Professional Documents
Culture Documents
1. INFORMATION DATA:
11 40 10 30 330
3. GENERAL OBJECTIVES
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive
manner, maturely, and openly experiencing other cultures and languages from the secure standpoint of their
own national and cultural identity.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards different cultures to
comprehend the role of diversity in building an intercultural and multinational society.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking
skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of
language use for communication and learning.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently
access further (language) learning and practice opportunities. Respect themselves and others within the
Objectives of the Area communication process, cultivating habits of honesty and integrity into responsible academic behavior.
OG.EFL 5 Directly access the main points and important details of up-todate English language texts, such as
those published on the web, for professional or general investigation, through the efficient use of ICT and
reference tools where required.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written dialogue with
peers from different L1 backgrounds on work, study, or general topics of common interest, 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).
O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with and to
develop an approach of critical inquiry to a variety of texts.
O.EFL 3.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment and to
access information.
O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as poems,
rhymes, chants, songs, games and graphic short stories in order to foster imagination, curiosity and memory,
Objectives of the level / course
while developing a taste for oral and written literary texts.
O.EFL 3.9 Be able to interact in English using basic, frequently used expressions and short phrases in familiar
and personalized contexts, demonstrating a limited but effective command of the spoken language in simple
and routine tasks which require a direct exchange of information.
O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work cooperatively in
pairs and groups.
Unit 1: CLIL- History: Discover museums.
We are generous
We are fair Unit 2: CLIL- Art: Life in art.
Unit No.: Introduction Name of Unit: Well done, Ben and Lucy!
CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal
communication features and express likes and dislikes while giving
recommendations in basic yet effective terms. EFL 3.1.3. Exchange basic personal preferences with peers in order to express
likes and dislikes. (EGB5)
* Learners attempt to employ a range of verbal and nonverbal communication
features to express likes and dislikes and can give recommendations in basic
yet effective terms. (I.3, S.4) (ref.I.EFL.3.3.1.)
Value: Courage.
2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and
predictable conversational exchanges by sharing information and reacting
appropriately in basic interpersonal interactions.
EFL 3.2.12. Ask and answer questions and exchange information on familiar
* Learners attempt to use back-channeling to react appropriately to what topics in predictable everyday situations. (EGB5)
others say about familiar topics in predictable, everyday situations and when
carrying out pair work for a specific task in class. Learners attempt to ask
questions to extend an interpersonal interaction. (I.3, J.3) (ref.I.EFL.3.10.1.)
4. Writing
*Listen and say the words. Then check with a friend. Listen and answer
about Ben and Lucy. Then play the secret word game.
*Look and circle the correct answer.
*Practice Grammar by listening and saying the structure Do you like/ Does
(Lucy) like/ Are you/Is your?. Do the Grammar focus exercises on page 118.
*Interview a friend and four out four new things from them
*Listen and check what Lucy and Ben like to do. Then tell a friend what you
Time in
Methodology Orientation like to do.
Weeks
*Complete the interview. Then listen and check.
*Practice Grammar by listening and saying the structure Was it/ What was/
Were you/ did you/ did they want?. Finish the Grammar focus exercises on
page 118.
*Play the guessing game with a friend.
*Read the Photo story. Then answer the questions about the story.
*Listen and say the phrase to practice pronunciation for words that rhyme.
Unit No.: 1 Name of Unit: In the museum
Students will be able to talk about knights and queens.
Students will be able to express obligation and prohibition.
Students will be able to join in with a song.
Students will be able to use verbs with direct and indirect objects.
Specific objectives of the Students will be able to listen, read interpret the deeper meaning of a story.
planning unit Students will be able to role-play a story.
Students will be able to recognize the two pronunciations of the ow sound / / and /o /.
Students will be able to read and listen for specific information.
Students will be able to use known language to talk about history in English.
Students will be able to talk about history in English.
Students will be able to complete a project.
Students will be able to plan and perform a short play.
Students will be able to use language from the unit to make a new scrapbook and a page for their
scrapbooks.
2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.
EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
Learners attempt to use back-channeling to react appropriately to everyday subject when carrying out a collaborative/paired learning
what others say about familiar topics in predictable, everyday activity in which there are specific instructions for a task. (EGB5)
situations and when carrying out pair work for a specific task in class.
Learners attempt to ask questions to extend an interpersonal EFL 3.2.12. Ask and answer questions and exchange information on
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) familiar topics in predictable everyday situations. (EGB5)
Vocabulary: Knights and queens.
Phonics: The letter sound ow. Listen and repeat what characters say
3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short
simple cross-curricular texts from various sources by matching,
labeling and answering simple questions, and use the information
gathered in order to organize and discuss relationships between EFL 3.3.7. Read, gather, view and listen to information from various
different academic content areas. sources in order to attempt to organize and discuss relationships
between academic content areas. (EGB5)
Learners can match, label and answer simple questions about basic
details in a short simple cross-curricular text. Learners attempt to
organize and discuss information from different sources of academic
content. (I.2, S.1) (ref.I.EFL.3.12.1.)
Story: The knight.
Read about "The secret of the Egyptian cat"
4. Writing
CE.EFL.3.17. Produce a short simple paragraph to describe people,
places, things and feelings in order to influence an audience and use EFL 3.4.2. Write a short simple paragraph to describe yourself or other
linking words to write other narratives on familiar subjects. people, animals, places and things, with some support. (EGB5)
Grammar: I must (wear a helmet). I mustn't (swim here). Give me/him/her/us/them (the book), please.
Write your profile
5. Language trough the Arts
CE.EFL.3.22. Design and produce picture books, graphic expressions and/or
personal stories by varying elements of literary texts and adding imaginative
details to real-life stories and situations in order to create new, original texts. EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in
class by varying scenes, characters or other elements of simple literary texts.
* Create picture books, graphic expressions and personal stories by (EGB5)
attempting to adapt elements of simple literary texts and adding imaginative
details to real-life stories and situations, attempting to use appropriate
vocabulary and features of the literature learners have read or heard. (I.3, S.3)
(ref.I.EFL.3.22.1.)
English for Schools - History: Discover museums. Project
*Listen and say the words about knights and queens. Then check with a friend.
*Listen and correct the sentences. Then ask and answer your classmate about
the knight and the queen.
*Look, read and number the sentences about the things you can or can't do at
the museum.
*Practice Grammar by listening and saying the structure I have to/I'm not
allowed to. Do the Grammar focus exercises on page 119.
*Play the have to remember game.
*Listen to the song and then number the pictures. Make word chains with the
Time in
Methodology Orientation song vocabulary. 2
Weeks
*Complete the sentences with the provided word list. Then listen and check.
*Practice Grammar by listening and saying the structure Give
me/him/them/her/us. Finish the Grammar focus exercises on page 119.
*Play the Show me games with a friend.
*Read the Photo story. Then answer the questions.
*Listen and say the phrase to practice the ow sound.
*Read The secret of the Egyptian cat. Answer the questions about what
happened in the story. Then, practice the value-applying what you know, by
discussing with a friend and deciding what the cat did when he left the glass
case.
*CLIL- Discover museums: Read about two museums and decide which is the
oldest one. Then match the pictures with the museums. Complete a chart
about the museums you read about. In groups, work together and make notes
about your favorite museums. Then tell the class your findings. Finally, make a
collage for a time capsule, using pictures or drawings.
*Act it out- Choose a role card, read and plan. Remember the useful language.
Then act it out with a friend.
*Review- Create a scrapbook by making a nice cover for your notebook. Then
write your personal information on the first page. Make an ad by visiting a
museum or find out about it on the Internet. Make notes with your findings.
Think about how to improve the ad. Then make a new one and use adjectives
to make it better.
* Learners can say ways to take care of the environment and one’s
EFL 3.1.7. Demonstrate appropriate classroom behaviors by
surroundings. Learners can identify and exhibit socially responsible
participating in small group or whole class discussions. (EGB5)
behaviors at home, at school and towards the environment. (J.3, S.1)
(ref.I.EFL.3.2.1.)
2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.
Learners attempt to use back-channeling to react appropriately to EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
what others say about familiar topics in predictable, everyday everyday subject when carrying out a collaborative/paired learning
situations and when carrying out pair work for a specific task in class. activity in which there are specific instructions for a task. (EGB5)
Learners attempt to ask questions to extend an interpersonal
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) EFL 3.2.12. Ask and answer questions and exchange information on
familiar topics in predictable everyday situations. (EGB5)
3. Reading
CE.EFL.3.14. Select and use reading strategies to understand and give
meaning to written text while employing a range of everyday reference
materials in order to determine information appropriate to the
purpose of inquiry and to relate ideas between written sources.
EFL 3.3.9. Identify and attempt to use reading strategies to make text
Learners can identify and attempt to use reading strategies to make more comprehensible and meaningful. (EGB5)
written text more comprehensible and meaningful. Learners attempt
to use everyday reference materials to select information appropriate
to the purpose of an inquiry and to relate ideas from one written
source to another. (I.2, S.1) (ref.I.EFL.3.14.1.)
4. Writing
CE.EFL.3.18. Write a variety of short simple familiar text-types – online EFL 3.4.3. Attempt to write a variety of short simple text-types,
or in print – using appropriate language, layout and linking words. commonly used in print and online, with appropriate language and
layout. (EGB5)
Learners can write short simple text-types and narratives, online and
in print, attempting to use appropriate language, layout and linking EFL 3.4.6. Write a simple narrative with linking words on familiar
words. (I.3, J.2) (ref.I.EFL.3.18.1.) subjects in order to express everyday activities. (EGB5)
Grammar: but, and, because, so. I could/couldn't (run 20 kilometers). Could you (swim for ten hours)?
Write about your favorite outdoor place
2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.
Learners attempt to use back-channeling to react appropriately to EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
what others say about familiar topics in predictable, everyday everyday subject when carrying out a collaborative/paired learning
situations and when carrying out pair work for a specific task in class. activity in which there are specific instructions for a task. (EGB5)
Learners attempt to ask questions to extend an interpersonal
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) EFL 3.2.12. Ask and answer questions and exchange information on
familiar topics in predictable everyday situations. (EGB5)
Vocabulary: Emergencies
Phonics: The letter sound /aɪ/
Phonics: Listen and repeat what characters say
3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short EFL 3.3.2. Show understanding of some basic details in short simple
simple cross-curricular texts from various sources by matching, cross-curricular texts by matching, labeling and answering simple
labeling and answering simple questions, and use the information questions. (EGB5)
gathered in order to organize and discuss relationships between
different academic content areas.
EFL 3.3.7. Read, gather, view and listen to information from various
Learners can match, label and answer simple questions about basic sources in order to attempt to organize and discuss relationships
details in a short simple cross-curricular text. Learners attempt to between academic content areas. (EGB5)
organize and discuss information from different sources of academic
content. (I.2, S.1) (ref.I.EFL.3.12.1.)
4. Writing
CE.EFL.3.18. Write a variety of short simple familiar text-types – EFL 3.4.3. Attempt to write a variety of short simple text-types,
online or in print – using appropriate language, layout and linking commonly used in print and online, with appropriate language and
words. layout. (EGB5)
Learners can write short simple text-types and narratives, online and
in print, attempting to use appropriate language, layout and linking EFL 3.4.6. Write a simple narrative with linking words on familiar
words. (I.3, J.2) (ref.I.EFL.3.18.1.) subjects in order to express everyday activities. (EGB5)
Grammar: I was/We were (climbing a tree). What was she/were they doing?/ Was he/Were we (playing)?/ Yes, he was./No, he wasn't./
Yes, we were./ No, we weren't.
Write a story about an accident
*Listen and say the words about emergencies. Then listen again and
correct the sentences. Finally, make short dialogues using the words
from the first activity.
*Guess the picture for each sentence. Then listen and check.
*Practice Grammar by listening and saying the structure I was
climbing/was swimming/was driving/you were reading/were
playing/were riding. Complete the Grammar focus exercises on page
121.
*Complete the sentences about what the characters were doing Time in
Methodology Orientation 2
when the phone rang. Weeks
*Listen and complete the song with was and were. Then make
sentences.
*Look, read and number the dialogs. Then listen and check.
*Practice Grammar by listening and saying What were?/ I was/ Were
they?/ Yes, they were./ No, they weren't. Finish the Grammar focus
exercises on page 121. Then ask and answer about yesterday.
*Read the Photo story. Then read and make sentences.
*Listen and say the phrase to practice the sounds /aɪ/.
*Value- The day the ocean went out. Be introduced to the value-
responding to emergencies. Work with a friend to see how many
endings you can find to each sentence. Then, choose a role and act
out the interview.
*CLIL- Human health and safety: Fire safety. Read and check the
correct picture. Look at the school floor plan and draw the safest
escape route. In groups, make an escape plan for your school using
the floor plan.
*Act it out- Choose a role, read and plan for it. Remember the useful
language. Then act it out with a friend.
*Review unit content by adding to your scrapbook. Read the story
about an accident. Compare both texts to underline the differences.
Then, read Joel's story and make it more interesting. Finally, write a
story about an accident that was true or made up. Use some of the
words and sentences from activity 1.
2. Oral Communication
CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of EFL 3.3.1. Attempt to infer who is speaking and what the situation is
the main idea, speaker and situation in spoken texts set in familiar when listening to short simple texts, especially when accompanied by
everyday contexts without having to decode every word. pictures or other visual aids, or sound effects. (EGB5)
Learners can grasp the main idea of spoken texts set in familiar EFL 3.2.2. Begin to be comfortable taking meaning from spoken texts
everyday contexts and attempt to infer changes in the topic of containing words or sections which are not understood. Be aware that
discussion as well as who is speaking and what the situation is, without understanding spoken texts does not require decoding every single
having to decode every word. (I.3, I.4) (ref.I.EFL.3.6.1.) word. (EGB5)
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.
EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
Learners attempt to use back-channeling to react appropriately to everyday subject when carrying out a collaborative/paired learning
what others say about familiar topics in predictable, everyday activity in which there are specific instructions for a task. (EGB5)
situations and when carrying out pair work for a specific task in class.
Learners attempt to ask questions to extend an interpersonal
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) EFL 3.2.12. Ask and answer questions and exchange information on
familiar topics in predictable everyday situations. (EGB5)
3. Reading
CE.EFL.3.11. Demonstrate comprehension of most of the details of a EFL 3.3.1. Understand most of the details of the content of a short
short simple online or print text and follow short instructions in simple simple text (online or print). (EGB5)
experiments and projects if illustrated through step-by-step visuals.
Learners can understand most details in a short simple online or print EFL 3.3.10. Follow short instructions illustrated through step-by-step
text and can follow short instructions in simple experiments and visuals in simple experiments and projects. (EGB5)
projects if step-by-step visuals are provided. (I.3, I.4) (ref.I.EFL.3.11.1.)
4. Writing
CE.EFL.3.17. Produce a short simple paragraph to describe people,
places, things and feelings in order to influence an audience and use EFL 3.4.2. Write a short simple paragraph to describe yourself or other
linking words to write other narratives on familiar subjects. people, animals, places and things, with some support. (EGB5)
Grammar: in (September), at (one o'clock), on (Sunday), in the (morning). I was (having dinner) when you phoned me.
Write a notice for your school bulletin board
* Learners attempt to employ a range of verbal and nonverbal EFL 3.1.3. Exchange basic personal preferences with peers in order to
communication features to express likes and dislikes and can give express likes and dislikes. (EGB5)
recommendations in basic yet effective terms. (I.3, S.4)
(ref.I.EFL.3.3.1.)
2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.
3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short
simple cross-curricular texts from various sources by matching,
labeling and answering simple questions, and use the information
gathered in order to organize and discuss relationships between EFL 3.3.2. Show understanding of some basic details in short simple
different academic content areas. cross-curricular texts by matching, labeling and answering simple
questions. (EGB5)
Learners can match, label and answer simple questions about basic
details in a short simple cross-curricular text. Learners attempt to
organize and discuss information from different sources of academic
content. (I.2, S.1) (ref.I.EFL.3.12.1.)
Story: The Mysterious H.
Read about "Yatin and the orange tree"
4. Writing
CE.EFL.3.17. Produce a short simple paragraph to describe people, EFL 3.4.2. Write a short simple paragraph to describe yourself or other
places, things and feelings in order to influence an audience and use people, animals, places and things, with some support. (EGB5)
linking words to write other narratives on familiar subjects.
2. Oral Communication
CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of EFL 3.3.1. Attempt to infer who is speaking and what the situation is
the main idea, speaker and situation in spoken texts set in familiar when listening to short simple texts, especially when accompanied by
everyday contexts without having to decode every word. pictures or other visual aids, or sound effects. (EGB5)
Learners can grasp the main idea of spoken texts set in familiar
everyday contexts and attempt to infer changes in the topic of EFL 3.2.2. Begin to be comfortable taking meaning from spoken texts
discussion as well as who is speaking and what the situation is, without containing words or sections which are not understood. Be aware that
having to decode every word. (I.3, I.4) (ref.I.EFL.3.6.1.) understanding spoken texts does not require decoding every single
word. (EGB5)
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.
EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
Learners attempt to use back-channeling to react appropriately to everyday subject when carrying out a collaborative/paired learning
what others say about familiar topics in predictable, everyday activity in which there are specific instructions for a task. (EGB5)
situations and when carrying out pair work for a specific task in class.
Learners attempt to ask questions to extend an interpersonal EFL 3.2.12. Ask and answer questions and exchange information on
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) familiar topics in predictable everyday situations. (EGB5)
4. Writing
CE.EFL.3.16. Create a simple learning resource in order to record and
practice new words and demonstrate knowledge of their meanings.
EFL 3.4.1. Make a simple learning resource in order to record and
practice new words. (Example: a picture dictionary, a word list, set of
Learners can make a simple learning resource in order to record and
flashcards, etc.) (EGB5)
practice new words. (Example: a picture dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4) (ref.I.EFL.3.16.1.)
Grammar: longer/more dangerous than/ better/ worse than. The biggest/ heaviest/ most dangerous. The best/worst. What does (a unicorn)
look like? It looks like (a horse).
Write about mythical beast
5. Language through the Arts
* Learners can say ways to take care of the environment and one’s EFL 3.1.7. Demonstrate appropriate classroom behaviors by
surroundings. Learners can identify and exhibit socially responsible participating in small group or whole class discussions. (EGB5)
behaviors at home, at school and towards the environment. (J.3, S.1)
(ref.I.EFL.3.2.1.)
2. Oral Communication
CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of EFL 3.3.1. Attempt to infer who is speaking and what the situation is
the main idea, speaker and situation in spoken texts set in familiar when listening to short simple texts, especially when accompanied by
everyday contexts without having to decode every word. pictures or other visual aids, or sound effects. (EGB5)
Learners can grasp the main idea of spoken texts set in familiar EFL 3.2.2. Begin to be comfortable taking meaning from spoken texts
everyday contexts and attempt to infer changes in the topic of containing words or sections which are not understood. Be aware that
discussion as well as who is speaking and what the situation is, without understanding spoken texts does not require decoding every single
having to decode every word. (I.3, I.4) (ref.I.EFL.3.6.1.) word. (EGB5)
Vocabulary: Instruments
Phonics: The sounds /ɝ/ and /ɔːr/.
Phonics: Listen and repeat what characters say
3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short
simple cross-curricular texts from various sources by matching, EFL 3.3.2. Show understanding of some basic details in short simple
labeling and answering simple questions, and use the information cross-curricular texts by matching, labeling and answering simple
gathered in order to organize and discuss relationships between questions. (EGB5)
different academic content areas.
Learners can match, label and answer simple questions about basic
EFL 3.3.7. Read, gather, view and listen to information from various
details in a short simple cross-curricular text. Learners attempt to
sources in order to attempt to organize and discuss relationships
organize and discuss information from different sources of academic
between academic content areas. (EGB5)
content. (I.2, S.1) (ref.I.EFL.3.12.1.)
4. Writing
Learners can write short simple text-types and narratives, online and
in print, attempting to use appropriate language, layout and linking EFL 3.4.6. Write a simple narrative with linking words on familiar
words. (I.3, J.2) (ref.I.EFL.3.18.1.) subjects in order to express everyday activities. (EGB5)
Grammar: mine, yours, his, hers, ours, theirs. Connor's the boy who… .The instrument that… . The house where…
Write a text using short forms
5. Language through the Arts
2. Oral Communication
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in EFL 3.2.9. Attempt to react appropriately to what others say using
familiar and predictable conversational exchanges by sharing verbal/non-verbal back-channeling, or by asking further simple
information and reacting appropriately in basic interpersonal questions to extend the interaction. (EGB5)
interactions.
EFL 3.2.10. Attempt to sustain a conversational exchange on a familiar,
Learners attempt to use back-channeling to react appropriately to everyday subject when carrying out a collaborative/paired learning
what others say about familiar topics in predictable, everyday activity in which there are specific instructions for a task. (EGB5)
situations and when carrying out pair work for a specific task in class.
Learners attempt to ask questions to extend an interpersonal EFL 3.2.12. Ask and answer questions and exchange information on
interaction. (I.3, J.3) (ref.I.EFL.3.10.1.) familiar topics in predictable everyday situations. (EGB5)
Vocabulary: Space
Phonics: Word stress and the sound /ɚ/
Phonics: Listen and repeat what characters say
3. Reading
CE.EFL.3.12. Display an understanding of some basic details in short EFL 3.3.2. Show understanding of some basic details in short simple
simple cross-curricular texts from various sources by matching, cross-curricular texts by matching, labeling and answering simple
labeling and answering simple questions, and use the information questions. (EGB5)
gathered in order to organize and discuss relationships between
different academic content areas.
Learners can match, label and answer simple questions about basic EFL 3.3.7. Read, gather, view and listen to information from various
details in a short simple cross-curricular text. Learners attempt to sources in order to attempt to organize and discuss relationships
organize and discuss information from different sources of academic between academic content areas. (EGB5)
content. (I.2, S.1) (ref.I.EFL.3.12.1.)
4. Writing
Learners can write short simple text-types and narratives, online and
in print, attempting to use appropriate language, layout and linking EFL 3.4.6. Write a simple narrative with linking words on familiar
words. (I.3, J.2) (ref.I.EFL.3.18.1.) subjects in order to express everyday activities. (EGB5)
Grammar: What will you be when you grow up? I'll be a (police officer). Badly, carefully, quickly, quietly, slowly.
Write Thursday's diary entry
2. Oral Communication
CE.EFL.3.7. Listening for Information: Follow and identify key
information in short straightforward audio texts related to areas of
immediate need or interest, provided vocabulary is familiar and visual
support is present, and use these spoken contributions as models for
their own.
EFL 3.2.7. Identify the main idea of short, clear, simple messages and
announcements and attempt to understand sentences and frequently
* Learners can record and attempt to identify key information from a
used expressions related to areas of immediate relevance. (EGB5)
spoken message of immediate need or interest when the message
contains frequently used expressions and visual support. (Example:
rules for a game, classroom instructions, a dialogue in a scene from a
cartoon or movie, etc.) Learners attempt to use other classmate’s
contributions in class as models for their own. (I.2, I.3) (ref.I.EFL.3.7.1.)
4. Writing
CE.EFL.3.16. Create a simple learning resource in order to record and
practice new words and demonstrate knowledge of their meanings.
EFL 3.4.1. Make a simple learning resource in order to record and
practice new words. (Example: a picture dictionary, a word list, set of
Learners can make a simple learning resource in order to record and
flashcards, etc.) (EGB5)
practice new words. (Example: a picture dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4) (ref.I.EFL.3.16.1.)
Grammar: some cheese/tomatoes. A loaf of bread, a piece of cheese, a packet of chips, a bottle of milk, a can of lemonade. How much
cheese/ How many bottles of water...?
Write a leaflet
5. Language through the Arts