This document outlines an English curriculum for second grade elementary students. The curriculum aims to develop students' communicative skills in English through four language skills - listening, speaking, reading and writing. It is divided into 4 blocks focusing on different topics like greetings, family, shapes/animals, and food. Each block lists language skills, standards, objectives and assessment indicators. A variety of teaching methods are mentioned like task-based learning and cooperative learning. Student resources include an English textbook and workbook, and teacher resources include lesson planning materials and dictionaries.

1. BICENTENARIO
This planning has been developed for teaching purposes only. Jacqueline Sangoluisa B.A.
Unidad Educativa Municipal Experimental Milenio – Bicentenario
English Department
Institutional Curriculum Planning 2011 - 2012
1. Informative Data
Institution: UEME Milenio - Bicentenario
Area: Language Department
Subject: English
Teacher: Sangoluisa Jacqueline
Level: 2nd
Grade – Elementary School
Weekly Periods: 5 hours per week
School Year: 2011 – 2012
2. Term Competence
By the end of this school year, students will be able to use basic English in oral utterances. Students
will have developed the abilities of pronouncing some basic English sounds as well as to respond properly
to some easy instructions in English based on a real context using simple vocabulary.
3. Objectives
General Aim
 To develop language communicative skills through linguistics competences (listening – speaking –
reading – writing - comprehension) using active teaching approaches.
Specific Aims
 To understand and produce the language in a natural-spontaneous way.
 To use English as a mean of expression, communication, creativeness and entertainment.
 To be able to express ideas, feelings and emotions using basic English language.
Copying or plagiarizing totally or partially is not allowed by the author.

2. BICENTENARIO
This planning has been developed for teaching purposes only. Jacqueline Sangoluisa B.A.
4. BLOCKS WITHIN LEARNING COMPETENCES
Block 1. Functional Axis: Greetings and School
Block Contents Language Skills Skill Standards Achievement Indicators
1
Getting
to
Know
You
2
Back to
School
Greetings
The
classroom
School
supplies
Numbers
from 1 to10
Alphabet
letters
(a, b, c, d, e,
f)
Simple
instructions
Listening
Understand when someone
greets her/him & says
goodbye.
• Recognizes expressions used for
greetings & farewells.
• Understands the proper expressions for
introducing her/himself.
Follow instructions related to
classroom & recreation
activities.
• Carries out the actions requested during
class activities.
Understand children’s songs,
rhymes & rounds &
demonstrates it with gestures
& other movements.
• Demonstrates understanding of songs
rhymes & rounds via her/his movements.
Reading
Follow the sequence of a
short story supported with
illustrations.
• Reads & understands illustrations.
• Reads & understands words & short
phrases related to classroom objects.
• Understands the sequence of a short story
& recognizes the expressions presented by
same.
Enjoy reading as a pleasant
activity that helps her/him to
discover the world.
• Enjoys reading & shows an interest in it.
Predict the plot of a story
based on the title, its
illustrations & key words.
• Proposes a hypothesis about the content
of a story based on illustrations & key
words.
Writing
Copy words in the classroom
that s/he understands & uses
frequently.
• Copies & jots down words related to
classroom objects.
• Writes some vocabulary words studied in
class.
Recognize the basic
structures in English.
• Identifies some basic structures previously
worked in class.
Monolog
Recite rhymes & poems, sings
& cites tongue twisters with
proper rhythm & intonation.
• Learns the songs, poems & tongue
twisters programed for class work.
• Counts from 1 to 10 pronouncing the
numbers satisfactorily.
• Recites the first letters of the alphabet.
Conversation
Use everyday expressions in
the classroom to make her/his
immediate desires known.
• Uses expressions such as Hello! Hi! How
are you? Nice to meet you, My name is...
Good morning/afternoon/evening,among
others.
Respond to greetings &
goodbyes.
• Uses the right expressions to greet
someone & say goodbye.
Participate actively in word
games & rounds.
• Enjoys the activities programed for the
class.
Block 2. Functional Axis: Family
Block Contents Language Skills Skill Standards Achievement Indicators
Listening
Recognizes when spoken to in English
& reacts verbally & non verbally.
• Distinguishes basic vocabulary in
exercises of oral understanding.
Understands simple questions about
her/himself, her/his family &
surroundings.
• Identifies the who when listening
to phrases or short texts related to
the family.
Follows instructions related to
classroom & recreation activities.
• Identifies the parts of the face
when listening to short phrases or
texts that describe them.
• Demonstrates understanding of
instructions when gesturing &
making other movements in class.
Copying or plagiarizing totally or partially is not allowed by the author.

3. BICENTENARIO
This planning has been developed for teaching purposes only. Jacqueline Sangoluisa B.A.
3
My
family
4
This Is
My
Face
The family
Parts of the
face
Alphabet
letters
(g, h, i, j, k, l)
Simple
instructions
Reading
Recognizes words & short phrases in
English.
• Reads aloud words & short
phrases about the family &
vocabulary related to the parts of
the face.
Understands instructions related to
classroom & recreation activities.
• Reads & understands short &
simple instructions related to
classroom activities.
Predicts the plot of a story based on
the title, its illustrations & key words.
• Identifies key words & images that
help to predict the content of a tale.
Enjoys reading as a pleasant activity
that helps her/him to discover the
world.
• Enjoys reading & shows an
interest in it.
• Recognizes & reads the letters of
the alphabet worked during this
period.
Writing
Copies words that s/he understands &
uses frequently in the classroom.
• Writes correctly the words related
to the family & the parts of the face.
Recognizes the basic structures in
English.
• Completes in writing simple &
short phrases using key structures.
Writes the names of places &
elements that s/he recognizes in an
illustration.
• Copies & jots down names of
elements, family members & parts
of the face & recognizes them in an
illustration.
• Writes satisfactorily the vowels &
letters of the alphabet worked
during this period.
Monolog
Recites rhymes & poems, sings &
cites tongue twisters with proper
rhythm & intonation.
• Enjoys rhymes, songs & poems &
shows an interest in learning them.
• Improves oral abilities via body
movements & poetry.
• Repeats & properly pronounces
the key sounds of the tongue
twisters studied during this period.
• Cites & pronounces properly the
alphabet letters studied during this
period.
• Uses satisfactory intonation when
speaking in a short & simple
manner.
Conversation
Reponds to questions about people,
objects & locations.
• Expresses & structures
descriptive, short phrases to
interact in class.
• Responds orally & non verbally to
questions related to family
members & the parts of the face.
• Uses expressions such as Who is
she/he? Her/His name is... She/He
is my... This is my face, etc.
Uses everyday expressions.
• Follows & gives simple
instructions.
• Applies the vocabulary &
expressions learned while playing
games.
Block 3. Functional Axis: Shapes and Animals
Block Contents Language Skills Skill Standards Achievement Indicators
Colors
Listening
Follows instructions related to
classroom & recreation activities.
• Recognizes the colors &
geometrical figures most common
in listening comprehension
exercises.
Understands children’s songs,
rhymes & rounds & demonstrates this
with gestures & other movements.
• Understands the basic
vocabulary related to domesticated
animals & pets.
• Listens to & distinguishes images
related to colors, figures,
domesticated animals & pets.
Copying or plagiarizing totally or partially is not allowed by the author.

4. BICENTENARIO
This planning has been developed for teaching purposes only. Jacqueline Sangoluisa B.A.
5
Colorful
Shapes
6
The
Animals
You
Love
Geometric
figures
Domestic
animals
Pets
Alphabet
letters
(m, n, o, p, q,
r)
Simple
instructions
• Shows comprehension of the
songs, rhymes & rounds via
her/his movements.
• Recognizes the letters of the
alphabet when s/he hears them.
Reading
Predicts the plot of a story based on
its title, its illustrations & key words.
• Reads & understands basic
images & geometrical figures.
• Reads & understands words &
short, simple phrases related to
colors, common figuras & animals.
• Understands & identifies key
words & images that help to
predict the content of a story.
Appreicates reading as a pleasant
activity that helps to discover the
world.
• Reads aloud words & short
phrases related to the content
studied during this period.
Relates illustrations to simple
sentences.
• Understands short & simple
phrases & relates them to their
corresponding images.
Writing
Recognizes the basic structures in
English.
• Uses key words to complete
short, descriptive phrases in
English.
Writes names of locations & elements
that s/he recognizes in an illustration.
• Escribe de manera correcta las
palabras relacionadas con colores,
formas, animales domésticos y
mascotas en inglés.Writes
correctly in English the words
related to colors, shapes,
domesticated animals & pets.
Copies & jots down in the classroom
words s/he understands & uses
frequently.
• Copies & jots down names of
objects & figures & recognizes
them in an illustration.
• Writes satisfactorily the letters of
the alphabet studied during this
period.
• Completes a graphic with words
s/he understands.
Monolog
Recites rhymes & poems, sings &
cites tongue twisters with proper
rhythm & intonation.
• Sings & recites rhymes & poems
with satisfactory & natural
pronunciation.
• Learns & recites tongue twisters
placing emphasis on key sounds.
Describes some characteristics about
her/himself, other people, animals,
locations & climate.
• Uses words that denote color &
size to describe common
geometrical figures.
• Uses key words to refer to
domesticated animals & pets.
• Expresses her/his preferences in
a simple way regarding animals &
pets.
• Pronounces correctly the letters
of the alphabet studied during this
period.
Participates in short role plays,
memorizes & understands speeches.
• Enjoys the activities planned for
classes & participates actively.
Conversation
Participates actively in word games &
rounds.
• Applies the vocabulary &
expressions learned upon
participating in games.
• Participates in the song & rhyme
activities about animals, figures &
colors.
Responds to questions about people,
objects & locations of her/his
• Asks & answers in a simple way
about colors, figures, animals &
Copying or plagiarizing totally or partially is not allowed by the author.

5. BICENTENARIO
This planning has been developed for teaching purposes only. Jacqueline Sangoluisa B.A.
surroundings.
pets.
• Uses expressions to participate in
simple dialogs about her/his
favorite animals.
Block 4. Functional Axis: Food
Block Contents Language Skills Skill Standards Achievement Indicators
7
Playing
Around
8
My
Yummy
Lunchbox
Toys
The
lunchbox
Fruit
Snacks
Action words
Alphabet
letters
(s, t, v, w, x,
y, z)
Listening
Follows instructions related to
classroom & recreation activities.
• Understands the instructions
heard on a CD or spoken by the
teacher.
Understands children’s songs,
rhymes & rounds & demonstrates
this with gestures & other
movements.
• Evidences understanding of
children’s songs & rounds via
her/his movements.
• Distinguishes basic vocabulary in
listening comprehension activities.
• Recognizes some words that
signify action & role plays them
with body movements.
• Identifies the letters of the
alphabet when s/he hears them.
Reading
Predicts the plot of a story based on
its title, its illustrations & key words.
• Reads aloud words & short
phrases regarding toys, the
lunchbox, meals & snacks.
• Understands the words & simple
sentences that s/he reads, relating
them to their corresponding
illustrations.
Enjoys reading as a pleasant activity
that helps her/him to discover the
world.
• Reads & understands words &
short phrases related to her/his
surroundings.
• Enjoys reading short stories &
evidences interest in their
message & content.
Relates illustrations to simple
sentences.
• Identifies key words & images
that help to predict the content of a
story.
Identifies words related per se to
familiar topics.
• Understands when reading
simple words & phrases.
• Reads a story & becomes
familiar with some of the high
frequency words.
Recognizes & follows simple
instructions that are duly illustrated.
• Understands instructions s/he
reads & gets help from the
illustrations.
Writing
Recognizes the basic structures in
English.
• Identifies some basic structures
in English that were studied during
the period.
• Writes & structures simple
sentences using the vocabulary
studied during the period.
Writes names of places & elements
that s/he recognizes in an illustration.
• Writes basic vocabulary related
to toys, the lunchbox, fruit &
snacks.
Copies words in the classroom s/he
understands & uses frequently.
• Jots down high frequency words
associated with objects in her/his
surroundings.
• Copies & jots down correctly the
letters of the alphabet studied
during the period.
Recites rhymes & poems, sings &
cites tongue twisters with proper
rhythm & intonation.
• Uses satisfactory intonation &
pronunciation to recite & sing
poems.
• Repeats & learns the tongue
twisters by pronouncing key
sounds correctly.
Copying or plagiarizing totally or partially is not allowed by the author.

6. BICENTENARIO
This planning has been developed for teaching purposes only. Jacqueline Sangoluisa B.A.
Monolog
• Pronounces correctly the letters
of the alphabet studied during the
period.
Mentions her/his likes & dislikes.
• Names correctly the basic
vocabulary related to toys, the
lunchbox, fruit & snacks.
• Expresses clearly & simply
her/his likes/dislikes regarding
topics studied in class.
Conversation
Participates actively in word games &
rounds.
• Uses the vocabulary &
expressions learned upon
participating in games & rounds.
• Follows & gives simple
instructions using action words.
Expresses & indicates her/his
personal needs.
• Asks & answers in a simple way
questions about toys, the
lunchbox, fruit & snacks.
• Uses verbal & non verbal
expressions to interact in class
with her/his teacher & classmates.
Participates in short role plays.
• Applies vocabulary &
expressions correctly when
participating in role plays in class.
• Enjoys the activities planned for
class & participates cooperatively.
5. Methodology
This didactic planning helps students learn to use English as a communicative tool. Much of the
English language will focus on using context-related topics during oral utterances, rather than focusing
simply on correct grammar exercises. Different strategies allow the students and teachers to interact in the
learning process.
• Communicative Language Teaching Approach focuses primarily on the development of the
communicative language competences and takes into account the linguistic competences within the
language as a complementary part into the language learning process.
• Task-based learning approach pursues the implementation of meaningful tasks in order to learn a
second language. Students are engaged into significant projects.
• Natural learning approach allows our students acquire the English language in a natural way. The
skills will be developed as follow: listening, speaking, reading and writing. All the four skills are
enhanced with sub-skills like understanding, comprehension, language production and language
reflection.
• Cooperative Learning allows students benefit from the interaction among the group members. It is a
learning organization run by the students and guided by the teachers who work for it. Students work
together to learn.
• Community Learning allows creating an English environment where the students are emerged in
order to learn. Most of the English language is learnt from social interaction as a base.
Copying or plagiarizing totally or partially is not allowed by the author.

7. BICENTENARIO
This planning has been developed for teaching purposes only. Jacqueline Sangoluisa B.A.
• Comprehensible input is the opportunity our students have to receive and process meaningful
information in order to form a language data background.
• Comprehensible output is the given opportunities our students have in order to produce the
language actively and spontaneously. It is to transform the input into language production (output).
6. Evaluation
There will be different ways of assessment:
Diagnostic: Done at the very beginning of the school year to establish students’ previous knowledge.
Formative: A general and current evaluation through the school year.
Summative: A final-complete evaluation at the end of the school year.
7. Bibliography
Teacher´s Resources
• Teacher´s Planning Resources – Clapping Time 1
• Advanced Learner´s dictionary
• Grammar Reference Books
Student´s Resources
• Student´s book – Clapping Time 1
• Student´s workbook – Clapping Time 1
Sangoluisa Jacqueline B.A.
English Area Coordinator
UEME Milenio - Bicentenario
Copying or plagiarizing totally or partially is not allowed by the author.