PLACE SCHOOL LOGO SCHOOL YEAR

HERE SCHOOL NAME 2023 - 2024

MICROCURRICULAR PLANNING
INFORMATIVE DATA:
TEACHERS’ NAME: CLASS: SECOND YEAR OF PARALLEL: A/B
BGE
SUBJECT: ENGLISH AS A FOREIGN LANGUAGE DATE:
TRANSVERSAL AXIS: RESPECT, RESPONSIBILITY, SOLIDARITY, HONESTY, EMPATHY.
LEARNING OBJECTIVE: Students will be able to recognize their surroundings and establish good norms of behavior in order to establish a simple
presentation, interaction describing oneself and familiar background.
At the end of the unit the students will be able to:
 Respond to basic information questions providing personal information
 Recognize familiar vocabulary such as names, school objects, colors and numbers
 Identify basic colors in oral manner and when given instructions such as painting and drawing

UNIT PLAN
NAME OF UNIT: WELCOME BACK NUMBER OF WEEKS: 4 WEEKS
TRIMESTER: FIRST DATE:
CURRICULAR COMPONENTS
SKILLS AND PERFORMANCE INDICATORS FOR METHODOLOGICAL ORIENTATION EVALUATION ACTIVITIES
CRITERIA PERFORMANCE CRITERIA
UNIT 1: In the Classroom
Lesson 1: Hello and Bye Initiation: - Matching and labelling
- T presents 3 flashcards and asks Ss exercises
Learning how to use polite exploratory questions:
greeting and farewell expressions 1. What do you see? - Ask questions and answer
in class and with classmates. - Ss give out their answers in target or them in a role-play with
native language. concrete material.
Generate and expand ideas by Learners can generate and Construction:
- Use storytelling technique and describe - Vocabulary quiz
responding in a fun and playful expand on personal opinions and
the picture to the class
manner to oral. (Ref. EFL.2.5.6.) responses to oral and written
- T has Ss repeat the key vocab words. - Worksheets
 texts through TPR, playground - T highlights correct pronunciation for Ss - Direct observation
games, and songs. Ref to label the pictures.
I.EFL.2.22.1. (I.3, S.3) Consolidation: Homework
- Ss go to the board and label the word
with the picture ( several Ss participate) - Oral and written
- Ss work in their book and complete the participation
designated activities,

Initiation:
- T presents classroom vocabulary with
Lesson 2: Classroom Language game:
“The puzzle game”
Practicing classroom instructions - T shows flashcards puzzle pieces and Complete sentences based
and commands. models correct pronunciation of on a picture.
commands for Ss
Understand the content in simple I.EFL.2.13.1. Learners can - Ss listen and repeat several times. - Bring the requested object
short written environmental print understand a short simple with a specific color.
text types. (Ref. EFL.2.3.4.) environmental print text type Construction:
and successfully complete a - Ss participate by matching the puzzle - Ask and answer questions
simple task. (Example: a sign, pieces and practicing the target about clothing and
notice, menu, etc.) (I.3 language classroom objects.
- Ss label the completed pictures on the
board. - Peer feedback and
observation.
Consolidation:
- Ss complete their book exercises
- Ss cut, paste and match images with
vocabulary on their notebooks.

Initiation:
Lesson 3: In the classroom - T presents classroom - Exploratory questions
a poster or picture cards and ask
students to recall background
Reviewing colors and identifying
information about COLORS - Oral participation
basic classroom objects in oral - Asks questions:
manner. What color is it?
- Ss answer in target or native language.
Imitate individual English language
sounds. (Ref. EFL.2.2.8.) Construction: - Book activities
Learners can pronounce most - Ss trace the words to practice written
familiar vocabulary items form and repeat orally
- Ss match and complete activities using
accurately. They can also produce
the target words.
some phrases and short
sentences clearly. Ref. I.EFL.2.8.1. Consolidation: - Written practice
- Ss complete their book exercises
- Ss cut, paste and match images with
vocabulary
Lesson 4: Things in my bag I.EFL.2.14.1. Learners can Initiation:
successfully use simple online - T presents classroom realia with game: - Complete a sentence
Show the ability to use a simple and print learning resources. “The mystery box” based on a picture.
learning resource. (Ref. EFL.2.3.5.) (Example: flashcards, picture - T shows each object one by one
dictionaries, word lists, etc.) (I.2) - Asks questions about : color and
number - Ask questions and answer
- Ss answer in target or native language. them in a role-play with
Construction: concrete material.
- Ss trace the words to practice written
form and repeat orally - vocabulary skills
- Ss match and complete activities using
the target words. - direct observation
Consolidation:
- Ss complete their book exercises - oral and written
- Ss cut, paste and match images with participation
vocabulary

Lesson 5: What do you see? Initiation:

- T presents classroom realia with game:
Counting in English 0 - 10 “The mystery box” - Perform simple sums by
- T shows each object one by one means of concrete objects,
- Asks questions about : color and fingers, toes, and on paper.
 number
Writing numbers 0 - 10 - Ss answer in target or native language. - Illustrate a specific number
Learners can write words, Construction: and color of commonly used
Know how to spell simple English phrases, and short simple - Ss trace the words to practice written objects.
words correctly. (Ref. EFL.2.4.1) sentences using the correct form and repeat orally
conventions (spelling, - Ss match and complete activities using - Relate the digit to the
punctuation, capitalization, and the target words. written word.
Consolidation:
handwriting or typography, etc.).
- Ss complete their book exercises
Ref.I.EFL.2.17.1. (I.3)
Ss cut, paste and match images with
vocabulary

Initiation:
- T writes a word on the board and asks
Review: Ss to complete by answering orally
Quiz: Unit - Ss then participate by filling in the - oral and written
blanks participation
Learners can produce a short Construction: - checking listening
- Ss pair up and listen to the teacher comprehension skills
Use basic vocabulary to structure simple sentence and a paragraph
- T explains the instructions for the
simple phrases or sentences. (Ref. – with ample support - on a
variety of topics with the support exercises to be completed.
EFL.2.4.5.)
of a model text. I.EFL.2.19.1 (I.3) - Ss complete the task through pair work - pair work
Consolidation:
- Ss work individually on the quiz - quiz

UNIT 2: FAMILY AND FRIENDS Estimated class time: 4- 6 weeks

Lesson 1: My Family : This – That Initiation:
T presents song: “The Finger Family song” - Complete a sentence
Identifying Key members of the Ss practice pronunciation identify the family based on a picture.
Family members.
Using demonstrative pronouns for
family members in oral manner Construction: - Ask questions and answer
Ss trace the target vocabulary and in draw them in a role-play with
Learners can generate and their family in their notebook. concrete material.
Generate and expand ideas by expand on personal opinions and - Verbally identify their own
responding in a fun and playful responses to oral and written Consolidation: family members and
manner to oral. (Ref. EFL.2.5.6.) texts through TPR, playground - Ss circle the target words and match describe where they are in a
games, and songs. Ref with the correct pictures. given picture.
I.EFL.2.22.1. (I.3, S.3) - Ss make a collage:
Learners can pronounce most My Family and present to the class. - Identify in writing the
familiar vocabulary items Imitate individual English language members of their own family
sounds. (Ref. EFL.2.2.8.)
and describe where they are
accurately. They can also produce
in a given picture.
some phrases and short sentences
clearly. Ref. I.EFL.2.8.1.

Lesson 2: he and She: Initiation:

He, She, It + Be - T. brings puppets to class and presents
3rd person singular pronouns - Verbally identify members
Introducing third-person personal - Ss look and identify word group and of other families through
pronouns for family members then classify them on the board drawings or pictures.
Learners can understand a short Construction: - oral and written
Use a short simple text (online or simple text on an everyday topic. - T. gives Ss a worksheet to color, cut participation
print). (Ref. EFL.2.3.2.) Ref. I.EFL.2.12.1.(I.4) and paste the images in the correct - vocabulary quiz
PRONOUN box

Consolidation: - workbook exercises

- Ss complete the written and matching -
activities in their books.

Lesson 3: How old?

Initiation:
Learning how to count and label Learners can write words, - T. brings in candles to put on a cake
number words correctly. picture on the board.
 phrases, and short simple - Ss express their thoughts and opinions
Know how to spell simple English sentences using the correct about the pictures. - Brainstorming
words correctly. (Ref. EFL.2.4.1) conventions (spelling,
punctuation, capitalization, and Construction:
handwriting or typography, etc.). - T. writes and asks a question on the
Ref.I.EFL.2.17.1. (I.3) board: Oral practice
“HOW OLD ARE YOU”
- T. uses props to have Ss participate
orally and paste on board to answer.
- Ss practice numbers 0 – 10 orally and
in written form. Written practice
Consolidation:
- Ss answer basic question:
How old are you?
How old is he / she? Direct observation
- Ss complete book exercises pg. 22-23

Lesson 4: Describing People Initiation:

- T presents images to introduce target
Using opposite adjectives for words - Oral repetition drill
- Ss listen and repeat
physical description
- Ss match pictures with key vocabulary - Direct observation
Learners can understand short
Use familiar names, words, and and simple spoken texts well
Construction:
short phrases about simple enough to be able to pick out key
- T writes a short description of a picture
everyday topics. (Ref. EFL2.2.3.) items of information. Ref. on the board using an adjective - Written practice
I.EFL.2.7.1. (I.3) (vocabulary)
- Ss read other examples on the board
and complete using the target - Pair work
vocabulary
- Ss open their books and complete
labeling and matching exercises - Workbook exercises
Consolidation
- Ss work in pairs practicing a
 conversation
- T has Ss share work in class
- Ss work on book activities

Initiation:
- T presents images to introduce target
words
Lesson 5: Feelings - Ss listen and repeat
Identifying basic feelings and - Ss match pictures with key vocabulary - Oral participation
adjectives
Learners can report emotions Construction: - Direct observation
and compose short responses to - T writes a short description of a picture
Recognize emotions and feelings literary texts through words and on the board using an adjective
using basic adjectives. (Ref. images. Ref I.EFL.2.22.1. (I.3, S.3) (vocabulary)
EFL.2.5.2.) - T and Ss read other examples on the - Workbook exerises
board and complete using the target
vocabulary
- Ss open their books and complete
labeling and matching exercises - Vocabulary skills
Consolidation
- Ss look at pictures and recognize and
match with target words
- Ss complete book activities

Initiation:
- T writes a word on the board and asks
Ss to complete by answering orally
Review - Ss then participate by filling in the
Reading and understanding basic blanks - oral and written
descriptions about others. Construction: participation
- Ss pair up and listen to the teacher - checking listening
Quiz - T explains the instructions for the comprehension skills
Writing and reading about Family Learners can produce a short exercises to be completed.
and friends. simple sentence and a paragraph - Ss complete the task through pair work
– with ample support - on a Consolidation: - pair work
Use basic vocabulary to structure variety of topics with the support - Ss work individually on the quiz
simple phrases or sentences. (Ref. of a model text. I.EFL.2.19.1 (I.3) - quiz
EFL.2.4.5.)

MICROCURRICULAR PLANNING
INFORMATIVE DATA:
TEACHERS’ NAME: CLASS: SECOND YEAR OF PARALLEL: A/B
BGE
SUBJECT: ENGLISH AS A FOREIGN LANGUAGE DATE:
TRANSVERSAL AXIS: RESPECT, RESPONSIBILITY, SOLIDARITY, HONESTY, EMPATHY.
LEARNING OBJECTIVE: Students will be able to recognize their surroundings and establish good norms of behavior in order to establish a simple
presentation, interaction describing oneself and familiar background.
At the end of the unit the students will be able to:
 Respond to basic information questions providing personal information
 Recognize familiar vocabulary such as names, school objects, colors and numbers
 Identify basic colors in oral manner and when given instructions such as painting and drawing

SKILLS AND PERFORMANCE INDICATORS FOR PERFORMANCE METHODOLOGICAL ORIENTATION EVALUATION ACTIVITIES
CRITERIA CRITERIA
UNIT 3: HOME
Lesson 1: ROOMS OF THE HOUSE Initiation:
- T shows a poster of the House, and - Fill in the blanks
Identifying and labeling rooms of introduces target vocabulary - Matching and labelling
the house - Ss listen and repeat exercises
- T writes on the board the rooms of the
Things of the house. house
Learners can pronounce most - Ss read each word aloud and label - Ask questions and
Construction: answer them in a role-
Imitate individual English language familiar vocabulary items
- Ss draw a house and its rooms in their play with concrete
sounds. (Ref. EFL.2.2.8.) accurately. They can also produce
notebook material.
some phrases and short sentences - T has Ss repeat the key vocab words.
clearly. Ref. I.EFL.2.8.1. - T highlights correct pronunciation for Ss to - Worksheets
 label the pictures.
Consolidation:
- Ss work in their book and complete the - Direct observation
designated activities.
Homework
Lesson 2: Where is the lamp?
- Oral and written
Initiation: participation
Answer basic questions using
- T presents classroom vocabulary with
WHERE? In the house.
game:
Grammar focus: “The puzzle game”
Prepositions of Place: IN Learners can recognize differences - T shows flashcards puzzle pieces and
between where people live and models correct pronunciation of
Use the differences between where write about their own commands for Ss
people live. (Ref. EFL.2.1.2) surroundings, as well as ask simple - Ss listen and repeat several times.
questions. (I.2, S.2) REF. Complete sentences
(I.EFL.2.1.1) Construction: based on a picture.
- Ss participate by matching the puzzle
pieces and practicing the target language - Bring the requested
- Ss label the completed pictures on the object with a specific
board. color.

Consolidation: - Ask and answer

- Ss complete their book exercises questions about clothing
- Ss cut, paste and match images with and classroom objects.
vocabulary on their notebooks.
- Peer feedback and
observation.

Lesson 3: Singular and Plural

Initiation:
Recalling numbers 1 – 10 and - T reads aloud to facilitate comprehension
forming plural nouns. - Asks questions:
How many …?
- Ss answer in target or native language.
Grammar Focus:
Forming the plural Construction:
- T uses a wordsearch or puzzle to promote
Noun+ S correct spelling
- Ss trace the words to practice written form
Demonstrate basic reading I.EFL.2.11.1. Learners can and repeat orally
comprehension skills of words and understand familiar words, - Ss match and complete activities using the
short phrases through their isolated phrases, and short simple target words.
meaning. (Ref. EFL.2.3.1.) sentences and can successfully
complete the simple Consolidation:
- Ss complete their book exercises
accompanying task. (I.4)
- Ss cut, paste and match images with
vocabulary - Student Participation

- Direct observation

- Individual or group
assessment

- Oral practice and

pronunciation

- Written production of
key vocabulary

Lesson 4: In – On – Under Initiation:

Where? - T presents classroom realia with game: - Complete a sentence
“The mystery box” based on a picture.
Answer questions with Where is the - T shows each object one by one
…? - Asks questions about : color and number
Using basic prepositions on place. - Ss answer in target or native language. - Ask questions and
I.EFL.2.14.1. Learners can Construction: answer them in a role-
- Ss trace the words to practice written form play with concrete
successfully use simple online and
Show the ability to use a simple and repeat orally material.
print learning resources.
learning resource. (Ref. EFL.2.3.5.) - Ss match and complete activities using the
(Example: flashcards, picture target words. - direct observation
dictionaries, word lists, etc.) (I.2) Consolidation: - oral and written
 - Ss complete their book exercises participation
- Ss cut, paste and match images with
vocabulary

Lesson 5: I see…. Number + Initiation:

color + noun - T presents classroom realia with game:
“The mystery box” - Perform simple sums
Counting objects and forming short - T shows each object one by one by means of concrete
descriptive phrases with singular / - Asks questions about : color and number objects, fingers, toes,
Learners can write words, phrases, - Ss answer in target or native language. and on paper.
plural noun forms.
and short simple sentences using Construction:
the correct conventions (spelling, - Ss trace the words to practice written form
Use simple words, phrases and
punctuation, capitalization, and and repeat orally - Illustrate a specific
sentences. (Ref. EFL.2.4.3.)
handwriting or typography, etc.). - Ss match and complete activities using the number and color of
Ref.I.EFL.2.17.1. (I.3) target words. commonly used objects.
Consolidation:
- Ss complete their book exercises
Ss cut, paste and match images with - Relate the digit to the
vocabulary written word.

Review:
Quiz: Unit 1 Initiation:
- T writes a word on the board and asks Ss
to complete by answering orally - Oral practice
- Ss then participate by filling in the blanks
Use basic vocabulary to structure Learners can produce a short
simple phrases or sentences. (Ref. simple sentence and a paragraph Construction: - Workbook exercises
EFL.2.4.5.) – with ample support - on a - Ss pair up and listen to the teacher
variety of topics with the support - T explains the instructions for the
of a model text. I.EFL.2.19.1 (I.3) exercises to be completed. - Checking for
- Ss complete the task through pair work listening
comprehension
Consolidation: skills
- Ss work individually on the quiz
 - Quiz
-
UNIT 4: FOOD AND DRINK Estimated class time: 4- 6 weeks
Lesson 1: My favorite fruit Initiation:
- T presents target vocabulary with picture - Complete a sentence
Identifying. Learning how to cards based on a picture.
pronounce and labeling fruit - Ss practice pronunciation identify the
names. correct pictures
- Then T shows fruit vocabulary cards and - Ask questions and
Imitate individual English language has Ss read them aloud. answer them in a role-
sounds. (Ref. EFL.2.2.8.) - Ss make several attempts if needed T play with concrete
Learners can pronounce most
corrects mistakes. material.
familiar vocabulary items
-
accurately. They can also produce Construction:
some phrases and short sentences - Ss work in their workbook and write the
clearly. Ref. I.EFL.2.8.1. word for each picture.
- T assesses Ss pronunciation by having Ss
read each picture.
Learners can write words, phrases,
Know how to spell simple English and short simple sentences using Consolidation:
words correctly. (Ref. EFL.2.4.1) the correct conventions (spelling, - Ss make a fruit picture dictionary in their - Verbally identify
notebook using the vocabulary names of fruits through
punctuation, capitalization, and
- Ss unscramble the letters to label correctly drawings or pictures.
handwriting or typography, etc.).
each picture on pg. 47 of their book.
Ref.I.EFL.2.17.1. (I.3)

Initiation:
Lesson 2: Food and Drink - T. pastes pictures on the board. - oral and written
- Then T labels the pictures participation
- Ss look and repeat, then T takes labels out
Introducing vocabulary about food and asks Ss to repeat recalling their - vocabulary quiz
and beverages. I.EFL.2.11.1. Learners can memory.
understand familiar words,
Demonstrate basic reading phrases, and short simple
 sentences and can successfully Construction:
comprehension skills. (Ref. complete the simple - T. gives Ss a worksheet to color, trace the
EFL.2.3.1.) accompanying task. (I.4) key words to cut, paste and label under
each picture reviewed.(students can work
in pairs for this activity) - Checking for
vocabulary skills
I.EFL.2.18.1. Learners can write Consolidation:
Use simple words, phrases, and words and short simple phrases to - Ss complete the written and matching
sentences for the controlled practice show that they know how to use activities in their book on pages 48 – 49 - Student participation
of language items. (Ref. EFL.2.4.4.) simple grammar or vocabulary - T checks students’ responses on the
board by having them label.
items. (I.3, I.4)

Initiation:
Lesson 3: I like / He likes / She likes - T. brings in 2 face signs and shows Ss
how to represent each expression - Oral production
Expressing preferences about 1. I like …
oneself and others in 3rd person 2. I don’t like - Direct observation
singular. Learners can pronounce most
familiar vocabulary items - Ss express their thoughts and opinions
Imitate individual English language accurately. They can also produce about the pictures.
sounds. (Ref. EFL.2.2.8.) some phrases and short sentences - T has Ss practice and use each
clearly. Ref. I.EFL.2.8.1. expression with target vocabulary.

Construction:
Learners can produce a short
Use simple sentences. (Ref. simple sentence and a paragraph - T. writes and asks a question on the
EFL.2.4.5.) board: - Book activities
– with ample support - on a “What do you like ?”
variety of topics with the support T models the answer with a few examples
of a model text. I.EFL.2.19.1 (I.3) using her face signs. - Feedback

- T. uses props to have Ss participate orally

and form a basic sentence.
- Ss practice the sentence structure: I
LIKE….
 Consolidation:
- Ss complete the exercises on book pg. 50

For next class T focuses on the 3rd person

singular use with LIKES, using similar realia.
- T now explains how to use He / She +
LIKES to express others preferences
- Ss complete the exercises on book pg. 51

Initiation:
- T has Ss bring 2 popsicle sticks and 2
Lesson 4: Food dislikes circle (yellow/ red) cardboard (medium - Oral participation
size)
Grammar Focus: - T shows Ss the face popsicles to make to
express preferences:
Using negative expressions about I like… / I don’t like… - Brainstorming
personal preferences such as : She/ he likes…
She / He doesn’t like...
I don’t like
Construction: - Conversation
- Ss work in groups to make their popsicle practice
She doesn’t like … face signs
- Then they use their signs to express their
He doesn’t like … likes/ dislikes orally.

Participate in a friendly manner by Consolidation:

sharing and collaborating. (Ref. - T asks each group to form a sentence - Written practice
EFL.2.1.7.) using their material.
- Ss complete page 52-53 in their book.
Homework:
- Ss paste 3 pictures of food or drink in their
notebook and write a sentence using:
I like / I don’t like

Initiation:
 - T presents 2 action verbs through mimic
Learners can select pictures - Ss look and repeat gestures - Pronunciation drill
and/or short phrases that relate to - T repeats and says the action verb
Lesson 5: I eat / I drink collaborating and sharing. REF - Ss identify each action
I.EFL.2.4.1. (J.2, J.3, S.4)
Grammar focus:
Construction:
- T uses food and drink flashcards asks Ss
I eat / She – He eats to classify the pictures under each action - Oral practice
verb.
Organize simple, mainly isolated - Ss take turns and call out target
utterances. (Ref. EFL.2.2.11.) vocabulary for the correct group (if needed
t corrects)
Learners can express basic ideas,
and initiate conversations, Consolidation:
possibly with slow and/or hesitant - Ss work on book pages 54 – 55 - Written practice
completing with the correct vocabulary
delivery. Ref.I.EFL.2.9.1.
Classify by selecting simple words words.
for the controlled practice of
language items. (Ref. EFL.2.4.4.)

Initiation:
- T explains the workbook exercises
providing an example with the participation - Oral participation
of Ss.
- Ss then participate by completing the
Review
exercise on the board - Written practice
I.EFL.2.18.1. Learners can write
Construction:
Quiz short simple phrases and - Ss pair up and listen to the teacher
sentences to show that they know - T explains the instructions for the - Pair work
Demonstrate basic reading how to use simple grammar or exercises to be completed.
comprehension skills of words and vocabulary items. (I.3, I.4) - Ss complete the task through pair work - workbook exercises
short phrases through their isolated page 56
meaning. (Ref. EFL.2.3.1.) Consolidation: - Quiz
- Ss work individually on the quiz on page
57 - 58
 MICROCURRICULAR PLANNING
INFORMATIVE DATA:
TEACHERS’ NAME: CLASS: SECOND YEAR OF PARALLEL: A/B
BGE
SUBJECT: ENGLISH AS A FOREIGN LANGUAGE DATE:
TRANSVERSAL AXIS: RESPECT, RESPONSIBILITY, SOLIDARITY, HONESTY, EMPATHY.
LEARNING OBJECTIVE: Students will be able to recognize their surroundings and establish good norms of behavior in order to establish a simple
presentation, interaction describing oneself and familiar background.
At the end of the unit the students will be able to:
 Recognize basic vocabulary about the parts of the body
 Identify and pronounce key words related to clothing
 Describe their clothes using singular or plural forms

SKILLS AND INDICATORS FOR METHODOLOGICAL ORIENTATION EVALUATION

PERFORMANCE PERFORMANCE ACTIVITIES
CRITERIA CRITERIA
UNIT 5: MY BODY AND
CLOTHES
Lesson 1: The face Initiation:
and Body - T presents a poster about the face parts. - Fill in the blanks
- T introduces game ‘SIMON SAYS”, explains the rules and models. - Matching and
Learning how - Ss repeat teacher’s expressions and imitate using L2. labelling exercises
recognize and Construction:
identify face and - T plays song about the face parts
body parts. - Ss listen to a song about the face and touch the part of the face heard. - Worksheets
Classifying singular Learners can recall
- Consolidation:
and plural body words and produce
- Ss go to the board and label the parts of the face (several Ss - Direct
parts. a short simple phrase participate) observation
– with ample support - Ss work in their book and complete the designated activities on page
Use basic words to - on a variety of 60. Homework
write simple phrases topics with the
or sentences. (Ref. support of a model Initiation: - Oral and written
EFL.2.4.5.) text. I.EFL.2.19.1 (I.3) - T presents classroom with song “Head, shoulders , knees and Toes” participation
- T uses TPR method and models correct pronunciation of the body parts
in L2 for Ss
 - Ss listen and repeat several times.
Learners can
generate and expand Construction:
on personal opinions - Ss practice written form of target vocabulary on their notebooks and
Generate and expand and responses to draw a picture for each target word. Follow the model of
ideas by responding oral and written writing sentences
in a fun and playful texts through TPR, Consolidation: based on a picture.
- Ss complete their book exercises on page 61.
(Ref. EFL.2.5.6.) playground games,
Homework:
and songs. Ref
- T sends video link about parts of the body
I.EFL.2.22.1. (I.3, S.3) - https://www.youtube.com/watch?v=LgNcGJ_XYlw&ab_channel=Ceylin- -
HOfficial
- Link for interactive game activity about face and body parts. - Peer feedback and
https://wordwall.net/es/resource/29235403/parts-of-the-face observation.

Lesson 2: Big - Little

Describing others Initiation:

face and body parts - T presents pictures with body parts in different sizes
size - Asks questions:
Big/ little Learners can express What is different? Direct observation
Long / short basic ideas, and - Ss answer in target or native language.
Grammar Focus : initiate - T indicates and present the adjectives big / little long / short
He has a / She has a conversations,
Construction: Oral and written
possibly with slow
- Ss repeat and practice orally the model expression given practice
Organize simple, and/or hesitant - T write on the board a short sentence using the target language.
mainly isolated delivery. - Ss read aloud and try to match with the corresponding picture.
utterances. (Ref. Ref.I.EFL.2.9.1. - T checks and assess Ss answers if needed. Oral repetition drill
EFL.2.2.11.)
Consolidation:
- Ss work in groups and write sentences from their books using the
model proposed on the board.
Homework:
- Ss copy exercise in notebooks: Written production
Read, draw a picture and color.
1. She has long hair.
 2. He has little eyes.
3. He has big ears.
4. She has short legs.
Lesson 3: Adjective
Review
Reviewing opposite
adjectives to describe
Initiation:
people and animals.
- T introduces more opposing adjectives through pictures
Fat - Thin - Ss listen and identify target words - Brainstorming
Tall – Short Long – - Then they recall prior knowledge about adjectives seen before
Short - T shows some flashcards and Ss label them orally using the adjectives
Big – Little Learners can write practiced and learnt
Clean - Dirty words, phrases, and - Direct
Reviewing Parts of short simple Construction: Observation
the Body sentences using the - T hands out a worksheet with different images, Ss recognize them
correct conventions aloud and describe using an adjective in L2/
Use and understand (spelling, - Then Ss cut images to paste in notebook and with help of the teacher Oral Participation
the main ideas of a punctuation, write the correct adjective to describe the image in their notebooks.
simple phrase or capitalization, Describe a person
sentence in a text. handwriting or Consolidation: using this vocabulary
(Ref. EFL.2.3.7.) typography, etc.). - Ss open their books to label the images on their own. verbally and in
Ref. I.EFL.2.17.1. (I.3) - T checks their answers and corrects if necessary. writing

- Ss complete the sentence with the target vocabulary on page 65 in

their books. Workbook exercises
Complete matching,
labelling activities

Lesson 4: Clothes Initiation:

Understanding - T presents realia to Ss a describes using short phrases about color and - Complete a
descriptions about number (singular / plural) sentence based on a
clothes - T shows each object one by one picture.
Grammar: - Asks questions about : color and number
I see a/ an… I see … - Ss answer in target or native language.
(plural) Construction: - Ask questions and
Understand meanings - T gives Ss a clothing worksheet for them to trace and practice spelling answer them in a
expressed in short - Ss trace the words to practice written form and repeat orally role-play with
dialogues on familiar - Ss match and complete activities using the target words. concrete material.
topics. (Ref. EFL.2.2.1. Learners can Consolidation:
understand the main - Ss write in their notebooks the key vocabulary - direct
ideas in short simple - Then Ss cut, paste and match images with vocabulary observation
spoken texts. Ref.: - Ss complete book exercises o pages 66 - 67
Lesson 5: The I.EFL.2.6.1. (I.3)
Body / Clothes
review

Writing and practicing

target vocabulary
Initiation:
Learners can write - T uses Ss background knowledge to recall the target words of the body
Know how to spell
words, phrases, and - Asks questions: What is this?
simple English words
correctly. (Ref.
short simple What are these? - oral and written
EFL.2.4.1) sentences using the - Ss answer in target or native language. participation
correct conventions
(spelling, Construction:
punctuation, - Ss trace the words to practice written form and repeat orally
capitalization, and - Ss identify the key words, read, understand and complete activities by
QUIZ unit 5 handwriting or coloring correctly page 68-69.
typography, etc.).
Ref.I.EFL.2.17.1. (I.3) Consolidation:
- Ss complete their book exercises - workbook
Use basic vocabulary
Ss match images with vocabulary exercises
to structure simple
phrases or sentences.
(Ref. EFL.2.4.5.) Learners can
produce a short Initiation:
simple sentence and - T explains the task to Ss, then uses the board and models one - Checking for
a paragraph – with example form each activity listening
ample support - on a - Ss listen and follow instructions comprehension
variety of topics with - Ss then participate by filling in the blanks on the board first as skills
the support of a examples to follow.
model text. Construction: - Written practice
I.EFL.2.19.1 (I.3) - Ss work individually and listen to the teacher
- T explains again the instructions for the exercises to be completed. - Quiz
- Ss complete the task through pair work
 Consolidation:
- Ss work individually on the quiz

UNIT 6: ANIMALS Estimated class time: 4- 5 weeks

Lesson 1: At the Zoo Initiation:
Identifying wild - T presents a poster or flashcards with some wild animals. Describes - Complete a
animals found in a size and colors sentence based on a
Zoo in oral manner - Ss repeat and practice pronunciation identify the wild animals. picture.

Construction:
- Ss participate in game or contests identifying wild and domestic - Ask questions and
animals. answer them in a
Learners can
Imitate individual - Ss practice key vocabulary in written form in their notebooks and draw role-play with
pronounce most
English language - T helps Ss by guiding them using oral description and constant concrete material.
familiar vocabulary - Verbally identify
sounds, especially repetition of target expression and word.
items accurately. animals
those phonemes
They can also which do not exist in Consolidation:
produce some the student’s own L1. - Ss write the target words and match with the correct pictures pages 74
phrases and short (Ref. EFL.2.2.8.) – 75 in their books. - oral and written
sentences clearly. - Ss make a collage: participation
Ref. I.EFL.2.8.1. My favorite wild animal - vocabulary quiz
Ss select 4 animals they like the best and present their work to the
class orally.

Lesson 2: Farm
Animals
Answering basic Initiation:
- T. brings puppets to class and presents 3rd person singular pronoun IT - Oral
information
- Ss look and repeat pronunciation
questions about Learners can
generate and expand - T asks exploratory questions about each toy animal drills
animals.
on personal opinions What color is it?
What is your favorite animal?
Introducing third- and responses to
- Ss provide answers orally in L2
person personal oral and written - Exploratory
pronoun for animals. texts through TPR, Construction: questions
playground games,
- T writes the target words on the board and Ss read
and songs. Ref
- Ss bring farm animal pictures cut outs and paste next to the correct
Generate and expand I.EFL.2.22.1. (I.3, S.3) name in notebooks.
ideas by responding in - T checks students work and corrects if necessary
a fun and playful Direct observation
manner to oral. (Ref. Consolidation:
EFL.2.5.6.) - Ss complete the written activities in their books pages 76-77
- T asks what is their favorite animal Written practice
- Ss respond orally in L2.

Lesson 3:
More Animals
Initiation:
- T. brings a mystery bag with animal popsicle cards and asks some Ss - Game
Learning how to Learners can write to take out a popsicle stick - Oral production
count and label words, phrases, and - T asks what animal is it?
number words short simple - Ss express their thoughts and opinions about the pictures.
correctly. sentences using the - T then models the correct answer using the phrase: - Conversation
correct conventions IT IS A…… practice
Know how to spell (spelling,
simple English words punctuation, Construction:
correctly. (Ref. capitalization, and - T. writes and asks a question on the board:
EFL.2.4.1) handwriting or “WHAT ANIMAL IS IT” - Oral practice
typography, etc.). - T. uses props to have Ss participate orally
Ref.I.EFL.2.17.1. (I.3) - Ss practice saying the new animals presented in oral and written form.
Consolidation:
- Ss answer basic question and then match vocabulary with correct
pictures. - Workbook
What is it? IT IS A ….. exercises
- Ss complete book exercises pg. 78-79
Lesson 4:
The Body Review
Adjective Review Initiation:
- T uses Ss background knowledge to recall the target words of the
Understanding oral animals and body parts
and written - T writes some phrases on the board and pastes a picture of an animal - Brainstorming
descriptions about Ss recognize ( T can use similar phrases on page 80)
animals and their I.EFL.2.11.1. Learners - Ss try to complete the phrase with the options given
body parts. - Ss answer in target or native language orally.
 can understand - Direct
familiar words, Construction: observation
Demonstrate basic phrases, and short - Ss trace the words to practice written form and repeat orally -
reading simple sentences - Ss identify the key words, read, understand and complete activities by - Written practice
comprehension skills and can successfully coloring correctly page 80 - 81.
of words and short complete the simple
phrases through their accompanying task. Consolidation:
isolated meaning. - Ss use their books to read the describing expressions - Workbook
(I.4)
(Ref. EFL.2.3.1.) - T presents animal flashcards and asks: “What do you see” exercises
I see a …..
- Ss use their book descriptions to match with the flashcard
Homework: - Homework
- T gives a set of four small pictures of animal to each Ss
- Ss have to write a correct description for each picture in their
notebooks.
Lesson 5: Initiation:
Action Words - T uses a song to present action words.
Link : https://rb.gy/89kad - Sing a song
- Ss form small groups and imitate the words and movements shown by - Practice oral
the teacher several times skills
Learners can select
- T writes on the board the action words, says aloud and student perform
pictures and/or short each one in their group
Participate in a
phrases that relate - T corrects if necessary - Feedback
friendly manner while
playing games or to collaborating and
other group activities. sharing. REF Construction:
(Ref. EFL.2.1.7.) I.EFL.2.4.1. (J.2, J.3, - T show animal pictures, Ss identify them and mimic the action of each
S.4) animal - Written practice
- T asks Ss to match each picture with the action word on the board

Consolidation:
- Ss use their books to read the describing expressions
- Ss complete the sentences with the correct anima’s name.
- Ss practice the target action words and complete the describing - Book activities
sentences in page 83.
 Initiation:
REVIEW AND QUIZ - T explains the task to Ss, then uses the board and models one
OF UNIT 5 example form each activity
- Ss listen and follow instructions - Oral participation
- Ss then participate by filling in the blanks on the board first as
examples to follow.
Construction:
Learners can write - Ss work individually and listen to the teacher - Written practice
Use and understand
words, phrases, and - T explains again the instructions for the exercises to be completed.
the main ideas of a
short simple - Ss complete the task through pair work
simple phrase or
Consolidation: - Direct
sentence in a text. sentences using the
- Ss work individually on the quiz observation
(Ref. EFL.2.3.7.) correct conventions
(spelling, Quiz
punctuation,
capitalization, and
handwriting or
typography, etc.).
Ref.I.EFL.2.17.1. (I.3)

BIBLIOGRAPHY / WEBGRAPHY (Use APA 7TH Edition norms) OBSERVATIONS:

Obando, M. (2023). MY ENGLISH 2 WORKBOOK (M. Obando, Ed.; 1st ed., The following planning has been adjusted according to the guidelines of the
Vol. 1, p. 90) [Review of MY ENGLISH 6 WORKBOOK]. EDISA. Ministry of Education undermentioned in the Prioritized Curriculum for English as
a Foreign Language.
Ministry of Education of Ecuador. (2016). ENGLISH AS A FOREIGN
LANGUAGE FOR SUBNIVEL ELEMENTAL.

ELABORATED BY: REVISED BY: APPROVED BY:

TEACHER(S): AREA COORDINATOR: VICE-PRINCIPAL
 SIGNATURE: SIGNATURE: SIGNATURE:

FECHA: AUGUST /2023 FECHA: AUGUST /2023