SUGGESTED

CURRICULUM STRUCTURE
TRANSITION TO 5TH GRADE

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 SUGGESTED CURRICULUM STRUCTURE

SUGGESTED
CURRICULUM STRUCTURE
TRANSITION TO 5TH GRADE

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

AGRADECIMIENTOS PROCESOS DE PILOTAJE, EVALUACIÓN

Y VALIDACIÓN CURRICULAR
JUAN MANUEL SANTOS CALDERÓN
Presidente de la República de Colombia EVALUADORA INTERNACIONAL CERETÉ, CÓRDOBA
Dra. Heather Weger, Universidad de Georgetown Eva Lara Cogollo - IE Alfonso Spath Spath
YANETH GIHA EVALUADOR NACIONAL Natividad Bruno Mestre - IE Alfonso Spath Spath
Ministra de Educación Nacional Dr. José Herazo Rivera, Universidad de Córdoba
UNIVERSIDAD DEL NORTE CIÉNAGA, MAGDALENA
VÍCTOR JAVIER SAAVEDRA MERCADO Dra. Mónica Borjas Glisela Martínez - IE Liceo Moderno del Sur
Viceministro de Educación Preescolar, Básica y Media Valmiro Narváez Goenaga Marlene Castañeda Adarraga - IE Liceo Moderno del Sur

PAOLA ANDREA TRUJILLO PULIDO DOCENTES, INSTITUCIONES Y SECRETARÍAS DE EDUCACIÓN DOSQUEBRADAS, RISARALDA
Directora de Calidad para la Educación Preescolar, Básica y Diana Vallejo Vera - IE Manuel Elkin Patarroyo, sede Manuela
Media ACACÍAS, META Beltrán
Angélica Torné Ramírez - IE Luis Carlos Galán Sarmiento Gabriel López Ayala - IE Popular Diocesano
ANA MARÍA NIETO VILLAMIZAR Diana Sánchez Solano - IE Popular Diocesano, sede Jesús Maestro
Directora de Primera Infancia ARMENIA, QUINDÍO
Luisa Benavides Suarez - IE Santa Teresa de Jesús EL CERRITO, VALLE DEL CAUCA
ANA CAMILA MEDINA PULIDO Oscar Montoya Gómez - Universidad del Quindío Eliana Pulido Henao - IE Jorge Isaacs
Gerente de Currículo Jorge Madroñero - IE Jorge Isaacs
BARRANQUILLA, ATLÁNTICO Sandra Ávila Vásquez - IE Jorge Isaacs
ROSA MARÍA CELY HERRERA Ángela De Alba Gutiérrez - IED Comunitaria Siete de Abril
Gerente Programa Colombia Bilingüe Aura Pérez Fortich - IED Comunitaria Siete de Abril GALAPA, ATLÁNTICO
Bertha Contreras Mendoza - IED y Cultural Las Malvinas Ana Mendoza Morelo - IE Frutos de la Esperanza de Galapa
Carmen Mazo Múnera - IED Mundo Bolivariano Cintya Rada Zárate - IE Técnica Antonio Nariño De Paluato
Equipos Técnicos Ministerio de Educación Nacional Juan Miguel Antequera - IED Mundo Bolivariano
Milly Rodelo - IED Mundo Bolivariano IBAGUÉ, TOLIMA
Currículo y Primera Infancia Carmen Jiménez Olmos - IED Nuestra Señora del Rosario Paola Urueña Martínez - Universidad de Ibagué
Alba Lucía Núñez Goenaga Melina Alzate Ariza - IED Jorge Nicolás Abello
Diana Isabel Marroquín Patricia Barranco - IED Jorge Nicolás Abello ITSMINA, CHOCÓ
Virginia Mendoza Niebles - IED Nuevo Bosque María Sánchez Torres - IE Andrés Bello
Programa Colombia Bilingüe Zully Henríquez Balza - IED Pinar del Río, Fe y Alegría
Elena Urrutia Sánchez Zuleima Ahumada Angulo - Colegio San José MAICAO, LA GUAJIRA
Fressman Eduth Ávila Inés Junco - IE N° 2
Marcela Forero Jiménez SED BOGOTÁ D.C.
Fabiola Téllez Álvarez MARINILLA, ANTIOQUIA
UNIVERSIDAD DEL NORTE Katherine Rivera Díaz - IED Garcés Navas Eliana Carvajal Gallo - IE Simona Duque
Decana Instituto de Idiomas Aurora Luquerna Reyes – IED República de Estados Unidos Margarita Orozco - IE Simona Duque
Pía Osorio Gómez ©Ministerio de Educación Nacional (2016) de América
ISBN 978-958-691-985-2 Anel Araújo Mendoza – IED República de Estados Unidos de
Equipo académico Calle 43 No. 57-14 Piso 5, Bogotá D.C, Colombia América MEDELLÍN, ANTIOQUIA
Lourdes Rey Paba www.mineducación.gov.co Vivian Morales- IED República de Estados Unidos de América Claudia Muñoz - IE Finca La Mesa
Luzkarime Calle Díaz Carlos Rico Troncoso - Pontificia Universidad Javeriana Javier Navarro González - IE Finca La Mesa
Janitza Guerrero Acosta Citación: Ministerio de Educación Nacional (2016) María González Gutiérrez - Universidad de Los Andes Leonardo Acevedo Agudelo - IE Finca La Mesa
Breiner Saleth Torres Impresión: Martha Ofelia Gómez - IE Finca La Mesa
Disponible en línea a través de la página: BUCARAMANGA, SANTANDER Luz Adriana Lopera - CEIPA
ILUSTRACIÓN Y DISEÑO GRÁFICO www.colombiaaprende.edu.co/colombiabilingue Ángela Carvajal Ariza - IE Maiporé Sede B primaria Jaime Usma Wilches – Universidad de Antioquia
Team Toon Studio Zaida Saavedra Cortés - IE Maiporé Sede B primaria
León Mejía Todos los derechos reservados. MONTERÍA, CÓRDOBA
Beatriz Jiménez Prohibida la reproducción total o parcial, el registro o la CALI, VALLE DEL CAUCA Diana Petro Corcho - IE Buenos Aires
Camila Gómez transmisión por cualquier medio de recuperación de infor- Lady Rodríguez Velasco - IE Guillermo Valencia (Sede Pres- Nesly Germán – IE Cristóbal Colón
Martha Mancilla mación, sin autorización previa del Ministerio de Educación bítero Ángel Piedrahíta) Álvaro Toscano Villalba - IE Liceo La Pradera
María Alejandra Torres Nacional Jennifer Lenis Ayala - IE Guillermo Valencia (Sede Presbítero Álvaro Vélez Fuentes - IE Tres Palmas
Oscar Reyes Bogotá, D.C. - Colombia Ángel Piedrahíta) Ana Sagre Barbosa – Universidad de Córdoba

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 SUGGESTED CURRICULUM STRUCTURE
PEREIRA, RISARALDA
Lucero Vargas García - Escuela Normal El Jardín de Risaralda
PLANETA RICA, CÓRDOBA
Sandra Díaz Zapa - IE Simón Bolívar - Sede Miraflores
POLONUEVO, ATLÁNTICO
Gina Solano Algarín - IE Técnica San Pablo de Polonuevo
Tania Orozco Arcón - IE Técnica San Pablo de Polonuevo
PONEDERA, ATLÁNTICO
Olga Lucía Varela Barraza - IE Técnica Comercial De Ponedera
PUERTO COLOMBIA, ATLÁNTICO
Maddy Mercado Mercado - IE San Nicolás de Tolentino
Román Rodríguez Vargas - IE San Nicolás de Tolentino
REPELÓN, ATLÁNTICO
Alison Mendoza Pertuz - IE Jhon F. Kennedy
RIOHACHA, LA GUAJIRA
Dileyny Bermúdez Castro - IE María Doraliza López de Mejía
SAN ANDRÉS, ARCHIPIÉLAGO DE SAN ANDRÉS, PROVIDENCIA
Y SANTA CATALINA
Reina Newball Grenard - IE De La Sagrada Familia
Briceña Corpus Stephens - IE Flowers Hill Bilingual School
Penny Bryan Downs - IE Flowers Hill Bilingual School
YOPAL, CASANARE
Ana Díaz Díaz - IE Llano Lindo
Rosa Rojas Arias - IE Llano Lindo
Ana Mesa Mesa - IE Policarpa Salavarrieta
Yenny Castro Sotaquirá - IE Policarpa Salavarrieta
YUTO, CHOCÓ
Luis Enrique Zúñiga Nagles - IE Antonio Abad Hinestroza
Mercedes Mena Manjarres - IE Antonio Abad Hinestroza
Ruldys Machado Valencia - IE Antonio Abad Hinestroza
GESTORES DE BILINGÜISMO – MINISTERIO DE EDUCACIÓN
NACIONAL
Edwin Ortiz Cardona
Juan Chilito García
Luisa Zapata Londoño
Nathalie Betancourt Rodríguez
Wilson Cardona Peláez
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SUGGESTED CURRICULUM STRUCTURE
PROGRAMA ENGLISH FOR SCHOOLS, UNIVERSIDAD DEL NORTE
Adriana Aguado Cochez
Arturo Torres Porto
Basilia Santiago Palma
Diana Tirado Tenorio
Dibia Corrales Narvaez
ESTIMADA COMUNIDAD EDUCATIVA,
Diego Benitez Julio
Eliana López Cogollo
Heidy Osorio Plata
El Plan Nacional de Desarrollo 2014-2018 “Todos por un nuevo país”, tiene como objetivo
Iury Ferrer Solano
construir una Colombia en paz, equitativa y educada. El Ministerio de Educación Nacional
Jessica Begambre Pérez
se hace partícipe de esta meta a través de programas como “Colombia Bilingüe”, cuyas
Jesús Galindo Zabaleta
acciones se enmarcan dentro del propósito de hacer de Colombia la mejor educada de la
Johanna Baiz Correa
región para el año 2025.
Karina Castro Durán
María Montiel Aruachan
Hoy tenemos el gusto de presentar al país los Derechos Básicos de Aprendizaje de Inglés
Mariluz Vásquez Cassis
y el Currículo Sugerido de Inglés grados Transición a 5º de Primaria. Estas herramientas
Marisela Restrepo Ruiz
buscan que los docentes tengan unos lineamientos curriculares sugeridos y claros,
Patricia Barros Herrera
contribuyendo, por un lado, a mejorar las prácticas pedagógicas en el aula de clase y,
por el otro, a que los estudiantes alcancen el nivel de inglés esperado en cada grado.
Por esta razón, se integran diferentes temáticas esenciales a través de la formación en
inglés, tales como la salud, la convivencia, la paz, el medio ambiente y la globalización. A
través de la implementación de esta propuesta, los docentes de inglés y las instituciones
educativas del sector oficial aportarán cada vez más a la construcción del país bilingüe
que deseamos.
Estos dos documentos se construyeron teniendo en cuenta las necesidades y
características propias de los docentes de educación básica primaria del sector oficial,
lo que permitió establecer ejes transversales adaptables a estos contextos particulares.
Se trata de una propuesta dirigida también a las Secretarías de Educación, a las Escuelas
Normales y a las Facultades de Educación del país, debido a que son dichos actores
quienes, en su autonomía curricular, podrán analizar, adaptar e implementar cada uno
de los elementos dentro del marco de los procesos de enseñanza y aprendizaje del inglés
en sus instituciones educativas.
Los Derechos Básicos de Aprendizaje y el Currículo Sugerido de Inglés para Transición y
Primaria son apuestas que buscan generar igualdad educativa y hacer que la enseñanza y
el aprendizaje del inglés sean vistos como una herramienta fortalecedora de la formación
integral y pertinente para los estudiantes del siglo XXI en Colombia.
Agradecemos a la comunidad educativa por sus valiosos aportes, dirigidos a la construcción
de un país que busca abrirse cada vez más al mundo globalizado y multicultural en el que
vivimos.
Ministerio de Educación Nacional de Colombia
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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

CONTENTS
Introduction

I. How to understand the curriculum structure and its components. 10

1. What is the Scope and Sequence? 10
2. What elements make up the syllabi? 13
3. What are the methodological and assessment suggestions and
how can they be used? 15
4. What differences are there between transition’s and primary’s
curriculum structure? 24

INTRODUCTION
5. Appendix 26

II. How does this curriculum articulate to the Basic Standards of

Competence in a foreign language: English? 27
1. Suggested language level and its articulation to the suggested
The National Ministry of Education presents to the achievement of the learning goals
curriculum for secondary 27
2. Adaptation of the Basic Standards of Competence in a foreign the Curriculum Structure Booklet for the established for the country; respecting, of
language: English (Guía 22) to the Suggested Curriculum for Suggested English Curriculum, addressed to course, the institutional autonomy, guaranteed
Transition and Primary 30 the Transition and Primary school levels of by Law 115. This way, each school will have
3. How do the Basic Standards of Competence articulate to the the Colombian educational system. The scope the opportunity to evaluate, modify and adapt
Basic Learning Rights? 35
and sequence, syllabi, and methodological this structure to the needs and particularities
and assessment suggestions presented here of their teaching context, as well as to the
III. Suggested Curriculum Structure for Transition and Primary 37
1. Transition 39 aim at giving teachers the tools to consolidate characteristics of their student population.
2. First grade 76 school English curricula that can contribute
3. Second grade 101
4. Third grade 133
5. Fourth grade 167
6. Fifth grade 198

IV. Appendix 226

1. Lesson Planning form 226
2. Lesson Planning samples 228
3. Examples of quizzes 246
4. Sample rubrics 260
5. Suggested resources 266

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

I- HOW TO UNDERSTAND THE CURRICULUM

There was a farmer who
had a dog and BINGO was
his name

STRUCTURE AND ITS COMPONENTS

B - I - N - G - O...

This section presents instructions for Transition and • SCOPE AND SEQUENCE
Primary teachers, that will facilitate the understanding, • SUGGESTED SYLLABUS
analysis and implementation of the suggested English • METHODOLOGICAL AND ASSESSMENT SUGGESTIONS
Curriculum Structure for these levels of the educational
system. The structure has been organized by chapters, A description of the content and purpose of each of
based on each grade of the cycle they address to. This the previous elements is discussed below, as well as
means that teachers will find chapters corresponding the way teachers may make use of them to plan their
to transition, first, second, third, fourth and fifth grade, English lessons.
which can be differentiated by colors. Within each chapter,
the reader will find three core elements:
SCOPE AND SEQUENCE
1- WHAT IS THE SCOPE AND SEQUENCE? GOAL FUNCTIONS OBJECTIVES

MODULE 1: Identify, visually and Express his/her preferen- Identify, orally, words and short
The Scope and Sequence of this curriculum proposal the scope and sequence demonstrates the suggested Health and life orally, in English, some ces about certain food that instructions, related to body
presents a matrix, in which teachers can notice the different cross-curricular topics, the learning goals, the language activities for body care contributes with the health care and personal hygiene.
I TAKE CARE OF MY and personal hygiene. care. Mention, in a simple way, actions
elements that comprise the instructive, linguistic, and functions, and the general objectives of each module per BODY Describe his/her personal he/she practices for his/her
communicative progression of the curriculum structure. grade level.
(18- 20 hours) hygiene routine. personal hygiene.
This provides the teacher an annual overview in which he or
she can identify the suggested language level, the learning The suggested cross-curricular topics, through which tasks
goals, the language functions, and the general objectives to and projects are developed for K-5, include: health and life, Describe, in English, his/ Describe in a simple way Identify, orally, words and short
be attained. These elements will be further developed in peace and living together, environment and society, and a MODULE 2: her own physical diffe- physical characteristics phrases, related to physical
each grade level syllabus. global village. These topics are articulated progressively, Peace and living together rences and the ones from about his/ her classma- characteristics about himself/
maintaining the spiral element of the curriculum. In each his/ her classmates and tes. herself and his/her classmates.
I APPRECIATE OUR shows respect towards Express, with simple Mention with simple phrases,
The top section of the scope and sequence presents the grade level, four modules are suggested, each of which is DIFFERENCES
level’s Basic Learning Rights (DBA in Spanish), which related to each of these topics, respectively. them. words, basic rules of physical characteristics about
(18- 20 hours) behavior and respect himself/ herself and his/her
represent the minimum knowledge and skills that a student In order to illustrate the scope and sequence scheme, below
towards the others. classmates.
should develop within each grade, from Transition to fifth is an example of the elements included in this structure
grade, in the learning of English. The lower section of for first grade (Table 1).
MODULE 3: Recognize, visually and Describe known class- Recognize words and short
Environment and orally, in English, and put room objects. phrases related to how to take
BASIC LEARNING 1 Understands and follows instructions related to basic school tasks, verbally and nonverbally.
society in practice strategies to Mention what they should care of the school.
RIGHTS I TAKE CARE OF MY take care of the environ- or shouldn’t do to take Mention school objects and
ment in the school. care of the school. some actions to take care of
2 Understands and makes simple statements, using rehearsed expressions about his/her
immediate environment (house and school).
SCHOOL them using simple phrases.
(18- 20 hours)
SCOPE AND
Orders the sequence of main events in a simple short story about topics he/ she alre-
SEQUENCE 3 ady knows, by using pictures, after reading or listening to it. MODULE 4: Express and promote, in Ask and give information Identify words and simple phra-
SUGGESTED LEVEL: Answers simple questions about basic personal information such as name, age, family A global village English, collaboration in about the family. ses, related to ways to help at
PREPARATORY 4 and classmates. I HELP AT HOME their family. Describe in a simple way home.
the objects in the house Answer, very easy questions
PRE-A1 Mentions some physical characteristics of self and others, through the use of previous-
(18- 20 hours) and their location. about habits among the mem-
FIRST GRADE 5 ly studied words or phrases. bers of the family.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

The previous scheme demonstrates the progression of

the scope and sequence in terms of suggested goals both,
horizontally and vertically. Horizontally, on the one hand,
the goals progress from the personal level to the external
environment; starting from learner’s personal experiences,
moving toward the classroom environment, to finally reaching
their immediate community and the world. Vertically, on
the other hand, the progression is evidenced through the
fth
development of the topics. By analyzing the table, progression
is notable through the suggested topics for each module,
through the goals, and their relation to the cross-curricular
topics. Therefore, it is suggested that each grade cover
the same general topics in each period, with a varied level
of depth and complexity, as well as with a different focus,
according to the learners’ cognitive and socioemotional level
and age. Table 2 demonstrates this idea.
Propose actions to take care
of his/her body and his/her
2- WHAT ELEMENTS MAKE UP
THE SYLLABI?
The syllabus section demonstrates a scheme that
materializes each of the principles in this suggested
curriculum through the articulation of goals, objectives,
standards, language functions, performance indicators,
and discursive and linguistic contents. Transition,
however, has a particularly different structure which
will be explained later.
As it has been previously mentioned, the general topics for
the development of each module are: health and life, peace
time, which ranges between 18 and 20 hours per school
term. As it has already been mentioned in the Pedagogical
Principles and Guidelines document, this curriculum has
been designed with a target teaching time of 2 hours a
week. However, this document also offers implementation
alternatives for those contexts where fewer or more
hours are dedicated to the teaching of English per week.
Under the identification of the module, the structure of
the syllabus presents the learning goal that is expected

5
• PROGRESSION OF CROSS-CURRICULAR TOPICS •

relationships with others, and living together, environment and society, and a global to be achieved by the end of the module. This goal is
Fi

using simple language. village. These serve to outline the curriculum proposal based related to the suggested tasks or projects, which also
on the cross-curricular themes. These topics are developed aim at contributing with the holistic education of children
Fou in all grade levels, and each of them progresses into more as they learn English.
Identify and present the
negative effects of some
r th specific topics that can be adapted or modified by teachers Following, the scheme introduces the performance

4
based on their particular teaching contexts. This structure indicators, which represent the different actions that
substances for his/her includes four modules per grade level, one per each of the students should undertake to achieve the stated goal.
health (sugar, caffeine, school terms, if applicable. The modules are identified from These indicators are classified into learning to know,
salt, fat). one to four and their corresponding name. The name of learning to do, learning to be, and learning to learn. This last
each module represents the sub-topic, as follows: column refers to 21st Century Skills that are encouraged
ird
Recognize and express in
through the curriculum, and which constitute one of the

3
simple language, norms
and responsibilities in the MODULE I curriculum characteristics. Some language learning
Th

prevention of health issues strategies that can help learners become autonomous
in their local context. Health and life: : I take care of my body and better English learners. Table 3 below illustrates
Besides, the identification of each module includes an example of the performance indicators for second
Se c
Identify and express, in a on information about the suggested teaching and assessment grade, Module 1.
simple way, some benefits d
2
of exercising and having PERFORMANCE INDICATORS FOR THE SECOND GRADE
a balanced diet in their
holistic growth.
KNOW DO BE LEARN
1. Identifies the 1. Classifies and names 1. Promotes important 21st Century Skills
Identify, visually and vocabulary related to healthy and unhealthy actions regarding the Listens respectfully the
t
rs
common food in his/ food and drinks in his/her practice of good eating ideas exposed by the
orally, in English, some
her context.

1
immediate context. habits to have a healthy others.
activities for body care 2. Recognizes words 2. Classifies and names
Fi

and personal hygiene. life.

and expressions that the activities that foster a Learning strategies
indicate habits to be good health. Practices the
Tran healthy 3. Participates in a short pronunciation of the new
Follow norms in English sit 3. Identifies conversation about food words.
for their own and others’ i vocabulary and and habits to have a

Tr
care, when participating expressions about healthy life.
on

in individual and group possible reasons that 4. Makes a list of food and
Table 2. Progression of may develop health habits to have a healthy
games. Cross-curricular Topics
problems. life, supported by images.

Table 3. Performance indicators for the second grade.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

Immediately after the performance indicators, the
syllabus displays a section called Suggested Contents,
which provides detail information of possible linguistic
(vocabulary and grammar), pragmatic expressions
(functional language use), and sociolinguistic/intercultural
(social and cultural conditions implicit in language
use) content to be covered. In this section teachers
can notice the progression of content, following the 3- WHAT ARE THE METHODOLOGICAL
spiral characteristic of the suggested structure.
They can also find suggestions for recycling or AND ASSESSMENT SUGGESTIONS
reviewing of contents studied in previous levels and
their progression grade by grade. Table 4 displays
an example of this section, corresponding to fourth
AND HOW CAN THEY BE USED?
grade, Module 1.

The purpose of this element of the curriculum structure principles of this curriculum proposal (see Pedagogical
SUGGESTED CONTENTS FOR THE FOURTH GRADE is to offer teachers some practical pedagogical ideas on
how to implement the Suggested Curriculum through
Principles and Guidelines booklet), the methodology
follows task-based and project-based learning, with
recommended methodology and assessment practices, some elements of the CLIL approach, which in this
VOCABULARY which can be helpful in everyday classroom settings. curriculum work progressively throughout the grade
As it was explained in the methodological and assessment levels, as shown in Figure 1.
Vocabulary to review: Harmful effects Expressions
-Second grade Module 1: Healthy Headache, obesity, diabetes, Sugar is bad for your health
food hyperactivity, heart problems Salt can cause many health
- Third Module 3 problems.
Expressions for cause and Caffeine produces…
consequences The alphabet / spelling It can cause…
how do you spell___ ? Sugar is dangerous because…
11

Project-based
10
Harmful substances and food … it is bad because...

Project-based
9
sugar, caffeine, salt, fat, Eat more fruits/vegetables

learning
8
candy, fast food, Expresiones to make recommendations

Task-based

learning
or suggestions

7
lunch meat / sausage

Task-based

Problem-based
learning
learning
soda, butter, fried foods You must not eat too much candy.

learning

Problem-based
learning
Task-based
you must not drink too many sodas.

Development

Project-based
learning
You should eat healthy food.

learning
4

Project-based
learning
3

Holistic

Task-based
learning
2

Task-based
learning
1
Grammar to review English in Practice Sociolinguistic/ Intercultural
- Third grade Modulo 1: should/ Caffeine produces hyperactivity. Showing interest for others
shouldn’t
- Third grade Modulo 3: Must y
Have to to express obligation
- First grade module 1 , Second
Fast food can cause heart
problems.
You must not drink too many
sodas because they can cause
Tr
grade modules 2 and 4: diabetes. Preschool Primary Education Secondary Education
Question words
who, when, where

CLIL
Grammar
Modal verbs Figure 1. Methodology Progression for the Suggested English
Compound sentences CONTENT AND LANGUAGE INTEGRATED LEARNING Curriculum for Transition to Fifth grade
Must / should / have to
Connectors
and, but, because

Table 4. Suggested contents for the fourth grade.

The following section discusses the application of these principles in the methodological and assessment
For the implementation of this suggested curriculum, schools are entitled to make decisions related to suggestions of this document.
the manner of which they will approach the analysis, evaluation, and adaptation of this document in their
particular contexts.
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 SUGGESTED CURRICULUM STRUCTURE
3.1- TASK-BASED METHODOLOGICAL
SUGGESTIONS
From first to third grade, teachers will find methodological
suggestions that are based on task-based learning. A
task is understood as an activity that involves students’
participation and relates to a communicative process in
the foreign language. Bygate, Skehan and Swain (2001)
hold that a task is permeated by the reinterpretation that
learners make of it, and which requires that they use the
language, giving more emphasis to its meaning to achieve
an objective. Skehan (1996), and Nunan and Carter (2010)
have defined the following three stages for a task:
A Pre-task includes an introduction to the topic and the
task. Some strategies for this stage are brainstorming,
narration of experiences, and a presentation of videos
or images, which can constitute a motivating element
for the development of the task. In this curriculum
proposal, teachers from Transition to third grade will
find a series of suggestions for activities they can
use to complete this first stage that has been called
task preparation. It is necessary to highlight that the
suggested strategies and activities are options that
the teacher can use, depending on his or her context,
learners’ interests, and the number of hours a week
provided for English at the institution.
This stage is fundamental to give students some
linguistic and cognitive scaffolding, which is necessary
for learners to be able to perform well in the task
cycle, described next. Given this fact, in this stage
Spanish use is valued as input to activate children’s
prior knowledge, as well as an introduction of key
concepts for their holistic growth. For that reason,
teachers will find some suggestions for materials in
Spanish. After this preparation stage, the emphasis is
made on the learning and use of English as the means
of instruction and students’ production.
B.The Task cycle, which is the stage in which students
can work, individually, in pairs or in small groups, to carry
out a communicative task. In this stage, it is the student
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SUGGESTED CURRICULUM STRUCTURE
who takes the central role in the class and therefore
SUGGESTED TASK
in his or her learning process. This phase encourages
learners to plan for the task, taking into consideration
the resources needed, and making emphasis on the
importance of having a clear, common goal. Design a short questionnaire to conduct a survey to
In this curriculum proposal, this stage constitutes their family members and neighbors about common
a second moment, called suggested tasks. Here, diseases in their community.
teachers will find suggestions for possible tasks
that they can give to their students and that can
contribute to the achievement of the suggested
learning goals. For an appropriate development
of the tasks, teachers will need to make decisions
regarding the aspects of language that students
Related activities suggested in
will need in order to perform well. In the ideal case,
the strategies suggested in the pre-task will help the pre-task
teachers in this respect, however, only teachers can
determine students’ specific needs. During the task
cycle, the teacher becomes a monitor that supports • Worksheets with different activities to introduce and practice the vocabulary
students participation and does not limit their related to common viral diseases, such as; dengue, zika, chikungunya; their
inspiration, considering that in this stage, learners symptoms and actions to prevent them.
need to build their knowledge autonomously. • Flashcards with the target vocabulary.
The previous statement is illustrated in the example • Illustrated stories about disease prevention.
for third grade (Figure 2). • Videos about the topic.
During the task, the teacher becomes a monitor and
facilitator that supports children’s participation and Having completed the previous activities, it is possible that students still
does not limit their inspiration, considering that in this need other tools to be able to design the questionnaire. The teacher can
phase the student needs to feel autonomous enough decide, for example to:
towards construction of knowledge.
C. The last stage, the Post-task, suggests an extension
of the task which allows students to use what they • Design worksheets or include oral activities, through which students can work
learned to apply it to their real life, their home, or on the structure of yes/no or wh-questions that they can then use in their surveys.
their community. Besides, this post-task stage can • Show students models of surveys that they can follow.
involve the assessment of students’ performance, as
well as the evaluation of the language and skills used ... or any activity, strategy or material that the teacher considers pertinent to
to learn the language or the new concepts studied. In help children have the best performance in the task.
this stage, learners can also put into practice some
metacognitive strategies.
Figure 2. Task cycle
- 17 -
 SUGGESTED CURRICULUM STRUCTURE
3.2- PROJECT-BASED METHODOLOGICAL
SUGGESTIONS
Project-based learning shares many of the principles
of task-based learning with the main difference being
that the former provides a series of unconnected
steps (or tasks) to construct a final product, which
the main aim is to reflect about an issue, and, in
this case, to demonstrate production in the foreign
language.
In this suggested curricular scheme, fourth and
Jose, what can
the bird do?
Great!
The bird
can fly.
- 18 -
fifth grade teachers will find recommendations for
projects that they can develop in each school term,
which can contribute to the achievement of the
suggested learning goals. These methodological
suggestions are divided, similarly, into three stages:
preparation, development, and consolidation. The
following example illustrates the project-based
methodology for fourth grade (Figure 3).
FISH BIRD
SUGGESTED CURRICULUM STRUCTURE
SUGGESTED PROJECT
Don’t harm yourself!: The purpose of this project is to identify the negative effect
of certain substances.
Suggested product: Campaign to raise awareness on the consumption of food
with high levels of sugar, salt, fat and caffeine.
Preparation:
In this stage, the teacher will find suggestions of activities that will help children to prepare
to perform the steps or stages in order to consolidate the final product for the project. Some
examples are:
• Introduction to the topic through a variety of activities.
• Exploration of students’ prior knowledge about the topic
• Use of materials such as flashcards, worksheedts, etc. to introduce and practice the
necessary vocabulary to carry out the suggested tasks in the following stage.
The teacher can suggest aditional activities or choose among the ones
suggested in each stage.
Development:
In this stage, the teacher will find suggestions for a set of tasks that, step by step will
contribute to teach the suggested product for the project. For example:
• Task 1: Watch a video and complete a table.
• Task 2: Produce short dialogues about the topic.
• Task 3: Create ads to diminish the consuption of negative substances for people’s health
• Task 4: Design posters to display around the school.
Consolidation:
In this stage, the product of the project is shared or presented, and some extension and
evaluation activities are suggested. For example:
• Presentation of the campaign with the school community. Children set up a stand where
they share the results of the survey, the ads, and posters.
• Self-evaluation: Gather students in small groups to evaluate the development of the tasks.
Some questions may be:
a. What did you like about this module?
b. Which ones were your favorite tasks?
c. What difficulties did you have when doing the tasks or consolidating the project?
Students discuss the questions with the help of the teacher and they summarize their
answer on a paper they may attach in their portfolio.
Figure 3. Suggested project for fourth grade.
- 19 -
 SUGGESTED CURRICULUM STRUCTURE
The dog and the
cat are playing.
3.3- SUGGESTIONS FOR ASSESSMENT
In order to ensure a comprehensive assessment
process, the curriculum structure suggests, for both
task-based and project-based, the use of “of learning”
and “for learning” assessment strategies: summative
and formative assessment, respectively. It also seeks
that teachers and learners review the learning process
with the intention of determining adjustments and
action plans for improvement. It is important to
highlight that teaching and assessment processes
are considered simultaneous, complementary, and
interdependent. So, the assessment and methodological
suggestions go hand-in-hand and the proposed tasks
also serve as formative assessment procedures for
- 20 -
GAME-ORIENTED ASSESSMENT
They are having fun!
4. PREPARATION
5. APPLICATION
learning. Additionally, assessment suggestions
possess a game-oriented assessment component
(see Pedagogical Principles and Guidelines), which
highlight experiences where teachers and learners
recognize each other through dialogue, with the aim
of cultivating autonomous and unrestricted human
beings, whom value each other, know each other, and
participate together “in the construction of learnings
that transform their reality” (Borjas, 2013, p. 22).
Game-oriented assessment consists of 6 phases that
are discussed below (Table 5), including suggestions
Table 5. Game-oriented assessment
of the moments where they can be implemented in
this suggested curriculum proposal:
SUGGESTED CURRICULUM STRUCTURE
PHASE DESCRIPTION SUGGESTED IMPLEMENTATION MODEL
Teacher explores students’ interests At the beginning of each module (although
1. DIAGNOSTIC and motivation, through observation and it is given through the development of
dialogue. the tasks)
Based on the diagnosis, the teacher During the first stage of each module
establishes game-oriented assessment (preparation)
2. REFLECTIVE
strategies that he/she will implement
and their purpose.
The teacher organizes the game-oriented At the beginning of the second stage of
3. DESIGN assessment activities, which can be each module.
negotiated with students, considering
group work, game with an educational
goal, and flexibility.
NOTE: Game-oriented assessment does not
measure students’ performance.
Teacher prepares and organizes the At the beginning of the second stage of
necessary resources to implement the each module.
game-oriented assessment that he/she
has planned.
Students perform the game-oriented
activities planned.
During the second and third stage of
each module.
Teacher proposes reflection questions so During the third stage of each module
6. FEEDBACK that students evaluate the game-oriented (See guiding questions throughout the
activities. This information allows making curriculum methodological and assessment
decisions about the development of student suggestions).
learning and is complemented with other
formative and summative assessment
strategies.
- 21 -
 SUGGESTED CURRICULUM STRUCTURE
3.4- WHAT ADDITIONAL
RECOMMENDATIONS WILL
TEACHERS FIND THROUGHOUT THE
CURRICULUM STRUCTURE?
Throughout the suggested curriculum structure,
teachers will also find a series of recommendations
that will give them additional ideas about different
methodological aspects, such as: classroom
management, inclusion, and didactic ideas, as
well as the use of materials that the Ministry has
published for English learning in Primary. This is
viewed as a way to enhance some of the curriculum
This icon represents some additional
recommendations in terms of
methodology and classroom
management that are offered to
teachers for the implementation of the
suggested curriculum.
This icon pinpoints possibilities
of integrating elements from this
suggested curriculum with other basic
subjects in primary instruction. In
this scheme, teachers will find some
recommendations, but teachers are
entitled to suggest other convergent
cross-curricular points, depending on
their school curriculum.
- 22 -
themes and characteristics, as well as to maintain
the curriculum as a tool for teacher development
and support in daily practice.
Table 6 demonstrates some conventions that
identify the type of recommendations that teachers
will find throughout the curriculum, along with a
short description for the reader and user of this
document.
DIDACTIC IDEA
CROSS-CURRICULAR
CONNECTION
Table 6. Types of recommendations throughout the suggested curriculum
SUGGESTED CURRICULUM STRUCTURE
This icon represents the element of inclusive
education immersed in this suggested
curriculum proposal. Throughout the curriculum INCLUSION
structure, teachers are given general
recommendations for inclusive work in their
English lessons.
This icon shows suggestions for integration of the Bunny Bonita
program, published by the Ministry of Education to support
English in primary instruction.
Teachers can refer to the suggested material to supplement their
BUNNY BONITA
lessons and reduce the time they need to prepare class materials.
Every time the teacher finds this icon, specific information is
provided about the capsule (or video), the poster, or the flashcard
package that can be used at the point of the module. The material
can be found online on the Colombia Aprende webpage
This icon represents the connection between the suggested
contents of this curriculum and the ECO program, issued by
the Ministry of Education to bring English teaching for primary
instruction in rural areas of the country.
ECO (ENGLISH
This material offers a guide for the teacher, posters, a big book, FOR COLOMBIA)
and a booklet for students that can be printed and copied.
When the teacher sees this icon, he or she can refer to any of the
previous resources.
This icon highlights alternatives for the
implementation of “My ABC English Kit”
material that was distributed by the Ministry of MY ABC
Education to primary institutions.
ENGLISH KIT
These suggestions will be helpful for schools
that have received this material.
- 23 -
 SUGGESTED CURRICULUM STRUCTURE
This one is
for you Rosita
Thanks Mauro!
4- WHAT DIFFERENCES ARE THERE
BETWEEN TRANSITION’S AND
PRIMARY’S CURRICULUM STRUCTURE?
Considering the characterization of the evolutionary,
cognitive, and psychosocial development of students
in Transition, as well as the guidelines that have been
established by the Ministry of Education for these ages,
the suggested curriculum structure for Transition
uses, as point of reference, the dimensions for
holistic education (socio- affective, cognitive, spiritual,
ethic, aesthetics, and communicative), as well as the
pedagogical strategies for early education: art, games,
literature, and exploration of their surroundings.
All of the above within the suggested curriculum
- 24 -
structure for Transition propose a learning experience
which main objective is to give students opportunities
for exploration and interaction with the world and its
different contextual systems (Brofenbrenner, 1976),
through teacher mediation, for the achievement of lifelong
significant learning. Learning that can constitute a bridge
between language learning and human development.
Transition teachers will therefore find that this suggested
grade curriculum structure is a little different from
the other grades, even when it embraces the same
principles and conceptions of English language learning
SUGGESTED CURRICULUM STRUCTURE
from a sociocultural perspective. The following elements
comprise the curriculum structure for Transition:
1. A scope and sequence that presents a general overview
of the four proposed modules for the school year,
accompanied by the learning goals around which the
other elements of the curriculum structure will be set.
2. A syllabus, similar to the other grades, which presents
the performance indicators and the suggested contents
for the grade.
3. Methodological suggestions that are divided into:
a. Strategies for managing the learning environment, as
a starting point to activate English learning processes
from the classroom environment.
b. Strategies for setting the learning experiences, which
revolve around the four central strategies for early education
(games, literature, art, and exploration of surroundings).
- 25 -
Beautiful!
c. Suggestions for the development of learning experiences
that can contribute to the achievement of the learning
goal for each module.
d. Recommendations for the socialization of learning
experiences that have been developed, as well as for
the implementation of self-evaluation processes where
learners can recognize their strengths and talents for
the proposed activities.
4. A section with mechanisms for follow-up of learners’
integral education, which follow the guidelines for early
education with regard to the way that assessment should
be carried out for this level. Observation and pedagogical
listening are the main assessment strategies, allowing
for assessment to be a totally qualitative and formative
approach, which motivates teachers to get to know
their students and recognize particular strengths and
weaknesses, as well as ways to overcome them.
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

II- HOW DOES THIS CURRICULUM

ARTICULATE TO THE BASIC STANDARDS
OF COMPETENCE IN A FOREIGN
LANGUAGE: ENGLISH?

1- SUGGESTED LANGUAGE LEVEL AND

5- APPENDIXES ITS ARTICULATION TO THE SUGGESTED
CURRICULUM FOR SECONDARY
Finally, in the appendix section of this document, teachers will find a series of materials that can help implement
this suggested curriculum, such as:
The Suggested English Curriculum for high school (MEN,
1. Lesson planning samples for each grade level 2016) proposes “a reassignment of the CEFR levels in
grades 6 to 11, given the known difficulty of having solid
2. Examples of assessment instruments (quizzes and rubrics) processes of foreign language education during primary”
(p. 32). Such a proposal suggests starting with the beginner
3. Suggested resources for the use of materials and didactic resources, which can contribute to curriculum implementation. A1 level, according to the Common European Framework
of References (CEFR). The process begins in sixth grade
and takes students to the pre-intermediate B1 level by
the end of high school. Figure 4 shows, besides this level
reassignment, the correspondence of the recommended
number of hours for their achievement, based on the
Orientaciones para la Implementación de Proyectos de
Fortalecimiento de Inglés en Entidades Territoriales (MEN,
2014) document.

ASSIGNED HOURS VS RECOMMENDED HOURS FOR

LEARNING ENGLISH
GRADE LANGUAGE LEVEL NUMBER OF HOURS
PER WEEK AND YEAR RECOMMENDED ACCUMULATED

A1
6 3 Hours X 36 90 108

7 A2.1 3 Hours X 36 108

A2 200 216
8 A2.2 3 Hours X 36 108

9 B1.1 3 Hours X 36 108

10 B1.2 B1 3 Hours X 36 375 108 324

11 B1.3 3 Hours X 36 108

Figure 4. Relation between the CEFR and Colombian high school grades. Proposal for level reassignment (MEN, 2016).

- 26 - - 27 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

In correspondence with the above, the suggested curriculum
for Transition and Primary proposes the development from
a preparatory Pre-A1 language level from Transition to
third grade, and basic foundations for CEFR level beginner
A1.1 in grades four and five. This means that, throughout
these grades, tasks and projects will complement the
development of communicative foundations (linguistic,
pragmatic, and sociolinguistic) along with preparation
processes of the four basic language skills, so that students
will be ready to start the process proposed by the high
school curriculum. This decision is also based on the
results of the needs analysis, which evidenced the issues
present in the different national contexts of Transition and
Primary; among them:
• The need for better teacher education
• The lack of licensed English teachers in these levels
• The lack of didactic and audiovisual resources, especially
in the rural contexts
• The number of hours invested in the learning of English
All of the above solidifies the goal of a preparatory Pre-A1
level more realistic and relevant for this context. Level
beginner A1.1 in grades fourth and fifth prepares students
to be able work at the A1 level by sixth grade.
Table 7 displays the progression of language levels and
communicative abilities proposed for this Curriculum,
considering the different modalities and variety of number
of hours in the diverse national contexts.
Regarding the number of hours, Table 7 demonstrates the
minimum number established within Orientaciones para
la Implementación de Proyectos de Fortalecimiento de
Inglés en Entidades Territoriales (MEN, 2014), which is one
hour a week. In this context, this equals an accumulated
216 hours by the end of the primary cycle. However, this
proposed curriculum encourages Transition and Primary
schools offer two (2) English hours a week in the short
or medium term, which would provide an average of 432
hours throughout the cycle1.
The proposed curriculum is based upon the consideration
that English lessons will open spaces to support and
contribute to the learning of the foreign language.
It is important to highlight that even though there are
some limitations: most teachers are not English teachers;
resources are scarce; difficulties for the teaching and
learning of English; and students’ cognitive and socio-
affective level have particular characteristics. To achieve
the ideal conditions of attaining the English levels proposed,
a joint effort from all participants needs to occur. This
Suggested English Curriculum provides teachers some
tools to help minimize some of the current limitations, and
help teachers have informed and structured classroom
learning which could strengthen the communicative
foundations of students from the beginning of their
educational process.

It is necessary to highlight that, even when the Norma Técnica Colombiana 5580 (MEN & ICONTEC, 2007) establishes that
1.

GRADE NUMBER OF HOURS * with such number of hours it is possible to achieve an A2 (200 hours) or B1 level (375 hours) respectively, this norm target the
SUGGESTED program for work and human development, and such level is not considered appropriate bearing in mind the realities of the
LANGUAGE LEVEL ACCUMULATED AT ACCUMULATED AT SKILLS country regarding the teaching and learning of English in levels Transition and Primary.
MINIMUM THE END OF EACH RECOMMENDED THE END OF EACH
YEAR YEAR

TRANSITION Preparatory Pre-A1 1 x 36 = 36 36 2 x 36 = 72 Preparation for listening and

hours a year 72 hours a conversation Once there was a
year boy...

FIRST Preparatory Pre-A1 1 x 36 = 36 72 2 x 36 = 144 Listening

hours a year 72 hours a Pre-reading
year Conversation

SECOND Preparatory Pre-A1 1 x 36 = 36 108 2 x 36 = 216 Listening

hours a year 72 hours a Pre-reading
year Conversation

THIRD Preparatory Pre-A1 1 x 36 = 36 144 2 x 36 = 288 Listening

hours a year 72 hours a Reading
year Pre-writing
Conversation

FOURTH Preparatory A1.1 1 x 36 = 36 180 2 x 36 = 360 Listening

hours a year 72 hours a Reading
year Writing
Monologue
Conversation

Listening
FIFTH Beginner A1.1 1 x 36 = 36 216 2 x 36 = 432
Reading
hours a year 72 hours a
Writing
year
Monologue
Conversation

Table 7. Progression of language levels and communicative skills for the Suggested English Curriculum for Transition and Primary

- 28 - - 29 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

GRADE SKILL STANDARDS

2- ADAPTATION OF THE BASIC STANDARDS OF TRANSITION

LISTENING • I recognize when people talk to me in English, and I
react nonverbally.

COMPETENCE IN A FOREIGN LANGUAGE: • I recognize that there are other people who
communicate in English.

ENGLISH (GUÍA 22) TO THE SUGGESTED

• I understand when they say hello or goodbye to me.
• I understand student’s songs and I show it with

CURRICULUM FOR TRANSITION AND

gestures and movements.

• I recite and sing student’s songs that I understand,

PRIMARY
MONOLOGUE
with appropriate rhythm and intonation.
• I name feelings and mood using images.

Based on the analysis above, the design of this Suggested English Curriculum for Secondary, the decision was to
English Curriculum started with a revision of the Basic place the achieved level of competence by fifth grade to be
Standards of Competence proposed in Guía 22, published a beginner A1.1 according to the CEFR as shown in Table 7.
by the Ministry of Education in 2006. Transition was not This required a selection from the set of standards included
included in the document, the language level proposed, in the Guía 22 that are still considered relevant, due to their
according to the CEFR, was beginner A1 for first to third coherence with the communicative development of the
grade, and basic A2.1 for grades fourth and fifth (Figure 5).primary grades. A matrix of standards has been articulated
for Transition and Primary, which feeds the suggested
Taking into consideration the needs analysis of the teachers curriculum structure, considering the new competence
and students’ population in Transition and Primary in the goal proposed (preparatory Pre A-1 - beginner A1.1). Table
country, as well as the articulation with the Suggested 8 displays the suggested matrix for these grades.
FIRST
Primero a Tercero Principiante A1
CONVERSATION • I participate actively in word games and songs.
• I respond to greetings and farewells.
• I use non-verbal language when I cannot answer
verbally to simple questions about me and my
surroundings. For example, nodding with my head.
LISTENING • I recognize when people talk to me in English and
reach verbally and nonverbally.
• I recognize that there are other people like me that
communicate in English.
• I understand when people say hello and goodbye to me.
• I understand student’s songs and show it with

GRADOS Cuarto a Quinto Básico 1 A 2.1

gestures and movements.

1a3 Sexto a Séptimo Básico 2 A 2.2 MONOLOGUE • I recite and sing student’s songs that I understand,
Básica primaria Octavo a Noveno Pre intermedio 1 B 1.1 with appropriate rhythm and intonation.

Principiante Décimo a Undécimo Pre intermedio 2 B1.2 CONVERSATION • I participate actively in games and songs.
(A1) • I respond to greetings and farewells.
Figure 5. Language levels suggested by the English Basic • I use nonverbal language when I cannot answer
Standards of Competence: English (MEN, 2006). simple questions about me and my surroundings. For
example, nodding or denying with my head.

READING • I follow the sequence of a simple story, using images.

- 30 - - 31 -
 SUGGESTED CURRICULUM STRUCTURE
GRADE SKILL STANDARDS
LISTENING • I recognize when people talk to me in English and
SECOND react verbally and nonverbally.
• I recognize that there are other people like me that
communicate in English.
• I understand when people say hello and goodbye to me.
• I understand songs, and rhymes, and I show it with
gestures and movements.
MONOLOGUE • I recite and sing rhymes, poems, and songs that I
understand, with appropriate rhythm and intonation.
CONVERSATION • I participate actively in word games and songs.
• I respond to greetings and farewells.
• I use nonverbal language when I cannot answer verbally
to simple questions about me and my surroundings. For
example, nodding or denying with my head.
READING • I follow the sequence of a simple story, using images.
WRITING • I copy or associate the name of places and elements
that I recognize in a picture.
• I copy and transcribe words that I understand and use
frequently in the classroom.
LISTENING • I recognize when they speak to me in English and
THIRD react verbally and nonverbally.
• I recognize that there are other people like me that
communicate in English.
• I understand when they say hello or goodbye to me.
• I understand songs and rhymes and show it with
gestures and movements.
MONOLOGUE • I recite and sign rhymes, poems and songs that I
understand, with appropriate rhythm and intonation.
• I participate actively in word games and songs.
CONVERSATION • I respond to greetings and farewells.
• I answer simple questions about me and my
surroundings, using verbal or nonverbal language.
READING • I follow the sequence of a simple story, through images.
• I recognize familiar words in immediate contexts.
WRITING • I copy or associate the name of places and elements
that I recognize in a picture.
• I copy and transcribe words that I understand and
use frequently in the classroom.
- 32 -
SUGGESTED CURRICULUM STRUCTURE
GRADE SKILL STANDARDS
LISTENING • I recognize when people talk to me in English and
FOURTH react verbally and nonverbally.
• I follow the sequence of a short story, told by the
teacher, supported by images.
• I understand short and simple descriptions of
familiar objects and places.
MONOLOGUE • I recite and sing rhymes, poems, and songs that I
understand, with appropriate rhythm and intonation.
• I express my feelings and mood with simple phrases.
• I mention what I like and what I don’t like with simple
phrases.
• I name some things that I can and cannot do, using
can/can’t.
• I describe characteristics of myself, other people,
animals, and places, using very simple language.
CONVERSATION • I participate actively in word games and songs.
• I respond to greetings and farewells.
• I answer simple questions about me and my
surroundings verbally and nonverbally.
READING • I recite and sing rhymes, poems, and songs that I
understand, with appropriate rhythm and intonation.
• I express my feelings and mood with simple phrases.
• I mention what I like and what I don’t like with simple
phrases.
• I name some things that I can and cannot do, using
can/can’t.
• I describe characteristics of myself, other people,
animals, and places, using very simple language.
• I write the name of places and elements that I
WRITING
recognize in a picture.
• I write messages of invitation and congratulations
using simple formats.
• I write personal information in simple formats.
- 33 -
 SUGGESTED CURRICULUM STRUCTURE
GRADE SKILL STANDARDS
LISTENING • I recognize when people talk to me in English and
FIFTH
react verbally and nonverbally.
• I follow the sequence of a short story supported by
images.
• I understand short and simple descriptions of
familiar objects and places.
MONOLOGUE • I recite and sing rhymes, poems and songs that I
understand, with appropriate rhythm and intonation.
• I express my feelings and mood with simple phrases.
• I mention what I like and don’t like with simple
phrases.
• I name some things I can and cannot do, using can/
can’t.
• I describe characteristics of myself, other people,
animals, and places, using very simple language.
CONVERSATION • I participate actively in word games and songs.
• I respond to greetings and farewells.
• I answer to simple questions about me and my
surroundings, verbally and nonverbally.
READING • I follow the sequence of a simple story, through
images and familiar words.
• I can predict a story based on pictures and familiar
keywords.
• I associate pictures with simple sentences, about
familiar topics.
• I recognize words and familiar phrases in immediate
contexts.
WRITING • I write the name of places and elements that I
recognize in a picture.
• I write messages of invitation and congratulations
using simple formats.
• I write personal information in simple formats.
Table 8. Matrix of Standards for Transition and Primary
- 34 -
SUGGESTED CURRICULUM STRUCTURE
The previous matrix has some particular elements worth
discussing:
• The standards relate to the four basic communicative
skills: reading, writing, listening, and speaking
(monologue and conversation).
• In Transition through second grade, emphasis is
made on the development of oral skills (listening and
conversation). Monologue, although considered, is
reduced, due to the fact that in these ages, students’
production is generally subject to a stimulus (question)
from the teacher. Therefore, the number of standards
related to interaction is higher.
• Listening is considered a fundamental skill to promote
communicative preparation in transition and primary.
Therefore, this skill is emphasized from the beginning of
the English learning process. It is important to highlight
that audiovisual material and other technological tools
are necessary to help develop the listening skill.
• Written comprehension and production skills develop
progressively in this matrix. The process begins with
the reading with images and understanding simple
narratives based on them, so as to progress towards
3- HOW DO THE BASIC STANDARDS OF
COMPETENCE ARTICULATE TO THE BASIC
LEARNING RIGHTS?
One aspect in the process of this curriculum design was the
development of the Basic Learning Rights of English (BLRs)
for Transition and Primary (See BLR booklet). This section
attempts to explain the distinction between the Standards and
BLRs, and their articulation with English language teaching
in these levels.
The Basic Standards of Competence have been defined by the
Ministry of Education as “clear and public criteria that allow
to establish which are the basic quality levels” that students
in Colombia need to achieve. These standards present “an
expectation of learning to be developed in the long term”, that
is, they are not established to be achieved in a single grade.
The standards maintain general levels that teachers can
adapt into their curriculum. The Basic Learning Rights, on the
other hand, are defined as a “set of knowledge and abilities
about what every student needs to learn by the end of each
- 35 -
more complex tasks such as understanding simple and
short descriptions in grades fourth and fifth. Writing,
on the other hand, is suggested to start in third grade,
once students have developed this process in their native
language.
The matrix above, as it was mentioned before, refers
to the articulation between the current standards
(Guía 22) and the Suggested English Curriculum for
Transition and Primary. It is important to mention
that, within the curriculum structure, teachers will
find new contributions that include goals, objectives
and competences that, besides the communicative
competence, will include sociocultural and contextual
elements of English learning, that match the vision and
principles of this curriculum proposal.
The matrix presented here has the same flexibility
and adaptability of the curriculum proposal. Its
implementation will vary depending on the number of
hours, the level and number of students, among other
particular characteristics of each learning context.
It is up to every school to evaluate the relevance and
applicability of this matrix in their context.
grade” (MEN, 2015). The BLRs in English are a fundamental
tool to ensure educational quality and equity for all students
in the country. These rights describe basic knowledge and
skills that students need to learn and develop in each of the
grade levels in English.
The BLRs complement the standards because they are more
concrete and contribute a clear route for each school. This
way, the BLRs can be considered the basis for the design
of syllabi that are articulated with the particularities of the
educational context, such as cultural, ethnic, geographic, and
social diversity. Figure 6 presents an example of how the
BSC and BLR are articulated. In the center, you can see the
suggested BSC to be covered in grades 1 through 3 (I follow
the sequence of a simple story, based on images). Around
the BSC, you can see the BLR, grade by grade, which will
contribute to the achievement of the BSC.
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

1º Organizes the sequence of main events

in a simple short story about topics he/

SUGGESTED CURRICULUM STRUCTURE

she already knows, after reading or
listening to it, by using pictures; as in the
following example:
FOR TRANSITION AND PRIMARY
2º Understands a simple short story

2
rabout known topics and retells it
through the use of pictures and
previously studied words
Summary of modules in the suggested curriculum structure
for transition through fifth grade:

MODULE - Cross PEACE AND

HEALTH ENVIRONMENT A GLOBAL
curricular topics/ LIVING
AND AND SOCIETY VILLAGE
GRADE TOGETHER
LIFE

TRANSITION I play and learn I share my I can take care of I see myself as
about my body emotions my world! a member of a
community
I follow the
sequence of a
simple story, based
on images. FIRST GRADE I take care of my I value our I take care of my I help at home
body differences school

SECOND GRADE I have healthy I know my rights I value our I recognize other
habits biodiversity cultures
3º Understands and describes some details in short,
3 simple texts related to familiar topics, based on images
and known phrases; as in the following example: THIRD GRADE I take care of my I comply with my I take care of my I use technology
and my family’s duties city appropriately
health
Juan lives in Yopal.
He is 8 years old. He
loves technology,
FOURTH GRADE I pay attention to I like to talk Let’s take care of I live in a global
my diet our world! village
especially he likes to
play with his Tablet.
The problem is that
Juan spends more FIFTH GRADE I respect my I watch my We are all the We are
than 5 hours playing body language same well-informed
with his tablet every Figure 6. Basic Learning Rights
day. This might be and Standards
bad for him.

- 36 - - 37 -
 SUGGESTED CURRICULUM STRUCTURE

Tr
TRANSITION
GRADE

- 39 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

I can lend you mine

SCOPE AND SEQUENCE

SUGGESTED LEVEL: Preparatory Pre- A1
Transition

The following diagram shows the scope and sequence with information about the suggested modules for Transi-
tion to be covered in a school year.

I don’t have
color pencils

Follow norms in
English for their own Express emotions and
and others’ care, mood, and associate
when participating in MODULE 1 MODULE 2 them with family
individual and group situations
games. I PLAY AND LEARN I SHARE MY
ABOUT MY BODY EMOTIONS

BASIC LEARNING RIGHTS

Tr
MODULE 4
MODULE 3
Mention their current Recognize, visually
1
I SEE MYSELF AS I CAN TAKE CARE
Recognizes simple commands related to his/her and future role and orally, simple
A MEMBER OF A OF MY WORLD!
immediate environment, and responds to them within a community, COMMUNITY actions for taking care
nonverbally. recognizing their of the environment
cultural identity. in their house and
Associates images with sounds of words related to
2 his/her home and classroom.
classroom.

TRANSITION
3 Identifies, repeats, and uses words related to their
immediate environment (house and classroom).

G R A DE 4 Understands and answers very simple questions

about his/her personal information, such as name,
age, and family.

- 40 - - 41 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

There was a farmer

who had a dog and BINGO
was his name
SUGGESTED SYLLABUS B - I - N - G - O...

MODULE 1

SUGGESTED TIME: GOAL:

18-20 hours per academic term Follow norms in English for their own and
others’ care, when participating in indivi-
dual and group games.

LEARNING SITUATION: I PLAY AND LEARN ABOUT MY BODY

SUGGESTED CONTENTS
In this module, the learning situation involves contribute to their self-awareness, the fostering
children in the knowledge of their bodies, as well of self-esteem and respect for themselves and
as their own and others’ care during their par- others. Besides, the suggested situation allows VOCABULARY
ticipation in games, while they learn to express the development of intra and interpersonal skills
actions for care in English. The experiences for better relations in the classroom. Parts of the body Toys Expressions
suggested integrate to offer scenarios that can Face: eyes, mouth nose Ball, doll, bike, car, action figure. Let’s play…
Body: head, shoulders, knees, toes. Colors Touch your…
Shapes Yellow, blue, red Be careful
Circle, triangle, square Acciones
PERFORMANCE INDICATORS Adjectives
Big- small - round - square
Push, Pull, Jump, Play,Run
Games
Expressions to say hello and
introduce themselves
Numbers Playground, field, swings, see- Hello - Good morning / good
1-3 saw afternoon
KNOW DO BE LEARN My name is

1. Recognizes the main 1. Names the parts of 21st Century Skills

parts of the body.
Recognizes his or her
gender.
2. Recognizes and
pronounces vocabulary
related to games,
toys, and recreational
activities.
3. Identifies phrases to
express preference.
1. Values the
their body. Adapts to different roles in
importance of taking
2. Associates words that a group game
care of their body while
they hear to images playing.
related to parts of the Learning strategies Grammar English in practice Sociolinguistic/ Intercultural
2. Respects and takes
body and games. Exemplifies words or My name is… My favorite toy is a doll. Respect for norms and
care of their own and
3. Follows simple phrases with corporal I am a boy/girl My favorite game is the see-saw. responsibilities
their classmates’
instructions when movements to remember My favorite toy is… Jump three (3) times. Respect for others and themselves,
bodies.
told slowly with clear their meaning. My favorite game is... Touch your nose! and appreciation for differences
3. Follows the
pronunciation. My ball is blue. My ball is big and
established norms of
4. Mentions his or her round.
conduct.
favorite game or toy.

- 42 - - 43 -
 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND
ASSESSMENT SUGGESTIONS
This section presents a set of methodolo-
gical suggestions for Transition, taking into
consideration the pedagogical strategies,
as well as the dimensions for a student’s
holistic development.
For this module classroom setting, you can:
1 Decorate the classroom with images
of students playing games that are
familiar to the class.
Hang images or puppets of students
2 with the names of the parts of the body
in English.
MANAGE THE LEARNING ENVIRONMENT
Display posters with students with
3 different physical characteristics. You
can include images of students with
special needs (visually impaired, on
a wheelchair, etc.), as well as from
different ethnic and social groups and
5 Use games that students enjoy the most
geographical contexts, to raise aware-
ness of diversity.
4 Find songs related to the topic of the
6 Create a toy’s corner with toys that students
body and games. Some options can be:
It’s our
responsibility!
Why?
- 44 -
- My little face:
www.youtube.com/watch?v=rv0Wp4UV_Os
- Head, shoulders, knees and toes:
www.youtube.com/watch?v=h4eueDYPTIg
- My body parts song:
www.youtube.com/watch?v=ot4mJ_qUNMY
- Playground song:
www.youtube.com/watch?v=QxBW3BNghgg
- Let’s play outside:
www.youtube.com/watch?v=ywGqdI37ipI
- Let’s play inside:
www.youtube.com/watch?v=aozX-ORODYk
- Playground flashcards:
www.youtube.com/watch?v=aTPb84pX71E
in their recess time to set the classroom
environment. Find out if there is an equivalent
game for those traditional games in English
(e.g. Hide and Seek).
can bring from home.
You should do
your homework.
SUGGESTED CURRICULUM STRUCTURE
GAME
Create a starting routine for stu-
dents, which involves body move-
ments. For this, you can use games
such as:
DIMENSIONS • SIMON SAYS: teacher gives
Corporal instructions for body movements
Socio emotional (e.g. Simon says: touch your nose!),
Cognitive students follow them only when
Communicative introduced with the phrase Simon
says.
• OBSTACLE RACE: organize the
classroom as an obstacle track, stu-
dents follow the track, while taking
care of their bodies.
• HOT POTATO: Pass a toy around
saying “Hot Potato” several times.
When you stop, the child with the toy
ART
Use the different forms of art to
prepare students for the task. You
can have students:
DIMENSIONS
Corporal • Make handcrafts with the vo-
Aesthetic cabulary from the module, using
Cognitive different materials such as clay,
Communicative play dough, paint, different types of
paper, saw dust, etc.
• Make a mural, with poster paper
and a variety of materials, which
represents student’s favorite toys
and games. Once they display them
- 45 -
in his or her hands has to perform
an instruction given by the teacher.
• I IMAGINE: cover a child’s eyes and,
using only their touch, he or she has
to guess who the person in front of
them is.
• I SPY WITH MY LITTLE EYE:the
teacher describes a toy she or he
sees saying color and size, students
guess which toy it is.
These and other games can be used
to introduce and practice vocabulary
related to parts of the body and care
for their own and their classmates’
SETTING OF LEARNING EXPERIENCES
bodies.
on the walls, students can use
labels to tag the games or actions
in English.
• Use music, for example, the
songs suggested in the previous
section, and movement to learn and
practice the vocabulary.
• Use drama to represent possible
situations that can happen in group
games, which can put their physical
integrity at risks. These represen-
tations can be done in Spanish as
preparation for the main tasks.
 SUGGESTED CURRICULUM STRUCTURE
LITERATURE
Literature offers infinite resources
to awaken student’s interest and
imagination. As preparation for the
task, you can:
DIMENSIONS
Aesthetic • Tell them stories in Spanish (or
Cognitive English, if appropriate) about body
Communicative care or stories of traditional ga-
mes in their context. These stories
should always be accompanied by
images and gestures. Afterwards,
ask students to name in English
the characters in the story.
• Use various strategies for stu-
SETTING OF LEARNING EXPERIENCES
dents to interact with literature
(e.g. a reading corner, organizing
events in a story using images, a
puppet show, etc.)
• Create big books, together with
children, putting together several
pieces of cardboard and building
stories using cut outs, images, and
different materials. In this module,
for example, you can create a big
book that shows the story below,
to practice the vocabulary of body
EXPLORATION OF THE ENVIRONMENT
The environment offers varied
opportunities for stimulation and
preparation for learning. You can,
DIMENSIONES for example:
• Take students to the playground
Corporal
Socioemotional
or patio and name the games that
are there, as well as the norms
Cognitive
they should follow when in recess
for their own and their peers’
- 46 -
parts and to count orally:
Sheet 1: Hello, I am Coco, the
alien.
Sheet 2: I have 4 eyes, 1, 2, 3, 4.
Sheet 3: I have 6 legs, 1, 2, 3, 4, 5, 6
Sheet 4: I have 2 ears
Sheet 5: I love my planet
• Create a reading corner with
books in English.
You can visit the webpages below
to discover some downloadable
literary resources to work with
children. Remember that in this
first module, stories should mainly
have images and very little text
(only words or very short phrases
with simple language). This is the
children’s first encounter with
literature in English:
Free kids books: freekidsbooks.org/
filter/Toddlers/date/ASC
Kids English books (with mp3 audio):
http://www.kidsenglishbooks.com/
Mini books to print and color: http://
www.dltk-teach.com/minibooks/
safety. This activity can be done in
Spanish. Then, children can label
the games, using labels provided
by the teacher.
• Play traditional outdoor games,
typical in their region, in order to
prepare them for the topic of the
module.
SUGGESTED CURRICULUM STRUCTURE
The following are some of the learning
experiences in which students can get
involved in this module. These integrate
the dimensions and established pedago-
gical strategies:
Tag the parts of the body on a big human
1 figure.
ECO: Student Booklet
Unit 4 Lessons 3.
ECO Poster: Posters Lili
& Mike.
2 Create puppets to identify their parts in
English.
Jump on the different games studied,
3 which may be distributed on the
classroom’s floor.
4 Participate in corporal games where
students show management of their body
and laterality. This activity integrates with
gross motor skills work. You can also use
it to get children familiar with commands
such as: hands up, jump, walk, etc.
5 Order a sequence of events in a story,
using visual aids. The story could be
related to a child that loses a toy or that
does not have any friends to play with.
In order to do that, you can follow these
steps:
• Pre-listening: You can ask children in
Spanish in they have ever lost a toy, how
did they feel? Then, you can review the
vocabulary of toys, using flashcards.
• While listening: While children listen to the
story, you can ask them to raise their hand
every time they hear the name of a toy.
• Post-listening: Ask children to illustrate
an event from the story they just listened to.
Finally, in small groups, give them cut
outs with events from the story and
ask them to put them in the order they
happened.
Shape a human figure using clay or play
6 dough and based on their gender. At the
end, children can label them using “I am a
boy” or “I am a girl”.
Inclusion: This type of
activities can help to
involve blind children.
7 Play “stick the parts of the body” to a big
human figure with eyes covered. Review the
vocabulary at the end.
8 Classify images of appropriate and
inappropriate actions in the playground or
patio (e.g. pushing others, running on the
stairs, waiting for their turn, etc.). Show the
images with their label and ask students
to repeat the action. Then, in small groups,
children can associate the image with the
SUGGESTED LEARNING EXPERIENCES
corresponding phrase, and classify them in
positive and negative actions.
9 Make puppets and do dramatizations, using
rehearsed phrases in English.
For example:
Puppet A: Hello, my friends! My name is
Pepito. I am a boy.
Puppet B: Hello, hello! My name is Pepita. I
am a girl.
Puppet A: We play together and we take care
of each other.
Puppet B: We are happy!
10 Build a model of the playground and label
the games.
11 Make a very short oral presentation of their
favorite game and toy.
For example:
Good morning. My favorite toy is a ball. It is
round and blue.
- 47 -
 SUGGESTED CURRICULUM STRUCTURE
In this stage, students can carry
SOCIALIZATION OF EXPERIENCES
out projects to consolidate lear-
ning, as well as processes of self-
and co-evaluation.
1
Suggested final project: Create a
collective agreement of norms for
body care and safety when they
are playing (Do’s and Don’ts). This
could have statements like:
•Don’t push other students
•Don’t run on the stairs
•Take care of your body
•Wait for your turn
• MECHANISMS TO FOLLOW-UP STUDENT’S HOLISTIC EDUCATION
A. Open and unstructured observation:
this can be done especially at the
beginning of the module and of every
lesson, in the pre-task stage, with the
aim of discovering the needs, interests,
and difficulties students may have in
relation to the suggested topics or
tasks. This can inform teachers of the
pedagogical strategies they may use
throughout the task.
B. Selective observation through the
following questions:
• Is there any preference for a specific
game in my class or of a particular
student?
• Which aspects of students’ interactions
favor vocabulary learning or skills
development?
• Was there any activity that had
particular impact in student’s learning?
- 48 -
Evaluate the module with the class
2
by asking them questions, such as:
What activities did you enjoy the
most in this module? What did
we learn? What do you need to
review? etc.
The suggestion is doing this part
in Spanish since it addresses the
development of student’s meta-
cognitive strategies.
Why could this be?
• Is there any particular behavior that
has caught my attention during the
development of the tasks?
• Pedagogical active listening: the
suggestion is to open daily conversation
spaces with students, in Spanish,
to listen to their opinions about the
learning experiences suggested and the
topics that were studied. Especially, it is
important to approach the ‘know to be’
indicators through this strateg
• Follow-up instruments
a. Anecdotal records
b. Observation notes
c. The travelling notebook
d. Commented photo albums
e. Exhibitions and collections of work
done by students
SUGGESTED CURRICULUM STRUCTURE
y
l y .M
i
f am y
m y
i a ,M
h is
is
s Jul d
i
T , an
h er u i s
t
sa.
mo i sL o
r R
a t he r is
f e
s ist
my
IMPLEMENTATION ALTERNATIVES
• Suggested tasks in this module are flexi- contribute, for instance, to the development
ble and allow adaptation to the diverse of fine and gross motor skills, as well as the
national contexts. It is left to the teacher’s dimensions for a preschool student’s holis-
criterion to implement the activities which tic development.
may be relevant and stimulating for stu-
dents. Similarly, the teacher can decide • This module will be the children’s first
what activities could not be covered ba- approach to English. Therefore, teachers
sed on the number of teaching hours per should develop the contents progressi-
week or students’ level. vely, making special emphasis on listening
skills, and students’ nonverbal response to
• It is important to highlight that the su- the give stimuli in the foreign language. Tea-
ggested tasks for transition are meant to chers should closely follow-up their lear-
be easily integrated to that level’s curricu- ning, respecting their learning pace.
lum, therefore providing more flexibility for
implementation. The suggested tasks can
- 49 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

So, what can

you see in the
picture?

SUGGESTED SYLLABUS
MODULE 2

SUGGESTED TIME: GOAL:

18-20 hours per academic term Express emotions and mood in English,
and associate them to family situations.

LEARNING SITUATION: I SHARE MY EMOTIONS

The purpose of the learning situation sugges-

ted for module 2 is for children to explore and
recognize their emotions and mood, which can be
associated to daily life situations that may usually
cause such emotions; and for them to express
them in English. The suggested experiences aim
to contribute to children’s emotional education
so that they can start to self-regulate the expres- SUGGESTED CONTENTS
sions of those emotions. This way, self-aware-
ness, recognition and respect for other people’s
feeling, as well as family and school relations are VOCABULARY
strengthened.

Adjectives to express emotions: Position Expressions

Happy, excited, surprised Up-down I am… (happy)
sad, scared, tired I feel… (sad)
Materials
PERFORMANCE INDICATORS Colors Playdough, clay, paint, paper.
Review: yellow, blue, red
Introduce: green, orange, purple Numbers
KNOW DO BE LEARN 4 and 5

1. Identifies vocabulary 1. Expresses their mood
and very simple with previously studied
phrases used to talk phrases.
about emotions and 2. Follows simple
mood. instructions related
2. Recognizes to classroom
vocabulary related relationships.
to living together 3. Answers simple,
situations. previously studied,
questions about their
feelings.
1. Recognizes that their 21st Century Skills
mood can influence
their behavior. Knows when it is
2. Respects others’ appropriate to talk and Grammar English in Practice Sociolinguistic/ Intercultural
space. when to listen. Are you… ? How do you feel today? Recognizing their own and others’
Yes, I am / No, I’m not I feel happy emotions
Learning strategies How are you? How are you today?
Uses gestures to represent How do you feel? I am happy Establishing positive relationships.
words in English when they
don’t remember them. Imperatives:
stand up / sit down / color, etc.)

- 50 - - 51 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

METHODOLOGICAL AND
ASSESSMENT SUGGESTIONS

GAMES
Create a starting routine for stu- fferent emotion on each side). Each
Let me see! Look! There is a dents, which involves the expres- child takes a cards and names the
dinosaur in this sion of emotions. For this, you can emotion.
story. use games such as:
DIMENSIONS These and other games can be used
Corporal • EMOTION BINGO to introduce and practice vocabu-
Socio emotional lary related to emotions, their cau-
Cognitive • EMOTIONS DOMINOES ses and consequences.
Communicative
• CARDS: Students sit in small
groups, around a pile of cards with
MANAGE THE LEARNING ENVIRONMENT

emotions (or a die that shows a di-

SETTING OF LEARNING EXPERIENCES

This section presents a set of metho-
dological suggestions for Transition,
taking into consideration the pedago-
gical strategies, as well as the dimen-
sions for a student’s holistic develop-
ment.
For this module classroom setting, you
can:
1 Decorate the classroom with images of
students showing different emotions,
with their corresponding label.
2 Display posters with students with
different physical characteristics. You
can include images of students with
special needs (visually impaired, on
a wheelchair, etc.), as well as from
different ethnic and social groups, and
geographical contexts, to raise aware-
ness of diversity.
Bunny Bonita Poster and
Flashcards How do you feel?
3 Find songs related to the topic of emo-
tions. Some options can be:
If you’re happy: www.youtube.com/watch?v=l4WNrvVjiTw
- Emotions: www.youtube.com/watch?v=zEk48QQSPo4
- How are you?: www.youtube.com/watch?v=fMR8Hr9Xby4
4 Have an ‘emotion chart’ with students’
names on it. Every day, they can display
their emotions or mood at different
times of the day using images or labels
such as: happy, sad, excited, hungry,
tired.
ART
Use the different forms of art to
prepare students for the task. You
can have students:
DIMENSIONS • Make handcrafts with the voca-
Corporal
Aesthetic
bulary from the module, using di-
fferent materials such as clay, play
Cognitive dough, paint, different types of pa-
Communicative per, wood dust, etc.
• Make a mural, with poster paper
and a variety of materials, which re-
presents student’s emotions. Once
they display them on the walls, stu-
dents can use labels to tag them.
• Use music, for example, the songs
suggested in the previous section,
to learn and practice the vocabulary.
• Charades: A child stands in front
of the class and represents an emo-
tion given by the teacher; the class-
mates guess and name the emotion.
• Mirror:Students stand face to face
and imitate the expression/emotion
of the partner in front of them. This
activity can help strengthen chil-
dren’s relations.

- 52 - - 53 -
 SUGGESTED CURRICULUM STRUCTURE
LITERATURE
Literature offers infinite resources
to awaken student’s interest and
imagination. As preparation for the
task, you can:
• Tell them stories in Spanish (or
DIMENSIONS English, if appropriate) about diffe-
rent situations that cause different
Aesthetic
emotions in people. These stories
Cognitive
Communicative
should always be accompanied by
images and gestures.
• Use various strategies for students
to interact with literature (e.g. a
reading corner, organizing events in
a story using images, a puppet show,
etc.).
• Create big books, together with
children, putting together several
SETTING OF LEARNING EXPERIENCES
pieces of cardboard and building
stories using cut outs, images, and
different materials. In this module,
for example, you can create a big
book that shows the story below, to
practice the vocabulary of emotions:
Sheet 1: Hello, my name is Gina
Sheet 2: I am very happy
EXPLORATION OF THE ENVIRONMENT
The environment offers varied
opportunities for stimulation and
preparation for learning. You can, for
example:
• Take students to walk around
DIMENSIONS
school and play detective to discover
Corporal
emotions that people around them
Socioemotional
are showing. Students can keep
Cognitive
a detective journal or notebook,
drawing the emotions they see,
- 54 -
Sheet 3: Music makes me happy
Sheet 4: My family makes me happy
Sheet 5: My friends make me happy
Sheet 6: Sometimes I feel sad
Sheet 7: Yelling makes me sad
Sheet 8: Sometimes I feel tired
Sheet 9: Running makes me tired
You can add other feelings and
emotions to the story throughout the
module.
• Create a reading corner with books
in English.
You can visit the webpages below to
discover some downloadable literary
resources to work with children. Re-
member that in this module, stories
should mainly have images and very
little text (very short phrases with
simple language):
Free kids books: freekidsbooks.org/
filter/Toddlers/date/ASC
Kids English books (with mp3 audio):
http://www.kidsenglishbooks.com/
Mini books to print and color: http://
www.dltk-teach.com/minibooks/
or using stickers of emotions or
pictures given by the teacher. When
back in the classroom, children can
put the names to the emotions with
the help of the teacher.
Inclusion: If you have children
with special needs, adapt this
activity so that they can all
participate.
SUGGESTED CURRICULUM STRUCTURE
The following are some of the learning expe-
riences in which students can get involved in
this module. These integrate the dimensions
and established pedagogical strategies:
1 Tag different emotions on big human figures.
2 Jump on faces showing different emotions,
which may be distributed on the classroom’s
floor, when teacher mentions them.
3 Do different fine motor skills activities related
to the topic of the module (e.g. redrawing,
coloring, punching, cutting, etc.). Make special
emphasis on listening tasks and repetition of
the vocabulary while children do the activities.
4 Order a sequence of events in a simple story
related to the topic of the module, using
visual aids, after being told by their teacher
or in a video. In order to do that, you can
follow these steps:
• Pre-listening: You can show images of
different emotions and ask children to name
them in English. You can also ask them to
talk to their classmates about situations in
which they feel happy, sad, excited, etc.
• While listening: While children listen to
the story, you can ask them to imitate the
emotion that is being mentioned in the story.
• Post listening: Ask children to illustrate one
event from the story they just heard.
Finally, in small groups, give them cut outs
with events from the story and ask them to
put them in the right order.
Mold faces using clay or play dough,
5 11
according to the emotion the teacher
mentions. Then, children can work in small
groups to ask and answer questions, like this:
A: How do you feel?
B: I feel happy! / I feel sad
6 Classify emotion images into positive or
negative categories. Then, take turns to name
them in English.
- 55 -
7 Make puppets and do dramatizations,
using rehearsed phrases in English.
For example:
Puppet A: Pepita, how do you feel?
Puppet B: Pepito, I feel bad. I am sick
Puppet A: Oh no. Please, feel better!
8 Create an emotions album, using photos
or images from magazines. Children
can also put together the names of the
emotions in English by cutting out the
letters from magazines, following a
model given by the teacher.
9 Associate daily life situations with
emotions (e.g. earthquake - scared;
birthday - happy, etc.). Then, children
can work in pairs, one of them shows
the situation and the other names the
SUGGESTED LEARNING EXPERIENCES
emotion that this situation causes.
Watch some cartoons and analyze
10 the feelings shown by the characters.
Complete an emotions table (similar to
the detective activity they did in the stage
of exploration of their surroundings),
in which they write the name of the
character and they draw (or paste) the
emotion. If it is possible for them, they
can have a third column where they write
the emotion in English.
NAME EMOTION PICTURE ENGLISH WORD
Sofia the first Happy
Design emotion lotteries and then play in
small groups. Children cover the images
as the teacher mentions an emotion they
have on their card.
12 Complete empty faces on a worksheet,
based on the emotions mentioned by the
teacher.
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

In this stage, students can ca- 2 Evaluate the module with the
SOCIALIZATION OF EXPERIENCES

rry out projects to consolidate class by asking them questions,

learning, as well as processes of such as:
self- and co-evaluation.
• What activities did you enjoy
1 Keep a record of the emotions
they feel during a week (or
the most in this module?
• What did we learn? What do you
more), in an emotions diary, with need to review? etc.
the help of their parents. The
teacher can prepare a worksheet The suggestion is doing this part
with images and names of the in Spanish since it addresses the
vocabulary and send it home. development of student’s meta-
With the help of their parents, cognitive strategies.
children can illustrate the emo-
tion and the situation that caused
that emotion. Sharing it with the
teacher or classmates can be

IMPLEMENTATION ALTERNATIVES
optional.

• MECHANISMS TO FOLLOW-UP STUDENT’S HOLISTIC EDUCATION

a. Open and unstructured observation: c. Pedagogical active listening: the

this can be done especially at the begin-
ning of the module and of every lesson,
in the pre-task stage, with the aim of
discovering the needs, interests, and
difficulties students may have in relation
to the suggested topics or tasks. This
can inform teachers of the pedagogical
strategies they may use throughout the
task.
b. Selective observation through the
following questions:
• Is there any preference for a speci-
fic game in my class or of a particular
student?
• What aspects of the students’ interac-
tion favor vocabulary learning or skills
development?
• Was there any activity that had parti-
cular impact in student’s learning? Why
could this be?
• Is there any particular behavior that
has caught my attention during the
development of the tasks?
suggestion is to open daily conversa-
tion spaces with students, in Spanish,
to listen to their opinions about the
learning experiences suggested and the
topics that were studied. Especially, it is
important to approach the ‘know to be’
indicators through this strategy. In this
module, you can talk to students about
how certain situations can cause spe-
cific emotions and what to do to control
them.
• Follow-up Instruments
a. Anecdotal records
b. Observation notes
c. The travelling notebook
d. Commented photo albums
e. Exhibitions and collections of work
done by students
• Throughout this module, teachers
find suggestions that are flexible and
adaptable to their particular teaching
context. As it develops, teachers can
adopt, from each stage, the recommen-
dations that are significant to their stu-
dents, and dismiss the ones that, due
to time constraints or children’s cha-
racteristics, may not be relevant or re-
alistic. This can be done as long as they
take into consideration the suggested
learning sequence, that is, starting with
a preparation stage, to follow with more
specific tasks in English, and finishing
with a socialization stage.
• The recommendation is to select acti-
vities that will help students achieve the
skills, objectives and goals suggested in
the module, as well as children’s human
development. The emphasis in this mo-
dule is still children’s oral comprehen-
sion, considering their learning pace be-
fore demanding oral production.
• For this module in particular, the im-
plementation of the activities starts with
the recognition of children’s emotions.
Therefore, this module can be very sig-
nificant and can be enriched with what
the teacher can explore with his or her
students. This can be done through the
diverse suggestions that incorpora-
te areas such as fine and gross motor
skills, and art, game, literature, and ex-
ploration of their surroundings.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

...Finally, the
caterpillar becomes
SUGGESTED SYLLABUS a butterfly.

Wow!

MODULE 3
SUGGESTED TIME: GOAL:
18-20 hours per academic term
Let me see!
Recognize, visually and orally, simple
actions for taking care of the environment
in their house and classroom.

LEARNING SITUATION: I CAN TAKE CARE OF MY WORLD!

Module 3 suggests a learning situation that revolves The experiences suggested connect to strengthen
SUGGESTED CONTENTS
around experiences that promote the recognition of
the environment that surrounds children and en-
values of respect for themselves and other living
beings that share planet Earth. They also allow
VOCABULARY
courage them to think about and express actions for children to engage in actions they can take even at Animal classification Natural landscape Actions
its care and preservation. Children’s participation in home or school. Through these experiences that Wild – Domestic Tree, stem, leaf, flower, fruits, Jump, fly, crawl, eat, swim, grow,
this learning situation fosters attitudes and values stimulate creativity, exploration, scientific spirit, Sea, sea life stomp
of collaboration with others to achieve a common and imagination, this module seeks to contribute to Animals: Pick up the trash
Dog, cat, rabbit, fish, turtle, cow, Parts of the house Throw garbage in the can
goal that has implication on the global community. children’s holistic education.
bull, goat, donkey Living room, kitchen, bedroom, Litter
Jaguar, snake, pink dolphin, bathroom Put away
monkey, parrot, bird
School places Expressions
Note: Use the animals that are known Classroom, patio, office, I like…
in children’s context, or the ones they playground I don’t like
PERFORMANCE INDICATORS like the most.
Position
I see (I see two dogs; I see 4 chairs;
I see 2 trees on the right)
Numbers Left - right
KNOW DO BE LEARN 6-8

1. Recognizes vocabulary
related to domestic and
wild animals.
2. Identify expressions to
talk about what they can
or cannot do.
3. Recognizes vocabulary
related to elements of
the natural landscape.
4. Identifies orally words
and short phrases to
describe body actions.
1. Expresses what they
can or cannot do.
2. Names elements
of their immediate
environment.
3. Understands short
simple sentences
about the environment,
supported by images.
4. Answers simple,
previously studied,
questions about the topic
of the module.
1. Performs actions 21st Century Skills
to take care of their Listens attentively to
environment, like understand the meaning of
throwing garbage in what they hear.
Grammar English in practice Sociolinguistic/ Intercultural
the garbage can or
Learning strategies Can , can’t A snake can crawl Making decisions and personal
recycling.
Birds can fly A bird can fly actions for environmental care.
2. Works with others Relates new information in
the foreign language with I can’t swim An elephant can stomp
to take care of the
previous notions. What’s that? I see 2 trees on the right Knowing the difference between
environment.
The living room is on the left right and wrong.
Imperatives (class instructions)

- 58 - - 59 -
 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND
ASSESSMENT SUGGESTIONS
This section presents a set of methodolo-
gical suggestions for Transition, taking into
consideration the pedagogical strategies,
as well as the dimensions for a student’s
holistic development.
For this module classroom setting, you
1 can:
Decorate the classroom with images of
natural settings (sea life, farm life, forest,
etc.)
MANAGE THE LEARNING ENVIRONMENT
Display posters with students with di-
2 fferent physical characteristics. You can
include images of students with special
needs (visually impaired, on a wheelchair,
etc.), as well as from different ethnic and
social groups, and geographical contexts,
to raise awareness of diversity.
Display posters of clean and organized
3 house and school environments.
I’m sick.
- 60 -
Find songs related to the topic of
4 environmental care and nature. Some
options can be:
-Cartoon on recycling:
www.youtube.com/watch?v=KP6Ww1p0BtI
- Clean up song:
www.youtube.com/watch?v=oY-H2WGThc8
- Tidy up son:
www.youtube.com/watch?v=O9xVBLgqgfY
- Let’s go to the zoo:
www.youtube.com/watch?v=OwRmivbNgQk
- Walking in the jungle:
www.youtube.com/watch?v=GoSq-yZcJ-4
- The animals on the farm:
www.youtube.com/watch?v=zXEq-QO3xTg
- Old McDonald had a farm:
www.youtube.com/watch?v=lWhqORImND0
Oh, I’m sorry!
SUGGESTED CURRICULUM STRUCTURE
GAMES
Create a starting routine for
students, around the module’s topic.
For this, you can use games such as:
• Old McDonald had a farm: Students
DIMENSIONS
imitate animal sounds and learn the
Corporal vocabulary about animals.
Socio emotional • Animal and plant lottery. Children
Cognitive cover the images the teacher shows
Communicative while she/he mentions the name in
English.
• Guess the animal: using simple
descriptions or sounds.
• Put the donkey’s tail (or any other
animal). You can change the animal
every day so that children practice
ART
Use the different forms of art to
prepare students for the learning
experience. You can have students:
DIMENSIONS • Make handcrafts with the vocabu-
Corporal lary from the module, using different
Aesthetic materials such as clay, play dough,
Cognitive paint, different types of paper, wood
Communicative dust, etc. You can reinforce pronun-
ciation of vocabulary while children
work on their handcrafts. At the end,
they can label them in English.
• Make a mural, with poster paper
and a variety of materials, which
represents the different elements of
nature studied in the module.
- 61 -
a different animal per day. Some
animals you can use are: dog, cat,
rabbit, etc. You could also change
the part of the body they will stick to
the animal: tail, nose, eyes, mouth.
• What animal am I? Each child has
an image of an animal on his or
her back, which he or she needs
to guess with hints from teacher
or classmates. The hint can be the
animal’s sound and children need to
say the name in English.
These and other games can be used
to introduce and practice vocabulary
related to the module’s topic.
SETTING OF LEARNING EXPERIENCES
• Once they display them on the
walls, students can use labels to tag
them.
• Use music, for example, the songs
suggested in the previous section,
and movement to learn and practice
the module’s vocabulary.
• Do face paintings with different ani-
mals or nature elements. At the end,
students can go to the board and
introduce themselves with the name
of the animal: I am a cat, dog, etc.
• Design animal masks or head
bands in the form of animals. Use
the activity to practice the vocabulary.
 SUGGESTED CURRICULUM STRUCTURE
LITERATURE
Literature offers infinite resources
to awaken students’ interest and
imagination. As preparation for the
task, you can:
DIMENSIONS
• Tell them fables in Spanish (or
Aesthetic
Cognitive
English, if appropriate) or stories
about the importance of keeping
Communicative their environment clean. These sto-
ries should always be accompanied
by images and gestures.
• Use various strategies for students
to interact with literature (e.g. a
reading corner, organizing events in
SETTING OF LEARNING EXPERIENCES
a story using images, a puppet show,
etc.)
• Create big books, together with
children, putting together several
pieces of cardboard and building
stories using cut outs, images, and
different materials. In this module,
for example, you can create a big
book that shows the story below,
about environmental care at home
and at school:
Sheet 1: Good morning, kids! I am
Karina
Sheet 2: I love my school
EXPLORATION OF THE ENVIRONMENT
The environment offers varied oppor-
tunities for stimulation and task
preparation:
DIMENSIONS
• Take students for a walk around
school and keep records with
Corporal
drawings of interesting things about
Socioemotional
the environment that surrounds them
Cognitive
(plants, animals, etc.). When back
in the classroom (or as homework),
- 62 -
Sheet 3: I take care of my classroom
Sheet 4: I pick up the garbage
Sheet 5: I throw paper in the trash
can
1 Tag the names of nature elements, parts
Sheet 6: I clean my desk
Sheet 7: My friends help too
Sheet 8: They pick up the garbage
Sheet 9: They throw paper in the
2 Create tags for their house and places in
trash can
etc…..
3 Create a board of duties to complete at
• Create a reading corner with books
in English.
You can visit the webpages below to
discover some downloadable literary
resources to work with children.
Remember that in this module, sto-
ries should mainly have images and
very little text ( short phrases with
simple language). You can increase
the number of words and phrases as
they progress through the modules:
Free kids books: freekidsbooks.org/
filter/Toddlers/date/ASC
4 Do different motor skills activities with
Kids English books (with mp3 audio):
http://www.kidsenglishbooks.com/
Mini books to print and color: http://
www.dltk-teach.com/minibooks/
5 about the topic of the module, using
children can find out the name of the
elements they drew.
• Take them to play the role of environ-
mental inspectors, to detect actions
that threaten the tidiness and safety of
their school environment. When back
in the classroom, children can illus-
trate those actions and display them
around the classroom’s walls.
SUGGESTED CURRICULUM STRUCTURE
The following are some of the learning
experiences in which students can get
involved in this module. These integrate
the dimensions and established pedago-
gical strategies:
of the house, or places in the schools on
big pictures.
the schools.
home. On the board, children can cut out
and paste images of different tasks they
need to/ or could do at home (clean the
room, pick up the trash, wash dishes,
etc.). With their parents’ help children
check the tasks they do every day. After
a while (a week, for example), children
bring the board home and share it with
classmates. You can use this activity to
review the vocabulary of duties in English:
pick up the trash, clean my room, etc.
the topic of the module (e.g. redrawing,
coloring, punching, cutting, etc.). Review
the vocabulary while doing these activities.
Didactic idea: When you suggest
listening or reading activities,
remember to follow the sequence of
pre/ while/ post. This way, you will get
children’s attention, readiness, and
comprehension of the story.
Order a sequence of events in a story
visual aids, after listening to it from
their teacher or a video. To do that, you
can follow these steps:
• Pre-listening: You can ask children
to think about and say in Spanish what
they think the story can be about,
using the title and some images. Then,
you can review the vocabulary of the
module, using flashcards.
• While-listening: While children listen to
the story, you can ask them to touch their
head as you mention an action related to
the environment.
• Post-listening: Ask children to shape
a character from the story, using play
dough.
Finally, in small groups, give them some
cut outs from the story and ask them to
put them in the order they occurred.
6 Recreate the germination cycle of a bean.
Classify images of negative and positive
7 environmental actions.
Create an illustrated album of
8
SUGGESTED LEARNING EXPERIENCES
environmental care. Every day, children can
draw or paste at home, an action they can
do to take care of the environment at home
and at school. When they go to the school,
the teacher will help them write the action
in English.
9 Watch cartoons or the extract of a film with
environmental content and complete a table
with the actions they see. The objective of
this activity is that, even when the input is
in Spanish, children can use it as a pretext
to learn English. In this case, they will
complete the table in English.
For example, images of:
Cleaning up
Littering
YES
YES
NO
NO
Recycling YES NO
10 Make a collage with elements of nature
(e.g. animals and their habitat). At the end,
children practice the vocabulary in English.
They can also practice some phrases in
English about environmental care at home
or school. For example: don’t throw garbage
on the floor. The collages and phrases can
be distributed around school.
- 63 -
 SUGGESTED CURRICULUM STRUCTURE
SUGGESTED LEARNING EXPERIENCES
Let me see!
Didactic idea: If you have a large
class, organize them in small
12
groups (or tables) for this activity.
This way, you can save time and
keep them busy. Assign some
roles in each group for the “show
and tell”.
11 Prepare a “show and tell” session
where students can present some
of their work in the module, saying
simple, previously studied, words
and phrases.
- 64 -
...Finally, the
caterpillar becomes
a butterfly.
Create an illustrated story with
animal abilities. Each page can
show what a different animal can
or cannot do (e.g. an elephant can
stomp. It can’t fly). At the end, they
can include a picture of themselves
showing something they can or
cannot do (e.g. I can walk. I can’t
swim)
SUGGESTED CURRICULUM STRUCTURE
In this stage, students can carry out pro-
jects to consolidate learning, as well as
processes of self- and co-evaluation.
1 Start a campaign for garbage collection at
school with the help of teachers.
• Create certificates, using recycled mate-
rial, to give to the students that keep their
classroom tidy and organized.
2 Evaluate the module with the class by
asking them questions, such as:
• What activities did you enjoy the most in
this module? What did we learn? What do
you need to review? etc.
Wow!
• MECHANISMS TO FOLLOW-UP STUDENT’S HOLISTIC EDUCATION
a. Open and unstructured observation:
this can be done especially at the begin-
ning of the module and of every lesson,
in the pre-task stage, with the aim of
discovering the needs, interests, and
difficulties students may have in relation
to the suggested topics or tasks. This
can inform teachers of the pedagogical
strategies they may use throughout the
task.
• Selective observation through the
following questions:
• Can I see students’ motivation during
the development of the tasks?
• Is there any child that is particularly
unmotivated?
• Can I find out the cause for that?
• Was there any activity that had parti-
cular impact in students’ learning? Why
could this be?
• Is there any particular behavior that
has called my attention during the deve-
lopment of the tasks?
• Why is it important to take care of
SOCIALIZATION OF EXPERIENCES
our environment? Could you give me
examples of actions to keep a nice
environment in our school?
The suggestion is doing this part in
Spanish since it addresses the deve-
lopment of student’s metacognitive
strategies.
b. Pedagogical active listening: the
suggestion is to open daily conversa-
tion spaces with students, in Spanish,
to listen to their opinions about the
learning experiences suggested and the
topics that were studied. Especially, it is
important to approach the ‘know to be’
indicators through this strategy. In this
module, you can talk to students about
how personal actions have an impact in
their environment and in other people.
You can also talk about the different abi-
lities that animals and people have, and
how differences between people can be
valued (inclusion).
• Follow-up Instruments
a. Anecdotal records
b. Observation notes
c. The travelling notebook
d. Commented photo albums
e. Exhibitions and collections of work
done by students
- 65 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

Whose pencil is
this? SUGGESTED SYLLABUS
MODULE 4

SUGGESTED TIME: GOAL:

18-20 hours per academic term Mention their current and future role as
a member of a community, recognizing
their cultural identity.

I don’t know!

LEARNING SITUATION: I SEE MYSELF AS A MEMBER OF A COMMUNITY!

Module 4 seeks to engage children in their recog- actors in a future community; to start building
nition as an important member of a community their life project. Through role plays and some
IMPLEMENTATION ALTERNATIVES

(family, school, and friends) and in expressing it
in English. The purpose of the suggested expe-
riences is that they can connect with each other
to foster children’s self-esteem, as they allow
them to dream and project themselves as visible
other suggestions that involve children actively,
this module aims at developing their interperso-
nal skills, their imagination and creativity, and
promoting personal and social transformation
processes.

• Module 3 in Transition presents a varie-

ty of activities that can support teachers
in English. Teachers are encouraged to
open spaces for children’s continuous
PERFORMANCE INDICATORS
in proposing experiences to generate sig- participation, even for those who show
nificant learning in children, and promote slower pace of improvement. This can be KNOW DO BE LEARN
the achievement of knowledge and skills done through working in pairs with more
in English, at a very initial level. It is up capable peers, as well as through indivi- 1. Describes family
dual interaction spaces with the teacher. 1. Identifies vocabulary 1. Recognizes their 21st Century Skills
to each teacher to evaluate the activities traditions, using models
related to family cultural identity as a Starts to understand the
suggested in each stage (preparation, su- given by the teacher.
traditions. member of a family. interconnection of self to
ggested experiences, and socialization) • It is important to remember that, within 2. Recognizes lexical 2. Exchanges basic and 2. Appreciates cultural community and society
and select, adapt, discard, or add tasks the flexibility for adaptation of the me- elements about cultural simple information about differences in their
based on the knowledge of their context thodological suggestions, teachers can representations in their family traditions and class. Learning strategies
and students, and the time available. include activities for each stage, not just community: music, customs. 3. Values lessons from Uses flashcards to
3. Understands simple
focus on one in particular. They can start language, traditions. their grandparents. remember words they are
3. Recognizes orally and short descriptive 4. Projects themselves
• The alternatives of implementation in with some tasks to prepare students for texts about roles and
learning in English.
this module keep making emphasis on learning, which allow the use of Spanish, vocabulary about as an important
roles and jobs in the jobs in the community. member of their
children’s oral comprehension, although, to then move to the ones in which chil- 4. Answers simple
community. community.
by this time of the year, they should be dren get involved more actively in expe- questions about personal
showing some improvement in the ar- riences in English, to finish with the so- information.
ticulation of words and simple phrases cialization of learning.

- 66 - - 67 -
 SUGGESTED CURRICULUM STRUCTURE
What’s your
name?
SUGGESTED CONTENTS
VOCABULARY
Vocabulary related to culture Jobs
Music Teacher, farmer, manager,
Holidays: Christmas, regional driver, salesman/saleswoman,
holidays. housewife, maid, secretary,
Celebrations doctor, security guard, police
Trip officer, student.
Dinner
Birthday celebration Note: Focus on professions and
angels’ day jobs that are familiar to the
holy week / easter context of students, and the ones
Note: Focus on regional they feel attracted to.
celebrations, from the children’s
context. Family members
Grandfather, grandmother, dad,
mom, children, sister, brother
Grammar English in practice
Like / doesn’t like I like Vallenato music
My family likes/doesn’t like parties. My family likes Christmas. We
celebrate with a big dinner.
How old are you / is he/she? My birthday is in November
I/he/she am/is __ years old How old are you?
Imperativos (classroom I am 5 years old
instructions) We celebrate holy week in March
- 68 -
My name is
Mauro
Months
January, February, March,
April, May, June, July, August,
September, October, November,
December.
Numbers
9 and 10
Expressions
I want to be a …. (doctor)
I am a student
Sociolinguistic/ Intercultural
Similarities and differences
between family cultures.
Differences in the way adults and
the elderly communicate.
SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND
ASSESSMENT SUGGESTIONS
This section presents a set of metho- 3 Find songs related to the topic of the
module. Some options can be:
dological suggestions for Transition,
taking into consideration the pedago-
gical strategies, as well as the dimen- - The finger family song:
sions for a student’s holistic develop- www.youtube.com/watch?v=YJyNoFkud6g
ment. - I love my family:
www.youtube.com/watch?v=4p4k-P8Cn4U
For this module classroom setting, you
can: - My family:
www.youtube.com/watch?v=fhgQupKiM3c
1 Decorate the classroom with images - Hello to all the children in the world:
www.youtube.com/watch?v=GpTR1wF4M6k
of cultural representations (music,
MANAGE THE LEARNING ENVIRONMENT
holidays, traditions), and their names - People in our community:
in English. www.youtube.com/watch?v=mw6RBvUmayA
- Jobs:
Display posters with students with diffe-
2 rent physical characteristics, interacting
www.youtube.com/watch?v=wzC2wtaj_jA
with their family in traditions and cus-
toms scenarios. You can include images
Use red to color the
of students with special needs (visually circles, and blue to
impaired, on a wheelchair, etc.), as color the squares.
well as from different ethnic and social
groups, and geographical contexts, to
raise awareness of diversity.
Inclusion: If you have an inclusi-
ve classroom, this strategy can
help children to show empathy
for their classmates with spe-
cial learning needs.
- 69 -
 SUGGESTED CURRICULUM STRUCTURE
GAMES
Create a starting routine for
students, which involves the
vocabulary of the module. For this,
you can use games such as:
DIMENSIONS • GUESS WHO! Using images on
Corporal their head, students guess the
Socio emotional member of the family and say it in
Cognitive English.
Communicative
• ROLE PLAY with members of the
family. This game can be used to
question and reflect about the role
that each member of the family
SETTING OF LEARNING EXPERIENCES
ART
Use the different forms of art to
prepare students for the task. You
can have students:
DIMENSIONS
Corporal • Make handcrafts with the vo-
Aesthetic cabulary from the module, using
Cognitive different materials such as clay,
Communicative play dough, paint, different types
Psychomotor of paper, wood dust, etc.Present
the vocabulary as they work on the
handcrafts.
- 70 -
has at home (this can be done in
Spanish, as preparation for the
topic and the tasks that will be
perform in English later).
• FAMILY BINGO/DOMINOES/LOTTERY
• CROSSWORD with family and
traditions vocabulary
These and other games can be
used to introduce and practice the
vocabulary related to family and
cultural traditions.
• Make a mural, with poster paper
and a variety of materials, which re-
presents different types of families
and their culture around the world.
Once they display them on the walls,
students can use labels to tag them.
• Use music, for example the songs
used in the first section, and move-
ment to learn the vocabulary from
the module.
SUGGESTED CURRICULUM STRUCTURE
LITERATURE
Literature offers infinite resources to
awaken students’ interest and ima-
gination. As preparation for the task,
you can:
• Tell them Stories in Spanish (or
DIMENSIONS English if appropriate) about the
Aesthetic importance of valuing their family and
Cognitive their traditions, and their grandpa-
Communicative rents. These stories should always be
accompanied by images and gestures.
• Use various strategies for students to
interact with literature (e.g. a reading
corner, organizing events in a story
using images, a puppet show, etc.).
• Create big books, together with
children, putting together several pie-
ces of cardboard and building stories
using cut outs, images, and different
materials. In this module, for exam-
ple, you can create a big book that
shows the story below, about being a
member of a community:
Sheet 1: (2 characters) My name is
Felipe. I am a big boy // I am Luisa. I
am a big girl.
Sheet 2: We are students. We have
many friends
Sheet 3: We want to be bigger
EXPLORATION OF THE ENVIRONMENT
The environment offers varied oppor-
tunities for stimulation and task
preparation. Kids can, for example:
DIMENSIONS
• Find out the types of families that
Corporal are in their community and class-
Socioemotional
Cognitive
- 71 -
Sheet 4: (Felipe) I want to be a doctor
to help people
Sheet 5: (Luisa) I want to be an astro-
naut to go to the moon
Sheet 6: (Luisa) I want to be the presi-
dent to help my country
Sheet 7: (Felipe) I want to be a teacher
to teach children
Sheet 8: (Felipe) I want to be a pilot to
travel the world
Sheet 9: (Luisa) I want to be a police
officer to protect people etc.
• Create a reading corner with books
in English.
You can visit the webpages below to
SETTING OF LEARNING EXPERIENCES
discover some downloadable literary
resources to work with children. Re-
member that in this module, stories
should mainly have images and very
little text (short phrases with simple
language). In this final module, you
can try encouraging children to retell
the stories to their classmates, with
your help:
Free kids books: freekidsbooks.org/
filter/Toddlers/date/ASC
Kids English books (with mp3 audio):
http://www.kidsenglishbooks.com/
Mini books to print and color:
http://www.dltk-teach.com/minibooks/
room, and bring pictures to the
class. They can present the pictures
and mention the name of the family
members in English.
 SUGGESTED CURRICULUM STRUCTURE
The following are some of the learning expe-
riences in which students can get involved in
this module. These integrate the dimensions
and established pedagogical strategies:
1 Tag the names of members of the family and
jobs on big pictures.
Do different fine motor skills activities related
2 to the topic of the module (e.g. redrawing,
coloring, punching, cutting, etc.). Use these
activities to reinforce the vocabulary and skills
that the module targets.
3 Order a sequence of events in a story related
to the topic of the module, using visual aids,
after listening to it from the teacher or a
video. To do that, you can follow these steps:
• Pre-listening: You can ask children to
SUGGESTED LEARNING EXPERIENCES
do a matching activity using images (e.g.
professions - workplaces). Also, they can tell
a story to a partner, in Spanish, based on the
title and some images from the story they will
listen to (prediction).
• While listening: While students listen to
the story, you can ask them to raise their
hand every time they hear the names of a
profession in English.
• Post-listening: Ask children to say if the
story they invented in the pre-listening is
similar to the one they just heard.
Finally, in small groups, give them cut outs
with events from the story and ask them to
put them in the order they occurred.
Create an album with the diverse types of
4 family they find in their community. This task
can be connected to the one suggested in
the section exploration of their environment.
Children can label the family members in the
album.
Inclusion: This task can be an opportunity to
promote respect for diversity. Talk about the
different types of family in Colombia (single
father/ mother, grandmother - grandson, kids
with two moms or das, etc.)
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5 Dramatize the tasks of members of
the family and their jobs. Students
can disguise as parents, mothers,
grandparents, or siblings, or what they
want to be when they grow up. Children
may use phrases such as:
I am Pedro. I want to be a doctor. I can help
people.
I am Rosita. I want to be the president. I can
help my family.
I am Mateo. I am a student. I like maths.
6
Design an illustrated journal of the
roles of the family members, including
boy and girl’s roles at home. To do
this, children can put a ‘book’ together
and draw or paste what each member
of the family does regularly (home/
workplace). By the end of the week,
they can take the book to class and
label the activities in English with the
teacher’s help.
7 Make puppets and do dramatizations,
using rehearsed phrases in English.
For example:
Puppet A: Hello, students! I am Pepita.
How are you?
Students: Fine, thank you!
Puppet A: Great! I am a teacher. I teach
children at school.
Puppet B: I am Pepito. I am a bus driver.
I take people to work.
Puppet C: I am Lola. I am a manager. I
work with numbers.
• After the presentation, you can ask
children about every character’s job, or
ask them to match the puppet with the
profession image. With this activity, you
are helping children to develop their
listening skills.
Create an illustrated story about their
8 • Is there any particular behavior that has
family and their traditions, using family
pictures, and short phrases in English
provided by the teacher.
SUGGESTED CURRICULUM STRUCTURE
In this stage, students can carry out
projects to consolidate learning, as well
as processes of self- and co-evaluation.
Organize the dad and mom day, in which
1 they come to school and talk about their
jobs or family traditions. Children can
teach their parents the professions in
English.
2 Organize grandparents’ day, in which
they come to school to tell anecdotes of
their lives and stories from their child-
hood and their traditions.
• MECHANISMS TO FOLLOW-UP STUDENT’S HOLISTIC EDUCATION
a. Open and unstructured observation: this
can be done especially at the beginning of
the module and of every lesson, in the pre-
task stage, with the aim of discovering the
needs, interests, and difficulties students
may have in relation to the suggested topics
or tasks. This can inform teachers of the
pedagogical strategies they may use throu-
ghout the task.
b. Selective observation through the fo-
llowing questions:
• Can I see student’s motivation during the
development of the tasks?
• Is there any child that shows him/her self
particularly unmotivated?
• Can I find out the cause for that?
• Was there any activity that had particular
impact in student’s learning? Why could this
be?
called my attention during the development
of the tasks?
SOCIALIZATION OF EXPERIENCES
3 Evaluate the module with the class by
asking them questions, such as:
• What activities did you enjoy the most
in this module? What did we learn?
What do you need to review? etc.
• What aspects of your culture can
you inherit from your family? Why is it
important to value grandparents and
family?
The suggestion is doing this part in Spa-
nish since it addresses the development
of student’s metacognitive strategies.
c. Pedagogical active listening: the sugges-
tion is to open daily conversation spaces
with students, in Spanish, to listen to their
opinions about the learning experiences
suggested and the topics that were studied.
Especially, it is important to approach the
‘know to be’ indicators through this strate-
gy. In this module, you can talk to students
about family diversity and different tradi-
tions from around the world. Also, you can
encourage conversations about values that
are learned in the family (beliefs, customs,
accent, language, etc.), and which make us
different from our classmates.
• Follow-up Instruments
a. Anecdotal records
b. Observation notes
c. The travelling notebook
d. Commented photo albums
e. Exhibitions and collections of work done by
students
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 SUGGESTED CURRICULUM STRUCTURE
I want to color.
What do you
want to do?
IMPLEMENTATION ALTERNATIVES
• The experiences suggested in this
module, as well as in the previous ones,
are subject to informed evaluation by
teachers and their adaptation depen-
ding on how relevant and significant
they are for children in each particular
group. As this is the last module for
transition, the recommendation is that
the selected, adapted, or added activi-
ties help to always promote children’s
active role and their oral use of English.
• The learning experiences propo-
sed, respecting teachers’ criteria and
knowledge, will need to integrate the
strategies for early education (game,
art, literature, and exploration), as
well as processes of motor, physicial,
psycho-social development, and, in
general, all the dimensions of a human
being. These will need to be addres-
sed towards the achievement of the
suggested objectives regarding Engli-
sh learning. In order to do this, the
- 74 -
I prefer to read.
module presents different alternatives
in each stage, still making emphasis
on oral comprehension and production,
the latter, still coping with very simple
language, at students’ level.
• As this is the last module in Transi-
tion, teachers may do a general review
of the knowledge, skills and contents
that children need to know, based
on the Basic Learning Rights, and
recycling the experiences developed
throughout the school year. This way,
children can be better prepared for
their transition to primary school.
• Another possible alternative, in case
teachers have additional time when
they finish this level, is that teachers
review the suggested syllabi for first
grade and propose experiences for
children to get familiar with what they
will study once they move to primary
school.
SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

BASIC LEARNING RIGHTS

1
1 Understands and follows instructions related to

1
basic school tasks, verbally and nonverbally.

2 Understands and makes simple statements, using

rehearsed expressions about his/her immediate
environment (house and school).

3 Orders the sequence of main events in a simple

short story, by using pictures, after reading or liste-
ning to it.
F I R S T Answers simple questions about basic personal infor-
4 mation such as name, age, family and classmates.

GRADE 5
Describes some physical characteristics of self
and others, through the use of rehearsed words or
phrases.

F I R S T To keep in mind: In our educational context, many

boys and girls start first grade without doing tran-
sition. That is why it is recommended to the first
grade teachers begin the school year with a gene-
levelling process with the other children. Besides,
in each section of the suggested contents in first
grade, there are some specific recommendations
that might be reviewed from transition.

GRADE
ral review of all the transition contents to assure a

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

SUGGESTED LEVEL: Pre- A1

SCOPE AND SEQUENCE First Grade
The following chart belongs to the scope and sequence with all the information related to the suggested
modules for First Grade during the school year.
SUGGESTED SYLLABUS

GOAL LANGUAGE FUNCTIONS OBJECTIVES

MODULE 1
HEALTH AND LIFE: GOAL:
I take care of my body Identify, visually and orally, in English,
MODULE 1: Identify, visually and Express his/her preferen- Identify, orally, words
some activities for body care and perso-
orally, in English, some ces about certain food that and short instructions,
Health and life activities for body care contributes with the health related to body care and
SUGGESTED TIME: nal hygiene.
I TAKE CARE OF MY and personal hygiene. care.
Describe his/her personal
personal hygiene.
Mention, in a simple 18-20 hours (per academic term)
BODY hygiene routine. way, actions he/she
practices for his/her
(18- 20 hours) personal hygiene.

SUGGESTED PERFORMANCE INDICATORS

Describe, in English, Describe in a Identify, orally, words and
KNOW DO BE LEARN
MODULE 2: his/ her own physical simple way, physical short phrases, related to
differences and the characteristics about physical characteristics
Peace and living ones from his/ her his/ her classmates. about himself/ herself 1. Identifies vocabulary related 1. Answers simple 1. Recognizes his/ 21st Century Skills
classmates and shows Express, with simple and his/her classmates.
together respect towards them. words, basic rules of Mention with simple
to body parts. questions that require her responsibility to Shows commitment
with regard to his/ her
2. Recognizes words and basic personal practice daily routines
I APPRECIATE OUR behavior and respect phrases, physical expressions related to routines information. to take care of the body learning as a process
towards the others. characteristics about 2. Organizes images to for lifetime.
DIFFERENCES himself/ herself and his/
of body care and personal
hygiene. represent a sequence in
as an important way to
be healthy.
her classmates.
(18- 20 hours) 3. Identifies words that help his/her daily routine and 2. Becomes concerned Learning strategies
Establishes
him/her follow a sequence in a retells it in English . about his/her hygiene
story or a process. 3. Makes a list of and body care. relationships between
4. Identifies the words what/ activities required to the things he/ she
MODULE 3: Recognize, visually Describe known Recognize words and who/how old to answer basic take care of the body. already knows and the
new things to learn.
Environment and and orally, in English,
and put in practice
classroom objects.
Mention what they should
short phrases related to
how to take care of the
questions related to personal
information.
society strategies to take care of or shouldn’t do to take school.
the environment in the care of the school. Mention school objects
I TAKE CARE OF MY school. and some actions to
SCHOOL take care of them using
simple phrases.
(18- 20 hours)

MODULE 4: Express and promote, in Ask and give information

about the family.
Identify words and
simple phrases, related
English, collaboration in
A global village their family. Describe in a simple way to ways to help at home.
the objects in the house Answer very simple
I HELP AT HOME and their location. questions about habits
(18- 20 hours) among the members of
the family.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

METHODOLOGICAL AND ASSESSMENT

SUGGESTIONS FOR MODULE 1
Did you do the
homework?
The objective of this stage is to Revise actions important for body
SCIENCE care.
motivate students to participate in
tasks related to the topic proposed, SPANISH Use the words that indicate
but also to let them state what they sequence and are important
already know about the topic. when telling stories or describing
processes.
Do we have
homework? 1 Bring a poster of a boy and a girl. It
is suggested to use one big enough
to be seen by all of them. Use those
4 Show videos to reinforce the vocabulary
related to routines. Some options might be:
characters to give students their
personal information, in English. For The morning routines song:
example: They are Carlos and Lucia. www.youtube.com/watch?v=eyPfpSt-SXc&in-
Carlos is from Magangué and Lucia dex=2&list=RDajg1ebnm3lo
is from Curumaní. Carlos is 6-years-

SUGGESTED CONTENTS old and Lucia is 7-years-old. They

are in first grade. They are friends,
Morning routines song:
www.youtube.com/watch?v=ajg1ebnm3lo

they are very happy learners.

VOCABULARY

PREPARATION FOR THE TASK

Vocabulary to review
- Transition Module 1: Body parts
- Transition Module 4: Family
members
- Transition Modules 1- 4:
Numbers -10
Vocabulary to offer personal
information
name, from, years old
ECO: Posters Lili & Mike, Student Booklet
2 Starting from the introduction of the
two last characters, model the per-
My day: Unit 8 Lesson 1; Unit 13 Lesson 1
Words that indicate indicate Expresions sonal presentation (name, age, place
sequence/ Sequence words Take a shower, brush teeth, have
first, then, next, last breakfast, get dressed.
of birth, etc.) in English. Through this
example, motivate the learners to
5 Introduce didactic materials to practi-
ce the new vocabulary in English; such
Question words In the morning, at night, before introduce themselves giving personal as, worksheets in which students can
what/who/how old bedtime. information in English. (Note: It is match, fill in the blank, draw pictures, or
important to set fixed statements for use the vocabulary related to actions for
Numbers students to complement their perso- personal hygiene and body care.
1-20 nal information)

Bunny Bonita: Capsule 9

ASSESSMENT
FOR LEARNING
Grammar English in practice Sociolinguistic/ Intercultural
3 Bring pictures that represent per-
sonal hygiene routines and body • Students monitor their acquisition
Personal pronouns I take a shower in the morning. care (wake up, take a shower, get of vocabulary through activities in
I, you, he, she, it, they I brush my teeth before bedtime. Worrying about being healthy dressed, have breakfast, etc.). Ask class and with peers, and the teacher
My sister is 8 years old. through personal hygiene and body students to organize the events provides extra activities to those
Possessives This is my father. care.
my, your following the appropriate order. Once students who need more.
My name is …. I am 6 years old
organized, introduce, orally, the
Verb To Be vocabulary, in English, related to OF LEARNING
I am / you are / she is/ my mother sequence.
is … / this is my mother... • Vocabulary quizzes and worksheets.

- 80 - - 81 -
 SUGGESTED CURRICULUM STRUCTURE
This stage is centered on the activities for the
student. Here are some possible tasks that
students can do:
Students can work on oral activities where
1 they complete sentences in English, related
to their personal information. The teacher
should always model the activity for kids to
have an example to follow.
Through body language, learners can mimic
2 words and phrases referring to body care and
the rest of the class could guess and say in
English, what they are doing. Meanwhile, they
use the vocabulary recently learned.
Students may make, in English, a sample of
3 the ID using poster paper. It is important to
have an example on the board with the infor-
mation the students have to fill in with their
personal information. This needs to be made
in advance for the kids to fill in the blanks only
with the information they already know and
that is easy such as their names, age, etc.
SUGGESTED TASKS
They can bring a picture ID size to comple-
ment this activity or draw a picture of himself/
herself to replace the picture.
Help the students to make posters, in Engli-
4 sh, that represent important actions related
to their daily routine and body care actions.
Help them present orally their own routine
while they use the sequence words in English.
(First - then - after - finally )
Watch a video, this time in English, about a
5 father who tells his routine. This is an oppor-
tunity to review that topic and at the same tme
the words that indicate sequence in a story.
Por ejemplo:
My dad:
http://learnenglishkids.britishcouncil.org/en/
short-stories/my-dad
• Pre-listening (before listening): As prepara-
tion to watch the video, you may bring to the
class some flashcards with the images rela-
ted to the vocabulary about physical descrip-
- 82 -
tions. Students might practice the vocabulary
of the module that appears in the video (take
a shower, make breakfast, as well as, first,
second, then. next, etc). You may write the
words on the board and the kids have to paste
the picture next to the word that belongs to it.
1 into small groups to assess what
• While listening (during listening): the video
is watched once for the children to enjoy what
is happening in the story. Then, it is played
again and may be stopped to ask a few simple
comprehension questions in English.
• Post-listening (after listening): After wat-
ching the video, you can give to the students
a piece of paper with activities based on the
video for them to do. These, may include
drawing pictures about the story, imagining
another end for it, choosing their favorite
character, among others.
Inclusion: for those kids with special
learning needs, it is recommended to let
total freedom for the development of their
creativity and encourage them from their
interests and strenghts
ASSESSMENT
FOR LEARNING
Students can monitor second
and even third drafts with
checklists and peers.
OF LEARNING
Check final drafts of: posters
and oral presentation scripts
with rubric.
Administer vocabulary and
content task quizzes.
SUGGESTED CURRICULUM STRUCTURE
This stage is for the students and Organize a campaign to promote
the teacher to assess what they 2 personal hygiene and body care as an
have learned: important strategy for health in the
community.
Self- evaluation: Place students
they have learned in the tasks.
Some questions may be: ASSESSMENT
POST - TASK
a. What did you like about this
module? FOR LEARNING
b. Which were your favorite tasks?
c. What difficulties did you have Self- evaluation
while doing the tasks?
OF LEARNING
• Students discuss the questions
with the help of the teacher and Rubric to assess their portfolio
they summarize their answers (see appendix)
which they may attach to their
portfolio.
“If you only have one-hour English class a week,
you may reduce the amount of proposed tasks for
each stage. But you should do at least one task in all
1Hour
three stages.
IMPLEMENTATION ALTERNATIVES
Besides the tasks above, the teacher may choose to do
the following:
• PREPARATION FOR THE TASK: Ask students to
3Hours design their own flashcards, in English, related to
the vocabulary of the module.
• SUGGESTED TASKS: Help students prepare some
personal information questions, in English, to
interact with their classmates or family members.
• POST- TASK: Create slogans, in English, to moti-
vate students to promote body care and personal
hygiene.
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PEACE AND LIVING TOGETHER: GOAL:
I appreciate our differences
18-20 hours per academic term
KNOW
1. Identifies phrases
such as I like/ I don’t
like.
2. Recognizes the
possessives my, your,
his, her.
3. Understands the
meaning of phrases
expressed through the
use of imperative Don’t.
SUGGESTED CURRICULUM STRUCTURE
SUGGESTED SYLLABUS
MODULE 2
SUGGESTED TIME:
PERFORMANCE INDICATORS
DO
1. Expresses his/her likes
and preferences through
phrases such as I like/ I
don’t like.
2. Introduces him/herself,
using vocabulary learned.
3. Introduces, with
vocabulary learned, his/
her classmates by using
the possessives his/her.
4. Responds to stimulus
given through the use of
imperatives.
- 84 -
SUGGESTED CURRICULUM STRUCTURE
Look! There is a
dinosaur in this
story.
Let me see!
Describe, in English, his/ her own
physical differences and the ones from
his/ her classmates and shows respect
towards them.
SUGGESTED CONTENTS
VOCABULARY
Vocabulary to review Verbs related to the module Expressions related to respect
BE LEARN - Transition Module 2 : Emotions Respect Respect others
- 1º Module 1 : Body parts Laugh Give love
Behave Don’t laugh at...
1. Respects himself/ 21st Century Skills Adjectives for physical description Be kind Behave
herself and the others. Recognizes when it is Blonde, red hair, black, tall, short, We are all the same
2. Appreciates and appropriate to speak and thin, fat, etc. Numbers I like/ I don’t like...
respects those who when to listen. 20-30
are around without
regarding physical or Learning strategies
gender differences. Checks frequently the new
learned words
Grammar English in practice Sociolinguistic/ Intercultural
Don’t laugh at your friends Respecting gender and physical
Possesives She’s a girl. differences
His/ her Her hair is curly.
I like her hair.
Like/ don’t like We are different, but we respect
others.
Imperative (Positive y negative) Be kind to your friends.
Do / don’t
Grammar to review
-Transition Module 3: I like/ I don’t
like, Imperatives
- 1° Module 1: Verb To Be
- 85 -
 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS MODULE 2
Look at my sister.
PREPARATION FOR THE TASK
ECO: Student’s booklet, Physi-
cal description: Unit 2 lesson
2; Unit 4 lesson 1;
The objective of this stage is to moti-
vate students to participate in tasks
related to the topic proposed, but also
to let them state what they already
know about the topic.
1 Bring big pictures of boys and girls with
physical differences. Use those charac-
ters to give the students their personal
information, in English. For example:
They are Sergio, José, Laura y Sofía.
Sergio is from Chía. He is white and he
has blond hair. José is from Quibdó. He
is black with curly hair. Laura is from
Zapatoca. She is white and has red hair.
And Sofía is from Leticia. She has strai-
ght black hair. She comes from a native
family. They are in first grade. They are
friends, they are very happy learners.
Revise physical differences between
SOCIAL
people considering their origin.
STUDIES.
- 86 -
2 Recycle the English vocabulary related
to body parts. You can use songs and
videos such as:
Body parts song for kids:
www.youtube.com/watch?v=QkHQ0CYwjaI
Show the video about respecting differences:
For the birds:
www.youtube.com/watch?v=tRS4X-kVQ1M
• Allow the kids to express in Spanish
their ideas about respect and reinforce
the importance of respecting everybody
without focusing on physical characte-
ristics. Take advantage of the moment
of reflection to introduce the imperative
Don’t (Don’t laugh at others. Respect
everybody)
VALUES. Reflect about respecting
people with regarding gender
or physical particularities.
SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS MODULE 2
She’s pretty!
PREPARATION FOR THE TASK
3 Starting with the presentation of the pre-
vious characters, introduce the English
7 Bring images or real objects related to the
last module (Toys) to introduce the phrase I
vocabulary that let us do physical descrip- like/ I don´t like
tions of people. This video might help:
Adjective words for kids:
www.youtube.com/watch?v=sEDy0wGaXJY Inclusion: For visually- impaired
students, use authentic material,
and realia.
4 Model physical description of some stu-
dents. By using this example, motivate boys
and girls to follow the activity describing
their classmates in English. (It is important
ASSESSMENT
to set some fixed stems for the students
only complement with the word that show
the characteristics of the others). Example:
This is __(name). She is _(tall / short)__. She
has ___long/short/curly/straight hair) FOR LEARNING
Students monitor their acquisition of
5 Bring images that represent physical diffe-
rences. Ask students to describe them in
vocabulary through activities in class
and with peers, and the teacher provides
English.
extra activities to those students who
need more.
6 Introduce didactic materials to practice the
new vocabulary; such as, worksheets in OF LEARNING
which students can match, fill in the blank,
draw pictures, or use the vocabulary rela- Vocabulary quizzes and worksheets.
ted to physical descriptions.
- 87 -
 SUGGESTED CURRICULUM STRUCTURE
This stage is centered on the activities for the
student. Here are some possible tasks that
students can do:
Students may work on oral activities in which
1 they complete sentences referred to their
physical description. It is important that they
have an example on the board and a word
bank to see the options as well as the model
of the teacher.
5 Help the learners when making posters
2 Students can bring pictures of any member
of their family to describe, in English, in
front of their classmates while they use the
vocabulary studied.
3 Create with students sentences, in English,
6 Motivate students to bring their favorite
related to respect towards the others. It
is recommended to use imperatives. For
example: Respect your friends. We are the
same.
4 Watch a video, this time in English, about
Little Red Riding Hood. Through this story,
SUGGESTED TASKS
aspects like physical descriptions, emotions
and respect towards the others, might be
studied.
For example:
Little red riding hood:
http://learnenglishkids.britishcouncil.org/en/
short-stories/little-red-riding-hood
• Pre-listening (before listening): as a way to
prepare students to watch the video, bring
some flashcards with pictures related to the
vocabulary studied in relation to physical
descriptions. The students can practice the
module vocabulary that appears in the video
(eyes, nose, mouth, etc). Write the words on
the board and the students match the pictu-
res with the words.
• While listening (during the listening): The
video is watched once for the kids to enjoy
what is happening in the story. Then, it is pla-
yed again and might be stopped some other
time to ask a few comprehension questions
in English related to the story.
- 88 -
• Post-listening (after listening): After
watching the video, you can give to the
students a piece of paper with activities
based on the video for them to do. These,
may include drawing pictures about
1
the story, imagining another end for it,
choosing their favorite character, among
others.
in English with pictures that represent
important actions to respect the others.
You can add words or phrases in English
that students can repeat and then paste
them around the school.
toy. Expose them all and they may men-
tion in English, the ones they like or the
ones they don’t.
ASSESSMENT
FOR LEARNING
Students check their drafts of the diffe-
rent tasks proposed with checklists or
peer feedback.
Allow students to do second and even
third drafts.
OF LEARNING
Check final drafts of: posters and oral
presentation scripts with rubric.
SUGGESTED CURRICULUM STRUCTURE
This stage is for the students and the a.What did you like about this module?
teacher to assess what they have lear-
ned: b.Which were your favorite tasks?
Organize a campaign in English to promo- c.What difficulties did you have
te respect towards the others without the
2 while doing the tasks?
regard of gender or physical particulari-
ties. This can have poster and students • Students discuss the questions with the
can visit the other classrooms to share help of the teacher and they summarize
and say previously studied phrases about their answers which they may attach to
the topic. their portfolio.
POST- TASK
Self- evaluation (to be done in Spanish):
ASSESSMENT
Place students into small groups to as-
sess what they have learned in the tasks.
Some questions may be:
FOR LEARNING
SOCIAL Revise physical differences
SCIENCES: between people considering Self- evaluation
their origin.
ETHICS Reflect about respecting OF LEARNING
AND people with regarding
gender or physical
VALUES: Rubric to assess their portfolio (see
particularities.
appendix)
“If you only have one-hour English class a week,
you may reduce the amount of proposed tasks for
each stage. But you should do at least one task in all
1Hour
IMPLEMENTATION ALTERNATIVES
three stages.
Besides the tasks than above, the teacher may choose
to do the following:
3Hours
• PREPARATION FOR THE TASK: Ask students to
design their own flashcards in English related to
the vocabulary of the module.
• SUGGESTED TASKS: Help students to prepare
some questions in English about the things they
like or they don’t like to create a survey for class-
mates.
• POST- TASK: Create slogans in English to mo-
tivate students to promote campaigns related to
respecting each other.
- 89 -

ENVIRONMENT AND SOCIETY: GOAL:
SUGGESTED TIME:
18-20 hours per academic term
KNOW
1. Identifies the
vocabulary related to
school objects.
2. Recognizes the
expressions There is/
There are to describe
an object or objects and
the physical location.
SUGGESTED CURRICULUM STRUCTURE
SUGGESTED SYLLABUS
MODULE 3
I take care of my school
PERFORMANCE INDICATORS
DO
1. Gives simple descriptions
about his/her classroom
through the use of the
expressions There is/ there
are.
2. Answers simple yes- no
questions to clarify the
specific place some objects
are found.
3. Makes, through
imperatives, a list of the
things people should do to
keep a clean and organized
school.
- 90 -
Recognize, visually and orally, in English,
and put in practice strategies to take care
of the environment in the school.
BE
1. Recognizes his/her
responsibility to take
care and to keep the
school clean.
2. Promotes actions to
take care of the school.
remember new words.
SUGGESTED CURRICULUM STRUCTURE
Once upon a
time...
SUGGESTED CONTENTS
VOCABULARY
LEARN School objects Vocabulary to take care of the Expressions
desk, chair, table, board, etc. environment Don’t throw garbage on the floor
21 Century Skills garbage, garbage can, litter, Keep your classroom clean
Uses his/ her School places throw, paper, pick up
interpersonal and classroom, office, library, patio, Reduce, Reuse, Recycle Expressions to ask for location (yes-
solving problems hall, etc. no questions)
skills to influence Numbers Is the book under the chair?
and lead the others School supplies 30-50 Yes, it is / No, it’s not.
towards a goal. notebook, book, pencil, color Is the pencil on the table?
pencil, paint, pencil case, pen, etc. Yes, it is / No, it’s not.
Learning strategies
Uses rhymes and
songs to learn and
Grammar English in Practice Sociolinguistic/ Intercultural
There is/ There are There is a book on the desk.
There are 15 pencils in the pencil Worrying about and respecting
Prepositions of place case. school environment.
in, on, at Is the book under the chair?
Yes, it is / No, it’s not.
Imperatives to give instructions Is the pencil on the table?
Do / don’t Yes, it is / No, it’s not.
Take care of your school.
Raise your hand
Don’t eat in class
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 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND
ASSESSMENT SUGGESTIONS
ECO: Cartilla estudiante, Objects of
the classroom: Unit 1 Lesson 3.
The objective of this stage is to motivate stu-
dents to participate in tasks related to the topic
proposed, but also to let them state what they
already know about the topic.
SOCIAL Review the concept of the
SCIENCES: school and the places inside
1 Bring a picture of a school (It would be best if it
is a real picture of the institution). Use Spanish
to check with students the places of the school.
Then introduce that vocabulary in English.
PREPARATION FOR THE TASK
ABC: Poster 9 My classroom
2 Verify the vocabulary, in English, recently
learned, and have students make a simple
description of the school emphasizing on the
expressions there is/ there are. (Emphasize
on the fact that we use there is for singular
and there are for plural).
Inclusion: Use lists of vocabulary and
memorization techniques for those
students with speacial learning needs
Bring a picture of the classroom and revise in
3 English, the objects that are inside the room.
Introduce the vocabulary of those objects.
Make simple descriptions of the classroom
through the use of there is and there are.
4 Review, in English, the vocabulary of the
classroom objects and describe where they
are placed through the use of the preposi-
tions in, on, at. Use the question suggested
to ask for clarification as in the example
that follows: Is there a book under the ta-
ble? Elicit answers from students.
- 92 -
5 Present a visual story about the three R’s
and taking care of the environment. Through
this video you can introduce the concepts
Reduce, Recycle and Reuse as strategies
to take care of the environment. Focus
their attention towards the images and the
comprehension of what is happening in the
video, even if the children do not understand
the written language. For example: The three
R’s for kids:
www.youtube.com/watch?v=TjnNOCbuoCA
6 Through the revision of the imperatives,
check the rules of the classroom using body
language when needed. Example: Don’t eat
in class, Keep the classroom clean, Raise
your hand, and Don’t speak when the tea-
cher is giving the lesson.
7 Introduce didactic materials, in English, to
practice the new vocabulary; such as, works-
heets in which students can match, fill in the
blank, draw pictures, or use the vocabulary
related to the school and classroom objects.
SPANISH: Review the concept of
singular and plural.
ASSESSMENT
FOR LEARNING
Students monitor their acquisition of
vocabulary through activities in class
and with peers, and the teacher provi-
des extra activities to those students
who need more.
OF LEARNING
Vocabulary quizzes and worksheets.
SUGGESTED CURRICULUM STRUCTURE
This stage is centered on the activities for the
student. Here are some possible tasks that
Let’s speak in
students can do: English!
Students may work on written activities where
1
they practice the vocabulary learned, in English,
through matching or drawing pictures. It is
important to have an example and a word bank
on the board for students to see the options.
Students may draw pictures about the
2 objects of the classroom or places around the
school. Then, they might practice simple oral
descriptions in English, about them.
3 With the students, make a list in English, of
the actions recommended to have a clean
school. Example: Don’t throw papers on the
floor, Keep your classroom clean.
Inclusion: in this task you can emphasize on
the nature of the school: rural, semi- rural,
urban area, and make emphasis on how to
SUGGESTED TASKS
take care of it.
4 Help the learners make posters in English,
about important actions to take care of the
school.
ASSESSMENT
FOR LEARNING
Students check their drafts of the diffe-
rent tasks proposed with checklists or
peer feedback.
Allow students to do second and even
third drafts.
OF LEARNING
Check final drafts of: posters and oral
presentation scripts with rubric.
- 93 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

This stage is for the students and b. Which were your favorite tasks?
the teacher to assess what they
have learned: c. What difficulties did you have while
doing the tasks?
1 Organize a campaign in English,
to clean the school and take care
of the objects and places within.
Students discuss the questions with the
help of the teacher and they summarize
SUGGESTED SYLLABUS
their answers which they may attach to
2 Self- evaluation: Place students their portfolio. MODULE 4
into small groups to assess what
they have learned in the tasks.
POST - TASK

A GLOBAL VILLAGE: GOAL:

Some questions may be:
ASSESSMENT I help at home Express and promote, in English, colla-
a. What did you like about this boration in their family.
module? FOR LEARNING
SUGGESTED TIME:
Self- evaluation 18-20 hours per academic term
Review the concept of the school
SOCIAL and the places inside
SCIENCES:
OF LEARNING
SPANISH:
Review the concept of singular and
plural.
PERFORMANCE INDICATORS
Rubric to assess their portfolio (see
appendix)
KNOW DO BE LEARN

1. Identifies simple 1. Describes with simple 1. Promotes 21st Century Skills

words and phrases words and phrases the sustainable Uses information to make
referred to saving objects that are in the conservation of decisions according to his/
If you only have one English class a week, you may redu-
habits. house. resources habits her age.
ce the amount of proposed tasks for each stage. But you
2. Recognizes 2. Makes a list of among the members
should do at least one task in all three stages. Learning strategies
some actions actions that optimize of the family.
that can optimize conservation at home. 2. Appreciates Reinforces the learning of

1Hour conservative the importance of new things when he/ she

IMPLEMENTATION ALTERNATIVES

habits at home and conservation habits. identifies where it is located

mentions them in (on the board, a page
English. . number, on a street sign).
Besides the tasks above, the teacher may choose to do
the following:

• PREPARATION FOR THE TASK: Ask students to

design their own flashcards in English related to
3Hours •
the vocabulary of the module.
SUGGESTED TASKS: Visit the places in the school
with the students for them to practice the vocabu-
lary studied in English. Tag the offices with their
names n in English
• POST- TASK: Design posters en english to motiva-
te students to promote campaigns of cleaning and
taking care of the school.

- 94 - - 95 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

My sister has short,

METHODOLOGICAL AND ASSESSMENT
blonde hair. My mother has
long, black hair
SUGGESTIONS MODULE 4
ECO: Student’s booklet do not understand the entire lyric:
The house: Unit 3 lesson 1.
www.youtube.com/watch?v=ZcCAkWT7df4
ECO: Unit 17 lesson 2.

The objective of this stage is to motivate • Through these videos activate students’ prior
students to participate in tasks related to knowledge about responsible consumption
the topic proposed, but also to let them sta- practices at home. Introduce the expressions in
te what they already know about the topic. English that indicate consumption at home.

SPANISH: Review the concept of

1 Bring pictures of a house and the elements
found in it. Through the use of those pictures,
singular and plural.

introduce the basic vocabulary in English, of

the house and the objects found inside. 5 While reviewing the imperatives, check the
possible ways to save energy and water at
home. For example: Turn off the TV when you
ABC: Poster 13 My house. are not watching it. Turn off the lights when
you leave the room.
SUGGESTED CONTENTS

PREPARATION FOR THE TASK

Inclusion: Talk to the kids (in Spanish)
2 By using the picture of the interior of a hou-
se, model the description of the house and
about the differences between social and
VOCABULARY the objects located within. It is recommen-
economic status and how this influences
the expenses of public services. Make a
ded to do the description through the use of reflection about the equity that should
Vocabulary to review Verbs Expressions the vocabulary recently learned in English, exist between people that belong to
- Transition Module 3: Parts of the switch Turn on /off different social status.
the expressions there is/ there are and the
house plug / unplug Disconnect the… prepositions in/ on/ at. For example: There
connect / disconnect Close the tap… Introduce didactic materials to practice the
House objects save Don’t leave the...on
is a T.V. in the living room/ There are two 6 new vocabulary in English with worksheets
beds in the bedroom. Motivate students to
lights, tap, TV, radio, fridge, fan, waste It is on / It is off in which students can match, complete, draw
iron, lamp. Save water / save energy
help you with this description in English.
pictures, etc. using the vocabulary related to
Bed, table, shower, night table, Numbers
SOCIAL Review the concept of the house, the house and consumption practices at home.
chair, sofa, etc. 1-50 the places inside and the objects
50-70 SCIENCES:
there. As well as sustainable

ASSESSMENT
consumption habits at home.

3 Review with the students the elements they

Grammar English in Practice
First grade Module 3 This is a lamp / The lamp is big.
Imperatives (do/don’t), There is a bed in my bedroom.
There is/ there are There are two bedrooms in my
house.
Turn off the TV
Disconnect the computer
Don’t leave the lights on.
Sociolinguistic/ Intercultural
Raising awareness about
sustainable consumption habits.
Doing actions to improve
consumption habits at home.
have at home and ask them to describe the
position of those objects by using the already FOR LEARNING
learned expressions: There is/ there are.
• Show to the students a video about saving Students monitor their acquisition of voca-
energy at home. For example, Energy, let’s bulary through activities in class and with
save it shows images in which boys and girls peers, and the teacher provides extra activi-
can recognize actions that waste energy: ties to those students who need more.
www.youtube.com/watch?v=1-g73ty9v04
OF LEARNING
• Through the video Let’s go save water fo-
cus the attention of children on the message Vocabulary quizzes and worksheets.
and help them to learn the song even if they

- 96 - - 97 -
 SUGGESTED CURRICULUM STRUCTURE
This stage is centered on the activities
for the student. Here are some possible
tasks that students can do:
Students may work on oral activities whe-
1 re they practice the vocabulary learned
in English through matching, drawing
pictures. It is important that the teacher
gives enough examples and a word bank
on the board that help the children to do
the activities by themselves through the
known pictures.
2 Students may draw pictures about the
objects they have at home or even better
if they can bring real pictures of their
house. Then, they can do simple oral des-
criptions by using the vocabulary studied.
Help students to make a list of the actions
3 that should be practiced at home in order
to be responsible with the consumption
at home and make a sustainable contri-
bution to the environment. You can give
SUGGESTED TASKS
them some phrases in English and they
match them after hearing the action. For
example: Don’t leave the tap open, Turn
the lights off.
4 Watch a video in English about how to
take care of the environment. Por ejem-
plo: Planet Earth:
http://learnenglishkids.britishcouncil.org/
en/short-stories/planet-earth
• Pre-listening (before listening): As
preparation to watch the video, bring
some flashcards with pictures related to
the vocabulary studied about sustainable
consumption habits. The students can
practice the module vocabulary that will
appear in the video (home, hot, ocean,
lights etc). Write the words on the board
and the children have to match the word
with the corresponding image.
- 98 -
• While listening (during the listening):
Watch the video once for kids to enjoy
the story. Play it once again and stop
it every certain time to ask compre-
hension questions in English about the
story.
• Post-listening (after listening): After
watching the video, you can give to the
students a piece of paper with activi-
ties based on the video for them to do.
These, may include drawing pictures
about the story, imagining another end
for it, choosing their favorite character,
among others.
5 Help the students to make posters
in English, that represent important
actions for sustainable consumption
at home and with the members of the
family.
ASSESSMENT
FOR LEARNING
Students check their drafts of the diffe-
rent tasks proposed with checklists or
peer feedback.
Allow students to do second and even
third drafts.
OF LEARNING
Check final drafts of: posters and
oral presentation scripts with rubric.
SUGGESTED CURRICULUM STRUCTURE
This stage is for the students and • Students discuss the questions with
the teacher to assess what they the help of the teacher and they sum-
have learned: marize their answers which they may
attach to their portfolios.
1 Organize a campaign, in English,
to promote sustainable consump-
tion habits at home.
ASSESSMENT
POST- TASK
2 Self- evaluation: Place students
into small groups to assess what FOR LEARNING
they have learned in the tasks.
Some questions may be: Self- evaluation
a. What did you like about this
module?
OF LEARNING
b. Which were your favorite tasks?
c. What difficulties did you have
Rubric to assess their portfolio
while doing the tasks?
(see appendix)
If you only have one English class a week, you may reduce the
amount of proposed tasks for each stage. But you should do at
least one task in all three stages. You can choose the task from
the ones proposed per stage. Choose the ones you consider are
more meaningful and that give more opportunities to the stu-
dents to practice and improve their English skills, taking into
1Hour
IMPLEMENTATION ALTERNATIVES
account the didactic sequence, their needs and particularities. It
is recommended to include at least two per stage.
Besides the tasks above, the teacher may choose to do the
following:
• PREPARATION OF THE TASK: Ask students to design their
own flashcards in English, related to the vocabulary of the
3Hours •
module.
SUGGESTED TASKS: Help students to make tags that keep
messages in English and Spanish to remember conserva-
tional habits at home. Motivate learners to paste the tags
at home.
• POST- TASK: Design posters in English to motivate students
to promote campaigns related to the practice of conservation
habits at school.
- 99 -
SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

2
S E C O N D
GRADE

- 100 - - 101 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

Teacher, I have a SCOPE AND SEQUENCE SUGGESTED LEVEL: Pre- A1

question. Second Grade

GOAL LANGUAGE FUNCTIONS OBJECTIVES

Identify and ex- Ask and give simple infor- Identify simple words and phrases
MODULE 1: press in a simple
way in English
mation
about their favorite foods.
related to food and food habits.
Exchange, in a simple way, information
Health and life some of the bene- Describe about their preferences in food habits.
fits of exercising actions that help us to have Describe, orally and in written, using
I HAVE HEALTHY and having a a healthy life. visual aids, healthy eating habits.
HABITS balanced diet in
his/her holistic
Describe
his/her diet in using sim-
(18-20 hours) growth. ple vocabulary.

Identify and Ask and give simple Recognize simple words or phrases
mention in information related to the rights of boys and girls.
MODULE 2: English the most about their rights. Number actions to respect the rights
Peace and living important rights
of boys and girls
Give and follow simple
instructions.
of boys and girls through simple phra-
ses previously practiced.
together in their families Exchange information Understand simple phrases in short
and school. about what they can or oral or written texts, such as tales with
I KNOW MY RIGHTS can’t do regarding their images.
(18-20 hours) rights.
BASIC LEARNING RIGHTS

2 1

2
Expresses simple ideas about topics he/she already
knows, using simple words or phrases.

Understands the sequence of a simple short story

about familiar topics and retells it using pictures
and previously studied words
MODULE 3:
Environment and
society
I APPRECIATE OUR
Distinguish
and describe in
English some
characteristics
and the impor-
tance of other
Describe other living
things and the place
where they can be found.
Ask and give basic infor-
mation about other living
things.
Identify simple phrases and words
about other living things around him/
her.
Mention some physical characteris-
tics of some other living things.
Understand simple phrases in short

S E C O N D
living things in Give instructions in oral or written texts, by using images

3 Exchanges personal information such as name, age, BIODIVERSITY their context. English in the classroom. related to other living things.
and where he/she comes from with classmates and (18-20 hours)
teachers, using short simple sentences modeled by

GRADE the teacher.

Describe with
simple vocabulary
Express likes about Identify simple words and phrases
related to cultural traditions in a
4 Describes cultural aspects of his/her immediate
environment, using known words and expression.
MODULE 4: in English some
cultural activities.
Describe what others community.
A global village cultural differen-
ces (traditions,
are doing at the moment
of speaking.
Describe with simple phrases the
elements in his/her own community
The following chart belongs to the scope and sequence with all the information related to the suggested modules I RECOGNIZE OTHER celebrations) Mention basic customs or another community.
for Second Grade during the school year. among several of his/her region. Understand a sequence of events in a
CULTURES communities and short oral or written text, supported
(18-20 hours) show respect
towards them.
by images.

- 102 - - 103 -
 SUGGESTED CURRICULUM STRUCTURE
SUGGESTED SYLLABUS
MODULE 1
HEALTH AND LIFE: GOAL:
I have healthy habits
SUGGESTED TIME:
18-20 hours per academic term
PERFORMANCE INDICATORS
KNOW DO
1. Classifies and mentions
1. Identifies the
healthy and unhealthy
vocabulary related to
food and drinks in his/her
common food in his/her
immediate context.
context.
2. Classifies the activities
2. Recognizes words
that foster a good health
and expressions that
and mentions them.
indicate habits to be
3. Participates in a short
healthy
conversation about food and
3. Identifies vocabulary
and expressions about habits to have a healthy life.
possible reasons that 4. Makes a list of food and
may develop health habits to have a healthy life,
problems. supported by images.
- 104 -
SUGGESTED CURRICULUM STRUCTURE
Tell me, what can
the fish do?
Identify and express in a simple way in
English some of the benefits of exerci-
sing and having a balanced diet in his/her
holistic growth.
SUGGESTED CONTENTS
VOCABULARY
Vocabulary to review
- Transition Module: Body parts
Sports
soccer, swim, basketball,
Expressions
volleyball, cycling, athletics, etc. We have to eat …
BE LEARN Healthy food We need to practice…
Fruits Outdoor activities Do you practice any sport?
apple, pear, grapes, mango, plum, jogging, walking, working out, etc. What is your favorite food?
1. Promotes important 21st Century Skills
guava, banana, passion fruit, Do you like… (walking, jogging, etc.)
actions regarding the Listens respectfully the ideas
blackberry, etc. Numbers Do you like … (to walk, to jog, etc.)
practice of good eating exposed by the others.
Vegetables Review 1-70
habits to have a healthy
tomato, onion, pepper, beans, 71-100
life. Learning strategies
cucumber, beet, lettuce, cabbage, etc.
Practices the pronunciation of
Rice, Soup, Meat, Chicken , Fish
the new words.
Juice
Water
Grammar English in practice Sociolinguistic/ Intercultural
Simple present We have to eat healthy food. Worrying about those around him/
We need to eat fruits and her in the immediate context.
vegetables.
I like bananas and mangoes.
I don’t like lettuce.
I drink passion fruit juice.
I eat chicken soup.
I like playing soccer.
I don’t like to walk.
- 105 -
 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND
ASSESSMENT SUGGESTIONS
The objective of this stage is to motivate
students to participate in tasks related to
the topic proposed, but also to let them
state what they already know about the
topic.
1 Ask questions to students about common
food products in his/her region. Write the
answers on the board in English even
when the students mention them in Spa-
nish (soup, rice, fish, fruits, etc.)
ABC: Flashcards - Food.
• To introduce the topic, show a video
PREPARATION FOR THE TASK
related to the topic . It can be in Spanish
but it is better if the video is in English.
The following links can be used:
Basic vocabulary about healthy food:
www.youtube.com/watch?v=UaqISEs_uj0
Do you like broccoli ice cream::
www.youtube.com/watch?v=frN3nvhIHUk
Food vocabulary:
www.youtube.com/watch?v=lW5TXrKbsq4
Fruits:
www.youtube.com/watch?v=UssT9E-WCDU
2 Bring pictures of food as well as ima-
ges of activities that foster a healthy
life. Show them to the learners and
ask them questions about the topic to
activate prior knowledge:
• What do you see in the pictures?
• What is your favorite food?
• What is the food you don’t like?
• What is your favorite sport?
• What is the sport you don’t like?
- 106 -
SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND
ASSESSMENT SUGGESTIONS
This is my
neighborhood! ECO: Unit 17 lesson 2
3 Use flashcards with the vocabulary in
English of the module.
4 Introduce didactic materials
to practice the new vocabulary
worksheets in which students can:
a) Color different food products and
practice the pronunciation in English:
apple, pear, mango, chicken, soup.
PREPARATION FOR THE TASK
b) Match the picture of the food and
mention it in English.
c) Classify fruits, vegetables, drinks
and meat in a chart.
ASSESSMENT
FOR LEARNING
Students monitor their acquisition of
vocabulary through activities in class
and with peers, and the teacher provi-
des extra activities to those students
who need more.
OF LEARNING
Vocabulary quizzes and worksheets.
Inclusion: For visually- impaired • Students may answer in Spanish.
students, use authentic material,
Meanwhile they answer, you can write in
and realia.
English the keywords on the board (fruits,
tomato, chicken, soup, apple, etc.).
- 107 -
 SUGGESTED CURRICULUM STRUCTURE
This stage is centered on the activities for the
student. Here are some possible tasks that
students can do:
4 Design a poster in English with pictures
1 Design a simple questionnaire in English,
with the help of the teacher to ask class-
mates questions such as:
Ex: What fruits do you like? What fruits
don’t you like?
5 Organize simple oral presentations in
Explain students that they can use the
same type of language to ask about the
sports they like or don’t like.
• What is your favorite sport?
• What is the sport you don’t like?
2 Introduce the vocabulary in English of
sports that are most played at school
(soccer, basketball, baseball, volleyball,
etc.).
6 Watch a video, this time in English, about
3 Guide them through the construction of a
simple questionnaire based on the ques-
SUGGESTED TASKS
tions previously suggested. The students
can ask these questions in English to their
classmates and register the answers in a
simple chart like the one presented below.
Collect the data in a chart to present the
results to their classmates. The kids will
share what their favorite fruits are and
the ones they don’t like, according to their
results. This activity may be done at home
with the members of the family.
Fruits you Fruits you Sports you Sports you
like don’t like like don’t like
SCIENCE Food pyramid.
- 108 -
MATH Presenting the results of a
questionnaire
about habits that show how to have a
healthy life.
English in which the students may present
their favorite fruit. They can tell the color of
the fruit, its flavor, the region in which they
can find it, all in English. Before finishing
the class, the teacher may mix all the fruits
to prepare a big salad to be shared among
the students. They can also learn about the
food pyramid.
Ex: My favorite fruit is the Apple. It is red
and sweet.
different types of food.
For example:
The hungry dragon:
http://learnenglishkids.britishcouncil.org/
en/short-stories/the-hungry-dragon
Didactic idea: you can organize the
children in groups, combining their
talents in order to complement their
work during the presentations
SUGGESTED CURRICULUM STRUCTURE
Inclusion: talk to the students (in and printed from http://learnenglishkids.
Spanish) about the life of Colombian
britishcouncil.org/sites/kids/files/attachment/
players that emerged from poor
conditions and inequity and how they stories-the-hungry-dragon-2012-11-28.pdf
have overcome that situation through
effort, dedication and discipline .
8 Organize simple oral presentations in
English in which students can present
• Pre-listening (before listening): as a their favorite sport. Say the name and,
preparation to watch the video, bring some
flashcards with the pictures of the vocabu-
if possible, a player they admire, with
some information about him or her. It is
lary studied about food. The students can important that you model the activity first
practice the module vocabulary that will for them to have a guide to follow.
appear in the video (chicken, fish, beans,
rice, etc). Write the words on the board and Example: My favorite sport is soccer. It is
the children have to match the word with a popular sport in Colombia. My favorite
the corresponding image. soccer player is James Rodriguez, he is
from… and he is really good.
• While listening (during listening): Watch
the video once for kids to enjoy the story.
Play it once again and stop it every certain
time to ask comprehension questions in
English about the story.
ASSESSMENT
• Post-listening (after listening): After
watching the video, you can give to the FOR LEARNING
SUGGESTED TASKS
students a piece of paper with activities
based on the video for them to do. The- Students check their drafts of the diffe-
se, may include drawing pictures about rent tasks proposed with checklists or
the story, imagining another end for it, peer feedback.
choosing their favorite character, among
others. The worksheet can be downloaded Allow students to do second and even
third drafts.
OF LEARNING
Twinkle, twinkle, little star...
Check final drafts of: posters and oral
presentation scripts with rubric.
Administer vocabulary and content
quizzes
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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

This stage is for the students and SCIENCE: studying fruits and vegetables
the teacher to assess what they have
learned:
MATH: presenting the results of a
Self- evaluation (To be done in Spani-
1
questionnaire
sh): Place students into small groups
to assess what they have learned in the
SUGGESTED SYLLABUS
tasks. Some questions may be:
ASSESSMENT MODULE 2
POST- TASK

a. What did you like about this module?

b. Which were your favorite tasks?
c. What difficulties did you have while FOR LEARNING
PEACE AND LIVING TOGETHER: GOAL:
doing the tasks? I know my rights Identify and mention in English the most
important rights of boys and girls in their
Self- evaluation
families and school.
2 Write, in English, an action plan to do
at home with their families to establish
SUGGESTED TIME:
OF LEARNING 18-20 hours per academic term
habits to have a healthy life. For this,
it is important that you write the list of Rubric to assess their portfolio
healthy habits on the board for them to (see appendix)
give their contributions. PERFORMANCE INDICATORS
KNOW DO BE LEARN
1. Answers simple questions with
what/who/where with a single
word.
2. Makes a simple list about the 21st Century Skills
1. Identifies the words things students can do in their 1. Respects his/her Adapts easily to
If you only have one English class a week, you may redu- what/who/where to immediate context. classmates. change and assumes
ce the amount of proposed tasks for each stage. But it is ask questions. 3. Gives instructions getting 2. Celebrates the responsibility.

1Hour recommended to do at least one from each stage. 2. Identifies simple along with others, about good knowledge he/she
IMPLEMENTATION ALTERNATIVES

words of the
vocabulary related to
the rights of boys and
Besides the tasks above, the teacher may choose to do girls.
the following:
• PREPARATION FOR THE TASK: Ask students to
coexistence habits through the has about his/her Learning strategies
use of imperatives. rights and the rights of Asks for repetition
4. Introduces himself/ herself other members of the when something is
and his/her classmates through community. difficult to understand
the use of simple expressions. in English.
5. Identifies the general idea of a
story with images related to the
rights of boys and girls.

3Hours
design their own flashcards in english related to
the vocabulary of the module.
• SUGGESTED TASKS: Help students prepare simple
oral presentations in english to visit other class-
rooms giving a message about health to the others
inside the institution.
• POST- TASK: Design posters in english to be
pasted around the school to raise awareness about
how to have a healthy life as well as healthy eating
habits.

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 SUGGESTED CURRICULUM STRUCTURE
Did you do the
homework?
SUGGESTED CONTENTS
Vocabulary to review
Module 1: games and toys
- Transition Module 2: Emotions
-1º Module 1 de : question words
1º Module 2 de : adjectives for
physical descriptions
Entertainment activities
go to the movies, go to the beach,
play with parents/friends
Grammar
Can/ Can’t
Simple WH- questions
Grammar to review
- 2° Module 1: Simple present
- 1° Module 2 : Verb To Be,
Imperatives
SUGGESTED CURRICULUM STRUCTURE
Do we have METHODOLOGICAL AND
homework?
ASSESSMENT SUGGESTIONS
The objective of this stage is to motivate
students to participate in tasks related to
the topic proposed, but also to let them
state what they already know about the
topic.
1 To introduce the topic, you can show this
video in Spanish to make sure that boys
and girls understand the topic:
‘Los derechos de los niños’:
www.youtube.com/watch?v=ZImlus9eEHs
2 Bring a poster related to the rights of
VOCABULARY boys and girls in Colombia. Share with
the class what they know about it.
Words related to school Expressions related to children’s SOCIAL Review the rights of the
classmates, teachers, principal, rights: SCIENCES: students
study, do homework, etc. Respect
Protection
Adjectives Receive love 3 Show students a variety of pictures that
tall, short, blonde, black, curly, Have education symbolize their and others’ rights that
straight, brunette, etc. I like/ I don’t like demonstrate a violation of those rights. For
example, pictures about kids attending a
Question words Expressions to review doctor’s appointment, playing in the park,
what/who/where 1° Module 2 de : Expressions attending school, among others. In the
related to children’s rights
case of those images violating rights, they
Numbers
Review 1-100
may be about kids working, dirty or on the
streets. Students identify which pictures
belong to their rights. Then, the teacher in-
troduces, orally, the vocabulary referred to
rights. For example: I can play/ I can study/
I can tell my opinion/ I can go to school
Inglés en la práctica Sociolinguistic/ Intercultural
I have the right to... Respecting the rights of others.
...have education. Bring pictures of emoticons that reflect
...have protection. Recognizing the qualities in others. different feelings to introduce the voca-
...receive love.
I like to go to the movies with my
4 bulary in English, related to emotions
and feelings (happy, sad, surprised,
parents. angry, nervous, etc.). Through games
I don’t like to work. I like to play such as “Simon Says” it is possible
with my toys. to reinforce the vocabulary and at the
same time practice the pronunciation. It
is recommended to use body language.
- 112 -
If possible, show a video to reinforce emotive
5 vocabulary:
If you’re happy:
www.youtube.com/watch?v=l4WNrvVjiTw&in-
dex=6&list=RDajg1ebnm3lo
Learn feelings and emotions for kids:
www.youtube.com/watch?v=37w9JjUWN30
Learning this vocabulary may be considered
as an advantage to describe the classmates.
6 Introduce didactic materials to practice the
new vocabulary e.g. worksheets in which
students can match, fill in the blanks, draw
PREPARATION FOR THE TASK
pictures, etc. using the vocabulary in English
related to rights and responsibilities.
7 Show them videos with songs about the rights
of the children. For example:
Rights of the child:
www.youtube.com/watch?v=uEolEGlhaas
We’ve all got rights:
www.youtube.com/watch?v=LN_70HXxd5Y
• Pre-listening (before listening): before
listening the song, pre- teach the vocabulary
students may need. You can give them a wor-
ksheet in which they match images with words.
As a preparation, you can also show pictures
related to the lyrics and the title and ask the
students to talk to their classmates (in Spanish)
about what they think the song may be about.
• While listening (during the listening): while
they listen the song, give them the lyrics with
some blanks that they have to fill with the
already studied words in the pre- listening
stage. It is important that you join them doing
the activity on the board for them to have a
model to follow.
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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

METHODOLOGICAL AND This stage is centered on the activities

ASSESSMENT SUGGESTIONS
• Post-listening (after listening): They sing
the song once they have it complete.
• Videos about what they can do/ can’t do:
Can you swim? Can you skate?:
www.youtube.com/watch?v=ZWu5P7OuMIE
done by the student. Here are some
possible tasks that can be done by stu-
dents:
Make a poster that contains pictures re-
1 lated to the rights of the boys and girls.
ECO: Student’s Booklet
Physical description: unit 4 lesson 1; Prepare a simple and short oral presen-
unit 4 lesson 3 tation in English in which the students
2 introduce themselves stating their name,
age, place of birth, what they can or can’t
do, and giving some ideas about their
ASSESSMENT personality. They have to use the vocabu-
lary learned.
• Pre- reading: ask students to remember
some of the children’s rights. Write them
on the board. If you have pictures that show
those rights, better. Every time they mention
a right, show them the picture or paste it on
the board.
• While- reading: meanwhile you are
reading, do mimics of each situation told
for students to understand better and get
involved with the story. Once you finish, you
can read the story again and stop some
every other minutes to ask comprehension
questions based on the story.

Can & Can’t: What is the name of the boy?

www.youtube.com/watch?v=a91oTyA0Oq8
8 Through learning the verb “to be” model an
oral presentation that contains information
about the name, age, place of birth, things
PREPARATION FOR THE TASK
FOR LEARNING
Monitor the acquisition of vocabu-
lary through activities in class and
provide extra activities to those
3
Example:
• My name is Carolina and I am nine years
old. I am from Caquetá. I can play basket-
ball and I can’t play the guitar. I am happy.
Prepare a simple role play in English
How old is he?
How did he feel when his father left home?
• Post- reading: ask students to draw pic-
tures based on the story told and about the
rights mentioned in it.

they can or can’t do. Model the presentation students who need some. in which a student introduces his/her
first and motivate students and support classmates to a new person. They could

SUGGESTED TASKS
them to do it. Check vocabulary worksheets ask for personal information through the
with classmates. use of the vocabulary studied.
ASSESSMENT
Example: Martha.
I like to write • Hello • Nice to meet you,
and color. • Hi too. FOR LEARNING
• How are you? • How old are you?
• Fine, and you? • Eight, and you?
Students check their drafts of the different
• I’m fine. Listen, • I’m nine.
this is my new friend • Can you play soccer? tasks proposed with checklists or peer feed-
Marta, she is from • Yes, I can. back.
Bogotá and she is a • Ok! Let’s play Allow students to do second and even third
new student. soccer! drafts.
• Nice to meet you • Great!
OF LEARNING
4 Read the students the story “Money can’t
buy everything” http://www.kidsworldfun. Check final drafts of: posters and oral
com/money-cannot-buy-everything-story. presentation scripts using the rubric.
php that tells the story of a boy that does
not have the opportunity to enjoy of his Administer vocabulary and content quizzes.
parents because they don’t have enough
time. At the same time, the story tells
some other facts that go against the chil-
dren’s rights.

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 SUGGESTED CURRICULUM STRUCTURE
This stage is for the students and
the teacher to assess what they have
learned:
1 Self- evaluation (To be done in Spani-
sh): Place students into small groups
Good morning
to assess what they have learned in
the tasks. Some questions may be:
children!
• What did you like about this module?
• Which were your favorite tasks?
• What difficulties did you have while
doing the tasks?
Students discuss the questions with
the help of the teacher and they sum-
marize their answers which they may
attach to their portfolios.
With the help of the teacher, make a
2 list in English about the things a per-
son does to demonstrate respect for
others. It is important that the tea-
cher motivates students to mention
How are you?
them meanwhile you write the list on
the board. For example: Respect your
friends, don’t laugh at the others,
help your friends, etc.
ASSESSMENT
POST- TASK
FOR LEARNING
Self- evaluation
OF LEARNING
Rubric to assess their portfolio
(see appendix)
- 116 -
SUGGESTED CURRICULUM STRUCTURE
1Hour
If you have only one English class a week, you may
reduce the amount of proposed tasks for each stage.
Considering the sequence of the class choose the ones
you consider more relevant. Omit the ones that seem to
be high for their level and include the more appropriate.
Remember to include at least one in which kids have to
make communicative use of English.
I’m fine Mauro!
IMPLEMENTATION ALTERNATIVES
Hi Rosita!
3Hours
Besides the tasks above, the teacher may choose to
do the following:
• PREPARATION FOR THE TASK: Review and com-
pare the duties and rights of the students, but
without emphasizing much on the duties as they
will be covered in another module with video:
www.youtube.com/watch?v=SUzfp9BRSAY
• SUGGESTED TASKS: Review and compare the
duties and rights of the kids making emphasis
on the rights. You can do it through the following
video in Spanish as a way to introduce the topic
or with a song: Los derechos y deberes de los
niños con Juan Derechito: www.youtube.com/
watch?v=YFufWy_sLOY
• ‘Canción derechos del niño’ www.youtube.com/
watch?v=xNYTO_rwfqI
• Organize groups and each group selects a right
to represent through body language. The other
groups have to guess which right it is and have
to mention it in English.
• POST- TASK: Students can make a poster with
a list in English of the rights students have in
the school.
- 117 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

SUGGESTED SYLLABUS
MODULE 3

ENVIRONMENT AND SOCIETY: GOAL:

I appreciate our biodiversity Distinguish and describe in English some
characteristics and the importance of
SUGGESTED TIME: other living things in their context.
18-20 hours per academic term

SUGGESTED CONTENTS
PERFORMANCE INDICATORS VOCABULARY
Vocabulary to review Animal classification Expressions
KNOW DO BE LEARN - 1º Module 2/ 2° Module 2: wild - domestic Stop hunting animals
1. Describes the characteristics Adjectives water - land Take care of animals
1. Identifies the 1. Appreciates the
of living things.
presence of other Habitats Questions
characteristics and 2. Asks and answers questions 21st Century Skills
needs of the living living things in his/her Animals forest, sea, house, savannah, Can a dog fly? No, it can’t.
about the presence of other Assumes responsibility
things in his/her context. cat, dog, birds, parrot, iguana, river Can a fish swim? Yes, it can.
living things in his/her for others and his/her
context. 2. Shares with people bees, fish, cow, bat, insects, tiger, Do you see cows in your
context by using simple environment.
2. Identifies the close to him/ her basic lion, giraffe Verbs neighborhood?
vocabulary.
rules to preserve other fly, jump, hunt, protect, run, etc.
vocabulary, words 3. Classifies and names Learning strategies
related to the living things in his/her Vocabulary related to the module
living things according to Prioritizes and completes
characteristics of living context. environment, habitats, animal Adjetivos / Adjectives
their characteristics. his/her activities without
things. 4. Participates in short permanent monitoring. characteristics fast, slow, big, small, endangered,
conversations using tall,
vocabulary related to living Uses the new vocabulary
things and their basic in short sentences to
characteristics. memorize them.

Grammar to review English in practice Sociolinguistic/ Intercultural

- Transition Module 3: can/ can’t, The cat is big. Worrying about and becoming
Imperatives The dog can’t fly. interested in how to preserve the
We need to take care of animals. environment.
- 2° Module 1: Present simple Parrots live in the forest. They
shouldn’t live in houses.
Grammar People shouldn’t hunt animals.
Should

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

METHODOLOGICAL AND METHODOLOGICAL AND

ASSESSMENT SUGGESTIONS ASSESSMENT SUGGESTIONS

The objective of this stage is to motivate

students to participate in tasks related to
What do you see NOTE: Students are allowed to ECO: Students’ booklet
Farm animals: Unit 5 lesson 1
the topic proposed, but also to let them sta- in the picture? speak in Spanish, in case you
consider the task is too high
Animals in action: unit 12
te what they already know about the topic. lesson 3
for their language level.

1 Bring pictures of animals to ask students

what they know about their habitats. Take
advantage of this opportunity to introduce,
5 Show videos of songs or stories about
living things:
orally, the vocabulary about animals and
their habitats in English.
Walking in the jungle:
Studying animals, their www.youtube.com/watch?v=GoSq-yZcJ-4
SCIENCE: characteristics, the habitat
in which they live and their The animals on the farm:
contribution to the environment. www.youtube.com/watch?v=zXEq-QO3xTg
PREPARATION FOR THE TASK

Recycle the topic related to can and can’t Old McDonald had a farm:
2 to describe in English what certain ani- www.youtube.com/watch?v=lWhqORImND0

PREPARATION FOR THE TASK

mals can or can’t do. For example: birds I see one sharpener. Animals and their home:
can fly/ Fish can’t walk, they can swim. I see four books www.youtube.com/watch?v=2RfZ0L3rh0w

My pet, my buddy (discutir sobre la importancia de valo-

rar y cuidar las mascotas):
Print pictures of animals and their habitats.
3 Ask learners to help you paste the pictures
www.youtube.com/watch?v=Nk6Uxudsxo0

on a chart to make a “Bingo” game in which

they can match the animal with its habitat.
This activity can be also done to check ani-
mal characteristics. ASSESSMENT
FOR LEARNING
ABC: Flashcards - Animals.

Students monitor their acquisition

of vocabulary through activities in
class and with peers, and the tea-
Bunny Bonita: Capsule 13
cher provides extra activities to those
students who need more.

4 Introduce didactic materials to practice

the new vocabulary in English. It may OF LEARNING
be done through worksheets in which
students can match, fill in the blanks, Check vocabulary worksheets with
draw pictures, etc. using the vocabulary classmates.
related to animals, their characteristics
and habitats.

- 120 - - 121 -
 SUGGESTED CURRICULUM STRUCTURE
This stage is centered on the activities done
by the student. Here are some possible
tasks that can be done by students:
Make a poster in English with pictures
1 related to animals, their habitats, and how
they help the environment. An example
may be a picture of a honeycomb with bees
producing honey.
Help students prepare a simple, short
2 oral presentation in English in which they
present what they have learned about the
animals studied, what the animals can
or can’t do using the vocabulary learned.
This presentation may be enriched with
the posters students created previously or
it could be better if the students can bring
the animal chosen to class. For example:
This is a monkey, the monkey can jump, the
monkey eats bananas.
3 Watch a video, this time in English about a
family that wants to adopt a pet. There you
SUGGESTED TASKS
can study the different habits For example
The animal shelter:
http://learnenglishkids.britishcouncil.org/en/
short-stories/the-animal-shelter
• Pre-listening (before listening): as a
preparation to watch the video, bring
some flashcards with the pictures of the
vocabulary studied about the animals.
The students can practice the module
vocabulary that will appear in the video
(dog, cat, parrot etc). Write the words on
the board and the children have to match
the word with the corresponding image.
• While listening (during the listening):
Watch the video once for kids to enjoy
the story. Play it once again and stop it
every certain time to ask comprehension
questions in English about the story.
• Post-listening (after listening): After
watching the video, you can give to the
students a piece of paper with activities
based on the video for them to do. The-
- 122 -
se, may include drawing pictures about
the story, imagining another end for it,
choosing their favorite character, among
others. The worksheet can be downloaded
and printed from http://learnenglishkids.
britishcouncil.org/sites/kids/files/attach-
ment/stories-the-animal-shelter-works-
heet-final-2012-11-01.pdf
4 Give the students an activity that contains sen-
tences they need to complete using only the
words they know from a word bank with the
studied vocabulary. Help them to do the activi-
ty by modelling it o the board. For example:
Walk - Fly - Swim
• The bird can _________.
Classify animals according to their charac-
5 teristics or the places in which they live.
LAND ANIMALS SEA ANIMALS
Iguanas Fish
Dog
ASSESSMENT
FOR LEARNING
Students check their drafts of the diffe-
rent tasks proposed with checklists or
peer feedback.
Allow students to do second and even
third drafts.
OF LEARNING
Check final drafts of: posters and oral
presentation scripts with rubric.
Administer vocabulary and content
quizzes.
SUGGESTED CURRICULUM STRUCTURE
This stage is for the students and the • To close this module, students may
teacher to assess what they have lear- organize a school or family campaign in
ned. English and Spanish related to protecting
the animals that help the environment.
1 Self- evaluation (to be done in Spanish) :
Place students into small groups to as-
sess what they have learned in the tasks.
Some questions may be:
ASSESSMENT
POST - TASK
a. What did you like about this module?
b. Which were your favorite tasks?
c. What difficulties did you have while FOR LEARNING
doing the tasks?
Self- evaluation
Students discuss the questions with the
2 help of the teacher and they summarize
OF LEARNING
their answers which they may attach to
their portfolios. It is important that you
help them writing the answers on the Rubric to assess their portfolio (see
board appendix)
If you have only one English class a week, you may reduce the
amount of proposed tasks for each stage. Considering the se-
quence of the class choose the ones you consider more relevant.
Omit the ones that seem to be high for their level and include the
IMPLEMENTATION ALTERNATIVES
1Hour
more appropriate. Remember to include at least one in which
kids have to make communicative use of English.
Besides the tasks above, the teacher may choose to do the
following:
• PREPARATION FOR THE TASK: Ask students to design their
own flashcards in english to practice vocabulary.
3Hours • SUGGESTED TASKS: Organize a contest in English regarding the
favorite animal among the students in the class. Help the stu-
dents prepare questions in English to ask classmates about their
preferences. Students have to vote to see which animal is the
winner. Have students make a chart that summarizes the prefe-
rences of the other students. Then, students present the results.
• POST-TASK: Prepare an institutional campaign in english that
promotes protecting and taking care of an animal (or the most
important) that contributes to the sustainability of the environ-
ment.
- 123 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

SUGGESTED SYLLABUS
MODULE 4
A GLOBAL VILLAGE: GOAL:
I recognize other cultures
SUGGESTED TIME:
18-20 hours per academic term
PERFORMANCE INDICATORS
KNOW DO
Describe with simple vocabulary in English
some cultural differences (traditions, cele-
brations) among several communities and
show respect towards them.
BE
SUGGESTED CONTENTS
Vocabulary to review
- Transition Module 4: culture and
celebrations - Months of the year
- First grade, module 2 and Second
grade, module 2: Question words
Vocabulary related to celebrations
candles, kite, cake, food, Sun,
Moon, music, dance, parade,
costume, music festival, go to
churches
Visit religious monuments,etc.
Question word
when
LEARN
VOCABULARY
Celebrations or festivals in Expressions
Colombia I like/ I don’t like/ I prefer
Christmas, New Year, Easter / Let’s celebrate
holy week, Flowers Festival,
Barranquilla’s Carnival, Black
Enjoy!
and White Carnival, etc Expressions to review
Transition Module 3: I like/ I don’t
Adjectives
happy, excited, sad, etc.
like
Months and dates
January - December
My birthday is in November
My birthday is on November 30th.

1. Respects and 21st Century Skills

1. Identifies words
related to cultural
activities, celebrations,
race and traditions.
2. Identifies words
that allow him/her
to describe physical
particularities among
different communities.
1. Makes a list based
on traditions of
different cultural
groups.
2. Expresses what he/
she likes or does not
like about the groups
studied.
3. Describes pictures,
through simple
words, stating what is
happening.
Respects cultural
appreciates the cultural
expressions of different differences and works
groups he/she knows. easily with his/her Grammar English in practice Sociolinguistic/ Intercultural
classmates even if they
2. Promotes the Present continuous tense People from Pasto celebrate Becoming interested about
belong to a different
preservation of Example: Black and White carnival. preserving the traditions of the
culture.
traditions of the They are celebrating Christmas. We are celebrating Christmas. different communities in the
different cultural She is flying a kite. Do you like blowing candles for country.
Learning strategies
groups studied. your birthday?
Looks for words that are Questions in English in Simple When is your birthday? It’s on Promoting the spread of traditions
similar in his/her native present (do/does) June 30th. of other communities for their
language with the English Example: preservation.n
language. Do you/they fly kites in August?
Yes, they do / No, they don’t
Does she celebrate holy week?
Yes, she does. / No, she doesn’t.

Prepositions of time
in - on

Grammar to review
Module 1, second grade: simple
present

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

METHODOLOGICAL AND METHODOLOGICAL AND

ASSESSMENT SUGGESTIONS ASSESSMENT SUGGESTIONS

ECO: Students’ booklet

Descriptions unit 2 lesson 2 They are 3 Show videos in English about the topic, for
example:
having fun!
The dog and the cat are
The objective of this stage is to motivate “We are different but the same”:
playing.
students to participate in tasks related to the www.youtube.com watch?v=ULtHBN9P_3Y
topic proposed, but also to let them state what
they already know about the topic. Bring pictures of the different
4 communities in the country, the different
1 Bring pictures of people who belong to
different communities (indigenous, black,
cultural expressions, and the elements
people use to celebrate. Students may
and white). Take advantage of the opportunity match the elements with the community.
to introduce, orally, the vocabulary to
describe, in English, people. Example: This
is Carlos, he is from the Pacific Region. He is
5 Help students describe, orally in English,
what people are doing in the pictures.
tall and he has short, curly, black hair. Example:
• People are dancing.

PREPARATION FOR THE TASK

• The man is lighting some candles.
PREPARATION FOR THE TASK

SOCIAL SCIENCES - Set similarities and

GEOGRAPHY: differences between the • The woman is cooking.
physical features of the • The children are smiling.
different communities,
their ways to celebrate and
Introduce didactic materials in English to
their traditions. 6 practice the new vocabulary worksheets
in which students can match, fill in the
2 If it is possible, show a video that demonstra- blanks, draw pictures, etc. using the
tes the cultural diversity in Colombia: vocabulary related to traditions and
celebrations.
Yo estoy muy orgulloso:
www.youtube.com/watch?v=4-kp_reDmU4
ASSESSMENT
Through this video, activate the prior knowle-
dge of the students. Talk to them in Spanish
about the traditions and celebrations in the
FOR LEARNING
different communities around the country.
Then, introduce, orally, the vocabulary in Students monitor their acquisition of
English related to celebrations like (New vocabulary through activities in class
Year, Christmas, Angel’s day, Easter, Holy and with peers, and the teacher provi-
Week, etc. Remember to study the celebra- des extra activities to those students
tions that are familiar to the students. who need more.

OF LEARNING
ECO: Unit 19 Lesson 2
Vocabulary quizzes and worksheets.

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 SUGGESTED CURRICULUM STRUCTURE
This stage is centered on the activities
done by the student. Here are some pos-
sible tasks that can be done by students:
1 Bring to the class templates with repre-
sentative images of those celebrations for
children to do some art activities.
For example, an image of a marimonda
mask to be filled with small colorful pa-
per balls or with clay. Another option may
be an image of a silleta to be decorated.
Once they finish, all their works may be
exposed in the classroom to organize an
exposition in which kids say “My favorite
celebration is ______”
2 Students may work in groups practicing
mimics of the activities that characterize
each community. The rest of the students
guess what it is and say it in English while
they practice the vocabulary studied. For
example, a kid pretending to blow a cand-
le meanwhile the others have to guess
that it represents a birthday.
SUGGESTED TASKS
3 Watch a video, this time in English, about
one of the most popular celebrations
around the world, Christmas.
For example:
My favourite day - Christmas:
http://learnenglishkids.britishcouncil.org/en/
short-stories/my-favourite-day-christmas
• Pre-listening (before listening): as a
preparation to watch the video, bring
some flashcards with the pictures of the
vocabulary studied about Christmas.
The students can practice the module
vocabulary that will appear in the video
(Christmas, Christmas tree, cards, food,
etc). Write the words on the board and the
children have to match the word with the
4 Help students prepare a simple, short oral
corresponding image.
• While listening (during the listening):
Watch the video once for kids to enjoy the
story. Play it once again and stop it every
certain time to ask comprehension ques-
tions in English about the story.
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SUGGESTED CURRICULUM STRUCTURE
Let’s play
with them! How fun is
English!
Sure!
SUGGESTED TASKS
Inclusion: take advantage of this task
to reinforce the customs and local
celebrations. This is an opportunity Example: This is Carnaval de Barranquilla. It
for students to reinforce their cultural
identity
is the most important festivity in Barranquilla.
During the four days of Carnaval, people dance ASSESSMENT
Cumbia and wear costumes.
• Post-listening (after listening): After watching FOR LEARNING
the video, you can give to the students a piece of
paper with activities based on the video for them
5 Classify communities according to physical
appearance, places in which they live, and how Students check their drafts of
to do. These, may include drawing pictures about they celebrate. the different tasks proposed with
the story, imagining another end for it, choo- checklists or peer feedback.
sing their favorite character, among others. The Allow students to do second and even
worksheet can be downloaded and printed from Carnival Holy Week
third drafts.
http://learnenglishkids.britishcouncil.org/sites/kids/
files/attachment/stories-my-favourite-day-christ- Atlantic Parades, Go to churches
Coast people wear Visit religious OF LEARNING
mas-worksheet-final-2012-11-01.pdf
costumes, monuments,
music festival flagelantes. Check final drafts of posters and oral
presentation in English in which they show
presentation scripts with the rubric.
what they have learned about the communities Andean Parades, Walks
Region costumes Administer vocabulary and content
studied, what these communities do to cele-
quizzes.
brate, etc. , using the vocabulary studied. For
this presentation, students may use the posters
previously created or if it is possible bring the clo-
thing or costumes that allow students to show an
example of each expression of the communities.
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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

This stage is for the students and Didactic idea: you can organize this fair as
the teacher to assess what they
a cross- curricular activity. This may be a
...and this is my This is my
worthy opportunity to exchange knowled-
have learned: ge and skills with the other teachers sister Elena. She’s family!
five years old.
1 Self- evaluation (To be done in
Spanish: Place students into small
groups to assess what they have
learned in the tasks. Some ques-
ASSESSMENT
tions may be:
a.What did you like about this FOR LEARNING
POST- TASK

module?
b. Which were your favorite tasks? Self- evaluation
c.What difficulties did you have
while doing the tasks? OF LEARNING

• Students discuss the questions Rubric to assess portfolio (see

with the help of the teacher and appendix)
they summarize their answers
which they may attach to their
portfolios.

2 Organize a fair in English for the

rest of the classmates to learn
about the different traditions of
the communities that live in the
country.

Use red to color the

circles, and blue to If you have only one English class a week, you may reduce

IMPLEMENTATION ALTERNATIVES
color the squares. the amount of proposed tasks for each stage. Considering
the sequence of the class choose the ones you consider more
relevant. Omit the ones that seem to be high for their level and

1Hour
include the more appropriate. Remember to include at least
one in which kids have to make communicative use of English.

Besides the tasks above, the teacher may choose to do the

following:

• PREPARATION FOR THE TASK: Ask students to design their

3Hours
own flashcardsin english to practice vocabulary.
• SUGGESTED TASK: Design a book that contains all the flash-
cards in english to reinforce the vocabulary learned. If it is pos-
sible, divide the book by sections according to each community.
• POST- TASK: If it is possible, organize a festival that shows
some of the most important cultural expressions that
belong to the communities studied.

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SUGGESTED CURRICULUM STRUCTURE

3
T H I R D
GRADE

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

It’s your turn SCOPE AND SEQUENCE SUGGESTED LEVEL: Pre- A1

now, Rosita! Third Grade

GOAL LANGUAGE FUNCTIONS OBJECTIVES

Thank you!
Recognize and Give and ask for informa- Understand phrases in short, simple
MODULE 1: express using tion about symptoms of written texts, supported by images,
Health and life simple langua-
ge in English
diseases in their commu-
nity.
related to health problems.
Identify words and phrases related
I TAKE CARE OF MY the rules and Give simple instructions. to common health problems in their
responsibilities Describe in simple sen- community.
HEALTH AND MY to prevent health tences, the symptoms of Exchange information about symp-
FAMILY´S problems in their
local context.
common diseases in their
community.
toms and ways to prevent health
problems in their community.
(18-20 hours)

Establish in Express with simple phra- Identify words and phrases about the
MODULE 2: English their du- ses their duties at home, duties of students.
Peace and living ties as a member
of a community
school and community.
Give and ask for simple
Understand short and simple senten-
ces in written texts, supported by ima-
together using simple information about everyday ges, related to the duties of students.
language. actions related to their Present simple ideas orally about the
I COMPLY WITH responsibilities in the duties and rights of students.
MY DUTIES community.
Give simple instructions to
(18-20 hours) take care of their commu-
BASIC LEARNING RIGHTS nity.

3
1 Understands and describes details in short, simple MODULE 3: Identify and
express the
Mention the causes
and consequences of a
Identify causes and consequences about
the environment in short, simple oral
texts related to familiar topics, based on images and
known phrases.
Environment effects of their given situation with the and written texts .
actions on their support of images. Exchange information about the effects
and society local environ- Describe everyday of humans on the environment through
Answers simple questions about descriptive short
2 texts, in written or oral form, related to familiar and
I TAKE CARE OF ment (neighbor-
hood, district,
actions related to the
environment.
previously rehearsed phrases.
Produce simple sentences about causes
classroom topics. MY CITY city, town) using Give simple warnings, and consequences of human actions on
simple phrases previously rehearsed, the environment.
T H I R D 3 Exchanges ideas and simple opinions with classma-
tes and teachers, following models or using images.
(18-20 hours) in English. about the environment.

GRADE 4
Describes things, places, people, and communities,
in oral or written form, using simple phrases. MODULE 4:
A global village
Recognize
and present in
English good
Give and ask for simple
information about the
use of technology.
Understand phrases in written and
oral descriptive texts, about technolo-
gical objects and their function.
practices for the Describe routines Exchange information about the use
I USE TECHNOLOGY responsible use related to the use of of technology, through previously
The following chart belongs to the scope and sequence with all the information related to the suggested modules of technology. technology. rehearsed phrases.
for Third Grade during the school year. APPROPRIATELY Name elements of tech- Present simple ideas, orally about
(18-20 hours) nology and their use. good practices of the use of techno-
logy.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

SUGGESTED SYLLABUS
MODULE 1

HEALTH AND LIVE: GOAL:

I take care of my health and my family´s. Recognize, and express using simple lan-
guage in English, the rules and responsi-
bilities to prevent health problems in their
SUGGESTED TIME:
8-20 hours per academic term
local context.
SUGGESTED CONTENTS
VOCABULARY
PERFORMANCE INDICATORS
Vocabulary to review Common diseases and symptoms Expressions
KNOW DO BE LEARN - First grade module 1: Body parts
- Second grade module 1: Healthy
Zika, dengue, common cold, flu, I have a…
The symptoms are…
fever, headache, stomachache,
habits sore throat How do you feel?
1. Recognizes the 1. Recognizes his /her 21st Century Skills - Second grade module 2: Numbers
1. Describes the symptoms of
vocabulary to name the responsibility in the Interprets information from 1 to 100 Numbers and percentages
common diseases, using body
body parts. parts vocabulary and simple prevention of diseases and draws simple 100 - 1000
2. Identifies the language. in their community. conclusions. % (per cent)
vocabulary of common 2. Classifies the causes and 2. Promotes actions for
diseases in his /her symptoms of common viral the prevention of these Learning strategies
context. diseases in the context, using diseases at home. Connects the sound of
3. Recognizes words pictures. a word or phrase with
and expressions of the 3. Participates in a short a picture as an aid in
rules to prevent health conversation about common remembering.
problems. diseases.
4. Identifies vocabulary 4. Makes a simple list of rules
and expressions to prevent common diseases Grammar English in practice Sociolinguistic/ Intercultural
about the causes and and makes an illustration of it. Should / shouldn’t I have a cold. Worrying and showing interest for
symptoms of common
A / An I think it’s zika. others.
diseases in the
Remember, you should wash your
community.
Grammar to review hands.
- Second grade module 4: Simple I’m sick. I have a headache and
present tense. fever.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

METHODOLOGICAL AND ASSESSMENT METHODOLOGICAL AND ASSESSMENT

SUGGESTIONS FOR MODULE 1 SUGGESTIONS FOR MODULE 1

Didactic Idea: The use of

Bunny Bonita: Capsule 7. graphic organizers (tables,
Use red to color the diagrams, etc.) helps
circles, and blue to children to retain information
1 The objective of this stage is to motivate
students to participate in tasks rela- color the squares.
through systematization and
reorganization. Use them for
children to engage in reading
ted to the topic proposed, but also to
comprehension or listening
let them state what they already know activities, for example.
about the topic.
• Match images with the names of
• Pre-listening:Ask questions about diseases.
common diseases that students have • Classify symptoms, causes and
had lately. Write them on the board, in solutions in a table.
English, even when students only can
say them in Spanish (fever, flu, heada- NOTE: The emphasis of this module
che, etc.) is on common viral diseases, which
may vary depending on the time of
PREPARATION FOR THE TASK

2 To introduce the topic you can show a the year and some may disappear

PREPARATION FOR THE TASK

video. This can be in Spanish. You can and new ones emerge. We recom-
use the following links: mend adapting these suggested acti-
vities to diseases that are relevant
- El Chavo, prevención del dengue: to the chronological context and
www.youtube.com/watch?v=Ti61Ef0kbjg location of the students of each
institution.
- MINSA: Juntos contra el dengue y chikungunya:
www.youtube.com/watch?v=Zuw0AItDmE4

3 If you do not have audiovisual resour-
ces, you can use a story to introduce
the subject.
- El Dengador: http://www.msal.gob.ar/images/
stories/ryc/graficos/0000000652cnt-11-dengador_web.
pdf
- El mosquito Lito: http://www.msal.gob.ar/images/
4 You can also bring images: the mos-
stories/ryc/graficos/0000000422cnt-01-el_mosquito_lit
o_opt.pdf
Eco Student´s booklet
I don’t feel well: Unit 14 lesson 2
- 138 -
• While listening: While listening to the
story or watching the video, you can ask
the children to write keywords to help
them remember the stories.
5 Use flashcards in English with the target
quito, people with symptoms of these
diseases, news headlines in the press,
etc. And ask questions to find out what
students know about:
6 associate images with target vocabulary.
a. What problem do you see in the pictures?
b. What are the typical symptoms?
c. What is the cause of this problem?
d. What are the possible solutions?
ASSESSMENT
Students can answer in Spanish. As they do it,
you can write on the board the keywords they FOR LEARNING
mention in English (virus, mosquito, fever,
rash, headache, water cans, tires with water,
Students monitor their acquisition of vocabu-
clean, take out the trash, and repellent). lary through activities in class and with peers,
and the teacher provides extra activities to
vocabulary. Ask students: “What is this? It’s a
those students who need more.
mosquito/It’s a can.” OF LEARNING
Introduce materials on which students can Vocabulary quizzes and worksheets.
For example, you can include worksheets
where students can:
• Color the different diseases and symp-
toms and also to practice writing them:
Zika, fever, rash, headache, flu.
- 139 -
 SUGGESTED CURRICULUM STRUCTURE
Let me see!
SUGGESTED TASKS
This stage is centered on the activities
for the student. Here are some possible
tasks that students can do:
1 Design a short questionnaire in English
with the support of the teacher, to ask
questions to relatives and neighbors
about common diseases in their
community.
Example:
a. Do you know _(zyka, dengue,
chikungunya)?
b. What are the symptoms?
c. How can you prevent it? / What are the
possible solutions?
Note: You can change the questionnaire to
a table with which children can search for
information with relatives and neighbors. For
example:
- 140 -
SUGGESTED CURRICULUM STRUCTURE
...And they lived progresses, you can stop it at various
happily ever after. points and ask the children to illustrate
Great! the events of each segment on their
page, and write the words in English
that they associate with each segment.
They can also write Spanish words
related to the video that they might
want to learn in English.
• Post-listening: After watching the
video, the children can work in small
groups and create a cartoon similar
to the video, using images and short
sentences, with the help of the
teacher and the dictionary.
Note: It is important to remind the children
that they do not need to understand
everything in the video, and that they can
use the pictures to understand what is
happening.
SUGGESTED TASKS
DISEASE SYMPTOMS TREATMENT PREVENTION 4
Represent short conversations on the
subject. For example: EVALUACIÓN
E1: Hello, Daniela! How are you?
Zika headache dolex empty E2: Fine, Jorge. And you? FOR LEARNING
body pain water E1: I’m sick. I have a headache and fever.
rash containers
E2: Maybe you have Zika! Students check their drafts of the
different tasks proposed with chec-
5 Watch a video, in English, on the causes,
symptoms, and prevention of the
klists or peer feedback.
Allow students to do second and even
The table can be filled in Spanish in their homes conditions discussed in class. third drafts.
and built in a group poster in English at school. Dengue fever for kids:
www.youtube.com/watch?v=VRauJuM-loU
OF LEARNING
2 Synthesize survey results in graphs to • Pre-listening: Before watching the video,
present in class in English students can practice the target vocabulary Check final drafts of: posters and
that will appear in the video (mosquito, oral presentation scripts with the
MATH: Graph analysis of survey results. repellent, cans, etc.). You can ask them rubric.
to work in small groups to illustrate each
word. Then, explain to them the context of Administer vocabulary and content
Prepare a poster with regulations for the the video so that they know what they will quizzes.
3 prevention of these diseases. They can be watching.
use phrases like: Use repellent; Empty
water cans; Spray for insects. • While listening: While watching the
video, you can give the children a sheet
divided into 4 or 6 parts. As the video
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 SUGGESTED CURRICULUM STRUCTURE
This stage is for the students and
the teacher to assess what they
have learned:
1 Self- evaluation:(in Spanish) Place
students into small groups to as-
sess what they have learned in the
tasks. Some questions may be:
a. What did you like about this
module?
b. Which were your favorite tasks?
c. What difficulties did you have
while doing the tasks?
d. How did you solve them?
Students discuss the questions
with the help of the teacher and
they summarize their answers
which they may attach to their
portfolios.
2 Write an action plan in English
(also in Spanish to take home) to
Mauro, what is
this?
POST- TASK
Rosita, what
is this?
- 142 -
SUGGESTED CURRICULUM STRUCTURE
make at home or neighborhood, with the It’s time to learn
help from their parents, to prevent any of English!
the diseases seen in the module.
Inclusion: It is likely that children
with special physical needs require
additional preventive measures. Find
out with your students!
ASSESSMENT
FOR LEARNING
Self- evaluation
OF LEARNING
IMPLEMENTATION ALTERNATIVES
Rubric to assess portfolio (see
appendix)
SCIENCES: Disease prevention.
“If you only have one-hour English class a week,
you may reduce the amount of proposed tasks for
each stage. But it is recommended to do at least
1Hour one from each stage.
Rather than the tasks above, the teacher may
choose to do the following:
• PREPARATION FOR THE TASK: Ask your
3Hours
A table.
A chair. students to design their own flashcards in
english with the target vocabulary.
• SUGGESTED TASKS: Help your students to
prepare questions in english to ask a health
expert on the prevention of diseases from
their context. If possible, bring the expert to
the classroom for students to ask their ques-
tions.
• POST- TASK: Prepare slogans in english to
stick around school, to help prevent the disea-
ses studied. Arrange a cleanup day school in
order to prevent the spread of viruses such as
Dengue, Zika, and Chikungunya.
- 143 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

SUGGESTED SYLLABUS SUGGESTED CONTENTS

VOCABULARY
MODULE 2
Vocabulary to review Words and expressions Expressions
PEACE AND LIVING TOGETHER: GOAL: Second grade module 2:
Children´s rights
related to duties
Responsibilities
classroom rules
Raise your hand
I comply with my duties Establish in English their duties as a - First grade module 1 and Second Respect others Do your homework
member of a community using simple grade modules 2 & 4: good school behavior Respect the teacher
SUGGESTED TIME: language. . WH questions
what/where
Protect the environment
Don’t litter
18-20 hours per academic term Telling the time Tell the truth
o’clock Respect other opinions
7:00 o’clock Respect authorities
Adjectives
Responsible, careful, nice,
PERFORMANCE INDICATORS respectful, honest, loving, etc.

KNOW DO BE LEARN
Grammar to review English in practice Sociolinguistic/ Intercultural
1. Identifies words 1. Follows and gives basic classroom 21st Century Skills - Third grade module 1: Simple What do you do at 7:00 a.m.? Cultivating positive relationships
1. Shows a Reflects critically
and basic expressions instructions. present tense and Should in simple Luisa and Jani meet. They are with all people.
respectful about a situation or
related to their duties 2. Writes and says simple phrases sentences. friends. Appreciation of different opinions
attitude toward experience.
at home, school, and with familiar vocabulary. - First grade module 1: They know their rights and
their peers and
community. 3. Makes a list of commitments Possessives: my, your responsibilities.
the environment.
2. Identifies the words as citizen. - First grade module 2: I have the right to have education,
2. Behaves Learning strategies
what/where to ask 4. Asks and answers questions Possessives: his, her but I have the responsibility to do
appropriately in Starts reading short
questions. about their everyday actions. Grammar my homework and pay attention
school. and illustrated stories
3. Recognizes 5. Illustrates or represents Possessives pronouns to the teacher.
possessives our, their. their duties as citizens in (with few words) in our, their
different ways (drawings, English for pleasure. Questions in present: what do you…?
drama, etc.). Where do you…? When do you…?
6. Recognizes some specific details For example:
in written and oral texts related to What do you do at 7:00 a.m.?
their duties. Where do you study?

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 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 2
ECO: Student’s booklet
Do not do that: unit 18 lesson 3
The objective of this stage is to moti-
vate students to participate in tasks
related to the topic proposed, but also
to let them state what they already
know about the topic.
Didactic idea: In preparation for the
task, think about the different charac-
teristics and likes of your students.
You should consider their different
learning styles and rhythms to propo-
se activities that involve them all.
PREPARATION FOR THE TASK
1 Bring images of student conduct which
show students’ disrespectful conduct
(e.g. no care for the environment,
inappropriate class behavior, disres-
pect for parents and classmates). Ask
students to describe (in Spanish) what
they see in the pictures.
• Then, you can ask them to talk to
their partners about what happens
and about alternative attitudes to the
ones shown in the pictures.
ABC: Poster 9 The classroom.
2 Each group can mention one positive
attitude (or duty), and you can write
them on the board in English (respect
teachers, respect the environment,
don’t litter, etc.).
Didactic Idea: Remember, when you
include reading or listening activities,
give students a reason or need to read
or listen.
- 146 -
Once there was a
3 Bring a list of illustrated students’
rights and responsibilities with their
English equivalents in labels and ask
students to classify them in two colum-
ns. This activity can be done in small
groups with cut outs.
4 Use a song related to the topic to set
the classroom environment: Some
examples can be:
SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 2
boy...
5 English vocabulary, such as worksheets
a. Being Responsible:
www.youtube.com/watch?v=IzEYos5En_k
b. Honesty is true:
www.youtube.com/watch?v=J7JcXIuRk-k
c. Behaving properly:
www.youtube.com/watch?v=LpGAY5tFoqw
• Pre-listening: Before playing the song,
pre-teach some possible vocabulary that
the students might need. You can, for
example, give the students a guide where
- 147 -
4
they associate images with words.
Also, in preparation for the listening,
you can display images related to the
song and title, and ask the students to
speak with their classmates in Spani-
sh about what they think the song will
be about.
• While-listening: While listening to
the song, you can give the lyrics with
a few blanks to fill in with the words
previously introduced in the pre-liste-
ning phase.
• Post-listening: The children sing
and learn the song, after fulfilling the
PREPARATION FOR THE TASK
activity.
Introduce materials to practice the
in which students can associate, fill in
the blanks, draw, etc. using the vocabu-
lary of rights and responsibilities.
ASSESSMENT
FOR LEARNING
Students monitor their acquisition of
vocabulary through activities in class
and with peers, and the teacher
provides extra activities to those
students who need more.
OF LEARNING
Vocabulary quizzes and worksheets.
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

Stand up please!

This stage is centered on the activities

for the student. Here are some possible
tasks that students can do:

Read a short text on the subject, suppor-

1 ted by images. For example (you can
photocopy the text with the images for
each child):

Luisa and Jani

Luisa is 7 years old. She’s from Colombia.
Jani is 8 years old. She’s from Brazil. (Draw
with the flags of Colombia and Brazil)
Luisa and Jani meet. They are friends (Illus-
trate them smiling as friends)
They know their rights and responsibilities.
They have the right to an education (illustrate
the right to education). And they are respon-
sible for doing their homework and listening
to their teachers (illustrating them doing their
SUGGESTED TASKS

homework and listening to their teachers).

SUGGESTED TASKS
• Pre-reading: Ask the children to
read the title and see the pictures and
imagine what the story is about. You can
use questions like: Who are the girls?
How old are they? What do they do?
What are they doing?

• While-reading: Children can focus on
the rights and duties they find in reading.
• Post-reading: Now you can group the
children to create similar sentences to
those from the reading and illustrate
them. You can give them the beginning of
the sentences and a bank of rights and
responsibilities and that they complete
where it corresponds). For example:
We have the right to __(love / food /
protection / a name and nationality / a
family)
We have the responsibility to (give love /
eat my food/ follow instructions / respect
others / love my family)
2 Create a photo album with pictures
representing Children fulfilling their duties.
These images must be labeled in English.
Create a school contract in English that
3 contains the duties that all children must fulfill
and publish it in the classroom.
Example:
• Raise your hand when you want to speak.
• Wait for your turn.
• Be punctual
4 Participate in a short and rehearsed role play
about duties and responsibilities.
Example:
(a boy goes out and throws a piece of paper
to the floor, a classmate walks behind and
speaks to him)
Girl: Please, stop! Pick up the garbage. It’s your
responsibility.
(niña llega a clase sin su tarea, su compañero le
habla)
Boy: You should do your homework. It’s your
responsibility.
You can create your own role plays according
5 to your context and the duties that you need to
reinforce in your classroom.
6 Design flyers in English to distribute in your
school about respect for the children´s duties.
ASSESSMENT
FOR LEARNING
Students check their drafts of the different
tasks proposed with checklists or peer
feedback.
Allow students to do second and even third
drafts.
OF LEARNING
Check final drafts of: posters and oral
presentation scripts with the rubric.
Administer vocabulary and content quizzes.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

And he is a
tall boy.

She is a little girl.

If you only have one English class a week, you may redu-

1Hour ce the amount of proposed tasks for each stage. But it is

recommended to do at least one from each stage.

If you have 3 or more hours a week, besides the tasks

above, the teacher may choose to do the following:

• PREPARATION FOR THE TASK: Deepen discussion

3Hours
on the concept of politeness, through a story or video,
for example:

This stage is for the students and
the teacher to assess what they
have learned:
1 Self- evaluation (in Spanish): Place
students into small groups to
assess what they have done in the
tasks. Some questions may be:
2 and Spanish, with the list of duties
a. What did you like about this
POST- TASK
IMPLEMENTATION ALTERNATIVES
• Use polite words: www.youtube.com/watch?v=o1WJnb-
JDTS0
• Kids song - being polite: www.youtube.com/watch?-
v=ABNbUIzUSTg The
videos focus on using polite language with others
• SUGGESTED TASKS: In groups, choose one of the
• Students discuss the questions official students’ responsibilities (See list here:
with the help of the teacher and www.ramajudicial.gov.co/web/portal-ninos-y-ninas/
they summarize their answers mis-deberes), and make an illustrated list in Engli-
which they may attach to their sh of some specific actions that need to be done in
portfolios. order to comply with that responsibility.
• POST-TASK: Students can design a table of duties
Create a contract in both English in which they will write or draw every responsibility
they comply with at home, school, or neighbor-
and responsibilities they promise hood.
to comply with at home or in the

module? neighborhood.
b. Which were your favorite tasks?
c. What difficulties did you have Did you do the
while doing the tasks?
d. How did you solve those ASSESSMENT homework?

difficulties?
FOR LEARNING

SOCIAL Rights and Self- evaluation Do we have

SCIENCES: responsibilities homework?
OF LEARNING
VALUES Respect
Rubric to assess portfolio (see
SCIENCE: Environmental care appendix)

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

Camila, what can

the fish do?

The fish can

swim!

SUGGESTED SYLLABUS
MODULE 3

ENVIRONMENT AND SOCIETY: GOAL:

I take care of my city Identify and express the effects of their

SUGGESTED TIME:
actions on their local environment (neigh-
borhood, district, city, town) using simple SUGGESTED CONTENTS
phrases in English.
18-20 hours per academic term VOCABULARY
Vocabulary to review Human actions Expressions for cause-consequence
- First grade module 4: Negative Logging causes habitat destruction
PERFORMANCE INDICATORS Collaboration habits
- Second grade module 3: Animals
Logging / deforestation Animals die because they eat
plastic
Littering / Polluting
and their habitats Using plastic
KNOW DO BE LEARN Destroying animal habitats
Environmental elements Mining
Tree, park, animals, river, ocean Positive
1. Identifies simple 1. Classifies causes and effects 1. Works in a team 21st Century Skills
Recycling
vocabulary related within an environmental situation, to make their school Takes a shared
Reusing
to elements of the using images. community a better responsibility and
Cleaning oceans
environment in their 2. Expresses, using phrases place to be. values contributions of
Reforestation
context. previously rehearsed, the causes 2. Recognizes that every member of the
2. Recognizes and consequences of an their decisions and team.
expressions related to environment-related situation. personal actions
human actions against 3. Understands specific details have consequences Learning strategies
the environment. about the environment, in a Takes advantage of Grammar to review English in practice Sociolinguistic/ Intercultural
for others and the
3. Identifies phrases and short text, if the language is environment. every opportunity to - Third grade module 1:should in People litter Values of respect for the
expressions to talk about familiar. learn English (e.g. simple sentences / Present simple Save water / Save electricity environment.
causes and effects. 4. Describes environmental learn songs in English) tense Recycle, reduce, reuse Effective group work.
problems in their immediate - Second grade module 4: Present Don’t waste paper
community, using previously simple tense
studied phrases.
Gramática
Presente simple
People litter

Imperatives for warning:

advertencias: Don’t use plastic
Modals for expressing obligation
Have to / must

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 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 3
Bunny Bonita: Capsule 13.
The objective of this stage is to motivate
students to participate in tasks related to
the topic proposed, but also to let them
state what they already know about the
topic.
1 Ask students questions about the environ-
mental elements that they can see in their
school or neighborhood. Write some on
the board: trees, animals, creeks, parks,
rocks, plants, flowers.
PREPARATION FOR THE TASK
Option: You can ask students to bring a
drawing with these elements and their
names in English. This will help them
prepare for the activities in the module
and allow them to answer questions more
easily.
ABC: Poster 12 The park.
2 Show a short video with images of human
action on the environment. It is better that
the videos don’t have oral or written text.
Here are some examples:
• Human effect on the environment
www.youtube.com/watch?v=pZ9jsQadfoU
• Human effects on the environment (enfoca la
atención al mensaje visual ya que el lenguaje puede
resultar muy avanzado para los niños y niñas)
www.youtube.com/watch?v=j-hKuofYcK0
• How humans affect the environment
www.youtube.com/watch?v=HHSAOd__ZD8
(Hasta el minuto 1:30).
- 154 -
• Pre-watching: Before playing the video,
ask the students to talk with a partner
in Spanish about the human actions that
can affect the environment. In pairs, they
can make a list. With the help of the tea-
cher, this list can be written in English on
the board, gathering the ideas of several
groups (for example: pollution, logging,
etc.).
• While watching: While watching the
3 Take students around the school to identify na-
video, you can ask the children to com-
plete a chart with pictures that show the
effects that humans have on the environ-
ment.
SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 3
Twinkle, twinkle, little 4 Introduce materials where stu-
dents can associate images with the
star...
topic vocabulary in English. Some
examples can be worksheets where
students can:
a. Color and practice the spelling of
the elements of nature and human
actions: logging, littering, polluting,
mining, using plastic and
b. Associate the image with the name
of the element of nature or the hu-
man action in English.
c. Classify elements of nature as
living and nonliving things.
d. Classify causes and effects in a
PREPARATION FOR THE TASK
table, using images.
ASSESSMENT
• Post watching After completing the video,
FOR LEARNING
you can ask the children to share their ideas
and drawings with their partner next door.
They can then list possible solutions to those
Students monitor their acquisition
of vocabulary through activities
problems (using only English key words) and
in class and with peers, and the
paste them into the classroom. They can use
teacher provides extra activities to
a dictionary and the help of the teacher to do
those students who need more.
this task.
OF LEARNING
ture elements. You can ask them to bring their
notebooks and draw them. Then, in the class- Vocabulary quizzes and worksheets.
room, they can write the names in English.
ECO: Student’s booklet
My town: unit 3 lesson 2
PLanet is our home: unit 18 lesson 2
- 155 -
 SUGGESTED CURRICULUM STRUCTURE
This stage is centered on the activi-
ties for the student. Here are some
possible tasks that students can do:
1 Make a collage with recycled material:
glass, plastic, cloth, bottle caps, etc.,
which contains a message in English
about environmental care.
2 Draw an illustrated table of
environmental elements: Some
examples are:
Living/nonliving things;
Wild animals/Domestic animals
Birds / amphibians / fish / mammals, etc.
3 Create a video or photo (or illustrated)
album with examples of human action
on their neighborhood or house
environment, with their labels in
English.
Design and play an environmental
4 Bingo game in English.
SUGGESTED TASKS
5 Make a list of actions they can take
to help reduce human impact on the
environment.For example, save water,
recycle, save electricity, do not waste
paper.
- 156 -
ASSESSMENT
FOR LEARNING
Students check their drafts of the
different tasks proposed with chec-
klists or peer feedback.
Allow students to do second and
even third drafts.
OF LEARNING
Check final drafts of: posters and
oral presentation scripts with the
rubric.
Administer vocabulary and content
quizzes.
I can see a house.
There is a kitchen.
SUGGESTED CURRICULUM STRUCTURE
This stage is for the students and the tea- Didactic Idea: You can assign
cher to assess what they have learned: roles for the students to
organize and maintain the
1 Self- evaluation (in Spanish): Place stu-
dents into small groups to assess what
recycling corner. This will
help them gain a sense of
belonging to the task.
they have done in the tasks. Some ques-
tions may be: SCIENCE Animal classification.
Environmental care.
POST - TASK
a. ¿What did you like about this module?
b. ¿Which were your favorite
tasks?
c. ¿What difficulties did you have while
doing the tasks?
d. ¿How did you solve those difficulties? ASSESSMENT
• Students discuss the questions with the FOR LEARNING
help of the teacher and they summarize
their answers which they may attach to Self- evaluation
their portfolios.
OF LEARNING
2 Set up a recycling corner in the classroom,
labelling the different objects with their Rubric to assess portfolio (see
names in English. appendix)
“If you only have one-hour English class a
week, you may reduce the amount of propo-
IMPLEMENTATION ALTERNATIVES
sed tasks for each stage.
1Hour
Besides the tasks above, the teacher may
choose to do the following:
• PREPARATION FOR THE TASK: Ask your
students to design their own flashcards
3Hours •
with the target vocabulary in English.
SUGGESTED TASKS: Set up an exhibition
of objects made of recycled material, in
groups. Students can show their work
with a poster in English that includes the
elements used and the steps to make it.
• POST-TASK: Promote a recycling cam-
paign at school with slogans in English .
- 157 -

A GLOBAL VILLAGE: GOAL:
I use technology appropriately
SUGGESTED TIME:
18-20 hours per academic term
KNOW
1. Identifies vocabulary
and expressions related
to technology.
2. Recognizes frequency
adverbs such as always,
sometimes, never.
3. Uses the word to
(+ infinitive) to talk about
the use of an object.
4. Recognizes the
question how often do
you…? to ask about the
frequency of an action.
5. Uses might to express
possibility
SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE
SUGGESTED SYLLABUS SUGGESTED CONTENTS
MODULE 4 VOCABULARY
Vocabulary to review Activities related to technology Expressions
- First grade module 4: Parts of the
house and Objects in the house
Do homework
Watch tv
Questions about the frequency of
an action
Recognize and present in English good Listen to music How often do you… (use a
practices for the responsible use of Technological devices Play computer)?
technology.
TV, computer, mp3 player,
earphones, videogame, tablet,
Search for information
Do research
I use a computer three hours a day.
phone / cell phone
Time expressions
Twice a day
one/two/three hours every day
PERFORMANCE INDICATORS Every day
Two days a week
DO BE LEARN
1. Recognizes and 21st Century Skills
1. Asks and answers questions respects similarities Grammar to review English in practice Sociolinguistic/ Intercultural
Recognizes technology
about habits related to the use and differences - Second grade module 3: How often do you use a Respect for the technological
as an instrument
of technology. among people Can/can’t computer? limitations of older adults.
for searching for
2. Describes technological regarding their information and
I use a computer three hours a Differences between communities
elements they regularly use. age and the use of Grammar day. to access and use technology.
communication.
3. Talks about the use of technology. To + infinitive She never plays with her friends.
an object using rehearsed 2. Identifies some I use a computer to do my My sister sometimes listens to
Learning strategies
phrases. possible risks of homework. music in the bedroom.
Practices English with
4. Compares the use of using technology. I use an mp3 player to listen to
their classmates.
technology among the people 3. Recognizes that Can (for possibility) music.
in their community. access and use of Computers can be bad for you I use a computer more than Juan.
technology is not
equal for everyone. Simple comparisons:
I use a computer every day, but
Juan uses a computer once a week.
I use a computer more than Juan.
Frequency adverbs.
never, often, sometimes, always
- 158 - - 159 -
 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 4
The objective of this stage is to
motivate students to participate in
tasks related to the topic proposed,
but also to let them state what they
already know about the topic.
1 Ask questions about the types of
technology they have access to. Write
some on the board in English, next
to their images: TV, telephone, cell
phone, mp3 player, computer, etc.
3 You can display the comic on the board
2 You can use a comic, to introduce the
topic, using images that show a child
that spends all day using technolo-
gy and how this causes him or her
PREPARATION FOR THE TASK
to have health problems or isolates
from his/her friends. You can ask
students to describe the situation in
Spanish, and give them some simple
sentences to practice in English:
What do you think about
the “Safe the earth
project” in our school?
- 160 -
a. The boy/girl uses too much tech-
nology
b. He / she doesn’t have time to play
c. He / She never plays with his/her
friends
d. He/she is always tired
e. He/she sometimes has a headache
BUNNY BONITA: Capsule 7
and ask students to associate the ima-
ges, with the previous phrases.
Inclusion: Some of your
students may not be familiar
with these technologies.
Seize the opportunity to
approach them and share
their experiences.
SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 4
• Use flashcards with the English
target vocabulary of the module.
ASSESSMENT
• Introduce materials where stu-
dents can associate images with the FOR LEARNING
vocabulary. Some examples can be
worksheets where students can: Students monitor their acquisition of
vocabulary through activities in class
a. Color and practice the spelling of and with peers, and the teacher provi-
technological elements studied: TV, des extra activities to those students
computer, mp3 player, cell phone, who need more.
and a tablet.
OF LEARNING
b. Associate the image with the
English name of the technological
Vocabulary quizzes and worksheets.
device.
c. Classify technological elements
PREPARATION FOR THE TASK
with their use or function in English
(listening to music, watch videos,
play, etc.) in a table.
Yes, it is important
for our school.
- 161 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

We should eat An apple a day,

This stage is centered on the activities
3 Make a list in English, with images and
keeps the doctor
for the student. Here are some possible text, of good practices for the use of more fruits and
tasks that students can do: technology. vegetables. away!

1 Design and apply a survey in English in

their school about technology use habits.
For example:
Do not use your cellphone in class / in a
Some survey questions can be: family meeting.
Watch TV for one hour every day.
a. One hour every day Use the computer to learn new things.
1. How often b. Two hours every day
do you watch
TV?
c. More than three hours
every day.
4 Recreate a short and simple conversa-
tion about technology in their lives.
c. Never
For example:
a. One hour every day day
2. How 5 children watch TV two hours every day.
often do
b. Two hours every day
you use the c. More than three hours While 2 children watch TV more than
computer? every day. three hours every day.
c. Never

• Once the survey is conducted to other

5 Create a mind map in English that illus-
trates the different uses of a computer
students, results can be synthesized in (or any other familiar technological
a table or a graph. device).

SUGGESTED TASKS
SUGGESTED TASKS

NOTE: There is the option of conducting the

survey and collecting the data in Spanish,
in case you consider the task is too high for
students’ language level. In that case, the task
would consist of reporting the results to the
class, for which students can follow a model
given by the teacher.
Por ejemplo:
5 children watch TV two hours every day. While
2 children watch TV more than three hours
every day.
2 Bring their favorite technological device
and present it to their classmates, using
rehearsed phrases like:
This is my _____________
I like to play with my _____________
I use it for ______________________
Inclusion: Be sure to closely follow
the process of students with special
learning needs. They may work on this
task in pairs with partners who can
support them.
• Other options depend on the resour-
ces you have at hand:
a. In collaboration with the technology
or science teacher, you can design a
cross-curricular project to integrate
English and technology.
For example: Understand how a TV or
computer works.
b. If you and your students have the
necessary equipment, you can try to
start online digital projects with your
students.
For example:
• Create a blog for the English class
and assign students some topics to
contribute, by using short phrases or
uploading videos or interesting material
on the subject.
• Use different online tools to assign
students homewrok. You can explore:
ASSESSMENT
Storybird, Animoto, Prezi, Penzu. FOR LEARNING
Students check their drafts of the diffe-
Inclusion: In those contexts where digital
tools are not available, you can explore rent tasks proposed with checklists or
these resources at home and take the peer feedback.
opportunity to show them in class. Allow students to do second and even
For example, illustrate the tool on a poster
third drafts.
and explain how it is used, this is preparing
them to face an increasingly digital world.
OF LEARNING
Check final drafts of: posters and oral
presentation scripts with the rubric.
Administer vocabulary and content
quizzes.

- 162 - - 163 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

Sure!
Can you lend
me your pen?
This stage is for the students and the
MATH: Numbers, percentages,
teacher to assess what they have lear- and graphs.
ned:
TECHNOLOGY: Uses of the computer.

1 Self- evaluation: (in Spanish) Place

students into small groups to assess
what they have done in the tasks. Some
POST- TASK

ASSESSMENT
questions may be:

a. ¿What did you like about this module?

b. ¿Which were your favorite tasks?
FOR LEARNING
c. ¿What difficulties did you have while
doing the tasks?
Self- evaluation
d. ¿How did you solve those difficulties?
OF LEARNING
2 Design and play a table game in English
to review the vocabulary studied, and
Rubric to assess portfolio (see
ask and answer questions about techno-
appendix)
logy habits (e.g. monopoly, snakes and
ladders)

“If you only have one-hour English class a week,

you may reduce the amount of proposed tasks for
each stage. But you should do at least one task in all

1Hour
three stages.

IMPLEMENTATION ALTERNATIVES
If you have 3 or more hours a week, besides the tasks
above, the teacher may choose to do the following:

...They lived happily

ever after. 3Hours • PREPARATION FOR THE TASK: Ask students to
design their own flashcards in English with the
Great! vocabulary of the module.
• SUGGESTED TASKS: Design a poster in English
that illustrates the different technological devices
What is the and their use or function, advantages and disadvan-
end?
tages. Display them on the school walls.
• POST-TASK: Use recess time to give recommenda-
tions to their peers in English and Spanish on the
appropriate uses of technology.

- 164 - - 165 -
SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

4
F O U R T H
GRADE

- 166 - - 167 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

BASIC LEARNING RIGHTS GOAL LANGUAGE FUNCTIONS OBJECTIVES

1 Understands the main idea and supporting details

4
in a short, simple, informative text about topics that Express agree- Ask for a give apologies Identify the vocabulary and expres-
ments and sions to ask for and give apologies to
are familiar or of personal interest. MODULE 2: disagreements
using simple sentences.
Express own qualities . others.
Peace and living in very simple Express agreement Describe his/her qualities using
2 Asks and answers questions related to who, when conversations in and disagreement in a appropriate vocabulary and expres-
and where, in written or oral form, after reading or together English, showing simple manner. sions.
listening to a short and simple text. respect for the Express agreements, disagreements
I LIKE TO TALK opinion of others.
Request information
about people’s prefe- and apologies with simple sentences
3 Exchanges opinions about a topic of interest based (18 - 20 hours) rences. in a simple conversation.
on situations related to his/her immediate environ- Understand specific information in
F O U R T H ment, using simple and familiar sentence. narrative texts on common conflicts
between colleagues.

4 Compares basic characteristics of people, objects

GRADE and places in his/her school and community, using

simple sentences. MODULE 3: Compare in a
simple way in
Make simple compari-
sons about actions to
Produce short oral and written texts
related to environmental issues, based
Environment and English the ac- take care of the environ- on an established model.
tions that have Exchange information about the cha-
The following chart belongs to the scope and sequence with all the information related to the suggested modules
society a positive and a
ment.
Describe the characte- racteristics of their immediate environ-
for Fourth Grade during the school year. LET´S TAKE CARE OF negative impact
on the environ-
ristics of their environ- ment.
Identify relevant information on environ-
ment.
OUR WORLD ment. Give and ask for infor- mental degradation in short descriptive
texts.
SCOPE AND SEQUENCE SUGGESTED LEVEL:Beginner A1.1 (18 - 20 hours) mation on daily activities
related to the environ- Understand the general idea and
Fourth Grade ment. . specific information in narrative and
descriptive short, simple texts based on
environmental issues.

GOAL LANGUAGE FUNCTIONS OBJECTIVES

MODULE 4: Describe in sim- Describe the activities Identify specific information about the
MODULE 1: Identify and
introduce in
Give and ask for personal Make simple sentences to describe
A global village
ple language how
their actions and
he or she performs effects of their actions in narrative
and descriptive, short texts.
information about eating the consequences of certain every day.
Health and life English the habits. substances to humans.
I LIVE IN A GLOBAL those of their Express his/her opinion Recognize causes and effects of glo-
effects of certain Express moods. Identify words phrases related community affect balization in oral and written texts.
I WATCH WHAT I EAT substances Give suggestions and to harmful substances and the VILLAGE our world
about some actions ob-
served in his/her peers. Describe everyday activities and
(18 - 20 hours) for your health
(sugars, caffeine,
recommendations on the consequences for human health.
(18 - 20 hours) Give and ask for infor- their consequences for other human
beings in the world.
use of certain substances. Suggest or give recommendations mation
salt, fat). Expressing causes and on the harmful effects of certain about daily activities in Exchange information on the rela-
effects of eating habits substance, in a simple conversation. their environment and tionships between different com-
through simple sentences. Understand specific information in community. munities in the world, using simple
written and oral descriptive texts Mention the causes and sentences.
on the use and abuse of harmful possible effects human
substances. actions have on the lives
of others.

- 168 - - 169 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

SUGGESTED SYLLABUS
MODULE 1
HEALTH AND LIFE: GOAL:
I watch what I eat
SUGGESTED TIME:
18-20 hours (Per academic term)
PERFORMANCE INDICATORS
KNOW DO
Identify and introduce in English the
effects of certain substances for your
health (sugars, caffeine, salt, fat).
BE
SUGGESTED CONTENTS
Vocabulary to review:
- Second grade Module 1: Healthy
food
- Third Module 3
Expressions for cause and
consequencesa
Harmful subtances and food
sugar, caffeine, salt, fat,
candy, fast food,
lunch meat (embutido) / sausage
soda, butter, fried foods
LEARN
VOCABULARY
Harmful effects
Headache, obesity, diabetes,
hyperactivity, heart problems
The alphabet / spelling
how do you spell___ ?
Expressions
Sugar is bad for your health
Salt can cause many health problems.
Caffeine produces…
It can cause…
Sugar is dangerous because…
… it is bad because...
Eat more fruits/vegetables
Expresiones to make recommendations
or suggestions
You must not eat too much candy.
you must not drink too many sodas.
You should eat healthy food.

1. Identifies the uses of Wh-
questions to get specific
information.
2. Recognizes the vocabulary
related to the main
substances harmful to
health, in short written
texts.
3. Identifies the main
effects of certain
substances to his/her
health in short written
texts.
4. Recognizes words
and expressions to make
recommendations or
suggestions regarding the
use of substances to health.
1. Asks for information
using Wh-questions.
2. Promotes actions to
2. Understands and
associates the harmful
of harmful substances
substances and their effects
in short written texts.
3. Gives recommendations
about the consumption of
certain substances.
4. Exchanges information
about the harmful effects
of certain substances to
health.
5. Makes a list of products
containing substances
harmful to health.
1. Values taking care
of his/her body. 21st Century Skills
Predicts the content
prevent consumption of a text based on Grammar to review English in practice Sociolinguistic/ Intercultural
its title, subtitles or Third grade Modulo 1: should/ Caffeine produces hyperactivity. Showing interest for others
to health. images. shouldn’t Fast food can cause heart
- Third grade Modulo 3: Must y problems.
Learning strategie Have to to express obligation You must not drink too many
Synthesizes relevant - Second grade modules 2 and 4: sodas because they can cause
information from a Question words diabetes.
text. who, when, where
Grammar
Modal verbs
Compound sentences
Must / should / have to

Connectors
and, but, because

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 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 1
Suggested Project: Do not harm yourself!
The purpose of this project is to identi-
fy the harmful health effects of certain
substances.
Suggested Product: Create a campaign
to raise awareness about the con-
sumption of food with high levels of
sugar, salt, fat, and caffeine.
•The objective of this stage is to mo-
tivate students to participate in tasks
related to the topic proposed, but also
to let them state what they already
know about the topic.
PREPARATION FOR THE PROJECT
1 Talk to students in Spanish about good
health habits. Once students present
their ideas, the ask if they know of
some substances we consume and that
can be harmful to health. Write them
on the board.
2 Guide students to read the following
short texts about the effects of caffeine
in our body
Caffeine:
http://www.cyh.com/HealthTopics/HealthTo-
picDetailsKids.aspx?p=335&np=285&id=1630
• Pre reading: Write the word caffeine
on the board and ask children if they
know products or foods that contain it:
Coffee.
Talk to them about the characteristics
of coffee (Color, smell, taste, etc.). Ask
them to predict the content of the text
based on the illustration and titles.
Children can write these predictions
in their notebook or teacher can write
them on the board in Spanish.
• While reading Ask the children to be
- 172 -
attentive to the words or expressions that
are highlighted in the text. Emphasize the
3 Introduce flashcards with the names of the
meaning of those words: Chemical, drug,
stimulant.
• Post-reading: Then, ask them to answer
the following questions in their notebooks
based on the text found in the previously
proposed link:
a)
b)
What is caffeine?
What are the effects of caffeine?
4 Ask the children if they know of any harmful
c) Where can you find caffeine?
SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 1
substances in English: Sugar, Caffeine, salt, fat,
English. You can also bring some
pictures to help them in case they do
etc. Promote a small spelling exercise with the not know.
children (Check the alphabet in English) How do
you spell salt? / Sugar / fat, etc. Inclusion: Talk with children
about how the food we eat has
different reactions in different
Didactic idea: Predicting is a learning
people. For example, you
strategy that may help students get ready
can address the problem of
before reading or listening a text. Use it
whenever you need it!
obesity and its relationship with
consumption of sugars and
fat, raising awareness about
effects that these substances can produce in
respect for obese people.
our body, list their answers in Spanish. Make 5 In a chart, the children can make
a list on the board presenting the effects a list in English of the products in
proposed by them with their equivalent in which they find these substances.
PREPARATION FOR THE PROJECT
Review of emerging vocabulary.
SUGAR SALT FAT
Corn Tomato Mayon-
Teacher,
flakes sauce naise
I have a question!
Candies
ASSESSMENT
FOR LEARNING
Students monitor their acquisition of
vocabulary through activities in class
and with peers, and the teacher provi-
des extra activities to those students
who need more.
OF LEARNING
Design and check vocabulary guides.
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 SUGGESTED CURRICULUM STRUCTURE
This stage focuses on students’ work. Below,
is a list of possible tasks or stages that stu-
dents can perform throughout the module to
help consolidate the final product:
1 Watch the videos and complete the chart
in English “The sugary truth”, “How sugar
affects the brain” which present the
harmful effects of excessive consumption
of sugar in our body and finally, “Balan-
ced diet” which makes recommendations
About how to lead a healthy life through a
balanced diet:
• “The sugary truth”:
www.youtube.com/watch?v=EFlnlGx0B5U
• “How sugar affects the brain”:
www.youtube.com/watch?v=lEXBxijQREo
• “Balanced diet”:
www.youtube.com/watch?v=YimuIdEZSNY
Substance Products Effects
Sugar Ice cream Obesity
DEVELOPMENT
Salt Soda
Proteins
2 Model short dialogues for students with
the following structure:
• Do you like soda?
• yes, I do. I love it!
• when do you drink sodas?
• In the afternoon and in the evening.
• you must not drink too many sodas.
soda contains sugar and sugar can
cause obesity.
• oh, I know but I like it.
• yes I know but you should eat more
healthy food. / vegetables.
Create small ads to promote the decrea-
3 se of consumption of these substances.
Ads can point out the consequences of
their consumption as well as recom-
mendations for stop using them.
- 174 -
This is my
neighborhood.
a. Sugar is sweet but not healthy
b. Too much salt in your diet can cause
health problems
Design posters in English using some
4 phrases and expressions learned in class
and included in the following video pre-
viously seen:
5 about the consumption of certain subs-
“Balanced diet”:
www.youtube.com/watch?v=YimuIdEZSNY
Write and conduct a survey in English
SUGGESTED CURRICULUM STRUCTURE
NAME
OF STUDENT FOOD YES NO
Jose Candy X
Fruits
X
• Who eats more sugar / fat?
• Who drinks more sodas /caffeine?
Prepare a short oral presentation in
English to give to students in other
6 classes. Design visuals to aid the com-
prehension:
Eating too much fat is not good for our
health. Fat can cause high blood pres-
sure and obesity. We must eat healthy
food, for example, fruits and vegetables.
DEVELOPMENT
ASSESSMENT
FOR LEARNING
Students check their drafts of the di-
Didactic Idea: Always remember fferent tasks proposed with checklists
to give children a task to do while or peer feedback.
watching a video or listening to
an oral text. Thus, they will have a
reason to pay attention. Allow students to do second and even
third drafts.
OF LEARNING
tances.
Check final drafts of: posters and
•What do you eat for snack / lunch ? oral presentation scripts with the
Students present the results: rubric.
Administer vocabulary and content
quizzes.
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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

At this stage the students present their

project products. Extension and assess-
ment activities are suggested.
We should eat
more vegetables If you only have one English class a week, you may re-
Presentation of the campaign to the school
1 community. Students can prepare a big
to be healthy. duce the number of proposed tasks for each stage. It is
stand where they can share the results of
the survey, the ads and posters in English.
1Hour recommended to do at least one activity following each
one of the three stages.

2 Organize a health campaign with the In this section, there are suggestions to complement
presence of a doctor or nurse invited to the the expected product:
school. This way, students can socialize
in groups the effects of each substance. • PREPARATION: Students prepare Crossword s
Students can also prepare questions for
the guest in Spanish or English. 3Hours •
puzzles in English with the vocabulary related to
healthy and unhealthy foods.
DEVELOPMENT:Preparation of a small video in
• Self- evaluation (In Spanish): Place English with the students explaining the use of

IMPLEMENTATION ALTERNATIVES
students into small groups to assess what these substances and their effects.
they have learned: • CONSOLIDATION: Create a collage with pictures
from the campaign presentation.
This stage is for the students and the tea-
cher to assess what they have learned:
Self- evaluation: Place students into small
groups to assess what they have done in
the tasks. Some questions may be:

a. What did you like about this module?

b. Which were your favorite tasks?
c. What difficulties did you have while doing
the tasks?
d. How did you solve those difficulties?

• Students discuss the questions with the

CONSOLIDATION

help of the teacher and they summarize

their answers which they may attach to

ASSESSMENT
their portfolios.

FOR LEARNING
Didactic Idea: This task can be
done with teachers from other
grades / areas. Self- evaluation

OF LEARNING
NATURAL Effect of substances
SCIENCES harmful to health.
Rubric to assess their Posters(see
appendix)

- 176 - - 177 -
 SUGGESTED CURRICULUM STRUCTURE
SUGGESTED SYLLABUS
MODULE 2
PEACE AND LIVING TOGETHER GOAL:
I Like To Talk
SUGGESTED TIME:
18-20 hours per academic term
PERFORMANCE INDICATORS
KNOW DO
1. Identifies words and 1. Asks for and gives
expressions to apologize. apologies when a
2. Identifies structures to mistake has been made.
express other people’s 2. Describes his /her
qualities. qualities and those of
3. Recognizes some others using simple
vocabulary and structures.
expressions to describe 3. Expresses his/her
themselves and others. opinions by not offending
or embarrassing their
peers.
- 178 -
SUGGESTED CURRICULUM STRUCTURE
SUGGESTED CONTENTS
VOCABULARY
Vocabulary to review: Expressions to state his / her Expressions of courtesy
- First Grade module 2, opinions Thank you,
- Second grade modules 2 and 3 I think that… Excuse me,
- Third grade module 2: Adjectives In my opinion!
I think he/she/it is________
Please
May I have…,
Value dialogue as the main strategy to Adjectives for physical appearance he is really nice…
manage conflicts. Short / Tall I agree / I disagree - I don’t agree
Slim, thin / Heavy, chubby
curly / straight Expressions to ask and offer
apologies
Personality adjectives Sorry!
Nice, clever, easygoing, outgoing, Please, don’t be disrespectful...
silly, shy, hardworking My name is…please do not call
me like that.
Sorry, I think this is mine, not
yours.
BE LEARN Please don’t be mad at me.
1. Respects the 21st Century Skills
opinions and Listens carefully
positions of his/her in order to clearly
colleagues in issues identify the meaning
of common interest. and position of the Grammar to review English in practice Sociolinguistic/ Intercultural
2. Represents his/her speaker. - Second grade modules 1 and 4; Luis is really nice and clever. Concern for the others.
views respectfully. - Third module 1: Simple present He is short and slim.
Learning strategies What do you think about Yenis?
Presents a study Grammar I think she is a very good friend.
schedule with his / Simple questions to ask for I am a tall boy.
her peers and he/she someone’s opinion or appearance Carlos is a good friend.
finishes it. What do you think about ________? Sara is a shy girl.
What is your opinion about______? I agree with you / I disagree with
you.
What is he/she like?
- 179 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

METHODOLOGICAL AND ASSESSMENT METHODOLOGICAL AND ASSESSMENT

SUGGESTIONS FOR MODULE 2 SUGGESTIONS FOR MODULE 2

Teacher, I have a
question!

PREPARATION FOR THE PROJECT

PREPARATION FOR THE PROJECT

Suggested Project: Let’s talk !

The purpose of this project is to have stu-
dents demonstrate the value of dialogue
as the main strategy to manage conflicts.
Suggested product: Create an exhibition of
short videos showing examples of dialo-
gue as a conflict management strategy.
• The objective of this stage is to mo-
tivate students to participate in tasks
related to the topic proposed, but also
to let them state what they already
know about the topic.
Inclusion: If you have children
with hearing or oral language
disabilities, you can use this activity
to use sign language or body
language. It is an opportunity to
make them participate!
1 Group students according to their
affinities (favorite color, animal,
etc.). All students must belong to
a group.
ECO: Unit 4 Lessons 1 - 4
Unit 9 Lessons 3 & 4
2 Each child chooses a classmate to
describe in English using simple
language E.g.This is Luisa, she
is short and slim. . You can also
bring pictures or posters with
students from different races or
differently abled so that students
become aware of the need to
accept everyone. This can be done
in Spanish.
3 Review the vocabulary and structures to
describe someone in English;
ASSESSMENT
Teacher: Is this Luisa?
Students: Yes, she is luisa.
Teacher: is she tall or short?
FOR LEARNING
4 In groups, students review and make
corrections to their short texts, the
teacher monitors the process. Students monitor their acquisition
of vocabulary through activities
in class and with peers, and the
BUNNY BONITA: Capsules 2 teacher provides extra activities to
and 8 those students who need more.
5 Divide students into two groups. One OF LEARNING
student stands up and starts describing
someone in English. The opposite team Vocabulary quizzes and worksheets.
must guess who is being described. Stu-
dents take turns to finish the activity.

- 180 - - 181 -
 SUGGESTED CURRICULUM STRUCTURE
This stage focuses on students’ work.
Below, is a list of possible tasks or stages
that students can perform throughout
the module to help consolidate the final
product:
1 Watch carefully the following videos:
• Pre listening: Write on the board
the following expressions: Thank you,
Excuse me, Please, May I have ..., and
ask the children to draw up a list in
English of situations in which they can
use them.
Complete the list with the expressions of
the following video:
“Classroom rules”:
www.youtube.com watch?v=ddvTFgzkS5M
• While listening: Ask the children
to watch the video and describe the
proposed situation:
“Use polite words”
DEVELOPMENT
www.youtube.com/watch?v=o1WJnbJDTS0
• Post listening: Have the children list
the rules of behavior in English. In small
groups, they can design small posters to
be used as decorations, hanging in the
living room.
2 Ask students to mention the basic
classroom rules/norms. Have them
sit in small groups to brainstorm daily
situations where conflict can happen
in their classes (e.g. bullying, bumping
into someone, taking something
without permission). This can be done
in Spanish, but the teacher could also
introduce these expressions in English.
3 Design small cartoons representing
the situations identified in the previous
stage. Make sure to include students with
disabilities.
- 182 -
Yay! Let’s go!
4 Write short descriptions in English to
each cartoon, for example:
This is Tom. He is a good student.
He likes math and Science. This is
Jane, she is Tom’s friend. Somebody
pushes Jane / Yells at people ... / She
tells Tom: Please, show some respect
/ He says: I’m sorry. In my opinión…
pushing people is a bad behaviour and
we need to stop it.
5 Students exchange the descriptions
and revise the content and if needed,
SUGGESTED CURRICULUM STRUCTURE
- I am sorry I offended you
Let’s go to the - Please, don’t be disrespectful...
park!
- My name is…please do not call me
like that.
- Sorry, I think this is mine, not yours
- Please don’t be mad at me.
7 Ask students to participate in short
conversations in English they have to
write, using the following prompts:
- One student hits someone with the
ball.
- One student makes fun of someone
because of a physical characteristic
or handicapped (Inclusion).
- Students bully other student.
- Students are arguing about different
- Soccer teams.
- One student throwing garbage.
8 Invite students to choose the situation
they would like to represent based on
the previous activity, and encourage
them to video record them following
the model introduced with task 6.
DEVELOPMENT
ASSESSMENT
FOR LEARNING
correct any spelling mistakes with the Students check their drafts of the
guidance of the teacher. different tasks proposed with checklists
or peer feedback.
6 Check the vocabulary to ask for and make
excuses. Students can prepare in written Allow students to do second and even
form small conversations that they will third drafts.
present orally in English.
OF LEARNING
E.g. - Hi Lucho, how are you?
- I am fine and you? Check final drafts of: posters and oral
- Hey I think that pencil is mine. presentation scripts with the rubric.
- Oh, I am sorry, please don’t be mad at me. Administer vocabulary and content
- It is ok, don’t worry.
- Sorry!
quizzes.
- 183 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

At this stage the students present their

project products. Extension and assess-
ment activities are suggested. ETHICS: Respect

Presentation of the videos to other clas-

1 ses or the school community. LANGUAGE: Importance of language in
conflict management

• Self- evaluation (In Spanish): Place

students into small groups to assess
what they have done in the tasks. Some
questions may be:
ASSESSMENT
FOR LEARNING ...Finally, the
a. What did you like about this module? caterpillar becomes
b. Which were your favorite tasks? a butterfly. Wow!
c. What difficulties did you have while Self- evaluation
doing the tasks?
d. How did you solve those difficulties? OR LEARNING

IMPLEMENTATION ALTERNATIVES
Rubric to assess their portfolio (see Let me see!
• Students discuss the questions with
the help of the teacher and they sum- appendix)
marize their answers which they may
attach to their portfolios.

She’s a little girl. And he is a tall

boy.

If you only have one English class a week, you may

reduce the number of proposed tasks for each stage.
1Hour It is recommended to do at least one activity following
each one of the three stages.
CONSOLIDATION

In this section, there are suggestions to complement

the expected product:

• PREPARATION: Students prepare Crossword s

3Hours •
puzzles in English with the target vocabulary.
DEVELOPMENT: Exhibition of the stories develo-
ped by students in English.
• CONSOLIDATION: Prepare a class discipline
agreement in English.

- 184 - - 185 -

ENVIRONMENT AND SOCIETY: GOAL:
Let´s take care of our world!
SUGGESTED TIME:
18-20 hours per academic term
KNOW
1. Understands concepts
environmental problems
and processes related to
the conservation of the
environment.
2. Establishes practices
that may favor or harm
the environment.
SUGGESTED CURRICULUM STRUCTURE
SUGGESTED SYLLABUS
MODULE 3
Compare in a simple way in English the
actions that have a positive and a negati-
ve impact on the environment.
PERFORMANCE INDICATORS
DO
1. Raises his/her
own solutions to
in their community.
2. Compares human
actions that affect
positively or negatively
the environment.
3. Designs a campaign
to take care of the
environment in their
school and community.
- 186 -
SUGGESTED CURRICULUM STRUCTURE
Look! There is a
dinosaur in this
story.
Let me see!
SUGGESTED CONTENTS
VOCABULARY
Vocabulary to review: Vocabulary related with the Expressions to promote actions
- First grade module 4: environment I want to help to reduce pollution.
Sustainable consumption habits Habitat, creatures, ecosystem Let’s reuse old boxes and plastic
- Third grade module 3: The clouds, plants, animals bottles.
environment Ozone layer, gas emissions, I propose to...
- Fourth grade module 1: pollution, smog
Expressions for cause and
consequence. Adjectives
Expressions for solutions
I think we shouldn’t waste too
worried, scared, disappointed, much water.
BE LEARN optimistic we should turn off the lights when
we have natural light.
1.Recognizes the
importance of the 21st Century Skills
environment. Analyzes a specific
2. Promotes actions problem or situation
to preserve the and proposes
environment. solutions for it.
Grammar to review English in practice Sociolinguistic/ Intercultural
- Módulo 1 de 3°: Should / Let’s reuse old boxes and plastic Concern and interest for the
shouldn’t bottles to reduce pollution. environment.
Learning strategies
Asks his/her We should turn off the lights
Grammar when we have natural light.
classmates for help
to perform a task. Wash (your hands), empty (water I am worried about the plants and
cans). animals in our ecosystem.
Reduce / Recycle / Reuse
Plant a garden...
Don’t litter…
Compound Sentences
When
We should close the tap when we
brush our teeth.
- 187 -
 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 3
Suggested Project: Save the
environment!
The purpose of this project is to raise
awareness around environmental
issues through considering specific
actions to make.
Suggested Product: Design an
ecological wall.
The objective of this stage is to
motivate students to participate in
tasks related to the topic proposed,
but also to let them state what they
already know about the topic.
PREPARATION FOR THE PROJECT
1 Make a list in English of the main ele-
ments and processes that are part and
influence the environment.
2 Establish the importance of taking
care and protecting the environment.
With the help of a projector and / or a
computer, invite your children to play
“Clean and Green” which will help
them learn ways to recycle. “Clean
and green”
learnenglishkids.britishcouncil.org/en/
games/clean-and-green
3 Initially, motivate children to describe
what they see in the picture: This is a
bedroom. There is a bed, a table and
some dustbins to collect or to recycle
the trash.
ECO: Student’s Booklet
Do not do that: Unit 18 lesson 3
- 188 -
SUGGESTED CURRICULUM STRUCTURE
They are having fun!
The dog and the cat
are playing.
BUNNY BONITA: Capsule 13
Watch the following video “Environment:
4 ecosystem around us” which covers some
aspects related to the environment and
how to take care of it. Ask the children to
take careful note of the concepts introdu-
ced:
“Environment: ecosystem around us”:
www.youtube.com/watch?v=WDLC9igcfQw
5
Invite the children to write in their
notebook the concepts (Creatures,
DEVELOPMENT
habitat, observe, ecosystem, fertilize,
compost, etc.) and represent them
through drawings.
• In case you do not have the techno-
logical resources suggested, you can
design a lottery with the concepts and
drawings, you can even do it in the com-
This stage focuses on students’ work. Be-
low, is a list of possible tasks or stages that
2 Invite students to listen to and learn the
song: Mother Earth
pany of the children and then use it to students can perform throughout the mo-
learn the suggested vocabulary. dule to help consolidate the final product: • Pre listening: Write on the board the
words: Earth, home, mother. Ask the chil-
Ask students to classify in English those dren to tell why the earth can be seen as
1
ASSESSMENT human actions from their context that affect
the environment positively or negatively.
Students can also discuss the negative
our home and as our mother.
• While listening Group the children and
FOR LEARNING
effects their actions produce: give them some pieces of papers in with
parts of the lyrics of the song “Mother Ear-
th” which tells how we can make this planet
Students monitor their acquisition Human Positive or Effects Solutions a much better and more livable place. Play
actions negative?
of vocabulary through activities in the song several times so that the children
class and with peers, and the tea- Littering Negative Pollution Don’t litter put the lyrics in the correct order. Mother
cher provides extra activities to those Recycle Earth:
students who need more. www.youtube.com/watch?v=l_A3FMf3_Qw
OF LEARNING ARTS: Artistic mural exhibition
Vocabulary quizzes and worksheets.
- 189 -
 SUGGESTED CURRICULUM STRUCTURE
• Post-listening: Ask the children to take
the phrase they liked most and design a
poster.
3 Watch the following videos”Reduce,
reuse, recycle” and “The 3 R’s for kids”
with the aim of raising awareness on the
different ways of recycling with which the
children can make their contribution to
the environment
“Reduce, reuse, recycle”
www.youtube.com/watch?v=SKvGgb3YcDQ
“The 3 R’s for kids”:
www.youtube.com/watch?v=TjnNOCbuoCA
Ask students to complete the following
table in English with elements or pro-
ducts from their environment:
REUSE old plastic bag
REDUCE paper reflect on possible solutions and
glass bottle
DEVELOPMENT
RECYCLE paper
Based on the table, encourage students
to create mottos in English following
this structure:
• We shouldn’t waste too much water
to preserve the environment.
• We should turn off the lights when
we have natural light.
Suggest students read stories in English
4 such as “Planet Earth” and “Environ-
ment” with the purpose of helping stu-
dents grow awareness about the planet
and the different practices that we must
take into account to take care of it:
“Planet Earth”: learnenglishkids.british-
council.org/en/short-stories/planet-earth
“Environment”: learnenglishkids.british-
council.org/en/category/topics/environ-
ment
Review the vocabulary and expressions
- 190 -
used in English. You can print the story
from the web page with comprehension
activities to do in class.
5
Finally, watch the following video about
the different ways we can take care of
the environment and ask students to
create a poster with two proposals to
help the environment.
“8 ways kids can help the environment”:
www.youtube.com/watch?v=vONBU7b-
tYuo
To accompany the poster, children can
start with the phrase:
I propose to ... turn off the lights to help
the environment
Inclusion: In contexts where there
are faults in the electrical or
water shortage(or does not exist)
, take advantage of this module to
actions of daily life to overcome
these difficulties.
ASSESSMENT
FOR LEARNING
Students check their drafts of the
different tasks proposed with chec-
klists or peer feedback.
Allow students to do second and
even third drafts.
OF LEARNING
Check final drafts of: posters and
oral presentation scripts with the
rubric.
Administer vocabulary and content
quizzes.
SUGGESTED CURRICULUM STRUCTURE
At this stage the students present d. How did you solve those difficulties?
their project products. Extension and • Students discuss the questions with the
assessment activities are suggested. help of the teacher and they summarize
their answers which they may attach to
1
Students prepare an ecological mural
exhibition collecting the different
their portfolios.
CONSOLIDATION
ways to take care of the environment. NATURAL
Students display the posters and sing Environmental care
SCIENCES:
the song: Mother Earth.
2 Self- evaluation (In Spanish): Place
students into small groups to assess
what they have learned. This stage is
for the students and the teacher to
assess what they have learned:
ASSESSMENT
Self- evaluation: Place students into FOR LEARNING
small groups to assess what they
have done in the tasks. Some ques- Self- evaluation
tions may be:
a. ¿What did you like about this module? OF LEARNING
b. ¿Which were your favorite tasks?
c. ¿What difficulties did you have Rubric to assess their portfolio (see
while doing the tasks? appendix)
IMPLEMENTATION ALTERNATIVES
If you only have one English class a week, you may reduce the
number of proposed tasks for each stage. It is recommended to
1Hour do at least one activity following each one of the three stages.
In this section, there are suggestions to complement the expected
product:
• PREPARATION: Students design a model with the elements and
processes that affect the environment and their corresponding
3Hour •
labels in English.
DEVELOPMENT: Preparation of small videos in English with
students showing how to protect the environment.
• CONSOLIDATION: Play with them in the following online game:
learnenglishkids.britishcouncil.org/en/word-games/environment.
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A GLOBAL VILLAGE: GOAL:
SUGGESTED TIME:
18-20 hours per academic term
KNOW
1. Identifies vocabulary
related to the global
community.
2. Recognizes the
structure of the present
continuous.
3. Identifies phrases and
expressions to talk about
causes and effects.
SUGGESTED CURRICULUM STRUCTURE
SUGGESTED SYLLABUS
MODULE 4
I live in a global village! Describe in simple language how their
actions and those of their community
affect our world.
PERFORMANCE INDICATORS
DO
1. Classifies causes
and effects of a
situation related to the
global community.
2. Expresses how their
actions affect the
global community.
3. Describes the
actions of their
community and how
they affect the global
community.
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SUGGESTED CURRICULUM STRUCTURE
SUGGESTED CONTENTS
Vocabulary to review:
- Third grade module 2: The
environment and human actions
- Fourth module 1: Expressions for
cause and consequences
BE LEARN
1. Considers his/her role
as a member of a global 21st Century Skills
community.
2. Recognizes that his/her Values teamwork
actions have consequences and the contributions
for everyone. made by each of their
peers.
Learning strategies Grammar to review
Represents what he/ - Second grade module 4: Present
she learns through continuous
drawings What are you doing?
I am sweeping the classroom.
- Fourth grade module 1:
Connectors and, but, because
Grammar
Present continuous affirmative,
negative and interrogative form
The man is sweeping the floor
We are not thinking about other
communities in the world.
Are you recycling?
How can I say
this in English?
VOCABULARY
Frequently used actions Expressions for cause and
Sweep, clean, dig, dust consequences
throw garbage
study
The cause of …is…
…is caused by…
pass the exam ...is due to …
Thanks to …
Vocabulary related to global village
global village, interdependency,
connection, cause, consequence
affect, relationships
English in practice Sociolinguistic/ Intercultural
What are you doing? Interest for the consequences of
I am sweeping the classroom and their actions..
Carolina is dusting the books.
Littering is a negative action
because it causes pollution.
This man is cleaning the river
and this is a positive action. But,
these boys are littering and that
is negative.
My garbage affects my neighbors.
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 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 4
Suggested Project: “All for one, and
one for all!”
The purpose of this project is to
recognize how our actions have an
impact on our community.
Suggested Product: Create a collage
with illustrations of actions that
affect our global village.
The objective of this stage is to
motivate students to participate in
tasks related to the topic proposed,
but also to let them state what they
already know about the topic.
PREPARATION FOR THE PROJECT
1 Write on the board the word “Glo-
bal Village” and ask students to
brainstorm this concept.
2 Explain that we are all immersed
in a big community, which is the
world, and therefore our behaviors
affect others.
Inclusion: Reflect on the role
of each person (regardless of
ethnicity, religion, physical or
social condition, provenance,
economic status) in the global
community. You can talk with
children (in Spanish) about the
concept of interdependence
and how our actions affect
other parts of the world and
vice versa.
3 Students prepare a small exhibi-
tion in Spanish about the actions
they perform in school that may
affect other members of this com-
munity.
- 194 -
4 Ask students to classify these actions
into positive and negative behaviors.
ECO: Student´s booklet
PLanet Earth is our home: Unit
18 lesson 2
This section can be done in Spanish
as an introduction to the topic. The
teacher should take the opportunity
to introduce the concepts in English.
• E.g. littering is a negative action.
Reforestation is a positive action. We
should clean the school and plant
trees.
ASSESSMENT
FOR LEARNING
Students monitor their acquisition
of vocabulary through activities
in class and with peers, and the
teacher provides extra activities to
those students who need more.
OF LEARNING
Vocabulary quizzes and
worksheets.
SUGGESTED CURRICULUM STRUCTURE
This stage focuses on students’ work.
Below, is a list of possible tasks or sta-
ges that students can perform throu-
ghout the module to help consolidate
the final product:
Video presentation “If the world were
1 a village of 100 people” with the aim of
giving children a funny vision about the
wonders of cultural diversity. Also, this
video serves to address other purposes
such as the present continuous tense
and to describe the actions people per-
form in the video:
“If the world were a village of 100 people”:
www.youtube.com/watch?v=FtYjUv2x65g
In small groups, ask students to des-
cribe in English the actions presented
in the video. Provide examples of use of
the present continuous. For example,
when writing model sentences on the
board use a different color for the co-
rresponding form of the verb to be (Am
- Is - Are) and underline the ING ending
at the end of each verb. Ask children
what they can notice in these sentences
and based on their impressions, make
emphasize in the correct form of gram-
mar structure.
• What is he doing ?
• He is playing.
• What are you doing?
• I am paying attention.
Video presentations: “Save the environ-
2 ment” and “Human on ecosystems” to
make children observe how the human
being has caused a negative impact on
the environment and to raise aware-
ness of what we can do to improve the
situation:
“Save the environment”:
- 195 -
www.youtube.com/watch?v=yV2EK2bMgwk
“Human impact on ecosystems”:
www.youtube.com/watch?v=17_G6Dq8j3A
Didactic idea: Use the technique of
music circle: You organize the children
in two circles, one inside another,
being in pairs (a boy or girl of the
outer circle with a boy or girl from the
center). You play music in English as
they move (the center circle to the left
and the outer circle to the right), when
you hold the music, the children share
their sentences orally. When they
listen to the music again, they keep
moving to change partners.
Review actions shown in the video:You
can initially spell the words with them
and then identify images that reflect the
consequences of these events (previous-
ly selected and cut) You can also design
a small workshop with drawings so that
the children join the concepts introdu-
DEVELOPMENT
ced:
• Logging / deforestation
• Littering / Polluting
3 Ask students to bring pictures or images
showing people doing activities that can
affect others. Guide students through
the description of the actions presented
in English:
This is a man. He is cutting a tree. This
action affects the environment.
In this picture, there is a boy planting
a tree. This is a positive action for the
environment.
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

• Students discuss the questions with the

4 Prepare a cartoon in English about the At this stage the students present their
actions students do and the effects on
other members of the global community.
ASSESSMENT project products. Extension and assess-
ment activities are suggested.
help of the teacher and they summarize
their answers which they may attach to
For example: A boy throwing garbage. their portfolios.
FOR LEARNING Prepare a collage exhibition that shows

5 Socialize and discuss the results. Write
in English sentences to reflect on their
actions.
For example: We are responsible for
our actions. Our community is dirty
because we litter. On these picture
we see people doing good things. For
example: this man is cleaning the river
and this is a positive action. But, these
boys are littering and that is negative.
We should eat
more fruits and
vegetables.
DEVELOPMENT
Students check their drafts of the diffe-
rent tasks proposed with checklists or
peer feedback.
Allow students to do second and even
third drafts.
OF LEARNING
Check final drafts of: posters and oral
presentation scripts with the rubric.
Administer vocabulary and content
quizzes.
CONSOLIDATION
1 the different actions taken in their environ-
ETHICS: Responsibility
ment and how they affect others, ma-
king small oral presentations in English
following the model introduced in task 5 of
the previous phase.
ASSESSMENT
2 Self- evaluation (In Spanish): Place stu-
dents into small groups to assess what FOR LEARNING
they have done in the tasks. Some ques-
tions may be: Self- evaluation
a. What did you like about this module?
b. Which were your favorite tasks? OF LEARNING
c. What difficulties did you have while
doing the tasks? Rubric to assess their portfolio (see
d. How did you solve those difficulties? appendix)

An apple a day,
keeps the doctor
If you only have one English class a week, you may

IMPLEMENTATION ALTERNATIVES
away!
reduce the number of proposed tasks for each stage.
It is recommended to do at least one activity following

1Hour each one of the three stages.

In this section, there are suggestions to complement

the expected product:

• PREPARATION: Students prepare small represen-

tations in English in which they show how their
3Hours •
actions affect other people.
DEVELOPMENT: Design small brochures that show
illustrations of actions that affect others and write
simple descriptions in English. Eg. This is a man
cutting trees
• CONSOLIDATION: Distribute copies of the brochu-
res designed previously at home and socialize with
them around the school.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

BASIC LEARNING RIGHTS

5 1 Understands general and specific information in a

short narrative text about topics that are familiar or
of personal interest.

2 Produces a short, simple, oral or written narrative

text that responds to the what, who, when and where

F I F T H
of an event or anecdote.

Exchanges information about habits, likes and pre-

3

5
ferences related to familiar topics, following models

GRADE provided by the teacher.

4 Explains in oral or written form, cause and effect

related to topics of most immediate relevance, using
simple sentences and following a  model.

The following chart belongs to the scope and sequence with all the information related to the suggested modules
for Fifth Grade during the school year.

SCOPE AND SEQUENCE SUGGESTED LEVEL:Beginner A1.1

FIFTH GRADE

GOAL LANGUAGE FUNCTIONS OBJECTIVES

F I F T H
Propose Expresses his/her likes Makes simple sentences about
MODULE 1: in English, and dislikes. routines in oral and written form.
Health and life through simple Describes his/her daily Identifies words and phrases
language, routine and hobbies. about routines and his/her
I RESPECT MY BODY actions to Gives guidelines to relationships with others in
(18 - 20 hours)
GRADE
take care of their peers, using simple oral and written texts.
his/her body simple language to Exchanges personal information
and his/her establish harmonious about their hobbies and personal
relationships relationships . relationships.
with others. Gives and asks for Understands the main idea and
information about specific information in short
their relationships with narrative texts on familiar topics.
others.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

GOAL LANGUAGE FUNCTIONS OBJECTIVES

Recognize Give and ask for Identify phrases and expressions

MODULE 2: and express in opinions based on related to common stereotypes in SUGGESTED SYLLABUS
English positive conflict. their community.
Peace and living actions to build Make comparisons to Produce simple sentences about
together an environment describe the role of the role of men and women in their MODULE 1
of peace with men and women in local context.
I WATCH MY their peers society. Understand short narratives about
LANGUAGE through lan- Express emotions in the role of language in generating HEALTH AND LIFE: GOAL:
guage. different situations. conflict. Propose in English, through simple
(18 - 20 hours) Describe the role of Exchange positive views about the
I respect my body
language, actions to take care of his/
individuals in society. people around. her body and his/her relationships with
SUGGESTED TIME: others.
18-20 hours per academic term
MODULE 3: Establish sim- Make comparisons Produce oral and written short texts
ple compari- about people’s cha- about the characteristics of people in
Environment and sons in English racteristics. a community following a model.
society and appreciate
similarities
Describe what some
people usually do.
Exchange information on the simi-
larities and differences between
PERFORMANCE INDICATORS
WE ARE ALL THE and differences Give and ask for infor- communities in their city or muni-
KNOW DO BE LEARN
SAME between the mation about places cipality.
communities or people in their Identify elements of contrast and
(18 - 20 hours) of their city local context. addition in simple oral and written
1. Identifies words and
expressions to talk about hygiene.
1. Describes his/her daily
routine and hobbies.
1. Shows with his/her 21st Century Skills
Proposes meaningful
actions respect towards
or town (age, Express opinions re- texts on topics related to the social 2. Identifies the structure of a 2. Asks and answers himself and his fellows. questions that leading
socio-econo- lated to the customs environment. simple question with what, who, questions about daily 2. Respects decisions to better options or
mic position of different commu- Understand short narrative texts and where. routines and hobbies. and opinions from solutions.
marginalized nities. about cultural and social aspects of 3. Recognizes the structures 3. Expresses his likes and others.
groups). a community. I like / I do not like to talk dislikes.. Learning strategies
about what he/she likes and 4. Interacts with peers Practices monologues
does not like. on topics of interest, with peers.
4. Recognizes the vocabulary related to body care and
MODULE 4: Recognize Talk about past Exchange information on the use and structures to talk about his/her relationships with
and mention events. of different media. others.
A global village in English, Tell stories within Produce short oral and written
his likes and dislikes.
daily activities and hobbies.
WE ARE ALL WELL through simple their context. texts related to current issues 5. Identifies the imperative form
language, the Express preferences following a known model. of known verbs.
INFORMED importance of about mass media. Identify specific vocabulary and
(18 - 20 hours) the media for Give and ask for in- expressions to refer to the media
their daily life. formation on current and its impact on his/her daily
events. life.
Understand short narratives
about past situations of his/her
interest.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

METHODOLOGICAL AND ASSESSMENT

SUGGESTED CONTENTS
Vocabulary to review:
- Third grade module 2:The time
(O´Clock)
- Numbers revision 1 - 1000
- Third grade module 1: Body parts.
VOCABULARY
Daily activities and hobbies .
Wake up, have a bath, have
breakfast, brush my teeth, go to
school, do the homework
Tidy the room, clean the room
go to the park, play soccer, play
video games
Relationships
brother, sister, uncle, aunt,
grandmother, grandfather, best
friend, etc.
Telling the time
half past / and a half / thirty
7:30 - It’s half past seven / It’s
seven and a half / It’s seven thirty
a quarter past
8:15 - It’s a quarter past eight
a quarter to
9:45 - It’s a quarter to ten.
Expressions for apology or rejection
Do not / I don’t like it
Stop it! / I do not want to
I’m sorry / Excuse-me
I can not
SUGGESTIONS FOR MODULE 1
Suggested Project: Body care campaign!
The purpose of this project is to help
students become aware about taking
care of and respecting their bodies
and others.
Suggested Product: Create a cam-
paign of body care using brochures or
flyers.
Abc:
Flashcards- Human body
Song - I can run
Poster - My daily routine
Eco Student´s booklet
The body: Unit 4 lesson 3
3 In small groups, students prepa-
re flashcards with vocabulary of
body parts and objects for personal
hygiene (Towel, soap, toothbrush,
comb, brush, etc.)
Create Crossword puzzles with body
4 parts.
5 Ask students to make pairs and
deliver small hygiene routines with
images in disorder. They must orga-
nize them and tell the vocabulary.
E.g. First, I wake up, then I clean my
face and have a bath.

PREPARATION FOR THE PROJECT

Routine: Unit 13 lesson 1
Unit 14 lesson 3

The objective of this stage is to

Grammar to review
- Fourth grade module 1: adverbs
of frequency (always, every day,
sometimes)
- Fourth grade module 1 and 4:
Connectors
- First grade module 1 and 2:
Possessives adjectives my/your/
his/her
- Third grade module 2:
Possessives adjectives our/their
Grammar
Possessive pronouns
mine, yours, ours, theirs, his, hers
Information questions
What do you do in the morning?
(Wh-questions)Where / what / who
English in practice
What time do you wake up?
I always wake up At seven
o’clock!
We have to brush our teeth after
every meal.
We have to wash our hands
before we eat.
Sociolinguistic/ Intercultural
Expressions for rejection or
apology.
1 and ask them to draw a picture to
2 the parts of their bodies: This is my
ASSESSMENT
motivate students to participate in
tasks related to the topic proposed,
but also to let them state what they
already know about the topic.
FOR LEARNING
Group students into small groups
Students monitor their acquisition
of vocabulary through activities
point out which body parts they alre-
in class and with peers, and the
ady know in English. Write them on
the board. teacher provides extra activities to
those students who need more.
Students can touch and point out
OF LEARNING
body. / This is my nose. / These are
my hands (This activity should be Vocabulary quizzes and works-
modeled initially by you). After some heets.
pronunciation practice, invite them to
sing the following song: This is me
This song reinforces the vocabulary
related to the parts of the body:

This is me:
www.youtube.com/watch?v=QkHQ0CYwjaI

- 202 - - 203 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

Jose, what can

Design small monologues in Engli-
the bird do?
3 sh with information related to their
Great! daily routine, using visuals (Pictures,
flashcards, etc.): My name is ... every
day, I wake up at ... I wash my face ...
I like to play football ...What do you
Camila, what can
FISH BIRD
do every day? What do you like to do?
the fish do?
Students watch the following video:
It’s me who protect myself:
4 after every meal.
www.youtube.com/watch?v=g3xZJ-Qt-
The fish can swim. CaY
• STOP DOING THAT
• I CAN NOT
• I DO NOT WANT TO
Students design in English using
simple language brochures des-
6 cribing the way they should have
for a good hygiene and also for
their integrity.
E.g. We have to brush our teeth
We have to wash our hands before
we eat.

• Pre listening: Talk with children Inclusion: you can Reflect

with the children about the
about the meaning of the title of the importance of having respect
video and ask them to state what is for the space of others.
The bird can fly. the topic of the song. Explain to them
that there is another kind of care
that we must have with our body and

ASSESSMENT
that is specified in the video. This
part can be done in Spanish.

DEVELOPMENT
DEVELOPMENT

• While listening: As children watch FOR LEARNING

the video, ask them to write in a
piece of paper if the situation pre- Students check their drafts of the di-
sented in the video makes them feel fferent tasks proposed with checklists
HAPPY or SAD. or peer feedback.

• Post listening : Make a list with the Allow students to do second and even
This stage focuses on students’ work. Activity Name Time expressions in English that express third drafts.
Below, is a list of possible tasks or stages rejection before the actions of other
that students can perform throughout •Wake up Lola
1 the module to help consolidate the final
At 6:00 am people. Identify those in the video:
OF LEARNING
•Have a bath Juan “I do not like kissing” “I do not like
product: my neighbor touching me” “No, it’s
•Have breakfast Check final drafts of: posters and
scary”
•Brush my teeth oral presentation scripts with the
1 Design a small survey in English with the
rubric.
teacher’s help. This must be applied in •Go to school
class, to help establish their daily routi-
nes. 5 Ask the children to propose in
Administer vocabulary and content
Spanish situations in which they can
quizzes.
What is your daily routine? What time do
2 Introduce the information in English
through simple graphs.
use these expressions, the teacher
writes their English equivalent.
you do________? • DO NOT TOUCH ME
E.g. 5 children wake up at 6:00 a.m. • I DON’T LIKE IT
2 children brush their teeth at .... • STOP IT!

- 204 - - 205 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

At this stage the students present
their project products. Extension
and assessment activities are sug-
gested.
• Students discuss the questions with the help of
the teacher and they summarize their answers
which they may attach to their portfolios.
Didactic Idea: The use of charts

1 The brochures are photocopied by

the teacher and students can share
and tables can help children
organize and understand SUGGESTED SYLLABUS
information. Use them
them with other students from the frequently!
CONSOLIDATION

school and community in a body

MATHEMATICS Presentation of a
MODULE 2
care campaign (they can also per- graph.
form oral presentations in English). NATURAL
Guidelines for good
PEACE AND LIVING TOGETHER: GOAL:
SCIENCES: I watch my language! Recognize and express in English positive
Self- evaluation (In Spanish): Place personal hygiene.
2 students into small groups to
actions to build an environment of peace
with their peers through language.
assess what they have This stage is SUGGESTED TIME:
for the students and the teacher to
assess what they have learned: ASSESSMENT 18-20 hours per academic term

Some questions may be:

a. What did you like about this mo- FOR LEARNING
dule?
b. Which were your favorite tasks? Self- evaluation PERFORMANCE INDICATORS
c. What difficulties did you have
while doing the tasks? OF LEARNING
d. How did you solve those difficul- KNOW DO BE LEARN
ties? Rubric to assess their portfolio (see
appendix) 1. Identifies words 1. Talks to their peers and community 1. Shows with his/her words 21st Century Skills
and expressions members without words or that he/she respect himself/ Expresses ideas
that reflect expressions that might denote some herself and his peers. orally or in written
some type of kind of gender, socioeconomic or status form, acknowledging
discrimination in discrimination, etc. 2. Values the role of each his interlocutor and
their context. 2. Produces small oral and written gender in society. context.
2. Recognizes texts in which he/she describes the
If you only have one English class a week, you may
IMPLEMENTATION ALTERNATIVES

the vocabulary role of men and women in their

reduce the number of proposed tasks for each stage. and structures local context. Learning strategies
It is recommended to do at least one activity following to describe the 3. Compares in some detail Groups words

1Hour each one of the three stages. qualities of other

people.
the physical characteristics and
qualities of others.
4. Expresses opinions and supports
considering their root
or family.

them with arguments.

In this section, there are suggestions to complement 5. Recognizes relevant information in a
the expected product: short text.

• PREPARATION: Students design their own flas-

hcards in English with target vocabulary and
3Hours •
expressions.
DEVELOPMENT: Development of short videos in
English about their hygiene practices at home with
their parents help e.
• CONSOLIDATION: Exhibition in English of the bro-
chures to other students.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

METHODOLOGICAL AND ASSESSMENT

It’s our SUGGESTIONS FOR MODULE 2
responsibility!
You should do
your homework.

Suggested Project: Language for peace.
The purpose of this project is to
motivate students to make good use
of language within and outside the
Why? classroom as an essential element for
peaceful living together.
Suggested Product: Develop a cartoon
exhibition in English.
The objective of this stage is to moti-
vate students to participate in tasks
related to the topic proposed, but also
SUGGESTED CONTENTS to let them state what they already
know about the topic.
VOCABULARY
3 Make students write the song in
their notebooks and sing with them.
Ask them to tell what the moral of
the song is. This part can be done in
Spanish.
4 Ask students to prepare a brief pre-
sentation in English about a family
member that should include: name,
surname, age, job, daily routine, tas-
tes and preferences.
Eg. This is lucas’ cousin, Luis. He is a
good student. He is tall and a bit heavy.
He is a good student and he wants to
be a doctor. He wakes up everyday at

PREPARATION FOR THE PROJECT

Vocabulary to review:
- Fourth grade module 2: Physical
descriptions
- Fifth grade module 1: Expressions
for apology
Make sure your class is full of pictures,
1 posters, etc. that show different people 6:30, then he has breakfast and goes to
Expressions for rejection in their community and talk to them school…he likes pizza and reggaeton.
Adjectives - synonyms and
opposites Stop it! about the importance of living in peace
Pretty = beautiful Cut it out (White, black people, mixed people, 5 After revising that text has been well
Fat = heavy / thin = slim Not cool mixed race people). written, you may ask children to
Short / tall That was not funny practice the oral presentation of the
Kind / rude That’s bullying chosen member of the family.
polite / impolite 2 Children listen and sing in English the
song The more we get together! With
Intelligent = clever = smart Expressions for apology
Rich / poor It was not my intention this song you may want to reinforce the
Catholic
Protestant
Baptist
You are right, sorry
Sorry if I offended you
importance of getting along and living
in harmony with others. ASSESSMENT
Mormon
The more we get together! www.youtube. FOR LEARNING
com/watch?v=lldmkrJXQ-E

Students monitor their acquisition

of vocabulary through activities
Stop the video at some point and ask
Grammar to review English in practice Sociolinguistic/ Intercultural in class and with peers, and the
students to make brief descriptions in
- Second grade module 1: Simple Juan’s eyes are brown. Recognition of his / her mistakes. teacher provides extra activities to
present e.g. She is a smart girl English of the children from the video.
In my community men work as those students who need more.
bricklayers. E.g. There is a black boy. he is tall and
Grammar In my opinion, That was not thin. Make sure students notice diffe-
funny. rent examples of inclusion from the OF LEARNING
Plural forms You are right, sorry. video and in their school context.
Man / Men Hey Marcela, that’s not funny. Vocabulary quizzes and
Woman / women worksheets.
Child / children

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 SUGGESTED CURRICULUM STRUCTURE
This stage focuses on students’ work. Below,
is a list of possible tasks or stages that stu-
dents can perform throughout the module
to help consolidate the final product:
1 In groups, students prepare the description
of the elements that make up their
environment.
Word bank:river, forest, park, catholic,
protestant, mormon, work, take care of
children, Cook, etc.
Geography Religion Men´s Women´s
role role
DEVELOPMENT
• Ask them to place the words from the word
bank in the correct column. Make sure you
have completed the list previously.
Write a simple English text on the role of
2 men and women in your community based
on information from the previous activity.
E.g. In my community men work as
bricklayers / street vendors/ farmers/
teachers/ doctors, salesmen etc. and
women take care of children, work hard
in the house , work as nannies, maids,
etc. We all come from different types of
families (religion, race, socioeconomic
status, etc) but we are all valuable and
deserve respect.
“Facts about bullying”: www.stopbullying.gov/
3 kids/facts/index.html
- 210 -
• Pre reading: (Write on the board
the word Bullying and ask children to
mention situations in which we use
language to generate violence, write
them in English if can, otherwise, do
it in Spanish. Show the children the
following Page or previously prepare
some work guides based on the
information presented so that the
children can identify the situations
proposed, but now in English:
• While reading (Read the information
with children making emphasis on the
relevant information.
• Post reading: Ask children to complete
the following chart by quickly identifying
the information requested:
Types of Bullied kids
Bullies think
bullying feel
4 Students prepare some cartoons
to illustrate situations in which
unnecessary violence is generated
because of the language and how to
solve it.
Give the children the following list of
5
expressions and ask them to sort them
into the right columns:
SUGGESTED CURRICULUM STRUCTURE
Expressions when Expressions if
you are the bully
ASSESSMENT
you are bullied
FOR LEARNING
Students check their drafts of the different
tasks proposed with checklists or peer
feedback.
“Not cool!”/“Cut it out.”/“Stop Allow students to do second and even third
it.”/”sorry if I offended you”/“I like drafts.
the way I look.”/”It was not my
intention.”/“That was not funny.”/ “You OF LEARNING
are right, sorry.”/“That’s bullying.”
Check final drafts of: posters and oral
presentation scripts with the rubric.
Inclusion: You can take advantage of task 2 to
generate discussion about the roles that are Administer vocabulary and content
traditionally considered for women and men. quizzes.
Has this changed over time? What kind of
DEVELOPMENT
roles do they see in their homes? Are there
any activities that men or women can not do
because of their gender?
Thank you,
teacher! It was a
great class!
- 211 -
 SUGGESTED CURRICULUM STRUCTURE
At this stage the students present
their project products. Extension and
assessment activities are suggested.
With the teacher’s help, Students
1 work on the final version of his
cartoons including the expressions
learnt from task 5 and organize an
exhibition of them with students of
other grades.
2 Self- evaluation (In Spanish): Place
students into small groups to assess
what they have This stage is for the
students and the teacher to assess
what they have learned:
Self- evaluation: Place students into
small groups to assess what they
have done in the tasks. Some ques-
tions may be:
a. ¿What did you like about this module?
b. ¿Which were your favorite tasks?
c. ¿What difficulties did you have
while doing the tasks?
Let’s go to the
park!
CONSOLIDATION
- 212 -
SUGGESTED CURRICULUM STRUCTURE
d. How did you solve those difficulties?
Very good!
• Students discuss the questions with Congratulations!
the help of the teacher and they sum-
marize their answers which they may
attach to their portfolios.
ETHICS Respect
LANGUAGE Expressions for good
communication.
ASSESSMENT
FOR LEARNING
Self- evaluation
OF LEARNING
Rubric to assess their portfolio (see
appendix)
If you only have one English class a week, you may re-
duce the number of proposed tasks for each stage. It is
recommended to do at least one activity following each
1Hour
one of the three stages.
IMPLEMENTATION ALTERNATIVES
Yay! Let’s go! In this section, there are suggestions to complement
the expected product:
• PREPARATION: Invite the children to watch the
3Hours
video “People in our community” to consolidate the
vocabulary of the professions and some expres-
sions to live in community:
• www.youtube.com/watch?v=mw6RBvUmayA
• DEVELOPMENT: Design a class language for peace
agreement in English to avoid verbal bullying. Fi-
nally, you can decorate it and hang it on the wall.
• CONSOLIDATION: A PowerPoint presentation illus-
trating the expressions learnt:“Not cool!”/“Cut it
out.”/“Stop it.”/”sorry if I offended you”/“I like the
way I look.”/”It was not my intention.”/“That was
not funny.”/ “You are right, sorry.”/“That’s bullying”
using pictures.
- 213 -
 SUGGESTED CURRICULUM STRUCTURE
SUGGESTED SYLLABUS
MODULE 3
ENVIRONMENT AND SOCIETY: GOAL:
We are all the same!
SUGGESTED TIME:
18-20 hours per academic term
PERFORMANCE INDICATORS
KNOW DO
1. Identifies words and 1. Makes simple comparisons
expressions related to based on the characteristics of
everyday activities. their peers.
2. Recognizes the 2. Answers simple questions
structure of the about their daily activities and
comparative form. hobbies.
3. Recognizes 3. Interacts with peers to
the vocabulary talk about places and/or
and structures people in their local context.
to talk about the 4. Prepares short oral or
characteristics of the written texts based on a given
people and communities he/ model, related to a community
she interacts with. of their city or municipality.
- 214 -
SUGGESTED CURRICULUM STRUCTURE
SUGGESTED CONTENTS
VOCABULARY
Expressions to talk about his / her
Establish simple comparisons in Vocabulary to review: Adjectives
- Second grade module 4: Big / small hobbies
English and appreciate similarities and
Celebrations Clean / dirty What are your hobbies?
differences between the communities of
their city or town (age, socio-economic Nouns
Old / modern
Quiet / Noisy
What do you do in your free time?
I play soccer…
position, marginalized groups). I read a book…
Race Tourist
Gender Urban / Rural I watch tv…
Religion
Culture
Socio economic class
Expressions to compare physical
characteristics with his / her peers
I am taller.
BE LEARN She is the tallest.
They are richer than us.
1. Accepts and
21st Century Skills
values their fellows
Collaborates actively
regardless of gender,
in projects and group
age, socioeconomic
tasks, assuming their
status, or Grammar to review English in practice Sociolinguistic/ Intercultural
role in them.
marginalized groups. Fifth grade module 2: Comparatives Medellin is bigger than Santa Respect for the differences and
Marta. social contexts.
Grammar
Learning strategies It is a modern city.
Comparatives and superlatives
Prepares lists of The school is dirty.
- One syllable comparatives
vocabulary and This is the country. It is beautiful.
This country is bigger than
expressions they use It is cleaner than the cities and
The city is noisier than the country.
the most in classes quieter. I like it.
- Two or more syllables
and school.
comparatives and superlatives and
irregulars
It is the best/worst
Medellín is the most modern city in
Colombia.
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 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 3
Suggested Project: We are all the same!
The purpose of this project is to give
students a sense of community throu-
gh inclusion processes.
Suggested Product: Video exhibition
Abc.
Poster 12 the park
Worksheet 8 Sea animals
The objective of this stage is to moti-
vate students to participate in tasks
related to the topic proposed, but also
to let them state what they already
know about the topic.
PREPARATION FOR THE PROJECT
1 Introduce the following video about
inclusion:
“Do One Thing For Diversity and Inclusion -
Different”.
www.youtube.com/watch?v=M5JcGo3FCyk
This video introduces the most impor-
tant words referring to inclusion.
2 Guide and help the children to notice the
target vocabulary from the video in order
to define the term inclusion in Spanish.
3 On the board, draw up a list in Engli-
sh of the differences you are able to
observe in terms of: Race / gender
/ religion / culture / socio economic
class, etc.
E.g. In Bogotá we can see different types
of people, for example: Catholic, protes-
tant, white, black...
- 216 -
4 The class is divided into 5 large
groups, one for each of the concepts
identified in the previous step. In
these new groups, sort the items
product from the previous activity.
E.g. In Cartagena, there are black and
white people.
5 Introduce the children to the next
song “Kid’s peace song”. This song
alludes to the wonders of diversity
and gives clear examples of how we
are different. This video allows reflec-
tion on the theme of diversity:
“Kid’s peace song”:
www.youtube.com/watch?v=xYzwruuXtJE
6 Encourage children to learn the song
in English and reflect on the need to
accept our peers regardless of race,
color, religion, etc. Only if necessary
use Spanish.
ASSESSMENT
FOR LEARNING
Students monitor their acquisition of
vocabulary through activities in class
and with peers, and the teacher provi-
des extra activities to those students
who need more.
OF LEARNING
Vocabulary quizzes and worksheets.
SUGGESTED CURRICULUM STRUCTURE
This stage focuses on students’ work.
Below, is a list of possible tasks or sta-
ges that students can perform throu-
ghout the module to help consolidate the
final product:
1 Presentation of the characteristics of the
city and its contrast with the countryside:
Quiet /loud; Big/small. You can show
students some pictures of other
towns and motivate them to complete
sentences in English:
1) This is Barranquilla. it is big and loud.
2) This is Baranoa. It is small and quiet.
Create small models to illustrate
2 the differences between the city and
countryside. Students make short oral
presentations in English, using the
vocabulary they already know from this
and previous grades:
• This is the country. It is beautiful. It is
cleaner than the cities and quieter. I like it.
3 Video presentation”The country mouse
and the city mouse” which allows
children to focus on the differences
between friends and how one lives well
in the middle of diversity:
Pre: Write the title of the video on the
board and ask the children to associate
in English vocabulary related to the
context of Country & City. You can
help them to recall and learn relevant
vocabulary. E.g. Country: buildings, car,
quiet, spark, noise, bread and cheese;
City: big, noisy, pizza and ice cream, etc.
While: Show the children the video
“The country mouse and the city mouse”:
www.youtube.com/watch?v=3XTU-jB83zc
ECO:
Poster The town
Worksheet lessons 3 & 4 The town
- 217 -
• While the children watch the
video, ask them to be aware of
the vocabulary introduced in the
previous stage. You can design a
matching activity with vocabulary
and pictures that children join with
lines.
Post: GGuide the children to make
descriptions of the characters in the
story and establish their differences
in English.: Molly the mouse, is shy
but Marco is outgoing.
• Ask students to describe
themselves using the vocabulary
learned:
a. My name is…
b. I am shy. / outgoing.
c. I study at XXXXXXX School.
d. I am 10 years old.
e. I am in 5th grade.
f. In my free time I ….
DEVELOPMENT
4 Video presentation:”For the birds”,
which focuses basically on the way
we address people who are different
from us and constitutes a reflection on
diversity.
“For the birds”: www.youtube.com/
watch?v=rUlFQrEcKsc
Abc:
Poster My town
Songs: The wheels on the bus
Old MacDonald had a farm
• Encourage the children to reflect
on diversity issues and the need
we have of our fellow human
beings. This part can be done in
Spanish. Motivate the children
through questions to describe the
 SUGGESTED CURRICULUM STRUCTURE
characteristics of the characters and
the places in the video:
• Is this a quiet or a loud place?
• Is it a modern place?
• What color is the big bird?
Groups (the same from task 2) should
5 2
prepare short oral presentation in English
about the characteristics of different
communities found in their context. E.g.
In our community, there are some black
people. They are from Palenque. They are
very traditional people.
Inclusion: You can use this task to
motivate children to get to know
populations in their region that are
not as well known.
Didactic idea: Remember to give the
children a task to do while listening
to an oral text or watching a video.
This will give them a reason to pay
attention.
Didactic Idea: An option can be to vary
DEVELOPMENT
the task according to the talents of
the students (models, play, song,
drawings, etc.).
Option 1: Encourage students to
6
prepare a video in English in which
they show how each member of the
community interacts and cooperates
with others for the sake of healthy
relations in their context.
Option 2: Children elaborate a story
in pictures, with small descriptive
phrases: This is my community. We
live in the country. The country is big
and quiet. We are kind people. I love
my community.
Inclusion: Think of other options that
fit your context and the resources
your students have.
- 218 -
SUGGESTED CURRICULUM STRUCTURE
At this stage the students present their • Students discuss the questions with
ASSESSMENT project products. Extension and assess-
ment activities are suggested.
the help of the teacher and they sum-
marize their answers which they may
attach to their portfolios.
FOR LEARNING Make an exhibition of videos / Stories
1 with all the school.
Students check their drafts of the different ETHICS: Respect.
tasks proposed with checklists or peer Self- evaluation (In Spanish): Place stu-
SOCIAL
CONSOLIDATION
feedback. dents into small groups to assess what Ethnic and cultural diversity.
SCIENCES:
they have This stage is for the students
Allow students to do second and even third and the teacher to assess what they have
ASSESSMENT
drafts. learned. Self- evaluation: Place students
into small groups to assess what they
OF LEARNING have done in the tasks. Some questions
may be: FOR LEARNING
Check final drafts of: posters and oral
presentation scripts with the rubric. a. ¿What did you like about this module?
Self- evaluation
b.¿Which were your favorite tasks?c.
Administer vocabulary and content quizzes ¿What difficulties did you have while OF LEARNING
doing the tasks?
d. ¿How did you solve those difficulties?
Rubric to assess their portfolio (see
appendix)
Once upon
a time...
If you only have one English class a week, you may
reduce the number of proposed tasks for each stage.
It is recommended to do at least one activity following
1Hour
each one of the three stages.
IMPLEMENTATION ALTERNATIVES
In this section, there are suggestions to complement
the expected product:
• PREPARATION: Students prepare a photo album
3Hours
with pictures related to their community life.
• DEVELOPMENT: Prepare an exhibition of the cha-
racteristics of the human groups in their community.
• CONSOLIDATION: Design a poster about inclu-
sion. It can show pictures and ads such as: We are
family / We are a community of people / we are
different but the same!
- 219 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

It’s important to
take care of the
enviroment.

SUGGESTED SYLLABUS
MODULE 4
It is our home.

A GLOBAL VILLAGE: GOAL:

We are all well informed
SUGGESTED TIME:
18- 20 hours per academic term
Recognize and mention in English,
through simple language, the importance
of the media for their daily life.

KNOW
1. Identifies words and
expressions related to tell
stories or anecdotes in his/
her context.
2. Recognizes the structure
of the past tense of verbs he/
she often uses.
3. Recognizes the vocabulary
of the media and information
he/she has contact with.
4. Identifies the interrogative
form to get information about
current events.
PERFORMANCE INDICATORS
DO
1. Tells his/her anecdotes
using simple language.
2. Answers simple
questions about current
events.
3. Prepares simple
questions related to the
facts presented by the
media.
4. Expresses his/her
favorite media source.
SUGGESTED CONTENTS
VOCABULARY
BE LEARN
Vocabulary to review: Mass media vocabulary Expressions for preferences
- First grade module 1:Sequence Television network, radio, I prefer to…
1. Appreciates his/her 21st Century Skills words: first, then, next, last newspapers, reality shows I prefer
experiences and those of Explores different - Third grade module 4: Good soap opera, documentary
his/her companions. media and considers habits about the use of technology local news, news programmes Expressions to talk about past actions
2. Considers the its effectiveness. and its elements. music programmes, articles I used to play soccer but now I…
effectiveness of My grandparents did not have
information received Learning strategies Expressions to tell stories computers to be informed...
through mass media. Reorganizes the one day…
information collected When I was younger…
from different mass then…
media in a table. finally…

Grammar English in Practice Sociolinguistic/ Intercultural

Past tense (regular verbs)
Used to
Questions in the past:
Did you…?
Did he...?
What did you do last Saturday?
I walked around the park.
When I was younger I used to play Assessment of information received
soccer but now I play basketball. by different means.
I love reality shows.
My grandparents did not have
computers, they used radios to
access information.

- 220 - - 221 -
 SUGGESTED CURRICULUM STRUCTURE
METHODOLOGICAL AND ASSESSMENT
SUGGESTIONS FOR MODULE 4
Suggested Project: Past times!
The purpose of this project is to
have student prepare of a book
with anecdotes and drawings
about their past.
Suggested Product: A book of anec-
dotes
The objective of this stage is to
motivate students to participate in
tasks related to the topic propo-
sed, but also to let them state
what they already know about the
topic.
1
PREPARATION FOR THE PROJECT
Ask children to tell what their
favorite television program is and
to give their reasons. Ask them
if they listen to a radio station or
which newspaper they read at
home. As the children give their
impressions, explain that all of
these media are known in English
as MASS MEDIA and the English
equivalents: Television, Radio and
Newspaper.
Invite students to complete the
2 following table in English to
classify the types of information
and/or content introduced through
different media sources:
Word bank:Reality shows/ soap
opera/ documentary/ local news
/ news programmes / music pro-
grammes / / articles
Mass media Type of info/ Content
Television
Radio
Newspaper
- 222 -
Group students to review the informa-
3
tion collected.Take the opportunity to
introduce vocabulary related to televi-
1 Video presentations “Types of mass
sion programs in English: Soap opera,
reality shows, documentary, etc.
ECO:
Unit 20 Lessons 3 & 4
4 Encourage students to create a
crossword with the target vocabulary in
English.
5 Organize the class in small groups so
the children can talk about their favorite
TV shows and explain why.
Example: My favorite TV show is Cha-
llenge 2016. It is a reality show and it is
very exciting.
2 Student prepare a survey in English
ASSESSMENT
FOR LEARNING
Students monitor their acquisition
of vocabulary through activities
in class and with peers, and the
teacher provides extra activities to
those students who need more.
OF LEARNING
Vocabulary quizzes and
worksheets.
SUGGESTED CURRICULUM STRUCTURE
This stage focuses on students’ work.
Below, is a list of possible tasks or sta-
ges that students can perform throu-
ghout the module to help consolidate the
final product:
media”, “What is media?” Or “Unders-
tanding media” which allow to know
the various media and their names in
English.
• “Types of mass media”:
www.youtube.com/watch?v=Xd3m1wBCcmQ
• “What is media?”:
www.youtube.com/watch?v=M89_wjcwzfY
• “Understanding media”:
www.youtube.com/watch?v=ByBz_hTJwfk
• Ask children to take notes of the most
relevant information:
Examples of Media are: _____________
_________________________.
Newspapers can reach
_______________ of people.
with teacher´s assistance. The survey
will be applied in their families about
the media they preferred. The data
obtained must be presented in a graph
in front of the class.
What is the most popular media your
family uses?
Radio Television Internet Newspaper
- 223 -
3 Bring the kids together and invite
them to listen to a little story online:
Pre: Write the title of the story on the
board: “The bird king”. Ask the chil-
dren about their favorite bird and ask
them to explain what characteristics
a bird should have to be the king of all
the birds in the world.
While: Project the video “The bird
king” which shows the story of a com-
petition made to become the king. If
you do not have internet access, you
can print the text on the same page.
“The bird king”: http://learnenglishkids.
britishcouncil.org/en/short-stories/the-
bird-king
Post: Print the proposed activity sheet
(from the web page) for the story
and encourage students to solve it in
class.
DEVELOPMENT
Invite the children to watch the fo-
llowing videos “How was your sum-
mer vacation” or “What did you do?”
Which focus on fun activities in the
4 past. At the same time it reinforces
the simple past tense
• “How was your Summer vacation”:
www.youtube.com/watch?v=KiNUkR-
POpQY
• “What did you you do?”
www.youtube.com/watch?v=aqMpRE-
QdnCY
 SUGGESTED CURRICULUM STRUCTURE
Introduction and solving of grammar
5 exercises with the most common re-
quired verbs. You can use the following
links to see examples of these exerci-
ses:
Past simple of the verb To Be:
http://learnenglishkids.britishcouncil.
org/sites/kids/files/attachment/gram-
mar-practice-reference-card-past-
simple-verb-to-be.pdf
Past simple endings:
http://learnenglishkids.british-
council.org/sites/kids/files/attach-
ment/grammar-practice-referen-
ce-card-past-simple-endings.pdf
Past simple endings:
http://learnenglishkids.britishcouncil.
org/sites/kids/files/attachment/gram-
mar-games-past-simple-endings-wor-
ksheet.pdf
Past simple of the verb To Be:
DEVELOPMENT
http://learnenglishkids.britishcouncil.
org/sites/kids/files/attachment/gram-
mar-games-past-simple-verb-to-be-
worksheet.pdf
Writing anecdotes and teacher revision.
6
Encourage children in small groups
to tell small anecdotes and / or news
related to events from their school or
community events.
E.g. Yesterday, we celebrated Columbus
day. Students participated with some
posters and models. or
When I was 6, I had a dog. Its name was
Lucky. It bit me.
During this process, tell the children
about the steps for producing a written
text.
- 224 -
• Brainstorming, to select the best
ideas and organize them.
• First draft, the first version of the text.
• Peer editing, to ask in pairs or small
groups other children to review and
give feedback to their texts. This part
should be done accompanied and
guided by you. Initially you can ask the
children to check the use of capital
letters, the correct form of the propo-
sed verbs, etc.
• Editing, to make the necessary ad-
justments to their texts and finally,
• Publishing, which means the texts
are ready to be shared and read.
Children can decorate their anecdotes
7 in class or bring them home decorated
as if they were a story.
ASSESSMENT
FOR LEARNING
Students check their drafts of
the different tasks proposed with
checklists or peer feedback.
Allow students to do second and
even third drafts.
OF LEARNING
Check final drafts of: posters and
oral presentation scripts with the
rubric.
Administer vocabulary and content
quizzes.
SUGGESTED CURRICULUM STRUCTURE
At this stage the students present their • Students discuss the questions with the
project products. Extension and assess- help of the teacher and they summarize
ment activities are suggested. their answers which they may attach to
their portfolios.
Students put their anecdotes together
1 in a book that will be shared with the LANGUAGE: Media.
community. Encourage students to read
CONSOLIDATION
their anecdote to each other. MATHEMATICS: Data through graphs.
Self- evaluation (In Spanish): Place stu-
2
ASSESSMENT
dents into small groups to assess what
they have This stage is for the students
and the teacher to assess what they
have learned: Self- evaluation: Place FOR LEARNING
students into small groups to assess
what they have done in the tasks. Some Self- evaluation
questions may be:
a. What did you like about this module? OF LEARNING
b. Which were your favorite tasks?
c. What difficulties did you have while
doing the tasks?
Rubric to assess their portfolio (see
appendix)
d. How did you solve those difficulties?
If you only have one English class a week, you may reduce the
1Hour
number of proposed tasks for each stage. It is recommended to
do at least one activity following each one of the three stages.
IMPLEMENTATION ALTERNATIVES
In this section, there are suggestions to complement the expected
product:
• PREPARATION: Students design a survey in English about the
3Hours
most popular television programs in the classroom.
• DEVELOPMENT: Reading small stories. If you have problems
with the technological part, you can access previously the
page and download the activities in pdf:
• Jack and the beanstalk: http://learnenglishkids.britishcouncil.
org/en/short-stories/jack-and-the-beanstalk
• Little red riding hood: http://learnenglishkids.britishcouncil.
org/en/short-stories/little-red-riding-hood
• The princess and the dragon: http://learnenglishkids.british-
council.org/en/short-stories/the-princess-and-the-dragon
• CONSOLIDATION: Prepare a play based on their anecdotes.
- 225 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

APPENDIX
1. Suggested Lesson Planning format II. LESSON SEQUENCE

I. IDENTIFICATION
FASE / STAGE Procedure Time and
Teacher’s name:
Grade:: Number of students:
interaction
Students’ average age:
Unit / Topic:
Time:

Goal:
Beginning

General objective:

Performance indicators:

KNOW DO BE LEARN
Middle

Suggested content
End

Possible problems Anticipated solutions

Materials:

- 226 - - 227 -
 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

II. LESSON SEQUENCE

2. Lesson Planning Samples

Transition Grade
Manage the learning environment special needs (visually impaired, on a wheelchair, etc.)
For this module classroom setting, you can: to raise awareness of diversity.
• Find songs related to the topic of the body and ga-
I.IDENTIFICATION • Decorate the classroom with images of students pla- mes. Some options can be:
ying in stimulating games.
Teacher’s name: a. My little face: www.youtube.com/watch?v=r-
Grade: TRANSICIÓN # of students: • Hang images or puppets of people with the name of v0Wp4UV_Os
Students’ average age: the parts of the body in English. b. Head, shoulders, knees and toes: www.youtube.com/
Unit / Topic: MODULE 1 – I play and learn about my body watch?v=h4eueDYPTIg
Time: 2 horas • Display posters of people with different physical cha- c. My body parts song: www.youtube.com/watch?v=ot-
racteristics. You can include images of students with 4mJ_qUNMY
Goal:

Follow norms in English for their own and others’ care, when participating in individual and group games..

General objective: STAGE Procedure Time and

interaction
Name the parts of the body

Performance indicators: Say hello to students in English:

T: Good morning!!
5 min ( T-Ss)

Ss: Good morning, teacher!

KNOW DO BE LEARN T: How are you today?
Beginning Ss: Fine, thank you!
Recognizes and Names the parts of their Values the importance of Represents a word
pronounces the main body. taking care of their body or phrase with Introduce the class with a routine that
parts of the body. Follows simple instructions while playing. body movements could include the song: My little face 5 min (T-St)
in English when told slowly to remember their
with clear pronunciation. meaning.. Present the vocabulary of the body parts
using flashcards. Say the parts of the body
while showing the images, students repeat. 10 min (T-St)
Suggested contents Stick the flashcards around the classroom
and ask some learners to go and bring the
Vocabulary Expressions: Sociolinguistic/ Intercultural part of the body that you mention.
Parts of the body: Let’s play…
face: eyes, mouth nose Touch your… Demonstrating respect and apprecia- Play Simon Says! with your class, using
Body: head, shoulders, Grammar tion for themselves and others instructions like:
knees, toes. My name is… Simon says touch your nose! 5 min (t-St)
Nymbers I am a boy/girl
1-3 In small groups, students play Simon Says!
Choose a leader in each group to give the
Possible problems Anticipated solutions instruction, and then they switch roles.
5 min (T-St)
Students can work on a worksheet where

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First Grade
STAGE Procedure Time and
interaction I. IDENTIFICATION
they cut out the parts of a face and paste
Teacher’s name:
Beginning them on an empty face.
Grade: FIRST # of students:
Students’ average age:
15 mins (St)
Unit / Topic: MODULE 2 – I appreciate our differences
Time: 2 hours
Design some puppets with students using
paper bags: Goal:
www.youtube.com/watch?v=F_LjJDGT90E
Then, in small groups, students present 30 min (T-St-St) Describe, in English, his/ her own physical differences and the ones from his/ her classmates and show
their puppet, following this model: respect towards them.
Middle Hello! My name is ___________
I am a boy / girl General Objective
I have two eyes, a nose, and a mouth
Mention with simple phrases physical characteristics about himself/herself and his/her classmates.

Discuss with students (in Spanish) about Performance indicators:

different ways to take care of their body
parts (e.g. use sunglasses for their eyes, put
KNOW DO BE LEARN
on sunscreen, etc.). You can ask students
to illustrate one way of taking care of their
Recognizes the Introduces self, through vocabulary Appreciates and respects Checks the new
End body, with the title I take care of my body!
10 min (T-St-St) possessives my, learned in English. those who are around learned words
Finally, ask students to evaluate their lear- your, his, her Introduces, with vocabulary learned, him without regarding frequently.
ning. You can ask them to sit in a circle and his/her classmates by using the pos- the physical or gender
ask the following questions: sessives his/her. differences
What activities did you enjoy the most?
What did you learn? Suggested contents
What do you need to review?
How are you going to study at home? Lexical Grammar Sociolinguistic/ Intercultural
Vocabulary refe- Adjectives Possessives His hair is…
rred to gender and boy, girl, blonde, his/ her She’s a girl. Respecting gender and physi-
physical descrip- red hair, black, Imperative Don’t Her hair is curly. cal differences
Materials tion (boy, girl, tall, short, thin, fat,
etc.
English in practice I like her hair.
blonde, red hair, This is my friend… Don’t laugh at...
black, etc.) He is…
• Videos
• Paper bags
• ECO posters – or pictures of a boy and a girl on the board.
• Flashcards Possible problems Anticipated solutions
• Worksheet

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II.LESSON SEQUENCE
STAGE Procedure
Bring images of students with physical diffe-
rences. Use big images so that all students
can see them. Use those characters to pre-
Beginning sent students their personal information in
English (you can do it in the form of a story).
For example:
They are Sergio, José, Laura and Sofía.
Sergio is from Chía. He is white and he has
blond hair. José is from Quibdó. He is black
with curly hair. Laura is from Zapatoca. She
is white and has red hair. And Sofía is from
Leticia. She has straight black hair. She
comes from a native family. They are in first
grade. They are friends, they are very happy
kids.
If you have the resources, you can show
them the video “For the birds” to discuss
about respecting people’s particularities:
For the birds: www.youtube.com/watch?v=tR-
S4X-kVQ1M
Allow students to discuss in Spanish what
they understood from the content of the
video, and reinforce the importance of res-
pecting others without physical distinction.
Take advantage of the reflection to introduce
the imperative Don’t (Don’t laugh at others.
Respect everybody).
Using the introduction of the previous cha-
racters, introduce the vocabulary that helps
them make physical descriptions of people:
Physical description:
He/she has red hair, blond hair, black hair,
brown hair.
She/he is white, brunette, black.
She/he is thin, fat, short, and tall.
You can also use flashcards to show the
vocabulary words in English.
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SUGGESTED CURRICULUM STRUCTURE
STAGE Procedure Time and
Time and interaction
interaction
If you have the resources, you can show
them this option that let us do physical des-
10 mins (T-St) criptions of people: “Adjective words for kids”:
www.youtube.com/watch?v=sEDy0wGaXJY
Beginning
On a worksheet, students can practice the
vocabulary coloring students with different 15 mins
physical characteristics, or matching a des-
cription with an image.
For example: She is my friend Lucy. She
has curly, red hair…
Model the physical description of some
students. Using your example, encourage
the kids to follow you describing in English 30 min
Middle their classmates. Monitor their work while
they prepare their oral description.
10 min (T-St-St) As homework, ask students to prepare the
description of a friend, following a model.
They can draw a picture of the person, bring
an image or a photo.
10 min
At the end of the class, you can discuss with
End students (in Spanish) the importance of
10 min (T-St) respecting other’s physical appearance. You
can ask them questions that encourage them
to think about how we are different and the
value for diversity.
At this point, students can also get together Materiales que necesitaré
in small groups and evaluate the activity
using questions like:
• Posters of people with diffe-
a. What did you like about today’s topic?
rent physical characteristics.
b. What were your favorite tasks?
• Vocabulary Flashcards
c. What difficulties did you have while
• Video
doing the tasks?
• Images of characters
d. What suggestions do you give to improve
familiar to students.
the class?
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Second Grade II. LESSON SEQUENCE

I. IDENTIFICATION

Teacher’s name: STAGE Procedure Time and

Grade: SECOND # of students: interaction
Students’ average age:
Unit / Topic: MODULE 3 – I appreciate our biodiversity
Start the class with a song related to ani- 5 mins (T-St)
Time: 2 hours
mals. For example: Old Mcdonald.
You can also use traditional songs like “La
Goal: iguana y el perezoso” in its English version:
Beginning www.youtube.com/watch?v=_Ir0Mc6Qilo
Distinguish and describe in English some characteristics and the importance of other living things in their context.
Present students some images of different
animals and practice the vocabulary in
General objective: English with them. Take advantage of this
opportunity to introduce orally the vocabu-
Mention some physical characteristics of some other living things. lary in English related to the animals and 15 min (T-St-St)
Understand simple phrases in short oral or written texts, by using images related to other living things. their habitats. CONNECTION WITH SCIENCE

Print images of different animals and their

Performance indicators: habitats. With the help of the kids, paste
them on a chart on the board in which they
KNOW DO BE LEARN have to classify the animal according to the
place where they live. This can also be done 30 min (T-St)
Identifies the characteris- Classifies and mentions in English Appreciates the Uses the new learned with the characteristics of the animals. The
tics and needs of the living living things according to their presence of other words in short sen- table could look something like this (but only
things in his/her context. characteristics. living things in tences to memorize with images)
Participates in short conversa- his/her context. them.
tions using vocabulary related
to living things and their basic
characteristics.
LAND ANIMALS WATER ANIMALS
Dog Fish
Suggested contents Cat Starfish
Lion Whale
Animals the module environ- Habitats endangered, tall, Sociolinguistic/ Intercultural
cat, dog, birds, ment, habitats, ani- forest, sea, house, Questions
parrot, iguana, mal characteristics savannah, river Can a dog fly? No, it Demonstrating concern
bees, fish, cow, bat, Inglés en la práctica Verbs can’t. and interest for environ- If you have the possibility of presenting
insects, tiger, lion, The cat is big. fly, jump, hunt, pro- Can a fish swim? Yes, mental preservation. them a video, show Animals and their
giraffe The dog can’t fly. tect, run, etc. it can. home:
en inglés y negrita: We need to take care Adjectives Do you see cows in www.youtube.com/watch?v=2RfZ0L3rh0w in
Vocabulary related to of animals. fast, slow, big, small, your neighborhood? which they will see the habitat to where each
animal belongs.

Possible problems Anticipated solutions

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Third Grade
STAGE Procedure Time and I. IDENTIFICATION
interaction
Teacher´s name:
Grade: THIRD # of students
With your help, students can prepare a Average age:
simple conversation about the animals and Unit / topic: MODULE 4 – I use technology appropriately
their habitat. This can be a model: Time: 2 hours
Middle
St 1: Felipe, what’s your favorite animal? Goal:
St 2: My favorite animal is the parrot. It is a
bird. It can fly. What is your favorite animal? 15 mins Recognize and present in English some good practices for the responsible use of technology.
St. 2: My favorite animal is the dog. It is a
mammal. It can run and play. General objective:
Suggestion: Instead of having each pair of Exchange information about the use of technology, through previously studied phrases.
students come to the front and show their
conversation, students can work in pairs at
the same time. This helps control discipline Performance indicators
and keeps everyone on task.
KNOW DO BE LEARN
End Students can create posters to promote 25 mins
care for animals that live around the school, Identifies vocabulary and Asks and answers questions Recognizes and res- Practices Engli-
with the slogan: Let’s take care of the ani- expressions related to tech- about habits related to the pects similarities and sh with their
mals in our school! nology. use of technology. differences between classmates.
people regarding their
At the end of the class, remember to ask Recognizes the question how age and the use of
students to evaluate the activities in small often do you…? to ask about technology.
groups and talk about what they think was the frequency of an action.
fun, easy, difficult, etc.

Suggested content

Vocabulary Time expressions Expressions Grammar Sociolinguistic/ Intercultural

Elements of techno- Twice a day Questions about the Frequency words:
Materials logy: one/two/three hours frequency of an action Never, often, someti- Respecting for limitations
of others in the use of
TV, computer, mp3 every day How often do you… me, always
player, earphones, Every day (use a computer)? technology.
•Poster paper videogame, tablet, Two days a week I use a computer three
•Worksheet phone / cell phone hours a day.
•Videos
•Songs
•Animal images
Possible difficulties Solutions

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II. LESSON SEQUENCE

STAGE Procedure Time and

STAGE Procedure Time and
interaction
interaction
St 2: I watch TV one hour every day. How
You can start the class showing images of 10 mins (T-St) often do you use a computer?
students using technology, some positively St 1: I use a computer more than three 15 min (st-st)
and others negatively. hours every day.
Ask students to describe them in Spanish.
Beginning You can write down the words or phrases
Ask students to interview other 3 students 30 - 40 mins (st-st-school)
that are part of the vocabulary of the English
module. Middle (high school if possible) and 3 adults, using
the given guide.
 
 
Show students some flashcards with the 5 mins (T-st)
Then, back in the classroom, they can
target vocabulary (using technology).
summarize the results of their survey using
 
phrases such as:
Optional: If you think your students need to
3 people watch TV one hour every day
revise numbers, you can include an activity 5 mins (T-st)
for this.
 
Introduce the question “How Often do you
...?” and explain students that it is used to
End As homework, students can prepare a 5 mins (T- Ss)
survey for parents and neighbors and bring
ask how often you do an activity. 10 mins (St)
the results the next class. If you think it is
Example: How often do you brush your
appropriate, the next class you can teach
teeth?
your students how to make graphs from
 
these results.
Give students a guide, as a quiz, to inquire
 
about their habits on the use of technology.
Remember at the end of the class ask the
Use many images.
students to meet in groups to evaluate the
 
activity, their learning and difficulties.
Example:
How often do you ...?
 
1. Watch TV 15 min (st-st)
a. One hour every day day
b. Two hours every day
Materials
c. More than three hours every day.
c. Never •Flash Cards
  • Guide
At the end of this activity, you can put stu-
dents into small groups and ask them to ask
and answer questions to their peers. Give
them a phrase that can be used as a model:
St 1: How often do you watch TV?

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Fourth Grade II. LESSON SEQUENCE

I. IDENTIFICATION STAGE Procedure Time and

interaction
Teacher’s name:
Grade: Fourth # of students
Average age:
Unit / topic: MODULE 1 – I watch what I eat Bring to class pictures (or realia) of pro- 5 mins (T-St)
Time: 2 hours ducts that you know your students consu-
me that are harmful to their health (e.g.
Goal: Beginning coke, sugar, fat, beer, etc.).
  5 mins (T-st)
Identify and present in English the effects of certain substances for your health (sugar, caffeine, salt, fat). Work on the vocabulary to name those pro-
ducts (soda, sugar, fat, candy, beer, etc.)
General objective:  
Discuss with students about the damage 20 mins (St-St)
Make simple sentences to describe the consequences of certain substances to humans. they know these products can cause.
Understand specific information in written and oral descriptive texts on the use and abuse of harmful substances. You can ask students to complete a table
that illustrates the products and their po-
tential damage to health. They can work in
Performance indicators small groups.
Sugar -------------- get fat
Soda ---------------- stomach problems 15 mins (St)
KNOW DO BE LEARN
Salt ------------- High blood pressure

Recognizes the vocabulary
related to the main subs-
tances harmful to their
health, in short written
texts.
Makes a list of products containing Promotes actions to Predicts the In a guide, students can work matching the
substances harmful to health . prevent consumption content of a text target vocabulary with pictures.
Understands and associates, the of harmful substan- based on its  
harmful substances and their ces to health. title, subtitles or You can approach this lesson to raise awa-
effects in short written texts. images. reness among students about the effects of
sugar on their body and the importance of
eating fruits and vegetables.

Suggested contents
Harmful food
sugar, caffeine, salt, fat,
candy, fast food,
lunch meat (embutido) /
sausage
soda, butter, fried foods
Possible difficulties / Constraints
Harmful effects Expressions Grammar Sociolingüístico/
Get fat Too much Sugar is Must / should / have Intercultural
Stomach problems bad for your health to Help students to prepare a campaign to 40 mins
Headache, Salt can cause many Demonstrating con- Middle reduce the consumption of sugar in the
Heart problems health problems. cern and interest for
school.
Eat more fruits/ve- others
getables They can design posters with images of
products harmful to their health and put
them on the walls with the slogan “too
Solutions much sugar is bad for your health”

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STAGE Procedure Time and

Fifth Grade
interaction I. IDENTIFICATION

Teacher´s name:
End Allow students a few minutes to assess the 5 mins. Grade: Fifth # of students
development of the class. Group them to Average age:
discuss what they liked, their strengths and Unit / topic: MODULE 2 – I watch my language!
areas for improvement for future similar Time: 2 hours
projects.
Goal:
Recognize and express in English positive actions to build an environment of peace with their peers
through language.

General objective:
Materials
Exchange positive views about the people around.
•Poster paper
•Markers, colors, etc. Performance indicators
•Work guide
•Flashcards
KNOW DO BE LEARN

Identifies words and expres- Talks to their peers and community mem- Shows with his/ Groups words
sions that reflect some type bers without words or expressions that her words that considering their
of discrimination in their might denote some kind of gender, socioe-
he / she respect root or family.
conomic or status discrimination, etc.
context. himself / herself
Compares in some detail the physical and his fellows.
characteristics and qualities of others.

Contenidos sugeridos
Expressions to reject Expressions to apo- Adjectives - synonyms polite / impolite Sociolinguistic/ Intercultural
Stop it! logize and opposites Intelligent = clever =
Cut it out It was not my inten- Pretty = beautiful smart Admitting mistakes
Not cool tion Fat = heavy / thin = Rich / poor
That was not funny You are right, sorry slim
That’s bullying Sorry if I offended Short / tall
you Kind / rude

Possible difficulties / Constraints Solutions

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II. LESSON SEQUENCE

STAGE Procedure Time and

STAGE Procedure Time and interaction
interaction
With your help, students work in pairs or
Start the class with the song “The more we 10 mins
get together”, or a well-known cooperative Middle small groups to dramatize situations where
language can produce a conflict with lan-
game.
guage and good good relationships.
 
Beginning Show students images about conflicts and
This can be a model:
30 mins
St 1: Hey, little finger!
harmony between peers. Ask them to make 10 mins
St 2: Pedro, that’s not my name. Please,
small discussion groups about what ha-
show some respect!
ppens on each image. Then, take some ideas
St 1: I’m sorry Juan.
from groups to describe these situations.
Tip: Instead of having each group to come
 
forward to act out the dialogue, students
Then the lesson focuses towards the use of
can work in pairs at the same time. This
language and its role in generating or pre-
helps to control the discipline and to have
venting conflict (Bullying).
them all busy.
Ask the students to think of an adjective that
they do not like to use with them (Bullying),
and other positive adjective that describes 10 mins
their personality. (E.g. thin boy/ friendly; End After fulfilling this task, give students time to 10 mins
skinny / nice). evaluate the class.
 
Make a list of positive and negative adjec- As homework, students can design posters to
tives that arise. If you do not know some of promote the use of good language.
the adjectives, it takes awhile to get it before
writing it on the board. 15 mins
Ask students to make two drawings: one
representing the type of relationships that
generate negative adjectives and another
Materials
with a situation where positive adjectives
are used. At first you can put entitled “Words •Song: The more we get together
can hurt”, and the second “Words to stop •Images
bullying”” •Markers, colors
•Sheets
Discuss with students in Spanish about the
importance of language to build peace. You
can for example draw their attention about
the use of nicknames (Bullying) .

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3. EXAMPLES OF ASSESSMENT INSTRUMENTS TRANSITION

TRANSITION (Teacher’s instruction)

QUIZ MODULE 1: I PLAY AND I LEARN ABOUT MY BODY TIME :: 30-60 minutes

1. LISTENING
Instruction: Listen to your teacher. Follow her instructions to do the following activity:
QUIZ MODULE 1: I play and I learn about my body TIME : 30-60 minutes
This quiz assesses the acquisition of the vocabulary related to parts of the face
as well as the listening skills to understand simple instructions, words and
expressions previously studied on the topic of the module. The instructions on
the student’s sheet are for reference, the teacher is the one who must give the
instructions orally.

1. LISTENING
Read the following text:
My name is Maria. I am a girl. Draw my eyes. Color my hair yellow.
2. VOCABULARY I am a boy. My name is Manuel. Draw my nose. Color my ears red.
Instruction: Circle the part of the body that your teacher mentions.
2. VOCABULARY
Read the option for each question:
Nose
Eyes
A. Ear

3. SPEAKING
For this activity, you can put the boys and girls in pairs. If you prefer to use photos,
B. ask the children in advance to bring a photo of them from their homes. This acti-
vity must have been practiced previously in class, so that it is familiar for the boys
and girls the day of the exam.

C.

3. SPEAKING
Instruction: Draw a picture of your face (or bring a pictu-
re from home). Then introduce its parts to a classmate.

Example:

My name is _____________ . I am a boy/girl.

I have two eyes, a nose, a mouth and two ears.

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FIRST GRADE

QUIZ MODULE: I APPRECIATE OUR DIFFERENCE TIME: 30-60 minutes FIRST GRADE
1. LISTENING (Teacher’s instruction)
Instruction: Listen to your teacher. Follow her instructions in English to do the activity

A. B.

QUIZ MODULE 2: I appreciate our differences TIME: 30-60 minutes

This quiz assesses the learning of the vocabulary related to physical description as
well as listening skills to recognize simple instructions and oral expression of words
and phrases about the module and previously rehearsed. The instructions appear on
the student’s sheet as a reference, the teacher is the one who has to give instructions
orally.

2. VOCABULARY
Instruction: Using lines, match the pictures with the description. Listen attentively to your teacher while she
reads the following sentences that will help you to choose the correct answer.
1.LISTENING
Read the following text for the children to circle the picture that belongs to the des-
cription read. It is important that you read slowly and clearly for them to understand
which picture is the correct one:
a. I am a boy. My name is Sergio. I am short and a little fat. My hair is straight, short
and brown.

2. VOCABULARY
Read the option for each picture for the kids to do the correct matching drawing lines:
a. She is tall. Her hair is long and brown.
b. She is thin. Her hair is short and red.
c. He is fat. His hair is short and brown.

3. SPEAKING
For this activity, ask students to do their own picture or bring the picture of their
favorite character. Then, ask them to to, orally and in English, the description of the
picture they brought. This activity must have been rehearsed previously in class to be
familiar for the children the day of the exam.

She is tall. Her hair is She is thin. Her hair is He is fat. His hair is short
long and brown. short and red. and brown.

3. SPEAKING
Instruction: Draw a picture of your best friend or bring from home a picture of your favorite character. Then,
orally, give his/ her physical description.
Example:
This is my friend _____________ . He is a boy/girl. His/ her hair is _____.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

SECOND GRADE 3. The snake is a _____________ animal.

QUIZ MODULE 3: I APPRECIATE OUR BIODIVERSITY TIME: 30-60 minutes

1. LISTENING
Instruction: Listen to your teacher. Follow his/ heir instructions in English to carry out the activity. Listen care-
fully to the order in which the teacher describes the animals. Number them from 1 to 5.

4. The whale is a _____________ animal.

3. SPEAKING
Look at the poster that the teacher will show you and orally describe some of the characteristics of the animals
that appear there. Follow the example below:

2. VOCABULARY
Instruction: Complete the following sentences using the words in the box below. Check those you use.

Water - Domestic - Land - Wild

1. The cat is a _____________ animal.

2. The giraffe is a _____________ animal.

a. This is a giraffe. The giraffe is a land animal.

b. This is a monkey. The monkey can climb trees.

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THIRD GRADE

QUIZ MODULE 4: I USE TECHNOLOGY APPROPRIATELY TIME: 30 minutes
SECOND GRADE 1. LISTENING
(Teacher’s instruction) Instruction: Listen to your teacher. Circle the image that corresponds to the description.

QUIZ MODULE 3: I appreciate our biodiversity TIME: 30-60 minutes

This quiz assesses the learning of the vocabulary of the animals and their cha-
racteristics, as well as listening skills to recognize simple instructions and oral
A.
expression of words and phrases about the module and previously rehearsed. The
instructions appear on the student’s sheet as reference, the teacher is the one
who has to give instructions orally.

1. LISTENING
Instruction: Read slowly and clearly the description of the animals that the stu-
dents have in their quiz. As you read each description, they must number each
drawing in the same order.
B.
1. This is a wild animal that walks. (Lion)
2. This is an animal that can climb trees (Monkey).
3. This is a very big wild animal (Elephant).
4. This is an animal that can swim very well (Fish).
5. This is a domestic animal that can run and walk (Dog).

2. VOCABULARY
Instruction: Explain that in the box they have four options with words to complete
the sentences below. Read slowly each sentence omitting the answer for the chil- 2. VOCABULARY
1.
dren to complete with the corresponding word:
Match the image with its name in English.
2.
Water - Domestic - Land - Wild A. Computer _____

1.The cat is a DOMESTIC animal. B. Tablet _____

2. The giraffe is a LAND animal. C. Earphones _____

D. Cell phone _____

4.
3. The snake is a WILD animal.
E. Video game _____
3.
4. The whale is a WATER animal.

3. SPEAKING
Show the suggested poster and motivate the children to make an oral description of
the characteristics of those animals. This activity can be done in small groups. This
activity must have been practiced previously in class, so that it is familiar for the 5.
boys and girls the day of the exam.

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3. SPEAKING
THIRD GRADE
Ask the following questions to three of your classmates. Copy their answers in the table. Teacher’s instruction)
HOW OFTEN DO YOU... NAME __________ NAME __________ NAME __________ QUIZ MODULE 4: I USE TECHNOLOGY APPROPRIATELY TIME: 30 minutes

watch TV? This quiz assesses the identification of vocabulary and expressions related to techno-
logy. In addition, it is assessed if children can ask and answer questions about their
use a computer? technology use habits and if they can understand short and simple oral texts on the
subject of the module.
play video games?

1.LISTENING
• Read the following description:
Pedro plays video games five hours every day. He is always alone. He doesn’t have
any friends. He’s sad. (Correct answer: First image)
Expressions to remember! • Read the following description:
Ana likes to watch TV. But her mother lets her watch only one hour every day.
Twice a day One/two/three hours every day Ana has to do homework and study for school. (Correct answer: Second image)
Every day Two days a week 2. VOCABULARY
a. Computer __3___
b. Tablet __5___
c. Earphones ___2__
d. Cell phone __4__
e. Video game __1__

3. SPEAKING
In this activity, allow the children to work in groups of three. You can monitor each
group while doing and answering the questions.
Ask the following questions to three of your classmates. Copy their answers in the
table.

HOW OFTEN DO YOU... NAME __________ NAME __________ NAME __________

watch TV?

use a computer?

play video games?

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FOURTH GRADE

QUIZ MODULE 1: I WATCH WHAT I EAT TIME: 30 minutes

Instruction: Listen to your teacher. He / She is going to read 3 short texts. Write the num-
FOURTH GRADE
1. LISTENING
bers 1, 2 and 3 below the picture that represents each one of the readings: (Teacher’s instruction)
QUIZ MODULE 1: I WATCH WHAT I EAT TIME: 30 minutes

This quiz assesses the identification of vocabulary and expressions related to main-
taining a good diet. In addition, it is assessed if the children can ask and answer
questions about their eating habits and understand short and simple oral texts on the
subject of the module.

1. LISTENING
Read the three small texts slowly and ask the children to match them with the res-
pectives images. Answers: A:3 ; B:1 ; C:2.

1. This Tom, he is nine 2. This Johnny, he is ten 3. This Miguel, he is ten

years old. He eats cereal
and fruits. He does not
drink soda and he does not
2. VOCABULARY eat fat foods. He knows
Write down the name in English. sugar and fat produce
health problems.
years old. He prefers to
eat some salad and soda.
This is a bad combination.
Vegetables are good for
your health but sodas have
sugar and sugar is not that
good.
years old. He prefers to eat
a hamburger and a soda.
This is a terrible combi-
nation because of the big
amounts of sugar, salt and
fat.

2. VOCABULARY
a. Sugar
b. Soda
c. Fat
d. Candy

3. SPEAKING
In this activity, allow the children to work in groups of three. You can monitor each
group while doing and answering the questions.
Ask the following questions to three of your classmates. Copy their answers in the
3. SPEAKING table.
Ask the following questions to three of your classmates. Copy their answers in the table.

What is your favourite food? NAME __________ NAME __________ NAME __________

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FIFTH GRADE

QUIZ MODULE 1: : I WATCH MY LANGUAGE TIME: 30 minutes
FIFTH GRADE
1. LISTENING
Instruction: Listen carefully and classify the expressions you hear into Words that create a positive environment
(Teacher’s instruction)
and words that create a negative environment:

QUIZ MODULE 1: I watch my language TIME: 30 minutes

EXPRESSIONS CREATE A POSITIVE ENVIRONMENT CREATE A NEGATIVE ENVIRONMENT This quiz assesses the identification of vocabulary and expressions in English
related to making good use of the language. In addition, it is assessed if children
1 can ask and answer questions about the impact of the language they use for a good
living together and to understand short and simple oral texts on the subject of the
module.
2
1. LISTENING
3 Read the following expressions and ask the children to indicate with an X below the
correct column if the expression generates a positive or negative environment:
4 1. Thank you Carlos.
5 2. That’s not funny Luis, please.
3. Can you help me?... please
4. Stop calling me that!
5. Don´t worry! It´s ok.
2. VOCABULARY
Put the words in order to write the expressions: 2. VOCABULARY

It cut out! Cool not! It Stop! Not was funny that

It cut out ! Cool not ! It Stop ! Not was funny that

Cut it out Not cool Stop it! That was not funny

3. SPEAKING
3. SPEAKING In this activity, allow children to work with a partners. Children should initially put
Put the following conversation in order. Practice with a partner. the conversation in order and practice it and then present it to the class. You can
monitor each team as they ask and answer questions.
Yeah, but everybody calls you like that!

It´s ok. Don´t worry!

Good. Hey Johnny, my name is _________.

Ok. I´m sorry if I offended you.

But, I don´t like it. It is not funny, please Stop it!

Hi Dumby! How are you?

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4. SAMPLE RUBRICS ** Space for the teacher to add some descriptors that he/she considers pertinent. It is also possible for the teacher to ignore
some of the suggested descriptors or change them according to the task and/or students’ characteristics.
This section presents some examples of assessment instruments that can be used to assess students’ learning
in oral and written production tasks, which do not involve objective tests, such as quizzes or exams. The sug-
gested documents are addressed to tasks, such as: oral presentations, conversations or role plays, multimodal CONVERSATION / INTERACTION
texts, written texts and projects.
The descriptors presented here are very general and can be used with any type of task that involves oral
ORAL PRESENTATION exchange or interaction in English. The teacher may adapt this instrument to the specific topic, and/or to the
needs and characteristics of their teaching context.
The descriptor presented here are very general and can be used to assess any type of task that involves a mo-
nologue or oral presentations. The teacher may adapt this instrument to the specific topic, and/or the needs or
characteristics of their teaching context. ASSESSMENT DESCRIPTOR Needs improvement* Satisfactory Good Outstanding

ASSESSMENT DESCRIPTOR Needs improvement* Satisfactory Good Outstanding

The content of the interaction complies

with the assigned task.

The content of the presentation complies The student shows understanding of the
with the assigned task.. roles assigned for the interaction.

The presentation contains an appropriate

sequence: introduction, development, The student shows appropriate listening
conclusion. attitude towards his/her classmate du-
ring the development of the task.
The student shows appropriate knowled-
ge of the topic. The student understand the turn-taking
dynamic during the interaction.
The student makes appropriate use of
studied grammar structures, applicable The student makes appropriate use of the
to this task. grammar structure studied, applicable to
this task.
The student makes appropriate use of the
vocabulary studied, related to the task. The student makes appropriate use of the
vocabulary studied, related to the task.

The student has intelligible pronunciation.

The student has intelligible pronuncia-
tion.
The student shows appropriate use of
nonverbal elements, such as body postu-
re, tone of voice, etc. Other aspects to assess**

Other aspects to assess**

* The assessment criteria can be adapted to every school’s assessment system. Por example:
Outstanding= superior; good = high; satisfactory = basic; needs improvement = low
The teacher may also use numbers (1-5; 1-10), depending on their school assessment system.
* The assessment criteria can be adapted to every school’s assessment system. Por example:
Outstanding= superior; good = high; satisfactory = basic; needs improvement = low
The teacher may also use numbers (1-5; 1-10), depending on their school assessment system.
** Space for the teacher to add some descriptors that he/she considers pertinent. It is also possible for the teacher to igno-
re some of the suggested descriptors or change them according to the task and/or students’ characteristics.

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MULTIMODAL TEXTS (INCLUDING TEXT AND IMAGES) WRITTEN TEXT (4-5 GRADE)
POSTERS, FLYERS, BOOKLETS, ETC.
The descriptors presented here are very general and can be used with any type of task that involves the produc-
The descriptors presented here are very general and can be used with any type of task that involves the produc- tion of written texts which, in these levels, are mainly of two types:
tion of written texts that combine text and images. The teacher may adapt this instrument to the specific topic, • Descriptive: Describing in a simple way the appearance, and physical characteristics or qualities of a person,
and/or to the needs or characteristics of their teaching context. animal, object, landscape or scene, or feeling.
• Narrative: Describing in a simple way events or anecdotes, usually in the past.
The teacher may adapt this instrument to the specific topic, and/or to the needs or characteristics of their
ASSESSMENT DESCRIPTOR Needs improvement* Satisfactory Good Outstanding teaching context.

ASSESSMENT DESCRIPTOR Needs improvement* Satisfactory Good Outstanding

The content of the text complies with the

assigned task.
The content of the text complies with the
The text design is appropriate for the assigned task.
task.
The text shows coherence and complete-
The selected images appropriately re- ness, based on the assigned task.
present the written text and support its
comprehension. The ideas expressed, although short and
simple, are clear and coherent with the
The written text shows appropriate use of text content.
the grammar structures studied, applica-
ble to the task. The text shows appropriate use of
grammar structure studied, applicable
The written text shows appropriate use to the task (for descriptive texts, present
of the vocabulary studied, related to the simple and continuous are usually used;
task. for narrative text, the past simple may be
included)
The written text shows appropriate spe-
lling. The text shows appropriate use of the voca-
bulary studied, related to the task.

The written text shows appropriate spe-

Other aspects to assess**
lling.

Other aspects to assess**

* The assessment criteria can be adapted to every school’s assessment system. Por example:
Outstanding= superior; good = high; satisfactory = basic; needs improvement = low
The teacher may also use numbers (1-5; 1-10), depending on their school assessment system.
** Space for the teacher to add some descriptors that he/she considers pertinent. It is also possible for the teacher to igno-
re some of the suggested descriptors or change them according to the task and/or students’ characteristics.
* The assessment criteria can be adapted to every school’s assessment system. Por example:
Outstanding= superior; good = high; satisfactory = basic; needs improvement = low
The teacher may also use numbers (1-5; 1-10), depending on their school assessment system.
** Space for the teacher to add some descriptors that he/she considers pertinent. It is also possible for the teacher to ignore
some of the suggested descriptors or change them according to the task and/or students’ characteristics.

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PROJECTS

The descriptors presented here are very general and can be used to assess the process and product of the ASSESSMENT OF THE FINAL PRODUCT
suggested projects for fourth and fifth grade. These projects are done in groups, therefore, the assessment is
also suggested in groups. The teacher may adapt this instrument to the specific topic, and/or to the needs or
characteristics of their teaching context. Students make use of appropriate gram-
mar structure studied, when presenting
their product.
ASSESSMENT DESCRIPTOR Needs improvement* Satisfactory Good Outstanding
Student make appropriate use of the
vocabulary studied when presenting the
product.

The school community is involved in the

presentation of the product.
ASSESSMENT OF THE PROCESS

Students get involved in each of the steps

of the project and show motivation while Other aspects to assess**
carrying it out.

Students carry out the activities sugges-

* The assessment criteria can be adapted to every school’s assessment system. Por example:
ted by the teacher.
Outstanding= superior; good = high; satisfactory = basic; needs improvement = low
The teacher may also use numbers (1-5; 1-10), depending on their school assessment system.
** Space for the teacher to add some descriptors that he/she considers pertinent. It is also possible for the teacher to ignore
Students show control over the language
some of the suggested descriptors or change them according to the task and/or students’ characteristics.
skills necessary for the project.

Students suggest ideas to contribute to

the development of the project.

Students show an attitude of reflection

and self-evaluation during the develop-
ment of the project stages.

ASSESSMENT OF THE FINAL PRODUCT

The content of the product is coherent

with the suggested project.

The presentation or socialization of the

product is coherent with the project.

The product design is clear and the

selected audiovisual resources support
students in the presentation and audien-
ce understanding.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

MATERIALS DESIGNED FOR THE DEVELOPMENT OF COMMUNICATION SKILLS

5. SUGGESTED RESOURCES

This part of the document provides a list of resources, representing an inventory or directory AUTHORS TITLES DESCRIPTION
that may be accessed as support or bibliographical aid to enrich and strengthen teachers’
skills for teaching English to students. The list is structured in small sections to ease sear-
ching and presented in the following order: Materials designed by the MEN; Resources for Barnes, A., Have fun with Covers 15 useful daily topics, such as food and beverages, shop-
vocabulary: Qui-
grammar and vocabulary; Methods for language teaching; Resources for lesson planning; Hines, J., & zzes for English
ping, transportation, communication, employment and health.
Games and other virtual resources in general.
Weldon, J. class
(1999)
MATERIALS DESIGNED BY THE MEN
Hadfield, J., Simple reading This book contains 30 activities in the primary level. All activities
activities are simple and adaptable and especially adequate for the class-
AUTHORS TITLES DESCRIPTION & Hadfiled, C. room that has few resources.
(2000)
The material is a set of additional resources to support the English
teaching process in fourth and fifth. In that sense, resources are Serravallo, J. The reading stra- The book gathers 300 strategies to share with readers. Each stra-
National focused on helping teachers to better understand the complexity
(2015). tegies book: Your tegy focuses on different reading levels.
Ministry of My Abc English of learning a foreign language and how to facilitate the process of everything guide
kit
Education teaching students. The backpack includes a methodological guide,
flashcards, songs, interactive games, stories, worksheets, posters,
to developing
skilled readers
2013 banners 16, 1 CD ROM, 1 CD audio.
Richards, J. Basic tactics for The book develops basic listening skills through 24 thematic units
easy to use and adaptable to this curriculum proposal.
(2003) listening
Bunny Bonita program offers teachers from first to fifth grade,
effective practical tools to teach English to students having in mind
their particular contexts. The material is aimed at developing the
National Aprendamos
vocabulary and language functions that are of immediate use by
inglés con las
Ministry of aventuras de the student and teacher in the classroom. The program includes a MATERIALS DESIGNED FOR GRAMMAR AND VOCABULARY
Education Bunny Bonita teacher’s guide, photocopiable material, a DVD with 15 video clips,
2012 15 posters and 68 thematic flashcards.
AUTHORS TITLES DESCRIPTION
Vocabulary 1 & It covers 60 useful everyday topics, such as parts of the house, food
This program consists of 90 English lessons, 11 thematic pos- Watcyn-Jones 2 : games and and beverage, shopping, clothing, professions, transportation, me-
ters, student’s book, teacher’s guide and workbook. The material
focuses on the development of communicative skills to reach the
(2001) activities dia, employment and health. The material is presented by sections
National A1 level proposed by the National standards and according to the
New edition according to the levels: beginner, intermediate and advanced.
ECO - English
Ministry of For Colombia Common European Framework (CEF) learning strategies and vo-
Education cabulary acquisition to enable students in first through third grade,
2011 the achievement of some degree of autonomy in their learning Elementary The book presents a varied collection of activities and games. The-
process. Hadfill, J. Grammar re are a total of 40 issues addressed in a practical way to ensure
(2001) games learning of the grammatical structures proposed.

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

AUTHORS TITLES DESCRIPTION AUTHORS TITLES DESCRIPTION

Mckey, P. & Five minutes The book presents a series of activities gathered around six major
Guse, J. activities for themes that facilitate the understanding and interaction of stu- Demonstrates principles involved in the design of an effective
Young learners dents through the foreign language. program. It examines important concepts such as needs analysis,
(2007) Nunan, D. Syllabus Design setting goals, and specifying the contents, and serves as an excellent
(1988) introduction for teachers who want to gain a better understanding of
Robinson, A. Fun for starters Covers 45 useful everyday topics, such as parts of the home, the design of the curriculum in order to evaluate, modify and adapt
curricula they work in.
(2006) school, games, everyday activities, food, etc. The material is pre-
sented by lessons.

Fun for movers Covers 45 useful everyday topics, such as parts of the home, Johnson, R. The Second The stages that the book deals with are: curriculum planning, ends
Robinson, A. school, games, everyday activities, food, etc. The material is pre- (1989) Language Cu- and means of the program, program design, and implementation in
the classroom. Evaluation is also critical issue in each stage.
(2006) sented by lessons. rriculum

MATERIALS DESIGNED FOR LESSON PLANNING AND METHODOLOGY

GAMES
These resources guide teachers in making the foreign language learning process more effective.
GAME DESCRIPTION

AUTHORS TITLES DESCRIPTION Game play in which one of the participants is “Simon” and from
there it will run the game. If Simon says “Simon says jump!”
The authors address practical advice on techniques and approa- Players must jump or are eliminated. If Simon says “Jump!” no
Scott, W. & Teaching Engli- ches to the classroom. The book proposes ideas for the develo- one should jump or he/she will be eliminated.” The purpose of the
game to Simon is to eliminate their peers. The last deleted will be
Ytreberg, L. sh to children pment of communicative skills and illustrates how they can be
Simon Says the new Simon. Through this game vocabulary related to the body,
adapted and integrated around a thematic content.
actions, and objects in the classroom, among others can be re-
viewed.
http://www.wikihow.com/Play-Simon-Says
www.youtube.com/watch?v=SYbKy1MbBQg
Dubin, F., & Course Design: Examples of different types of materials and the process of crea-
Olshta, E. Developing ting them are discussed. It ends with a study of the practical
Programs and aspects involved in the organization and implementation of pro-
(1986) Materials for jects. Intended for teachers (and teachers in training) who may be Bingo or Lottery is a game of chance that consists in getting the right
Language Lear- involved in planning and materials design. numbers on a purchased ticket with those taken from a raffle box or
ning device that ensures they are chosen at random. This game allows the
Bingo participation of multiple players in the same game. It is used to prac-
tice and strengthen vocabulary since the numbers may be replaced by
Cant, A., & Developingo A very practical series of methodological guides written by tea- images of concepts studied in class.
Superfine, W. Resources for chers for teachers. It contains practical and real classroom, pho- http://www.dltk-cards.com/bingo/instructions.htm
Primary tocopiable activities, development tasks for the teacher and brief
(1997) explanations and suggestions.
http://www.howcast.com/videos/316262-how-to-play-bingo/

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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

GAMES
LINKS DESCRIPTION
GAME DESCRIPTION
www.theteacherscorner.net/ On this website, teachers find collaborative projects, teaching se-
quences and many resources to strengthen the processes propo-
Word guessing game in which the students will try to use clues
Charades for dummies given by others through mime, dancing, singing, yelling or acting.
sed in this curriculum proposal

Vocabulary game in which the students will have to guess a secret
word belonging to any category assigned by the teacher. Guessing
is done by trying to complete the mystery word guessing one letter
each turn. If the letter is not part of the word, the teacher will draw
Hangman part of the hangman. The student will need to guess before the
teacher draws the complete man hanging from the noose.
http://kids.niehs.nih.gov/
http://www.preschoolrainbow.org/
A very helpful website to acquire lyrics in English. The songs facili-
tate learning new vocabulary, phrases, and good pronunciation.
Website with songs and rhymes grouped by themes that are very
familiar to students: animals, counting and numbers, self and
family, special occasions, etc. It also facilitates working with the
traditions and festivals worldwide.

http://learnenglishkids. british- A complete guide of activities and resources on different topics that
council.org can be developed during lessons.
Players choose 7 at random from a set of 12 dice (having the same
Scrabble values as regular Scrabble, as well as a blank space), throwing the
http://www.colorincolorado.org/es/
dice and placing a word on the special 9x9 board within 60 seconds. A comprehensive guide with tips, strategies and activities to deve-
The first player to score 200 points or more wins. para-educadores-ense%C3%B1an-
lop English class for students.
za-estudiantes-biling%C3%BCes

The game consists in a member of a team having his partner guess

Taboo a word before he runs out of time. To do this, the team member http://www.colombiaaprende. edu. This page from the Ministry of Education – Colombia Learn English.
will give clues. However, it is forbidden to say the so called taboo co/html/productos/1685/ property- It contains a variety of specialized resources for different levels of
words. Taboo words are words related to the word that the class- value-39245.html learning.
mate must guess.

http://www.esl-lab.com/ This page is for listening activities. There are exercises for all levels
and includes comprehension exercises.

VIRTUAL RESOURCES This page focuses on listening skills. It brings conversations with
http://www.elllo.org/ different language levels, vocabulary and comprehension exerci-
LINKS DESCRIPTION ses. There are also some activities with songs.

This page is designed for teachers and it offers photocopiable

http://www.discoveryeducation.
com//teachers/
http://www.classtools.net/
This website offers a variety of resources that complement the
activities carried out in class.
Website that offers a wide range of activities and online games that
can be used during class or as homework outside the classroom.
http://busyteacher.org/
sheets with exercises in different skills and topics. In order to
access the teacher must become a member which is free. It also
includes ideas for teachers and articles for continuous teacher
professional development. Activities are not meant for students but
it is an excellent site for ideas.

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 SUGGESTED CURRICULUM STRUCTURE
LINKS
http://www.uptoten.com/kids/
kidsgames-home.html
http://www.ziggityzoom.com/
games
http://www.jumpstart.com/
parents/worksheets/grade-ba-
sed-worksheets/preschool-wor-
ksheets
http://www.clicatic.org/recursos/
educacion-primaria/primaria_in-
gles
sites.google.com/site/fantasti-
cprimary/
hipertextual.com/archi-
vo/2013/09/plataformas-de-apren-
dizaje-para-ninos/
http://learnenglishkids.
britishcouncil.org/en/
short-stories?utm_source=-
facebook&utm_medium=so-
cial&utm_campaign=+bc-teachin-
genglish
MATERIAL AND RESOURCES FOR TEACHER PROFESSIONAL DEVELOPMENT
DESCRIPTION
The following resources will help teachers strengthen their skills in the use of the foreign language.
The website offers a variety of activities and games for the develop-
ment of communication skills in an interactive and fun way.
The page offers educators a wide range of interactive educational
games such as; mazes, puzzles, among others. Within the content
is the alphabet, numbers, colors and shapes for students transi-
tion.
Website dedicated to the collection of photocopiable high quality
material for students and educational content.
The site offers a wide variety of applications targeted at primary
school students learning English.
Collaborative virtual space with activities and resources for stu-
dents to expand their work in the classroom and continue their
education at home. The resources address primary depending on
the required level and the proposed topics.
Compilation of some learning platforms for students who do not
concentrate on the more traditional teaching or the most common
subjects, but go a step further, for example, teach how to program
to fourth graders or how to make a decent blog .
Selection of small stories that can be heard and read online. Each
story is accompanied by material that can be printed for the class.
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SUGGESTED CURRICULUM STRUCTURE
LINKS DESCRIPTION
www.open2study.com/courses
These links connect to free online
http://www.openculture.com/freeonlinecourses courses.
www.coursera.org/
http://online.stanford.edu/courses
http://www.esl-lab.com/ These links will allow teachers to prac-
http://es.lyricstraining.com/ tice their listening skills in English.
http://www.eslgold.com/listening/levels/low_begin.html
http://learnenglishteens.britishcouncil.org/skills/liste-
ning-skills-practice
http://www.agendaweb.org/reading/easy-reading.html These web pages will allow teachers to
http://www.grammarbank.com/reading-comprehension-test. practice their reading skills in English.
html
http://www.esl-lounge.com/level1a-reading.php
http://www.merriam-webster.com/ These links will allow teachers to listen
http://www.wordreference.com/ to the pronunciation of words in Engli-
sh, as well as to read their meaning.
http://www.eslgold.com/grammar/low_beginning.html On these links, teacher can do gram-
http://www.eslgold.com/grammar/high_beginning.html mar and vocabulary exercises.
http://www.grammarbank.com/beginners-esl-lessons.html
http://www.talkenglish.com/grammar/grammar.aspx
http://www.english-4u.de/grammar_exercises.htm
http://a4esl.org/a/g.html
www.teachingenglish.org.uk/article/vocabulary-activities
http://www.manythings.org/e/easy.html
http://www.cambridgeenglish.org/images/vocabulary-ga-
mes-and-activities.pdf
http://www.esltower.com/vocabularyteachers.html
http://a4esl.org/a/v.html
http://www.eslgold.com/vocabulary/low_beginning.html
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 SUGGESTED CURRICULUM STRUCTURE SUGGESTED CURRICULUM STRUCTURE

References
Borjas, M. (2013). Ludoevaluación en la Educación Infantil:
más que un requisito, un asunto serio. Barranquilla:
Editorial Uninorte.

Bronfenbrenner, U. (1979). The ecology of human

development. Boston, MA: Harvard University Press.

Bygate, M., Skehan, P.& Swain, M. (Eds.) (2001).

Researching pedagogic tasks: second language
learning, teaching and testing. London y New York:
Longman.

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 It’s been
great to study
English this
year!

You’re right!

Ministerio de Educación Nacional

Calle 43 # 57-14
Centro Administrativo Nacional, CAN
Bogotá , D.C. - Colombia
Conmutador: (+ 571) 2222800
Fax: (+571) 2224953 www.mineducacion.gov.co
Línea gratuita fuera de Bogotá @Mineducacion
01 8000 910 122 Ministerio de Educacion
Línea gratuita Bogotá (+571) 222 0206 mineducacion_colombia