Primero y Segundo Version Mejorada

MINISTERIO DE EDUCACIÓN
PROGRAMA DE ESTUDIO
DE INGLÉS EN EDUCACIÓN
PRIMARIA REGULAR
PRIMER Y SEGUNDO GRADO
PRESENTACIÓN
Estimada (o) docente:
El Ministerio de Educación, cumpliendo con los objetivos propuestos referidos a una “Educación de Calidad”, y formación
integral de las y los estudiantes, presenta a la comunidad educativa las mallas curriculares de inglés para el primer y
segundo grado.
Las mallas curriculares de la asignatura ingles están jerárquicamente organizadas en: competencias de eje transversales,
competencias de grado, indicadores de logro, contenidos, actividades de aprendizaje y evaluación sugeridas, para su
concreción en el aula, dándole continuidad al proceso de aprendizaje de inglés en el tercer y cuarto grado de primaria y
evaluando el avance de los aprendizajes tomando en cuenta las características de los niños y niñas, los ritmos de
aprendizaje y el aprovechamiento de los recursos disponibles.
La malla curricular actúa como herramienta para la acción didáctica que se enfoca en la trayectoria educativa,
promoviendo el desarrollo de aprendizajes de manera que se establezca la interacción entre los niños y niñas y la
mediación pedagógica del docente que gire en torno al desarrollo de competencias, habilidades y formación en valores,
promoviendo una cultura de paz que contribuya al logro de los aprendizajes y al mejoramiento de la calidad de la
educación.
Tenemos la certeza que las y los docentes protagonistas de la transformación evolutiva de la educación, harán efectivos
los programas educativos con actitud y vocación que se exprese en iniciativa, creatividad e innovación, tomando en
cuenta los intereses y necesidades para la formación de mejores seres humanos.
Ministerio de Educación
FUNDAMENTACIÓN
El Ministerio de Educación implementó la asignatura de inglés en Educación primaria a partir del curso escolar 2018, que contribuirá
a la formación integral de los estudiantes y obtengan las competencias básicas de acuerdo a las necesidades y exigencias del país.
El aprendizaje de un nuevo idioma desarrollará habilidades lingüísticas las cuales permitirán a los estudiantes responder a los retos y
demandas del siglo 21.
Para la incorporación de la asignatura de inglés se ha adoptado el Marco Común Europeo de Referencias para Idiomas, éste es el
estándar internacional que define las competencias lingüísticas y proporciona una base común para la elaboración de programas
de idiomas, orientaciones curriculares, evaluaciones, material didáctico, entre otros. Además, describe de forma integradora los
aprendizajes de las niñas y niños en el desarrollo del idioma, con el fin de utilizar una lengua para comunicarse de manera eficaz. Así
también la comprensión en el contexto cultural donde se sitúa el idioma que se aprende. El Marco de referencia define seis niveles
de dominio del idioma (A1, A2, B1, B2, C1, C2), siendo el nivel básico A1, hasta llegar al nivel más avanzado C2, esta escala permite
comprobar el progreso de los estudiantes en cada fase del aprendizaje.
Al concluir el nivel de Educación Primaria, el objetivo es alcanzar el nivel A2, adoptando un enfoque comunicativo, a través del cual
se desarrollan procesos que permiten al estudiante un papel protagónico, promoviendo el uso del idioma inglés como el medio
principal de comunicación en el aula, de esta forma se busca implementar metodologías activas que garanticen el desarrollo de las
cuatro habilidades y sub-habilidades lingüísticas del idioma inglés de forma equitativa; asimismo, se busca que las técnicas de
corrección de errores no interfieran con la fluidez de las ideas y la comunicación en general.1
Es importante destacar que en la primera unidad pedagógica para niñas y niños de 1° y 2° de Educación Primaria promueven
actividades con mayor énfasis en las habilidades del habla y la escucha, en vista que en esta etapa los niños se encuentran
adquiriendo el proceso de lecto-escritura, integrándose las cuatro habilidades básicas del idioma a partir de la segunda unidad
pedagógica.
Las competencias que las y los estudiantes alcanzarán durante su formación en Educación Primaria se organizan por ciclos y
unidades pedagógicas y responden al nivel de las niñas y niños respecto a los estándares del Marco Común Europeo para el
aprendizaje del idioma inglés; para lo cual los docentes garantizarán el desarrollo de las competencias correspondientes al grado
asignado, y que estas se logren al final de cada ciclo.
CRÉDITOS
AUTORIDADES
Miriam Soledad Raudez Rodríguez Ministra de Educación
Salvador Vanegas Asesor de la Presidencia para Educación
Luis Ramón Hernández Cruz Director General de Educación Primaria
Directora General de Planificación y Programación
Nora Cuadra
Educativa
COORDINACIÓN GENERAL
Mariana del Socorro Saborio Directora de Programación Educativa
Maribel del Socorro Avendaño Asesora del Consejo Nacional de Universidades
Linda Novoa Asesora del Consejo Nacional de Universidades
ELABORADO POR:
Wilmer Franklin Zambrana
REVISION TECNICA: COMISIÓN CURRICULAR DE ARTICULACIÓN MINED-CNU-INATEC
Wilmer Franklin Zambrana MINED Jaime Roberto Alemán UNAN/Managua

Elia Palacios MINED Carlos Martinez UNAN/León
Fanny Álvarez MINED
Eyra Calderón MINED
Rosa Acevedo MINED
Fuente de Financiamiento: Recursos del Tesoro

Impresión:
Diseño y Diagramación:
THE COMMUNICATIVE APPROACH
The present document aims at providing an overview of The Communicative Language Teaching approach coupled with the
vygostkian socio-cultural aspects of language acquisition and Piaget’s cognitive development stage theory which lay the foundations
for this program itself. The language teacher at the primary school level must be aware of their key role in the construction of
knowledge in young learners, more specifically, foreign language learners. Since foreign language learners may or may not fall into
the operational stage of language acquisition proposed by Piaget in which they widely rely on their ability to classify and categorize
knowledge; language instructors must resort to the socio-cultural aspects of language learning.
Acquiring competence in a foreign language is closely connected to the quality of the input and to the scaffolding adjustment that is
relative to the performance of the learner. Guided learning and peer support along with the social environment give way to
communicative competence. This competence will take place if there is purposeful and meaningful interaction, collaborative
creation and negotiation of meaning. This will either flourish positively or backfired negatively depending on the readiness of the child
for language acquisition and learning.
Communicative Competence is synonymous with creativeness. The learner must move from a conscious, highly-structured
grammatical competence to more flexible and spontaneous utterances. This is only achieved by engaging learners in active linguistic
exchanges and by placing them in settings where the use of rhetorical skills and authentic context-based lexis become a matter of
survival. For instance, being thirsty triggers the innate ability of asking for a glass of water spontaneously. The language instructor
should take advantage of such natural behavior and the available experiences participants bring into the classroom.
The Communicative Language Teaching approach aims at learning a language to communicate. Using a combination of
sensorimotor and pre-operational skills borrowed from their native language experience, young learners should be able to
communicate in basic utterances needs, desires, concerns and a wide variety of other feelings and emotions pertaining to their
cognitive development stage. This is socially mediated through the use of old and current schemes or organized ways of making sense
of experience. Assimilation (the use of current schemes to interpret the external world) and accommodation (adjusting old schemes
to better fit the environment) should be considered by the language instructor.
The young leaners’ English instructor is advised to pay special attention to the theories and concepts mentioned above if she/he
intends to attain success in most aspects of language teaching and learning. Since language acquisition and learning theories,
approaches, and methods are evolving constantly; it is also suggested the language instructor benefits from the reading of materials
related to current neuroscientific language learning studies and speech pathologies.
PERFIL DE EGRESO DEL ESTUDIANTE DE EDUCACIÓN PRIMARIA:
Categoría 1: Desarrollo Cultural y Comunicativo:
1. Demuestra respeto a las creencias, costumbres, tradiciones y manifestaciones culturales de la comunidad nacional e
internacional, evidenciando su identidad y el orgullo de ser nicaragüense.
2. Discrimina diferentes fuentes de información, asumiendo una actitud crítica y constructiva ante la misma.
3. Manifiesta sensibilidad y respeto ante la naturaleza y las diferentes formas de expresiones artísticas, culturales, históricas y
literarias.
4. Demuestra habilidades, destrezas y creatividad artística al expresar sus ideas, emociones y sentimientos.
5. Establece comunicación efectiva en diferentes espacios de interacción social en su lengua materna, así como en inglés como
lengua extranjera.
Categoría 2: Lingüística Nivel A2
Comprensión Auditiva
1. Comprende frases y vocabulario de mayor frecuencia de uso relacionado a áreas del ámbito personal (información personal
y familiar básica, compras y la comunidad en que vive.)
2. Comprende textos cortos, mensajes y anuncios sencillos.
3. Identifica información específica y predecible en material cotidiano.
Comprensión Lectora
1. Aplica pasos de comprensión lectora en textos cortos y sencillos.
2. Identifica información específica y predecible en material cotidiano como; historias cortas, anuncios, horarios, señales y textos
personales sencillos.
Expresión Oral
1. Se comunica en forma sencilla sobre actividades cotidianas que requieren el intercambio de información sobre temas
conocidos.
2. Interactúa en situaciones comunicativas simples, de forma fluida.
3. Utiliza frases y oraciones para describirse así mismo, y otras personas, la familia y la comunidad de manera general.
Expresión Escrita
1. Escribe textos, cartas, mensajes cortos y sencillos.
2. Escribe textos sencillos para expresar agradecimiento, sentimientos y para describir situaciones cotidianas.
Categoría 3: Desarrollo Personal, Social y Emocional.
1. Manifiesta amor, respeto y seguridad en sí mismo (a), a partir de la aceptación de su identidad.
2. Practica y promueve valores éticos, morales, cívicos, patrióticos, sociales y culturales, que contribuyan a la convivencia
armónica y pacífica en diferentes contextos.
GRADE LINGUISTIC COMPETENCIES FOR FIRST AND SECOND GRADE:
Speaking Listening
1. Provide and ask for personal information. 1. Understand conversations regarding familiar topics.
2. Spell her/his name and simple words 2. Understand words and simple sentences.
3. Respond to simple questions 3. Can recognize numbers, dates and days of the week
4. Greet people and say goodbye to friends, family and delivered slowly and clearly in a defined, familiar,
others everyday context.
5. Role play short conversations related to familiar topics. 4. Follow very short stories in simple language.
6. Point to something and ask what it is. 5. Get the general meaning of sentences, stories, and
7. Describe classroom objects and physical traits. songs.
8. Sing songs and recite poems. 6. Follow basic instructions for actions delivered slowly
9. Talk about family members, personal belongings, pets, face-to- face, accompanied by pictures or manual
candies, and pictures. gestures and repeated if necessary.
10. Name toys and objects 7. Understand key words and expressions related to word
11. Identify and name different colors, parts of the house, games, songs, fairy tales, and stories.
shapes, and animals.
12. Differentiate means of transportation.
13. Describe location of objects
14. Talk about the weather.
Reading Writing
1. Recognize key words learned throughout school year. 1. Write words and short sentences
2. Understand short written basic instructions to complete a 2. Write the numbers from 1 to 20 correctly.
task. 3. Provide missing information in a sentence.
3. Deduce the meaning of a word from an accompanying 4. Give basic personal information in writing (e.g. name,
picture or icon. address, nationality)
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES
LANGUAGE COMPETENCES FOR YOUNG LEARNERS
Starters: 1st -2nd Grades
Movers: 3rd -4th Grades
Flyers: 5th -6th Grades
Cambridge (2018): English Qualifications. Young Learners Can Do statements

SUMMARY OF THE UNITS AND NUMBER OF HOURS
First Grade Second Grade
Class Term Class Term

Semester No Name of Unit Semester No Name of Unit
Hours period Hours period
0 Adjustment Period 18 hours 0 Adjustment Period 12 hours

Greetings and I Introducing Myself I
1 12 hours 1 12 hours
Numbers and Someone Else
I 2 Toys 10 hours I 2 My Toys 12 hours
3 Colors 10 hours 3 Animals 12 hours
4 Our School 10 hours II 4 At School 12 hours II
Total hours 60 hours Total hours 60 hours
5 Clothes 12 hours 5 Transportation 12 hours

III
6 My Family 12 hours III 6 My House 12 hours
7 My Body 12 hours 7 On the Farm 12 hours
II 8 Food 12 hours II 8 In the Country 12 hours
IV
IV Numbers and
9 The Weather 12 hours 9 12 hours
Shapes
Total hours 60 hours Total hours 60 hours
Social emotional Social emotional
learning and Component Competence learning and Component Competence
values values
Develop values and
Personal, Social Character Develop respectful interpersonal
Social harmony Citizen rights attitudes of solidarity,
and Emotional Formation relationships in family, school
Identity and Citizenship honesty, responsibility, and
and community.
peace towards others

Learning Outcomes Learning Outcomes
❒ Follow step-by-step classroom instructions to demonstrate ❒ Follow simple classroom instructions to demonstrate
understanding when listening to stories, recordings, and teacher´s understanding of commands that are founds in different
commands. communicative activities such as stories, songs, dramas and
❒ Listen to stories, songs and chants to get new vocabulary that is others.
related to greetings, colors, classroom and other settings. ❒ Participate in short dialogs using greetings expressions and
❒ Provide with basic personal information such as name and age to personal information to socialize with classmates and teachers
introduce him/herself in different communicative contexts. showing respect towards others.
ADJUSTMENT PERIOD
Performance Indicators Contents Performance Indicators Contents
1. The student responds to Getting to know each other. 1. The student asks for and gives Getting to know each other.
personal information  Greetings: Hi / Hello personal information through oral  Greetings: Hi / Hello,
questions (name and age)  Names: Teacher´s activities. bye/good bye, Good
when participating in name/ peers´ names morning
integration activities  School words: subject, 2. The student practices formal  Names and Titles:
2. The student identifies classroom, book, pencil, and informal expressions when Teacher´s name/ peers´
Week 1 talking to their peers and
greeting expressions at crayon, drawing, board. names, Mr/Mrs+ last
school when singing songs.  Colors: red, yellow, blue teachers. names.
 School words: ruler, glue,
3. The student develops self- 3. The student uses school words notebook, crayon, pencil,
confidence with classmates when participation in games and eraser, school bag, book,
and teachers. school activities. label Lesson, page, desk,
floor, notebook, scissors
ADJUSTMENT PERIOD
1. The student identifies classroom Classroom Activities: 1. The student follows instructions Classroom Activities:
commands when participating in  Commands: stand up, sit when participating in games and  Commands: stand up, sit
different communicative activities down, clap, and make a classroom activities. down, clap, raise your
circle. hand, make a line, and
2. The student participates in playful  Games: Integration, 2. The student sings action songs make a circle.
Week 2 activities and games with respect. movement, guessing, individually and as a whole class.  Games: Integration, word
 Songs: Good morning, good games, movement,
3. The student participates in chants bye 3. The student plays in different guessing,
and sings songs by using the target learning games by using the target  Action Songs: five little
language with confidence. language. monkeys, if you are happy
and you know it, baby
shark, body.
1. The student develops Art skills Drawing 1. The student makes Crafting and Drawing
when making drawings and  Drawing themselves representations of familiar topics  Completing drawings and
coloring them.  Drawing others: teacher, to present to their peers. coloring based on color
friends, and family. codes.
Week 3 2. The student represents their family,  Coloring drawings and 2. The student develops Art skills  Drawing family and
school, and friends through pictures related to school, when making drawings and presenting to others.
drawings. and family. coloring them.  Making drafts, and masks.
 Mixing colors using paint or  Working with paints and
plasticine. plasticine.
1. The student develops Art skills Crafting 1. The student follows stories about Story Telling
when making crafts related to  Cutting pictures out school and family situations.  Predicting from pictures
themselves, their family, and  Making a family tree. 2. The student participates in pairs  Puppets
school.  Filling in drawings with paper/ and in groups to organize events  Drawing scenes.
Week 4
grains. using pictures.  Shadow theater
 Classroom decorations. 3. The student makes  Dramas
representations of short stories
through drawings.
1. The student listens to short stories Story Telling
with the help of puppets and  Class mascot (puppets)
pictures.  Picture stories
Weeks  Telling short stories
5-6 2. The student identifies important  Shadow theater
words from stories of his/her
interest.
1st–2nd
SUGGESTED LEARNING ACTIVITIES FOR ADJUSTMENT PERIOD
 Names Chant: Teacher writes the names of students in small cards and stick them in students´ clothes (shirt). Students sit in a circle
surrounding the teacher. The activity starts when the teacher say his/her name three times with different intonation (expressing surprise,
hesitation, and clarification): “Hello, My names is (Tom, Tom? -yes, Tom!) Teacher then asks one of the students to repeat the chant “Hello,
My name is……” the activity continues until all children have said their names.
 Picture association: Students look at some flashcards, drawings or photos related to the classroom. First, teacher can say
the word showing the picture (teacher: “book” pointing to the image). Secondly, teacher can show the pictures and
encourage students remember the words. Finally, teacher can give the cards (3-4 words at a time) and tell students to
raise the card that represents the word mentioned. Example: teacher says “pencil” and students raise the card that
represents the pencil.
 Feed the mouse: Teacher uses a mouse hand puppet during the game and prepares small triangles of “cheese” of
various colors before the activity. Students are in a circle and teacher first shows the children the mouse hand puppet
and throw three pieces of cheese into the air, calling out one of the colors. Example “Yellow” and students try to catch
the yellow piece of cheese. The student who catches the correct piece, feeds the mouse. To avoid a skirmish, only 4-5
students can try to catch each piece of cheese at a time.
 Songs: Teacher encourages students to listen and sing songs in groups. Students can sign action songs and make mimes, dance, or move
around. Teacher can use the songs below:
Good morning -Baby shark -Five little monkeys -Head, shoulders, knees and toes -If you are happy and you
know it
 Drawing Myself: Have students draw themselves in shaped cards (star, cloud or a heart) like the
examples provided. Teacher can help students by writing their names after they have drawn
themselves. Once they have their work done, teacher can make a mural decorating the
classroom with students´ drawings.
 Realia: Teacher takes to the classroom some realia (ball, school supplies, puppets, colors, and
others) to use it in different learning activities. The purpose is to have students manipulates and
learn by doing/playing. One way teacher can use realia is for “telling stories” teacher can take
a hand puppet, or a teddy bear to narrate the short story.
 Guessing game: First of all, teacher introduces the target language (like: family members or colors, toys, or any other) using a photo or
picture. Saying “this is …” Ask the children to look at the pictures during 1-2mins. Then, ask them to close their eyes for 1min. Teacher takes
one of the pictures and ask children: What is missing? Then the children guess.
Social emotional
Social emotional
Component Competence learning and Component Competence
learning and values
values
Character Develop respectful Develop values and attitudes of
Personal, Social and Social harmony Citizen rights
Formation interpersonal relationships in solidarity, honesty, responsibility, peace
Emotional Identity and Citizenship
family, school and community. towards others

❒ Use formal greeting expressions to introduce him/herself politely in ❒ Use demonstrative pronouns (this, these) to describe or introduce his/her
different communicative contexts. nuclear family to his/her classmate through presentations, short dialogues
❒ Provide with basic personal information such as name and age to and other communicative activities.
introduce him/herself in different communicative contexts.

Unit I Greetings and Numbers (12 h/c) Unit I: Introducing myself (12 H/C)
1. The student Identifies formal and Vocabulary: 1. The student uses formal and Vocabulary:
informal greetings when 1.Greetings (hi/hello, bye, informal greetings in English 1. Greetings: Hi/hello, goodbye/bye
participate in playful oral goodbye) through playing role in short 2. Family: sister, mom, brother, dad,
activities. 2.Personal Info (name, age) conversations. grandma, grandpa.
2. The student Identifies numbers 3.Numbers (1-10) 2. The student uses vocabulary Grammar:
from 1 to 10 through visual aids Grammar: about self-introduction to ask 1. My name´s …
and audios. 1. Be: I am …. and answer for personal 2. This is my …
3. The student shows Listening: information. Listening:
understanding of basic 1. Song: My friends 3. The student uses 4-5 words 1. Songs
commands used in the 2. look and listen related to family in oral 2. Listen to audios and point images
classroom by participating in 3. listen, point, count activities. 3. Listen sentences and read
playful activities. Speaking: 4. The student expresses oral Speaking
4. The student uses prior 1. Asking for /responding names sentences about family 1.Greeting others
knowledge to participate in oral 2. role-playing dialogues members correctly. 2.Giving personal info (name, age)
activities. Additional Learning: 5. The student pronounces 3. Talking about family members.
5. The student uses vocabulary to 1. Numbers 10-15 & Vowels letters properly when spelling Additional Learning:
ask for and answer about 2. Classroom (book, board, pen, names and other words. 1. Numbers 1-20 & Alphabet letters 2.Verbs:
personal information. door, eraser, pencil, window, 6. The student follows spell, tell, ask, answer, write, correct, find,
6. The student demonstrates teacher) instructions when tick, read, complete
respect when introducing 3. Verbs: open, close, look, listen, participating in class. 3.Names: Alex, Ann, Bill, Jill, Lucy, Pat, Sam,
themselves to other. draw, sit, stand, number Sue, Tom, Tony
4. Family: baby, boy, girl, child, cousin
1st
SUGGESTED LEARNING ACTIVITIES FOR UNIT I
 Greeting walk: Have students walk around the classroom while listening some music. They must walk any direction, not
in circle. Once the music stops, ask them to find a partner and greet him/her by saying “Hi” or “Hello” and shaking
hands. Repeat the activity as many times as needed so that students get familiar with “greetings”. (Alternative: To make
the activity more challenging you can add questions such as “what´s your name?”)
 Hands up: Have students draw their hands in a cardboard. Then, cut the drawings of hands and ask them to color
them. Use a different color for each hand. After that, write on the middle of the hand the words: “hi” and “bye”. Tell
students that you will say the words and they should raise the hand that is called out. Example: “hi” and students raise
the hand that says “hi”
 From…to…: Teacher takes a “teddy bear” to the classroom. Ask students to make a circle and ask each student´s
name. Encourage students to repeat the names of their peers. Then, Teacher starts the game: Toss the teddy bear to
one of the students in the circle saying “from (teacher´s name) to (Student´s name) example: From Norlan to David.
Then ask students to repeat the activity saying from ….to ….
 Flashcards: Present vocabulary about numbers using flashcards. First, show the number cards one by one saying aloud
the name of the number from 1. This time students listen to the teacher pronunciation only. Then, teacher encourages
students repeat the words. After that, students quiz each other using their fingers to represent numbers and telling the number´s name.
SUGGESTED EVALUATION ACTIVITIES FOR UNIT I
 Guessing: in this activity the teacher mimes the words “hello/hi, goodbye/bye”. Teacher waves his/her hand and students
guess “hello/hi”. Then, teacher pretends to leave the classroom and student guess “bye/goodbye”
 What´s your name: students respond to the question “what´s your name?” using the grammar structure “I am ….”
Teacher, practice asking and answering question about name.
 Dice: Teacher creates a dice with dots representing numbers from 1-6. Tell students to make a circle and teacher plays some music.
Students pass the dice around the circle and when the music stops, whoever has the dice, rolls it and count the dots by saying numbers
from 1-6.
 Number quiz: Teacher shows to students some cards with numbers 1-6 randomly and encourages them to say the number presented.
Teacher checks pronunciation and if students identify numbers properly.
2nd
SUGGESTED LEARNING ACTIVITIES FOR UNIT I
 Songs: Students listen to songs related to greetings in the classroom. “Hello” or “Good morning teacher”. Teacher rehearse with children as
many times as needed.
 Role-play: Students role-play a short conversation about greetings. Teacher mimes the conversation and if possible makes a representation
of the conversation (with pictures or drawings of two students waving hands) A: Hello! B: Hi! / A: What´s your name? B: My name is …… /
A: Good-bye! B: Good-bye!
 Memory game: Students play with a memory games about family members (mom, dad, sister, brother, grandma, grandpa). Students take
turns to pick up two cards and see if they match. If so, they can keep the cards. Otherwise, they put the cards back and another student
takes turn. (alternative: teacher can stick the cards on the board and play with all the class instead of making groups)
 Finger puppets: Students make fingers puppet, then students give a name to each puppet and walk around the classroom interviewing their
classmates “puppets” using the following questions: What´s your name? Students should answer saying “I am ….+ puppet´s name” also “
how are you?” “I am fine”.
SUGGESTED EVALUATION ACTIVITIES FOR UNIT I
 Family Tree: Students name their family member through the creation of a family tree. Teacher helps students draw a tree on cardboards or
a large piece of paper. Then, students draw their relatives (mom, dad, brother, sister, grandma, grandpa). After that, they present their work
to the class by saying “this is my …”
 Scrambled words: have students unscramble some words related to greetings and family members. Use some pictures to help students
guess the word. After students have written the words on the board, check spelling and repeat the words with them.
 Listening: Have students listen to the family members and number 1-5 according to the order the word are mentioned.
Social emotional
Social emotional
learning and values
values
Personal, Social and Emotional Show a positive attitude when Citizen rights Employ assertive communication and
Social harmony
Emotional Identity intelligence dealing with feelings and dialogue in the solution of conflicts
and Citizenship
emotions in different scenarios.

❒ Follow commands and instructions commonly used in the classroom to ❒ Use familiar toys and colors vocabulary to express their possessions when
demonstrate understanding of the target language in study in participating in role play activities.
different communicative activities. ❒ Use basic structures and phrases to describe his/her favorite toy using
❒ Use numbers and toys words in short talks to express his/her possessions visual resources such as flashcards, pictures, or realia
in oral language.

Unit II: Toys (10H/C) Unit II: Toys (12 H/C)
1. The student identifies toys Vocabulary: 1. The student identifies toys Vocabulary:
vocabulary through audios and 1.Toys (top, ball, scooter, video vocabulary through audios and 1. Toys: hoop, doll, ball, drum, kite,
visual discrimination. game, teddy bear, story book) visual aids. teddy bear.
2. Review Numbers (1-10) 2. Colors: pink, red, blue, yellow,
2. The student uses 5-6 words related Grammar: 2. The student uses colors words to orange, green.
to toys to participate in oral 1. I am + (number) describe objects from their Grammar:
activities. Listening: surroundings. 1 It´s / this is …+ toy
1. listen and point 2.I have a …+ toy
3. The student identifies numbers 3. The student uses vocabulary about Listening:
2. Songs
from 1 to 10 through visual aids toys and demonstrative pronouns 1. Listen & point
3. listen and complete
and audios. when expressing their possessions.
Speaking: 2. Song: Sing the colors
4. The student demonstrates 1. Counting objects 4. The student identify specific words Speaking:
understanding of basic oral 2. Telling their age about toys from recordings. 1.Telling their names
commands when performing 3. Expressing likes 2.Expressing possessions/ likes
them. Additional Learning: 5. The student demonstrates 3.Describing objects
1. Toys: Ball, Bike, Boat, Car, Truck, confidence when asking for help to Additional Learning:
5. The student develops auditory Monster, Robot students and teachers. 1. Toys: Train, Doll, Football, Kite,
discriminations when listening to 2. Verbs: Show, paint, walk, stop, Game, Helicopter, Plane
audios, and conversations. like, jump, color 2. Colors: Black, Brown. Gray,
3. Adj: my, our, good, funny, nice, Purple, Red, White
small, happy, sad 3. Adj: favorite, big, new, old,
1st
SUGGESTED LEARNING ACTIVITIES FOR UNIT II
❒ Drawing toys: The teacher use the toys vocabulary previously taught (Ball, scooter, top, story book, teddy bear, and video game). The teacher
divides the class in two groups and ask students to make two lines group A and group B, then the teacher is going to give a marker or piece of
chalk to each student standing first in line. Then the teacher will say a toy name for example a ball and students have to ru n and draw on the
board the toy the teacher said. The group with less mistake win.
❒ Listen and Complete: page 15 students´ book, the teacher follows the directions on teacher’s guide, but does not ask students to complete this
activity in their textbooks. She/he plays the audio, pauses it (e.g. six balls), and asks all students to count aloud with her/him together, “one ball,
two balls, three balls, four balls, five balls, six balls.” At the same time, she/he points her/his finger on the book where has dotted lines. The
teacher can repeat the process to finish this exercise.
❒ Flashcards: Students use pictures cards in order to name toys from the unit. Then, they play a memory game by taking turns to pick up two
cards.
SUGGESTED EVALUATION ACTIVITIES FOR UNIT II

❒ Toys in the middle: Sit all of your students in a circle and place the toys in the center of the circle. Play some music and have students pass a
ball around the circle. Stop the music. Say to the student holding the ball "Touch the teddy bear!" and the student does so. Continue playing
the music and do the same thing so that all of your students have touched a toy.
Based on the checklist, the teacher can assess students learning progress, to work
with students weaknesses. The teacher will use the checklist answer to verify
student’s progress for assessment.
❒ How old are you?: Have students answer the question “how old are you” orally by using numbers from 5-10. Teacher ask
the question and point to the numbers so that students may understand. Students can answer the question in two ways:
telling the number or using the grammar structure: How old are you? “Eight” or “I´m eight”
❒ Counting: Students look at some pictures of objects and count them. They write the number in the space given. They
also pronounce the number.
2nd
SUGGESTED LEARNING ACTIVITIES FOR UNIT II
❒ What is it?: Ask students to bring toys to the classroom, ask students to sit in a circle then ask students to name their toy. Then, choose a student
to take his/her toy. Tell the students this is a _ (doll) _. Invite students to repeat. After practicing invite students to do it by themselves. E.g.: John
can you tell your classmates what is this? (While you hold john’s toy) This is a ball.
❒ Coloring: provide students with some drawings to be colored (it can be used familiar drawings for students such as toys). Tell them to read the
words and use the right color for each picture. Then, encourage students to say oral sentences “this is red” or “ the car is red”
❒ Memory: Have student play memory. Name one color and ask the student beside you repeat the color you said and name another. Repeat
the process until you have a chain 5-6 of colors. Then start another chain of colors.
❒ Story telling: teacher prepares some short stories about toys/colors. Ask student sit in circle and tell stories. Ask comprehension checking
questions when you finished. You can also use objects or pictures while telling the story. See story from students books page 18 as sample
SUGGESTED EVALUATION ACTIVITIES FOR UNIT II

❒ What color is it? : Teacher takes a poster/ several pictures of toys or objects and use them to elicit vocabulary about colors. Teacher ask
students to answer the question “What color is it?”. Repeat the activity many times to make sure students understand the question and are able
to answer with colors. Once they have practiced, ask students to ask each other the question about colors and in pairs ask and answer. (What
color is it? It´s blue! )
❒ Toy Dice: Teacher creates a dice about toys (each dice face will have a picture of a toy: doll, hoop, ball, drum, kite, and teddy bear). Ask
students roll a dice then, students must say the word that is represented by the picture. Teacher can add the question “what color is it? To
make it more challenging. See template on the link: https://esl-kids.com/index.php?page=worksheets
❒ Ordering toys: Provide students with 5 drawings about toys with a small chart together each toy. Then, tell students you will say 5 words aloud
and they must listen to and see the picture of the toy mentioned. Then, they have to write numbers from 1-5 within each chart.
Social emotional
Social emotional
learning and values
values
Practice values of solidarity, Promotion of
Commits to take care of and protect
Social harmony and Citizen rights honesty, responsibility, and Environmental clean and
the physical and environmental space
Citizenship peace in the family, school Culture healthy
of your home, school and community.
and community. environments

❒ Describe familiar nouns of his/her surrounding using colors words ❒ Use simple words and phrases to describe people, animals, and objects
when participating in varied communicative settings and in oral language
expressing his/her color preferences.

Unit III: Colors (10H/C) Unit III: Animals (12 H/C)
Vocabulary: Vocabulary:
1. The student identifies vocabulary 1. Colors (red, blue, yellow, 1. The student recognizes animal 1.Animals 1: owl, dog, cat, rabbit,
about colors and environment green, orange, purple) names through audio and visual iguana, alligator
through images and audios. 2.Environment words (tree, sun, aids and in printed texts. 2. Animals 2: elephant, tiger, ostrich,
ladybug, banana, apple) lion, monkey, giraffe.
2. The student associates colors in Grammar: 2. The student names animals they 3. Adjectives: large, small
different objects of his/her 1. it´s red/ … like in oral language. Grammar:
surroundings. 2. My favorite color is… 1 a/an
Listening: 2. it´s a …
3. The student uses color words to 1. Listen and point 3. The student demonstrates care 3. is / isn’t
describe objects and animals 2. Listen and say for the environment when Listening:
orally. 3. Songs putting garbage in the trash 1. Listen & point
Speaking: can. 2. Song: Be a dog!
5. The student tells the color of 1. Asking for colors Speaking:
objects and animals. 2. Expressing favorite color 4. The student describes animals of 1. Naming animals
Additional Learning: his/her surroundings. Additional Learning:
6. The student expresses their favorite 1. Animal, cat, dog, fish, horse, 1. Animals: elephant, frog, giraffe,
color in oral language. monkey hippo, lizard, snake, spider, tiger, zoo,
2. Garden, flower, let´s, park, crocodile
see, sing, sun, sea. 2. Adj: beautiful, clean, dirty, ugly,
1st
SUGGESTED LEARNING ACTIVITIES FOR UNIT III
❒ Listen and point: present vocabulary about colors by using pictures or objects within the classroom. Say “look! a ball, it´s red” and so on. Ask
students to repeat the sentences orally. Then, place some colorful cards (one card for each color). Then, repeat the color words with students.
(▀ red, ▀ blue, ▀ purple, etc.)
❒ Colorful sticks: Take some colorful ice-cream sticks to the class. Then, provide student with one stick for each color. Tell them that you will say the
colors aloud and they must listen carefully to them and rise the stick color corresponding to the one that the teacher mentions. (to make it
funnier or more challenging, the teacher can mention two colors or switch colors)
❒ Rainbow: Provide students with a rainbow drawing. Tell them to color each band with a different color.
Example: “First band = Red, second band= Orange” and so on. Then, ask students to share their rainbow
and repeat the colors. “My rainbow is +colors. ...”
❒ Color code: Provide students with a worksheet about colors. Ask them to follow the pattern (numbers and
colors) to color the drawing in the sheet. After they have colored the drawing, ask them to identify the
hidden picture.
SUGGESTED EVALUATION ACTIVITIES FOR UNIT III

❒ What is your favorite color?: Encourage students to answer the question “what´s your favorite color?” Show them through
pictures some colors and ask the questions. Help them provide the response using “My favorite color is…..” Orally.
❒ Listen and color: Provide students with 6 drawings of crayons or Draw them on the board and ask them to draw the
crayons on their notebooks. Then, tell students that you will say the colors. They have to color each crayon based on the
color they hear. “Blue” and the first crayon should be colored in blue.
❒ Guess the color: Students are given a 3X5 card with a color in the target language written on it. Taking turns, each student
must touch two or three objects of that color in the classroom. The class guesses which color the student has on his/her
card.
❒ Writing: Have students to write color words. Have them associate colors with pictures and spell or trace words properly.
2nd
SUGGESTED LEARNING ACTIVITIES FOR UNIT III

❒ Flashcards: Teacher present the new words using flashcards or pictures from the students’ book. Show /point out a picture or flashcard about
animals by saying the animal word 3 times. Then, encourage students to repeat it. Do the same activity for the other animal words. Once
students are familiar with 5-6 animal words, show the pictures again and ask them to say the animal word. To make it funnier you can make
animal sounds. Teacher can download flashcards from the link: esl-kids.com/pdf/animals/small-animals1-words.pdf and esl-
kids.com/pdf/animals/small-animals2-words.pdf
❒ Memory game: for this game, it is required 2 set of animal flashcards per group. Shuffle them and spread, face-down on the floor or table. Turn
over one card and then another. The objective of the game is to find the same two cards. If students match the cards, they remove them from
the game and keep them. The student with more cards is the winner.
❒ Pass the animal: Ask students to make a circle. Pass one of the animal cards to the nearest student. As you pass the card, say “Lion” and (roar).
Have students pass all the animals around the circle, all the while saying the animal name and noise.
❒ Songs: Have students listen to and practice a song about animals. “Old MacDonald’s farm” teacher can substitute animals on the song with
animals from the unit (dog, cat, owl, alligator, etc.)
SUGGESTED EVALUATION ACTIVITIES FOR UNIT III

❒ A or An?: Use the flashcards about animals and put them in a bag. Then, divide the board into two and write the articles “a” in one side and
“an” on the other side of the board. After that, encourage students to pass in front and pick up a card. Then, the student should place the
card on the corresponding column (“a” or “an”). Example: if student picks up a flashcard of a cat, he/she must place the card on the “a”
column. “a cat” Every time students place the card on the column, all the class must say the sentence “a cat” “a dog” etc.
❒ Missing word/ picture: This activity can be played with words about animals or pictures about animals. If words, students look at the list of words
on the board and read them during 2-3minutes. After that, teacher asks students to close their eyes and remove one word. Then, teacher ask
students to guess and name the missing word. If pictures, repeat the same process, and students must name the pictures that is missing.
❒ Hangman: Have students play the “hangman” write on the board some spaces corresponding to the spelling of one animal word. Then, elicit
the spelling of the word by asking student to say letters of the alphabet. Example: - - - - - - (m o n k e y). Students should guess the word and
read it aloud. (to make it funnier, you can divide the class into teams Boys vs. Girls)
❒ What is it?: Play with students a guessing game. Take to the classroom some pictures of animals (the pictures can be taken from newspaper,
magazines or any brochure) Take one picture and extract a piece of it. Show to students the piece of picture related to animals, and ask them
to look at it and guess with animal it is. Ask the question “What is it?” and students should say “ it´s a dog” or “a dog”
Social emotional
Social emotional
learning and values
values
Commits to take care of and
Show attitudes and behaviors of care, Promotion of protect the physical and
Citizen
Social harmony and love and appreciation to others in Environmental clean and environmental space of your
rights
Citizenship order to contribute with a peaceful Culture healthy home, school and community
culture and keep a safe environment environments keeping them beautiful, clean
and healthy.

❒ Infer the meaning of classroom objects to increase his/her vocabulary when ❒ Participate in dialogues and role-plays to develop oral skills on
associating images, words and recording. topics related to school, pronouncing words properly and counting
❒ Participate in communicative activities on topics related to schools to objects at school
develop his/her oral skills.

Unit IV: Our School (10H/C) Unit IV: At school (12 H/C)
1. The student identifies classroom Vocabulary: 1. The student identifies school Vocabulary:
objects through audio and visual 1.Classroom objects: notebook, ruler, crayon, supplies through visual aids 1. School supplies: pen, pencil, crayon,
aids. pencil, eraser, glue, school bag, book, label and audios. eraser, ruler, and book.
2. Review: colors 2. Colors: blue, yellow, green, red,
3.numbers 1-4 2. The student describes school orange.
2. The student uses vocabulary 3. Review: cardinal numbers 1-10
Grammar: supplies using colors
about classroom objects to 1. My ….is … Grammar:
participate in playful activities in correctly. 1 it´s a ...+ school object
2. It´s + color
the classroom. Listening: 2. color + school object
3. The student uses numbers Listening:
1. Listen and point, say, match
3. The student uses 5-6 words about 2. Listen and count
from 1 to 10 in different 1. Listen and point
classroom objects to make 3. Song: My school bag communicative activities 2. Story: Happy Birthday
sentences orally. Speaking: Speaking:
1. What color is your…? 4. The student participates in 1. Naming school objects
2. Naming school objects short dialogues using school 2. Counting objects
4. The student asks for and answers supplies vocabulary orally.
Additional Learning: Additional Learning:
questions about classroom
1.School: Lesson, page, desk, floor, 1.Bookcase, computer, cupboard,
objects and color with proper 5. The student responds to the
notebook, scissors letter, playground
grammatical structure. question “How many...” to
2. Numbers 10-20 2.Numbers: 10-30
3. Teacher, dentist, assistant, principal express quantities. 3. Secretary, doorman, president.
1st
SUGGESTED LEARNING ACTIVITIES FOR UNIT IV

❒ Flashcards: Teacher present the new words using flashcards or pictures from the students’ book. Show /point out a picture or flashcard about
school supplies by saying the word 3 times. Then, encourage students to repeat it. Do the same activity for the other school supplies. Once
students are familiar with 5-6 words, show the pictures again and ask them to say the word by their own. Teacher can download flashcards
from the link: esl-kids.com/pdf/classroom/small-classroom-words.pdf
❒ Vocabulary basketball: teacher brings two balls to the classroom (in case there is not ball, teacher can use paper scrunched up into a ball).
Use also a wastepaper basket and flashcards about school supplies. First, divide the class into 2 teams. Each team is facing in front of the
basket. The first student of each team toss the ball and tries to get the ball into the basket. If they get it into, teacher holds up a flashcard about
school supplies and the student must say the word. Then, they go to the back of the line so that other students play.
❒ Hide and find: Tell students to close their eyes. While they have their eyes closed, hide two or three school supplies around the classroom
(under a book, behind the door, in front of the one student´s chair). Then, ask then to open their eyes and tell them to look for one of the
object.
SUGGESTED EVALUATION ACTIVITIES FOR UNIT IV

❒ Listen and order: Have students identify school objects through listening words. Provide students with a worksheet about school objects and ask
them to write number from 1-5 in the order the words are mentioned. “Ruler” 1= ruler, “book” 2=book, and so on. Verify if students are able to
identify the words and write the number properly. Repeat the word 3 times so that student can understand, and provide enough time.
❒ Point to…: Teacher uses images from students’ book or real objects. In a circle, have students identify objects through listening. Tell them to
point to the object you mention. Student must point one school object. “Ruler” and students point to the ruler from the picture or from the
realia. Encourage students to repeat the words.
❒ Missing letter: Have students write the missing letter to complete the word related to school supplies. (p _ n, cray_n, rul_r, etc.). You can make
drawings to help students guess the word. Volunteer students to pass in front and complete the words, check spelling with all the class.
2nd
SUGGESTED LEARNING ACTIVITIES FOR UNIT IV

❒ Word search: have students identify words related to school supplies within a word search activity. Teacher chooses 6-10 words related to the
unit and creates a word search chart. Then, ask students to find words. The first student who finds all the words is the winner. You can use the
online word search maker : worksheets.teachersconer.net/make-your-own/word-search/
❒ Rumor: Join all students in a group or a line, then call one of them to whisper a short sentence to the student´s ear, the student must tell to the
following student what you just said, and so on and on until the last student receive the message. Then the last student must write the sentences
he/she was told. Example: “it´s a blue pen” or “the crayon is red”. In this activity, students can practice speaking and listening as well as
spelling.
❒ Slam: teacher takes some flashcard to the class about school supplies/colors or numbers. Tell students to sit in a circle and place the flashcards
in the middle. Ask students to put their hands on their heads. Teacher shouts out the word of one of the flashcards “pencil” and the students
race to touch it. The student who touches it first, gets to keep it. At the end, the student with more cards is the winner.
❒ Rock, scissors, and paper: ask students to play the game “rock, scissor, paper 1...2…3” and students have to put their hands in front in the form
of paper, scissor or the rock. (Scissors cut the paper, paper covers the rock, and rock breaks the scissors). Students play three times. The students
who wins two times is the winner.
SUGGESTED EVALUATION ACTIVITIES FOR UNIT IV
❒ Listen and order: Have students identify school objects through listening words. Provide students with a worksheet about
school objects and ask them to write number from 1-5 in the order the words are mentioned. “Crayon” 1= crayon,
“book” 2=book, and so on. Verify if students are able to identify the words and write the number properly. Repeat the
word 3 times so that student can understand, and provide enough time.
❒ Listen and check: Have students distinguish between two objects. Ask them to put a check on the object that you
mention. “Pen”, “ruler”. Then check students understanding. Repeat the words several times so that students can get
the words.
❒ Reading: Have students practice reading English words. Tell them to read in pairs the poem “the color train” on page
31. Then, encourage students to read aloud, in pairs or individually. Check students’ pronunciation and ask
comprehension checking questions: What color is the train?
values values
Develop values of solidarity, Employ appropriate knowledge,
Social harmony honesty, responsibility, peace, Social harmony Traffic Safety attitudes and behaviors, which
and citizenship Citizen rights toward others; in the family, and citizenship will allow them to travel correctly
school and community. and safely on the public road.

❒ Uses vocabulary related to means transportation commonly used in
❒ Use clothe item words to participate in descriptions of what he/she
his/her community to describe how they commute in the city in
wears using verb have and colors properly.
different communicative settings.

Unit V: Clothes (12 H/C) Unit V: Transportation (12 H/C)
1. The student identifies items of 1. Clothing: pants, sneakers, 1. The student identifies means of 1. Transportation: ship, truck,
clothing through audio and visual cap, shoes, skirt, T-shirt transportation through audios, visual bicycle, airplane, train, car.
aids. 2. Review: Colors aids. 2. Colors: brown, beige,
Grammar: purple, white, gray, black
2. The student uses vocabulary about 1. I have…to express what 2. The students express their preferences 3. Numbers 1-10
items of clothing when describing he/she wears. of transportation means they Grammar:
what he/she wears. 2. I have a/an…+ clothe commonly use. 1. Yes, it is/ No, it isn’t
3. The student uses vocabulary about Listening: 3. The students asks and answers yes/no Listening:
items of clothing and color 1. Listen and point questions when talking about 1. listen & point
commonly used. 2. Song: My colorful clothes transportation means. 2.Song: Mix it up
Speaking: Speaking:
4. The student pronounces sentences 1. Expressing what they wear 4. The student talks about means of 1. Is it a …?
with correct intonation 2. describing clothes with colors transportation used in his/her 2. Is it … and ….? (color)
Additional Learning: community using the target language. Additional Learning:
5. The student demonstrates respect 1. Clothing: Bag, Dress, Glasses, Bus, Car, Drive, Train
toward others ‘dressing. Hat, Jacket, Skirt, Trousers, 5. The student recognizes traffic signs Helicopter, truck, Motorbike
Watch. when walking on the street for safety Ride, Run, Swim, Go, Fly
2. Wear, look, purposes.
1st
SUGGESTED LEARNING ACTIVITIES FOR UNIT V
❒ Descriptions: Students choose three items to wear from bag and take turns modeling them. They should say “I’m wearing a ….”. They have to
walk around the classroom telling their classmates what they are wearing using the given vocabulary. (E.g. I have blue pants, or I have red skirt)
And ask classmates what they are wearing too!
❒ Memory game: students use flashcards to play a memory game. Students take turn to pick up two cards and see if they match. If not, they put
them back and another student takes turn.
❒ Drawing Clothes Fun: Split your class into groups of 6 and give each student a piece of paper to draw on. Assign what each student in the
group will draw: S1 will draw a hat, S2 a head, S3 a shirt, S4 pants, S5 shoes and socks, S6 arms and a watch. Don't let each student see what
the others in their group are drawing. Also, get them to color in their drawings. Finally, give each group a piece of construction paper and get
them to cut out and glue their creations to the construction paper. They will love what they have created.
❒ What is it? Game: Split the class into boys vs. girls team, and have them line up on opposite ends of the room. Place a box containing the
champion "present" on a chair in the middle of the room. Show the class a flash card. Whatever team identifies it fastest or loudest can take a
step towards the present. Repeat until one of the teams has reached the present and is the winner.
SUGGESTED EVALUATION ACTIVITIES FOR UNIT V
❒ Clothes search: The teacher ask students to cut items of clothing as homework for next class. The teacher shouts out an item of clothing and
students try to find a picture of that thing as quickly as possible. To make it more challenging, try describing the clothes color, e.g. “A red hat” or
“A blue shirt”.
❒ Drawing: Draw in a block page items of clothing (Using the vocabulary you taught) Give the students specific directions to color. E.g. blue t-shirt
/ red skirt / yellow pants and so on.
❒ Game: Teacher fills a bag with clothes. All the students stand in a circle. One student starts by holding the bag while the music is being played
and the rest of students must pass the bag around. When the music is stopped, whoever is holding the bag takes an item of clothing out of the
bag and puts it on. The student then says what they are wearing. The game continues until the bag of clothes is empty.
2nd
SUGGESTED LEARNING ACTIVITIES FOR UNIT V
❒ Repetition: After presenting the new vocabulary, draw on the board a ship, a train, a bicycle, an airplane, a truck, and a car (big enough
for students see them clearly) then, ask students to repeat the name of the mean of transportation.
❒ Matching: In three different pieces of cardboard draw 1) a highway, 2) sea, 3) clouds representing the place where different means of
transportation: by land, by air or by water. Then ask volunteers to choose a mean of transportation cards and stick the pieces on over it. Ask
students the name of the mean of transportation they chose. Then, ask the rest of the class to check the answer. Give positive reinforcement
to the students.
❒ Glider plane: Make a paper glider plane and have the airplanes and helicopters as air travel. Students watch as it glides in the air across the
classroom. Ask the students to think about other objects that fly.
❒ Memory game: Students use some flashcards to play a memory game. (see link https://esl-kids.com/pdf/transportation/small-transportation-
words.pdf ) Then, students color some pictures related to means of transportations according to the color code. See worksheets
http://www.preschoolactivities.us/transportation-worksheet-for-kids-2/
SUGGESTED EVALUATION ACTIVITIES FOR UNIT V
❒ Matching: Ask students to take out a sheet of paper and write their names on the top of the paper. Then ask students to draw on the sheet
of paper different vehicles on the left side of the sheet of paper and the mode of transportation on the right (Using the given
vocabulary).After that, ask students to match the corresponding vehicle to the right mode of transportation.
❒ Vocabulary recognition: Tell students you will play an audio or the teacher can read means of transportation aloud. Then ask students to
write a check to each vehicle you mention. The teacher will use the checklist answer to verify student’s progress for assessment. (The
teacher can make a checklist per student in order to have students assessment in detail)
❒ Transportation Sounds: Play transportation sounds for the children. Ask them guess which means of transportation it is. When students identify
the word, ask them to spell it (c a r / p l a n e / m o t o b i k e).
❒ Word search: Students find words related to means of transportation in a word search chart. Then use them to label some pictures. Teacher
asks the question Is it a …? to encourage students to say the right word
values values
Develop respectful Promotion of
Personal, Social Character Commits to take care of and protect
interpersonal Environmental clean and
and Emotional Formation the physical and environmental space
relationships from family, Culture healthy
Identity of home, school and community
school and community. environments

❒ Names his/her family members in short presentations and ❒ Use house basic common terms to ask for and express locations of furniture
descriptions in the house with basic preposition of place.
❒ Describe their house using rooms at home vocabulary.

Unit VI: My Family (12 H/C) Unit VI: My House (15 H/C)
Vocabulary Vocabulary
1. The student identifies family 1. Family: mom, dad, 1. The student identifies 1. Furniture: bed, chair, table, etc.
members through visual aids brother, sister, furniture in house through 2. Rooms: bed/bath/living room, kitchen, yard.
and audios. grandma/pa audios, visual aids. 3. Prepositions of place: in, on, under.
Grammar 4. Numbers 1-10
2. The student names 4-5 family 1. This is my …. 2. The student uses the chunk Grammar
member words correctly. 2. I love my…. “where is...” to ask where 1. Wh-question:
things are orally.
3. The student uses family member Listening 2. It´s under…
vocabulary to talk about his/her 1.listen & point 3. The student uses Listening
family orally. 2. Song: I love my family. prepositions of place to say 1.listen & point
Speaking where things are. 2. Song: upstairs/ downstairs
4. The student pronounces words 1. Family tree talk. Speaking
about family correctly. Additional Learning: 4. The student recognizes the 1. Where´s the…? (objects)
Family: baby, boy, girl, importance of organization Additional Learning:
5. The student demonstrates child, cousin, aunt, uncle. when working in the class. 1. Apartment, Hall, street, bed, armchair,
respect when talking with their Photo bookcase, chair, clock, lamp, mirror, radio,
classmates about their family. table, television, clean, live, watch, listen,
2. Prepositions: behind, between, In front of,
next to
1st
SUGGESTED LEARNING ACTIVITIES FOR UNIT VI

❒ Flashcards: Teacher presents some flashcards to students about family members. First, present one member and repeat the
name 3 times giving pause to students to repeat it. Then continue with the rest of members. Once they memorize the words,
show the flashcards again and ask students to name them. See family member flashcards on the link: https://esl-
kids.com/pdf/family/small-family-words.pdf
❒ Family Tree: Before class, prepare some flashcards with a family member pictures in total six members (Mother, Father, sister, brother,
Grandmother, grandfather). During the class draw on the board a tree and ask students to organize in the tree the family
organization using the flashcards you did for example: At the top of the tree, Grandmother, grandfather. Then Mother, Father
and in the bottom part sister, brother. At last ask students to name each family member. Then ask students to name the
family members they live with.
❒ Finger family song: Before this activity, the teacher should prepare the finger family puppets (see puppet template in the link:
https://www.pinterest.es/pin/806566614493873864/ . Then, have students listen to the “family finger song” and present the vocabulary to
students by pointing out the family finger member as the song mentions it. You listen to the song from YouTube by typing the
title “family finger song” or by typing the link on your browser: https://www.youtube.com/watch?v=YJyNoFkud6g
❒ Family portrait: Students draw a picture of their family members and present it to their peers. They should say “My dad /
my brother/ my sister/ my mom” They can color the drawing so as to make it more appealing. Once they have shared
their drawings, stick them on a wall paper.
❒ Singing song: Have students listen to, practice and sing the song “We are a family”. Mime as you sing the song and
encourage students to mime as well. You can find this song in YouTube https://www.youtube.com/watch?v=foptl0BeXnY
SUGGESTED EVALUATION ACTIVITIES FOR UNIT VI

❒ Family Dice: Have students make a circle and ask them to pass the dice while the music is being played. When the music stops, whoever is
holding the dice rolls it and says aloud the word of the family member and the name of their family member. You can see
the family dice template here: https://esl-kids.com/index.php?wizard=dice
❒ Spinner: Students make groups of 3-4 and play with a spinner worksheet about family members. They take turns to spin a
bottle or a pencil. Then, they say the name of the family member. To make it more challenging, they can spell the word
example “father: F-a-t-h-e-r”
❒ Unscrambled words: Students work with unscrambled words worksheets about family member and teacher checks spelling of
words. Then, ask students to write the words in a ruled paper
2nd
SUGGESTED LEARNING ACTIVITIES FOR UNIT VI

❒ Memory Game: Have students place face-down the memory game cards. Then, ask them to take turns to pick up 2
cards. If students get the match (picture and word) they can keep the cards; if not, they must put the cards back.
See the sample flashcards on the link: https://esl-kids.com/pdf/rooms/small-rooms-words.pdf
❒ Flashcards: students look at some flashcards related to furniture and appliances and repeat the names. Then,
students look at a poster and place the cards with the corresponding room at home.
❒ Drawing: Students draw their house and present the drawing to their peers. Then, teacher asks questions to them
following the pattern and miming to provide with clues for better understanding: is it the kitchen? Is it the bedroom?
Is it the bathroom?
❒ Label: Students look at a picture of a dog in different places and use prepositions of place to describe it.
❒ Story-telling: Students listen to the story “the three little pigs” /Goldilocks and draw houses in the stories. Then, students answer some
questions about the stories they listen or watch. See story of Goldilocks here http://www.kizclub.com/storytime/threebears/threebears.pdf
SUGGESTED EVALUATION ACTIVITIES FOR UNIT VI

❒ Oral questions: Ask students to answer the question where is the…? To use both, preposition and rooms (It`s in the
bedroom / It´s under the chair)
❒ Naming: Have students write the name for the furniture and appliances to the right picture from a worksheet provided
by the teacher. Then, have students share their responses. Check comprehension and spelling of words.
❒ Placing furniture: Have students look at pictures of furniture and appliances and match with the proper room at home
(see picture)
❒ Writing: Ask students to write the words related to rooms, furniture, and appliances in a ruled paper. Teacher checks
spelling of words.
❒ Dice game: Ask students roll a dice (each dice face will have a picture of parts of the house). Then, students must say the word that is
represented by the picture. See template on the link: https://esl-kids.com/index.php?page=worksheets
values values
Participate in sports, cultural
Participate in activities that
Education for and recreational activities, in
promote laws related to the
Health and Health order to strengthen physical Environmental
Environmental Law protection and conservation
Nutritional Promotion and psychological health at Culture
of the environment and
Security the individual and collective
natural resources.
levels.

❒ Participates in descriptions of his/her body parts using proper ❒ Use nouns in singular and plural form to talk about the farm, animals and
basic structures. fruit in different communicative contexts

Unit VII: My Body (12 H/C) Unit VII: On the Farm (15 H/C)
1. The student recognizes body parts 1.The Face: eyes, nose, 1. The student identifies vocabulary of farm 1. Farm animals: horse, pig,
through visual aids and audios. mouth, ears, hair, teeth animals through audios, and visual aids. cow, duck, sheep, hen
3. The senses 2. Review: Numbers
2. The student names body parts using 2. The student uses singular and plural forms 3. Fruit: banana, apple,
this is/these are correctly. Grammar of nouns in oral language. orange, pear, lemon, plum
1. This is…
3. The student participates in short 2.These are … 3. The student uses vocabulary about farm Grammar
dialogs using the vocabulary animals when singing songs 1. Plural: Three pigs.
learned about body parts. Listening 2. They´re… / They aren´t…
4. The student asks and answers questions
1. listen & point about animals using plural and singular
4. understand specific words related 2. Song: My face. Listening
to body parts from recordings and nouns. 1. listen & point
songs Speaking 2. Song: come visit the farm.
5. The student recognizes benefits that
5. Show respect to others’ physical 1. I have… human beings get from animals and
Additional Learning: Speaking
appearance. plants. 1. What are they?
1. Body: face, arm, foot,
hair, hand, head, leg, Additional Learning:
6. The student names animal on the farm 1. Bird, chicken, mouse, goat
smile. when looking at posters, pictures or 2. Bean, carrot, grape,
videos. lemon, mango, orange,
potato, rice, tomato, egg
1st
SUGGESTED LEARNING ACTIVITIES UNIT VII
❒ Flashcards: Present the body parts by using flashcards and ask students to shout in chorus the body part they see in the flashcard. See
flashcards on the link: esl-kids.com/pdf/bodyparts/small-bodyparts-words.pdf
❒ Song: Practice body parts using the song: “Head, shoulders, knees and toes”. (You can adapt the song by using the body parts presented in
the book). Watch the video from YouTube: www.youtube.com/watch?v=h4eueDYPTIg
❒ Memory game: Have students play a memory game with some flashcards about body parts and words. Students take turns to pick up two cards and see if
they match (a picture and a word). If they match, they can keep the two cards. Otherwise, they must place back the two cards and give the chance for
another student.
❒ Body Puzzle: Have students work in pairs and work with a puzzle about body. Tell students they must write the body parts in each piece.
❒ Monster maker: cut out different body parts from a book or magazine (you can just print them too) then, ask students to stick
them on a piece of paper forming a body.
❒ My silhouette: Use large pieces of paper and have children lie down on them. Trace the contour of their bodies. Cut out the
shapes and hang them on the wall. Then, ask students to decorate their silhouettes as they wish
SUGGESTED EVALUATION ACTIVITIES UNIT VII
❒ Simon Says game: Using the vocabulary previously learned, ask students to touch the body part you mention. (E.g.
touch your mouth, touch your eyes, and so on) you can do it fast in order to make it funnier.
❒ Drawing: Tell students you are going to name a body part and students have to draw the body part you name, then
ask students to color it. Check students answer.
❒ Body dice: have students pass a dice to each other in a circle and teacher plays a song. Once the music is stopped,
whoever is holding the dice, rolls it and says the body part.
❒ Workout: prepare a workout session in which students identify different body parts. Follow with a relaxation period.
Name the body parts students must relax (neck, shoulders, arms, feet, etc.).
2nd
SUGGESTED LEARNING ACTIVITIES UNIT VII

❒ Repetition: Students listen to animal’s words and repeat from teacher and audios. Then, Students make animal sounds while teacher shows
pictures.
❒ Singing: Students listen and sing a song called “old MacDonald” You can watch the video on YouTube by typing the
link: https://www.youtube.com/watch?v=_6HzoUcx3eo
❒ Word search: Students look for words in a word search and label animal’s names. Then, students play with a board game
about farm animals.
❒ Crafting: Students create a craft about farm animals see samples: duck, sheep ,cow ,dog
❒ Mask: Arranged in a circle, Students are given a mask. Then teacher asks them to get together based on the animals (zebras, lions, dogs,
etc). the teacher explain that they are in an animal sounds competition, when the teacher mention the animal name, students must
perform the animal sound loudly
SUGGESTED EVALUATION ACTIVITIES UNIT VII

❒ Matching: Students match words and pictures related to farm animals. Then, students practice listening and spelling the
names of farm animals.
❒ Album creation: Students create an album of farm animals / Fruit. They must include pictures or drawings with the
corresponding name of the farm animals/ Fruit.
❒ Dictation: Students take a dictation of farm animals and write the words in a ruled paper so as to practice listening and
spelling the names of farm animals
❒ Rolling the animal dice: Students play during five minutes with the animal dice. They are in circle and teacher plays a
song and students walk in mingle passing the dice each other, when the teacher stops the song, the student who has
the dice must roll it and say the animal name. Repeat the activity 5 times
values values
Education for Participate in actions that Promotion of Commit to take care of and
Health and Food Health promote health, in order to have Environmental clean and protect the physical and
and Nutritional Promotion healthy lifestyles and contribute Culture healthy environmental space of your
Security to the improvement environments home, school and community

❒ Express his/her food preferences using basic structures in oral ❒ Use words related to the countryside when talking about
language when participating in short conversations, games, environment in different learning activities.
songs and others.

Unit VIII: Food (12 H/C) Unit VIII: In the Country (15 H/C)
1. The student distinguishes food 1. Food: apple, hamburger, milk,1. The student identifies 1. Flora and fauna: tree, bird,
items vocabulary through visual ice-cream, carrot, cake countryside vocabulary ladybug, butterfly, flower, squirrel.
aids and audios. 2. Adjective: Healthy/unhealthy through audios, and visual 2. Colors review
Grammar aids Grammar
2. The student uses vocabulary 1. I like (Food item) 1. Yes/no, they are/ aren’t
about food to express their 2. I don’t like … 2. The student uses plural nouns 2. They are (color + animal/objects)
preferences Listening related to countryside when Listening
describing their surroundings. 1. Listen & point
3. The student uses proper 1. listen and point/match 2. Song: out in the sun!
grammatical structures when 2. Song: Yummy, yummy! 3. The student is aware of the 3. Story: Blue bananas
expressing likes and dislikes Speaking: importance of the Speaking
1. Expressing food preferences environment in their 1. What color are the…?
4. The student recognizes the immediate surroundings. Additional Learning:
importance of having healthy Additional Learning:
Bread breakfast, burger, Beach, sand, sea, shell, today, day,
eating habits. 4. The students answer to yes/no
chicken, chips, coconut, dinner, morning, afternoon, evening, night,
questions properly using verb be.
drink, eat, fish, juice, lemonade, fishing
lunch, meat, milk, watermelon
1st
SUGGESTED LEARNING ACTIVITIES FOR UNIT VIII

❒ Touch a mystery food: Blind folded, students touch food they are familiar with to discover its temperature and texture. You
can use a carrot, a cookie, an egg, some bread, a mango, or anything that us cold or warm. Ask students to use their
hands and smell to guess the mystery food.
❒ Food alphabet: create a visual food alphabet wall display. Students can cut out pictures of food and match these to a
letter or draw their own impression of the food.
❒ Spelling: Have students fill in the missing letter in food words from a worksheet. They can see the picture to associate the
words. See worksheet on the link: www.enchantedlearning.com/alphabet/missingletter/food/
❒ Food coloring: Have students see a food worksheet and ask them to color the food. Then, encourage students to say “I like
… (+ food)” pointing out the food item.
❒ Bingo: give students 3 food cards randomly. Then, ask them to listen to you calling out 3 food items. If they have the three item you called
out, they can shout “bingo”. See bingo cards on the link: www.anglomaniacy.pl/pdf/foodB.pdf
SUGGESTED EVALUATION ACTIVITIES FOR UNIT VIII

❒ Food flashcards: Explain students you will show them some flashcard with food vocabulary they have previously
learned. Present students the flashcards with the food vocabulary given in the book (apple, milk. Ice cream, carrot,
cake).Then, ask students each time you show a flashcard, and they have to shout the food they see in the
flashcard. After that, ask students the food they like. Help students use the structure e.g. I like apples. Tell students to
walk around the classroom to know their classmates favorite food.
❒ Classifying food: In a piece of cardboard, draw some food (using the given vocabulary about food), two of each in
separate cardboards. Draw a line in the middle of the board, on the top of the board write healthy and unhealthy.
Each side of the board will be group A and group B. Divide the class in two groups give each student a food
cardboard images, and ask students to classify food items in healthy and unhealthy (use tape to stick the food
cardboard image on the board).
❒ Matching: Ask students to look at some pictures and match the food words with the corresponding image. Then ask them to repeat words
aloud
❒ Writing: Ask students to write the words related to food in a ruled paper. Teacher checks spelling of words.
2nd
SUGGESTED LEARNING ACTIVITIES FOR UNIT VIII
❒ Pictures: Students look at some flashcards about Flora and Fauna. Then, listen and repeat words. Teacher gives
students some flashcards to play and ask each other for vocabulary.
❒ Collecting: Students collect pairs of similar looking petals, flowers or leaves and use them to make a set of snap cards
to memorize words. They share their work with their peers and say the words.
❒ Crafting: Students collect different types of leaves to make some fun leafy animal pictures. Then, hang their work on
the wall
❒ Drawing: Students draw a forest and animals on it, color it and present it to the class. They can also stick all the works in
a large piece of paper.
SUGGESTED EVALUATION ACTIVITIES FOR UNIT VIII
❒ Spelling: Students complete the missing letter in the word related to animals: ( _ ebra, _ ion, _onkey). Teacher checks spelling of words.
❒ Questions: Students answer the question “what are they?” orally while looking a poster or pictures of animals. Then, they spell words.
❒ Say the plural: Students say the plural of animals orally using numbers (1-6) and animal words through games. Teacher: one monkey!
Students: two monkeys!
❒ Guessing: Students guess the name of animals by listening to some audios and animal sounds. They can also imitate animal sounds to make
it funnier.
values values
Practice actions protection,
Practice the values of
prevention and conservation of
solidarity, honesty,
the environment and natural
Environmental Environmental Social harmony Citizen rights responsibility, peace,
resources, in the family, school and
Culture education and Citizenship toward others; in the family,
community, which promotes
school and community.
sustainable development and the
welfare of new generations.

❒ Participates in short dialogs using weather type’s vocabulary to talk ❒ Use geometric shapes and numbers vocabulary to participate in short
about common weather types in his/her surroundings. conversations.
❒ Describe clothes items people use according the weather type in ❒ Resolve basic arithmetic problems of addition and subtraction using
oral language. the target language.

Unit IX: The Weather (12 H/C) Unit IX: Numbers and Shapes (15 H/C)
1. The student identifies weather 1. Weather: windy, cloudy, 1. The student recognizes geometric 1. Geometric shapes.
vocabulary in their surroundings sunny, snowy, stormy. shapes and numbers through audios, 2. Numbers from 0 to 20.
through visual aids and audios. 2. Clothing: hat, socks, visual aids. 3. Numbers as words.
umbrella, boots, sun 4. Operations: plus, minus, equals.
2. The student asks for and responds to glasses 2. The student resolves mathematical Grammar:
questions about weather types Grammar: problems using numbers from 0 to 20 1. There is /there are.
orally. 1. It´s (weather type) and geometric shapes using the target Listening
language.
3. The student recognizes vocabulary Listening 1. listen & point 70, 71
related to clothing in different 1. listen & point Speaking
3. The student uses “How many” questions 1. How many..?
weather types through visual aids Speaking to ask and answer about quantities
and audios. How's the weather?
Additional Learning: correctly. Additional Learning:
4. The student demonstrates a Cloud, rain, wind, sun, 4. The student writes numbers from 0 to 20 Diamonds, ovals, add, subtract,
collaborative attitude when sharing storm, thunder, wet, hot, with correct grammatical structure. calculate,
his/her belongings in the classroom. dry, cold
1st
SUGGESTED LEARNING ACTIVITIES FOR UNIT IX
❒ Weather race: Draw on a piece of cardboard the six different weather types. In the middle of the cardboard circle, draw something related
to each weather type a sun, some clouds, a thunder and some rain drops, snowflakes, and so on to help students comprehend each
weather type. Tell students each time you mention a weather type, they have to run and touch the weather type you mentioned. Students
can go in pairs to compete. The teacher can add some music to make it funnier.
❒ Flashcards: The teacher makes flashcards (the teacher can use the cardboard circle she/ he used in the activity above) of the new
vocabulary about the weather types, in order to introduce the new words: windy, rainy, cloudy, sunny, snowy, and stormy. Then, the teacher
sticks them on the board and asks the children to open their books on page 70. The teacher plays the track 39 and have the children to
point to the correct picture.
❒ Charades: the teacher divides the class into two teams, then pick one student from each group and tells a weather type to one of the
students from each team, one at a time. For example: “windy”. Next, the teacher asks the student to describe the word with actions and
sounds to their teams, the team have to guess the weather type.
❒ Weather collage: Have students go through old magazines and cut out pictures showing different types of weather. Then, glue the pictures
onto some paper to create a weather collage.
SUGGESTED EVALUATION ACTIVITIES FOR UNIT IX
❒ Weather sounds: Teacher plays some weather sounds and ask students to number from 1-6 the pictures about weather based on the correct
order.
❒ Spelling: Students complete the missing letter in the word related to weather: (_ loudy, _ ainy, _unny). Teacher
checks spelling of words.
❒ Spinner: Have students play with a spinner about weather. Students spin a pencil or a bottle and say the name of
the weather type saying “it´s ….” Example “it´s sunny”
❒ Weather accessories: Students look at some weather accessories and classify the pictures with the corresponding
weather type.
2nd
SUGGESTED LEARNING ACTIVITIES FOR UNIT IX
❒ Repetition: Students see some shapes in a poster and repeat the names. Then, students compare objects that have the same shapes as
“Circle, triangle, square”
❒ Shape puppet: Students create a shape puppet and practice a song of shapes. They also name shapes and play in pairs or small groups.
❒ Who am I? game: Students play the game who am I? Place a shape on students’ forehead and they ask who am I? The rest of students say
the shape.
❒ Drawings: Students use shapes to make drawings as sample: then, students connect dots to make drawings as example:
❒ Popsicle shapes: Teacher draws some shapes in a large piece of paper. Then, teacher gives students some colorful ice-cream sticks and ask
them to create shapes and glue the wooden sticks on the piece of paper. Then students can name and write the word for each shape
❒ Tracing shapes: students trace shapes by connecting dots in a worksheet or using butter paper.
SUGGESTED EVALUATION ACTIVITIES FOR UNIT IX
❒ Matching: Students match shapes and words (Circle, oval, triangle, square). From some worksheets and
students book.
❒ Identifying shapes: Students listen to audios and put a check to the shape mentioned. Then, compare their
responses with their peers.
❒ Comparing: Students make comparison with objects and shapes. They mention objects that are similar to shapes. Example: a ball = circle, a
book= rectangle, a window= square, and so on.
❒ Coloring: Have students to look at a drawing and color it according to the shape code in the drawing. Example circle= red, square=
green, triangle= yellow, and so on.
BIBLIOGRAPHY
❒ Anglomaniacy. (2005). Retrieved from anglomaniacy.pl/foodDictionary.htm#flashcards
❒ Crayons, T. M. (2009-2019). Clothing games. Retrieved from https://www.themagiccrayons.com/games/clothes/
❒ ESL Kids Games & Activities. (2011). Retrieved from https://www.eslkidstuff.com/esl-kids-games/clothes-games.htm
❒ Julie Kniventon, A. L. (2016-2018). Bounce Now Starter. Macmillan .
❒ Julie Kniveton, A. L. (2011). Bounce Now 1. Mexico: Macmillan.
❒ KIDS, E. (2006). ESL KIDS Flashcards. Retrieved from https://esl-kids.com/pdf/
❒ Pinterest. (n.d.). Retrieved from https://www.pinterest.es/pin/353391902001119799/?lp=true
❒ Ramsay, N. (2006~2019). ESL-kids . Retrieved from https://esl-kids.com/pdf/transportation/small-transportation-words.pdf
❒ Victoria, S. o. (2013). Health Eating Advisory Service. Retrieved from heas.health.vic.gov.au/early-childhood-services/healthy-

curriculum-activities/healthy-eating-games-and-activities
❒ Wordpress. (2019). Preschool Activities. Retrieved from http://www.preschoolactivities.us/transportation-worksheet-for-kids-2/

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MINISTERIO DE EDUCACIÓN

Estimada (o) docente:

REVISION TECNICA: COMISIÓN CURRICULAR DE ARTICULACIÓN MINED-CNU-INATEC

Wilmer Franklin Zambrana MINED Jaime Roberto Alemán UNAN/Managua

Fuente de Financiamiento: Recursos del Tesoro

Cambridge (2018): English Qualifications. Young Learners Can Do statements

First Grade Second Grade

Class Term Class Term

0 Adjustment Period 18 hours 0 Adjustment Period 12 hours

5 Clothes 12 hours 5 Transportation 12 hours

First Grade Second Grade

SUGGESTED LEARNING ACTIVITIES FOR ADJUSTMENT PERIOD

First Grade Second Grade

First Grade Second Grade

SUGGESTED LEARNING ACTIVITIES FOR UNIT I

SUGGESTED EVALUATION ACTIVITIES FOR UNIT I

SUGGESTED LEARNING ACTIVITIES FOR UNIT I

SUGGESTED EVALUATION ACTIVITIES FOR UNIT I

First Grade Second Grade

First Grade Second Grade

SUGGESTED LEARNING ACTIVITIES FOR UNIT II

SUGGESTED EVALUATION ACTIVITIES FOR UNIT II

SUGGESTED EVALUATION ACTIVITIES FOR UNIT II

First Grade Second Grade

First Grade Second Grade

SUGGESTED LEARNING ACTIVITIES FOR UNIT III

SUGGESTED EVALUATION ACTIVITIES FOR UNIT III

SUGGESTED LEARNING ACTIVITIES FOR UNIT III

SUGGESTED EVALUATION ACTIVITIES FOR UNIT III

First Grade Second Grade

First Grade Second Grade

SUGGESTED LEARNING ACTIVITIES FOR UNIT IV

SUGGESTED EVALUATION ACTIVITIES FOR UNIT IV

SUGGESTED LEARNING ACTIVITIES FOR UNIT IV

SUGGESTED EVALUATION ACTIVITIES FOR UNIT IV

First Grade Second Grade

First Grade Second Grade

SUGGESTED EVALUATION ACTIVITIES FOR UNIT V

SUGGESTED LEARNING ACTIVITIES FOR UNIT V

SUGGESTED EVALUATION ACTIVITIES FOR UNIT V

First Grade Second Grade

First Grade Second Grade

SUGGESTED LEARNING ACTIVITIES FOR UNIT VI

SUGGESTED EVALUATION ACTIVITIES FOR UNIT VI

SUGGESTED LEARNING ACTIVITIES FOR UNIT VI

SUGGESTED EVALUATION ACTIVITIES FOR UNIT VI

First Grade Second Grade

First Grade Second Grade

SUGGESTED LEARNING ACTIVITIES UNIT VII

SUGGESTED EVALUATION ACTIVITIES UNIT VII

SUGGESTED LEARNING ACTIVITIES UNIT VII

SUGGESTED EVALUATION ACTIVITIES UNIT VII

First Grade Second Grade

First Grade Second Grade

SUGGESTED LEARNING ACTIVITIES FOR UNIT VIII

SUGGESTED EVALUATION ACTIVITIES FOR UNIT VIII

SUGGESTED LEARNING ACTIVITIES FOR UNIT VIII

SUGGESTED EVALUATION ACTIVITIES FOR UNIT VIII

First Grade Second Grade