can
and in words like singing, comprehensible. (Example: What’s your name? usually understand them easily.
these, up, sea, etc.) Juan. How do you spell Juan? J-U-A-N. How old are
you? I’m eight /aɪm eɪt /, etc.)
EFL.2.2.9. Spell out key
vocabulary items using the • Showing the student some picture flashcards of
English alphabet. (Example: familiar vocabulary items and asking them to say
names, colors, animals, the words. (Example: It’s a house, a school, a car,
possessions, etc.) a bike, to see if they are easily understood, etc.)
EFL.2.2.10 Clap, move, • Doing a mingle activity where learners ask and
chant, or sing along with answer simple questions about a picture which has
short authentic English been stuck to their own back. (Example: for animal
language rhymes or songs, picture cards, learners ask and answer Is it an
approximating English elephant? No. Is it a horse? Yes. Is it black or
rhythm and intonation once white? White. etc.) Observing to see whether each
familiar with the text. student’s questions and answers are

(Example: jump or clap in understandable by other learners.
time to jump-rope rhymes,
do the actions to action • Ask the learner to sing a song or recite a chant
songs or short rhythmic together with a group of friends or with the
poems, enunciating some teacher. Record the student’s production with the
of words in time with the recording device quite near to the student’s mouth
rhythm, etc.) and listen to the recording to assess clarity of
sounds, production of phonemes, rhythm and
EFL.2.3.4. Understand the intonation..
content in simple short
Reading
written environmental print CE.EFL.2.13. Understand the
• Matching common signs to their meanings.
text types, using artwork, content in a variety of well-known
(Example: a simple classroom sign or a notice in
symbols, and layout for the park, Silence please, No eating, etc.) text types, both print and online,
support. (Example: price • Studying an environmental print text type and using the layout and artwork for
tags, signs, notices (No drawing a line from the word to the artwork. support; recognize typical signs
eating, etc.), candy (Example: from the word cloud to a cloud weather and symbols found in the text
wrappers, etc.). symbol, or from the word stop to a “red” stop types.
light, etc.)
EFL.2.4.5. Write simple • Circling an emoticon to match to a picture.
sentences on familiar topics (Example: Amy feels sick / Amy is happy /, etc.)
to communicate basic • Comparing and contrasting information.
ideas. (Example: learners read simple price tags and
match them to the correct sentences: This toy is
EFL.2.4.6. Write a short cheap. Those shoes are expensive, etc.)
simple paragraph to convey
some simple facts about Writing
CE.EFL.2.19. Convey some simple
people, animals, places,
• Completing the gaps in a sentence. (Example: My ideas, facts or opinions in a simple
things, yourself or others, best friend is ten --- old. --- name is Carol. --- sentence or short paragraph,
with the support of a model birthday is in May,etc.) using basic vocabulary and
text. (Example: where they • Completing a simple open-ended sentence. structures.
live, what they do, etc.) (Example: For breakfast I eat _______; In my
bedroom there is ______,etc.)
EFL.2.4.7. Write a short • Writing a description of yourself by completing
simple paragraph to the outline of a paragraph. Each sentence in the
describe yourself or other paragraph contains a sentence opener. (Example:
people, animals, places and My name’s…, My hair is…, My eyes are…, etc.)
things, with limited • Reading a short simple paragraph which serves
support. (Example: by as a model text, then writing a similar paragraph
answering questions or on the same topic.
using key words). (Example: Topics could include: my best friend, my
family, my house, my favorite animal, my town,

EFL.2.5.4. Listen to and etc.)
read short narratives • Writing a short simple paragraph on a familiar
and/or other oral and topic. Learners must write the answer to specific
written literary texts in questions or use specific vocabulary. (Example:
class (with a preference for Topic: describe your clothes. Opening phrase: I’m
authentic texts) in order to wearing…Words: t-shirt, pants, shoes,etc.)
• Writing a short simple paragraph, using key
stimulate imagination,
words for support. (Example: Draw a town and
curiosity and a love for
write about it using these words: hospital, pet
literature. store, park, bookstore, etc.)
EFL.2.5.7. Create picture Language through the Arts CE.EFL.2.23. Display an affinity for
books and/or other graphic a variety of literary texts by
expressions in pairs in class • Doing extended reading, in which learners get to
responding within a range of
by varying scenes, choose what they read and are not evaluated or
physical, cognitive, and attitudinal
characters, or other tested on it.
manners, and vary elements of a
elements of literary texts. literary text to create a new text.
• Sharing in small groups or pairs the learners’
favorite stories, songs, poems, etc., and saying
why.
• Responding to a poem by drawing how it makes

the learner feel.
• Writing questions the learners would like to ask

a character in the story, or the author of the story.
• Inviting authors as guest speakers into the

classroom so learners can share their responses to
the story with them.
• Interviewing family members about their

favorite book or poem, and then sharing their
findings in class.
• Keeping a small class library and allowing fast

finishers to choose a book or magazine to read
while the rest of the class completes the task.
• Listening to a song and rewriting the song lyrics

changing just one aspect. (Example: choosing and
replacing the character’s name, age, etc.)

LESSON 10: What day is it Students learn to: ask and EFL.2.1.7. Collaborate in a Communication and Cultural Awareness CE.EFL.2.4. Develop skills of
today? answer questions about the days friendly manner by sharing collaboration by working together
of the week classroom materials and • Completing a very short, picture-based self- on projects and sharing materials
LESSON 11: What are personal objects while evaluation or peer evaluation form. while expressing personal
4 these? Students learn to: ask and • Playing games in which learners must pass
participating in games and preferences with peers.
answer questions to identify activities in class and on the objects around the room. (Example: hot potato,
PHONICS: Mm Nn Oo Pp different clothing items etc.)
playground.
• Practicing helpful classroom language in mini
• Students learn to: recognize, EFL.2.1.8. Exchange basic dialogues and/or chants (Example: Can I borrow
pronounce, and form the letters personal preferences with your eraser? Do you have a pencil? etc.)
Mm through Pp; identify anchor peers in order to express • Completing a short survey about favorites or
words for each letter likes and dislikes. likes/dislikes and then sharing ideas with a
partner.
EFL.2.2.11. Produce simple, • Making a pie chart about the things that are
mainly isolated utterances most liked in the class.
using very short phrases
and sometimes individual Oral Communication: (Listening and Speaking)
words, possibly with slow
and/or hesitant delivery. • Asking learners simple questions about CE.EFL.2.9. Production - Fluency:
(Example: words, phrases themselves, their family, or their possessions and Utterances are sometimes
and short sentences about noting whether their response time is acceptable produced slowly but use
people, animals, things, (i.e. may be slow, but not so slow that the appropriate words and phrases to
etc.) interaction becomes uncomfortable for the express basic ideas, initiate
student or the teacher), and whether their conversations and respond to
EFL.2.2.12. Respond to response is appropriate. Some learners may questions, including some chunks
simple questions in quite a produce short sentences in response to basic of language and short sentences.
short time and initiate basic questions. (Example: What color are your shoes?
interaction spontaneously Yes What color are your shoes? Blue or They’re
when there are blue, etc.)
opportunities to speak.
Speech is produced a little • Giving learners a picture of a familiar scene and
less slowly and hesitantly. asking them to tell you what they can see. Some
learners may produce longer utterances.
EFL.2.3.5. Show the ability (Example: a picture of a classroom where learners
to use a simple learning name individual items: table, chair, clock There are
resource.(Example: a small four chairs. The clock says 4 o’clock., etc.)
set of flashcards, a picture-
based dictionary (online or • Running a mingle activity where each learner
print), or a simple word has a different simple question to ask the others.
list). Learners move around the room asking their
question and listening to the answers received.

EFL.2.4.8. Complete a basic Observing to see whether each student asks the
survey or a questionnaire question fluidly and answers using individual
by providing personal words only or short sentences. (Example
details. questions: What’s your favorite food? Chicken /
It’s chicken and rice / Do you like oranges? Yes. /
EFL.2.4.9. Write a variety of Yes, I do. / I love oranges!, etc.)
short simple text types,
commonly used in print and Reading
online, with appropriate • Using a simple learning resource and locating
language and layout. details. (Example: finding and circling or coloring CE.EFL.2.14. Demonstrate
(Example: write a greeting three different kinds of fruit or three kinds of drink familiarity with study resources
on a birthday card, name in an online or print picture dictionary, etc.) (both print and digital). (Example:
and address on an • Using the alphabet to scan for particular items in a picture dictionary, some
lists. (Example: finding a word in a simple flashcards of known words, or a
envelope, a URL for a
dictionary or locating a boy’s name on a class list.) word list.)
website, an email address,
• Testing each other on the meaning of flashcards.
etc.) (Example: a boy shows a picture on a flashcard
and asks: What’s this? Girl: it’s an airplane, etc.)
EFL.2.5.5. Apply ICT and/or
other resources to
communicate simple Writing
thoughts in small groups.
• Having learners complete a short simple CE.EFL.2.20. Complete a simple
EFL.2.5.8. Produce short, questionnaire about themselves. Learners read survey form or questionnaire by
creative texts using ICT open-ended questions and write the answers on providing personal details. Write a
and/or other resources at the form. (Example: What time do you get up? variety of simple written text
home or at school in order What time do you go to school? At 6 o’clock, etc.) types, used in print or online, with
to recreate familiar scenes • Interviewing a partner, asking yes/no questions appropriate layout and language.
and themes. and writing yes/no on the survey form. (Example: (Examples: message on a greeting
Do you live in an apartment? Yes, etc.) card, name and address on an
EFL.2.5.5. Apply ICT and/or • Writing a variety of simple text types, using the
envelope, an email address, etc.)
other resources to appropriate language and layout:
communicate simple • Listen to a URL address and write it down.
thoughts in small groups. (Example: www.cambridge.org, etc.)
• Write your own email address or invent one.
EFL.2.5.8. Produce short, (Example: [email protected] for your pet, etc.)
creative texts using ICT • Write a simple print/online message to a friend
and/or other resources at for their birthday. (Example: Happy Valentine’s
home or at school in order Day, Juan!, Have a wonderful birthday, Kate!, etc.)
to recreate familiar scenes Language through the Arts
CE.EFL.2.24. Communicate ideas
and themes. • Writing a text message to a friend. and experiences and create short
• Producing an audio clip stating the student’s original texts through a range of

daily routine. resources and other media,
• Using ICT resources to organize and edit a short including ICT.
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.
EFL.2.1.9. Communicate to Communication and Cultural Awareness CE.EFL.2.5. Model turn-taking and
peers and teacher when ways to express to others when
LESSON 12: Can you Students learn to: ask and something is not • Role-playing and participating in short dialogues. something is not understood to
swim? answer questions to identify • Playing games that practice classroom language improve comprehension and/or
understood in class through
different family members and turn-taking. intelligibility in conversations.
LESSON 13: Who’s she? the use of simple basic
• Singing songs or chants that practice helpful
5 Who’s he? Students learn to: ask and questions.
language.
answer questions to identify EFL.2.1.10. Recognize when • Working in pairs and groups on a small project.
LESSON 14: She’s my different people they know
friend to speak and when to listen Oral Communication: (Listening and Speaking)
while working in pairs or CE.EFL.2.10. Interaction –
Students learn to: recognize, Interpersonal: Participate
PHONICS: Qq Rr Ss Tt Uu pronounce, and form the letters small groups in class by • Conducting a conversation with the teacher and
effectively in basic interpersonal
Vv Qq through Vv; identify anchor following classroom learner playing two characters using masks or
interactions in everyday contexts,
words for each letter instructions and simple hand puppets. The learner may be given the
provided the interlocutor speaks
commands. character’s details or invent them. (Example: slowly and clearly. (Example:
name, age, favorite color, etc.) The student’s requesting, introducing,
EFL.2.2.13. Understand and character could introduce other puppets or responding, etc.)
use basic greetings, leave- request permission to do something. (Example:
taking expressions, and This is Sebastian. He’s 11. Can I borrow a pencil,
6 Students learn to: ask and
LESSON 15: Can you other simple everyday please?, etc.)
answer questions about ability phrases to facilitate
sing? interpersonal interaction, • Doing a mingle activity where learners meet and
Students learn to: state their
to introduce others, and to greet each other and ask and answer simple
LESSON 16: I’m happy. mood and the speed at which
name things. (Example: questions. Observing to see whether the learner
they can move
PHONICS: Ww Xx Thank-you, Can I help you? can interact effectively, and whether they are able
Students learn to: recognize, This is [name], etc.) to ask for repetition when required, and / or react
Yy Zz pronounce, and form the letters appropriately to responses received. (Example:
EFL.2.2.14. Ask and answer Find someone who…. Do you have a red car? Yes?
Ww through Zz; identify anchor
basic personal information
words for each letter
questions, as well as simple Great! – writes down name of person.)
questions about other
people, animals, and • Establishing a clear expectation of English use
for classroom functions. (Example: greeting,

possessions, provided the requesting, thanking, asking for repetition /
interaction is slow and clarification, offering help, taking leave, etc.)
clear. (Example: Where do Informal assessment could involve a star chart,
you live? Do you have a with points for learners who use L2 regularly.
bicycle?, etc.)
Reading
EFL.2.2.16. Say when they • Reading a list of words in a Venn diagram and CE.EFL.2.15. Learn to read graphs,
do not understand and ask understanding the meaning. (Example: Venn diagrams, charts, and other kinds
for slower or clearer diagram: Dog/Cat. Task: of graphic organizer. Demonstrate
repetition where required. Read a sentence and tick yes/no. Sentence: Dogs understanding of a text presented
and cats have tails , etc.) in the form of a graphic organizer
(Example: Sorry? Could you
• Matching a simple short text to the correct plan. (both print and digital).
say that again, etc.)
(Example: Text: a short simple description about a
EFL.2.2.17. React zoo: The giraffes are next to the pandas. Plan: a
appropriately to what simple map of the zoo, etc.)
• Reading a short simple text and coloring a
others say using
simple bar chart. (Example: a description of some
verbal/non-verbal back
children’s favorite ice cream. Task: color the chart
channeling, or by asking
accordingly, etc.)
further simple questions to Writing CE.EFL.2.20. Complete a simple
extend the interaction. survey form or questionnaire by
(Example: express interest • Having learners complete a short simple providing personal details. Write a
using facial expression or questionnaire about themselves. Learners read variety of simple written text
simple words with open-ended questions and write the answers on types, used in print or online, with
appropriate intonation: the form. (Example: What time do you get up? appropriate layout and language.
Oh!, Yes! Thanks. And you? What time do you go to school? At 6 o’clock, etc.) (Examples: message on a greeting
etc.) card, name and address on an
• Interviewing a partner, asking yes/no questions envelope, an email address, etc.)
EFL.2.3.6. Understand the and writing yes/no on the survey form. (Example:
content of a simple graphic Do you live in an apartment? Yes, etc.)
organizer (online or print).
(Example, Venn Diagrams, • Writing a variety of simple text types, using the
charts, and labeled appropriate language and layout:
diagrams.) • Listen to a URL address and write it down.
EFL.2.4.8. Complete a basic (Example: www.cambridge.org, etc.)
survey or a questionnaire • Write your own email address or invent one.
by providing personal (Example: [email protected] for your pet, etc.)
details.
• Write a simple print/online message to a friend
EFL.2.4.9. Write a variety of for their birthday. (Example: Happy Valentine’s
short simple text types, Day, Juan!, Have a wonderful birthday, Kate!, etc.)

commonly used in print and Language through the Arts
online, with appropriate
language and layout. • Working on a project in small groups of 4-5 and
discussing what the group is doing well and what CE.EFL.2.25. Implement a range of
(Example: write a greeting
it could do to improve. creative thinking skills to show a
on a birthday card, name
• Brainstorming ideas for a writing project respect for sharing and accepting
and address on an
together as a class, using a graphic organizer. different ideas in brainstorms and
envelope, a URL for a • Creating a product for another class and making pair work.
website, an email address, a short advertisement that could be used to sell
etc.) the product.
• Playing games in class or doing puzzles.
EFL.2.5.9. Use creative • Discussing mistakes and how learners (and all
thinking skills to learn how humans) can learn from them.
to share and respect all
ideas through
brainstorming activities and
pair work in class.
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): Lcda. Elizabeth Vasquez NAME: NAME:
Signature: English Signature: Signature:
Date: 18 -09-2016 Date: Date:


Curricular Annual Plan 2ND Chile

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CURRICULAR ANNUAL PLAN TEMPLATE

UNIDAD EDUCATIVA REPUBLICA DE CHILE SCHOOL YEAR

CURRICULAR ANNUAL PLAN

Area: Foreing Language Subject: English

Teacher(s): Lcda. Elizabeth Vasquez

Grade/ Course: 2nd EGB Education Level: Pre A1.1 EGB

Objectives of the Area Objectives of the Grade/Course

OG.EFL 1 O.EFL 2.1

Educamos para tener Patria

Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

(Skills and strategies)

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

EFL.2.5.2. Express emotions

EFL.2.5.3. Use audio, video,

EFL.2.5.6. Generate and

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

• Responding to a poem by drawing how it makes

• Writing questions the learners would like to ask

• Inviting authors as guest speakers into the

• Interviewing family members about their

• Keeping a small class library and allowing fast

• Listening to a song and rewriting the song lyrics

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

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

ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): Lcda. Elizabeth Vasquez NAME: NAME:

Signature: English Signature: Signature:

Date: 18 -09-2016 Date: Date:

Educamos para tener Patria

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