ANNUAL ENGLISH CURRICULUM PROGRAM - 2021

I. GENERAL INFORMATION:
1. Regional Education Management : LAMBAYEQUE
2. UGEL : CHICLAYO
3. Educational Institution : KINDERLAND COLLEGE
4. Area : ENGLISH
5. Grade : 1st-6th GRADE PRIMARY GRADE
6. Hours per week : 2 hours
7. Shift : MORNING AND AFTERNOON
8. Teacher : ANA MOSER SILGADO PEREZ
9. Director : ANDREA SILVA PALOMINO

II. GENERAL DESCRIPTION:

The area is based on the communicative approach incorporating the social practices of language and the sociocultural
perspective. It is communicative because it is based on authentic communication situations to develop communicative
competencies through which students understand and produce oral and written texts of different types, formats and
textual genres, for different purposes, in different media, with emphasis on audiovisual and virtual media.

The use of ICTs in the different areas, and especially in the area of English, are of vital importance, since they will help in
a transcendental way to achieve meaningful learning and that students reach to develop skills in the use of language, that
is, that they learn to read and understand what they read, that they learn to write and learn to express themselves orally.

III. ENGLISH LANGUAGE COMPETENCIES, SKILLS AND LEARNING STANDARDS

COMPETENCIES CAPABILITIES ENGLISH LANGUAGE COMPETENCY LEARNING STANDARDS
1.1 Obtains information from oral  Communicates orally through various types of texts in English.
text in English.
Communicates orally in English
 Infer the topic, purpose, facts and conclusions from explicit information and
1.2 Infer and interpret information interpret the interlocutor's intention.
from oral text in English.  Expresses him/herself by adapting the text to everyday communicative
1.3 Adapts, organizes and develops situations using appropriate pronunciation and intonation.
the text in English in a coherent  Organizes and develops ideas around a central theme making use of some
and cohesive manner. coordinated and subordinate connectors including everyday vocabulary and
1.4 Uses nonverbal and paraverbal specific and relevant grammatical constructions.
resources strategically.  Uses nonverbal and paraverbal resources to give emphasis to the text.
1.5 Interact strategically in English  Give your opinion on what you have heard, making use of your knowledge of
with different interlocutors. the subject.
1.6 Reflects on and evaluates the
 In an exchange, participates by asking and answering questions about daily
form, content and context of oral
activities, past events and topics of personal interest.
text in English.
1.

2.1 Obtains information from written  Reads various types of texts in English that present simple structures and
Reads various

text in English. some complex elements with everyday vocabulary.

types of

English
texts in

2.2 Infer and interpret information  Obtains information and integrates data from different parts of the text.
from English text.  Make local inferences from explicit and implicit information and interpret the
2.3 Reflects on and evaluates the text selecting relevant and complementary information.
form, content and context of  Reflects on various aspects of the text evaluating the use of language and the
English text. intention of the most common textual resources based on their knowledge and
2.

experience.
3.1 Adapt the English text to the  Writes various types of medium-length texts in English.
several types of
Writes in English

communicative situation.  Adapt the text to the addressee, purpose and register based on previous
3.2 Organize and develop ideas in experience and basic information sources.
texts

English in a coherent and  Organize and develop your ideas around a central theme and structure them
cohesive manner. in one or two paragraphs. Relate their ideas through the use of some cohesive
3.3 Uses conventions of the written resources (synonyms, pronominalization and additive, adversative, temporal
language in English. and causal connectors) with everyday vocabulary and simple grammatical
constructions.

3.

He uses some orthographic resources that allow clarity in his texts.

 Reflect and evaluate your written text.
 ORGANIZATION OF ACTIVITIES:
Communicates orally in English Reads various types Writes various types of texts
of texts in English in English

English in a coherent and cohesive manner.

Obtains information from oral text in English

Uses conventions of the written language in

Reflects on and evaluates the form, content

Reflects on and evaluates the form, content

Infer and interpret information from oral text

Organizes and develops ideas in English in

Adapts, organizes and develops the text in

Infer and interpret information from written

Uses nonverbal and paraverbal resources

Reflects and evaluates the form, content

and context of the written text in English

Obtains information from text written in
and context of the oral text in English.
Interacts strategically in English with

and context of written English text

Duratio

a coherent and cohesive manner

Unit/ n

English in a pertinent manner.

Adapts the English text to the
Significant (Weeks SUBJECT FIELD ASSESSMENT TOOL

communicative situation
situation /Sessio

different interlocutors
ns)

in a strategic way.

text in English.
in English.

English
FIRST GRADE

DIDACTIC  Greetings
UNIT N° 01  My name is ...
X X X X  What color is it?
 How old are you?
DIDACTIC  School Objects
UNIT N°02  I am a ...(boy/girl)
X X X X  Short Answers
 Commands
DIDACTIC  My family
UNIT N°03  This is my house
X X X X  Pronoun he/she/it
 Prepositions of place
DIDACTIC  What fruit is it?}
UNIT N°04 X X X X
 Numbers 10 - 20 Flashcards
 What day is it today?
 The months of the year CD
DIDACTIC 

This is my body
This is my face
Slides
UNIT N°5 X X X X  Adjectives
 I have a ...
DIDACTIC  I like my toys
UNIT N°06  Using a/an
X X X X  Questions
 Negative sentences
DIDACTIC  My favorite pet
UNIT N°07  There is/are
X X X X  Questions
 Negative sentences
DIDACTIC  What animal is it?
UNIT N°08  Can/can't
X X X X  Pronoun they
 Verbs
 SECOND GRADE

Unit/

UNIT N°5

DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
situation

UNIT N°08
UNIT N°07
UNIT N°06
UNIT N°04
UNIT N°03
UNIT N°02
UNIT N° 01
Significant
n

ns)
Duratio

/Sessio
(Weeks

x
x
x
x
x
Obtains information from oral text in English

x
x
x
x
x
Infer and interpret information from oral text
in English.
Adapts, organizes and develops the text in

x
x
x
x
x
x
x
English in a coherent and cohesive manner.

Uses nonverbal and paraverbal resources

x
x
x
X
in a strategic way.

Interacts strategically in English with

x
x
x
x
X different interlocutors
Communicates orally in English

Reflects and evaluates the form, content

x
x
X
X
X
X
and context of the oral text in English.

Obtains information from text written in

x
X
English

Infer and interpret information from written

text in English.
of texts in English

Reflects on and evaluates the form, content

and context of the written text in English
Reads various types

Adapts the English text to the

communicative situation

Organizes and develops ideas in English in

in English

a coherent and cohesive manner

Uses conventions of the written language in

English in a pertinent manner.

Reflects on and evaluates the form, content

and context of written English text
Writes various types of texts


























Food

Verbs
 Verbs

O'clock
Phonics
Phonics
Phonics

Our/their
Can/can't
Using a/an
 This/that is

I don't have

Special day
What/When
The alphabet

School rooms
Numbers 1-50
 Back to school

 Time of the day

School subjects

He likes/doesn't
These/those are

Have you got...?

 What's the time?

 Wonderful colors

Outdoor activities
 How old are you?

 Everyday activities
What does he like?
Prepositions of place

After School Activities

 Greetings and farewells
SUBJECT FIELD

CD
TOOL

Slides
Flashcards
ASSESSMENT
 THIRD GRADE

Unit/

UNIT N°5

DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
situation

UNIT N°08
UNIT N°07
UNIT N°06
UNIT N°04
UNIT N°03
UNIT N°02
UNIT N° 01
Significant
n

ns)
Duratio

/Sessio
(Weeks

x
x
x
Obtains information from oral text in English

x
Infer and interpret information from oral text
in English.
Adapts, organizes and develops the text in

x
English in a coherent and cohesive manner.

x
x
Uses nonverbal and paraverbal resources
in a strategic way.
Interacts strategically in English with

x
x
x
different interlocutors
Communicates orally in English

Reflects and evaluates the form, content

x
x
x
x
and context of the oral text in English.

Obtains information from text written in

x
x
x
x

English

Infer and interpret information from written

x
x
x
x

text in English.
of texts in English

Reflects on and evaluates the form, content

x

and context of the written text in English

Reads various types

Adapts the English text to the

x
x
x

X
X

communicative situation

Organizes and develops ideas in English in

in English

a coherent and cohesive manner

Uses conventions of the written language in

x
English in a pertinent manner.

Reflects on and evaluates the form, content

x
and context of written English text
Writes various types of texts


































Time

Places
Clothes

Workers
Weather
Feelings

Pronouns

Memories
Adjectives

Tidying up
Celebrations

I was/ wasn't
Getting ready

Farm animals

Comparatives
Back to School

Put on/ don't put

Story(verb to be)

Days of the week

Weather activities
Months of the year

Does he/she work?

What's he wearing?

What's she/he doing

Numbers from 1-100

What are you doing?

Where does he work?

Personal Presentation

You were/ you weren't

What are you wearing?
What's the weather like?

This cow is bigger than...

SUBJECT FIELD

CD
TOOL

Slides
Flashcards
ASSESSMENT
 FOURTH GRADE

Unit/

UNIT N°5

DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
situation

UNIT N°08
UNIT N°07
UNIT N°06
UNIT N°04
UNIT N°03
UNIT N°02
UNIT N° 01
Significant
n

ns)
Duratio

/Sessio
(Weeks

x
x
x
Obtains information from oral text in English

x
Infer and interpret information from oral text
in English.
Adapts, organizes and develops the text in

x
English in a coherent and cohesive manner.

Uses nonverbal and paraverbal resources

x
x
in a strategic way.

Interacts strategically in English with

x
x
x

different interlocutors
Communicates orally in English

Reflects and evaluates the form, content

x
x
x
x
and context of the oral text in English.

Obtains information from text written in

x
x
x
x

English

Infer and interpret information from written

x
x
x
x

text in English.
of texts in English

Reflects on and evaluates the form, content

x

and context of the written text in English

Reads various types

Adapts the English text to the

x
x
x
x
x

communicative situation

Organizes and develops ideas in English in

in English

x
x

a coherent and cohesive manner

Uses conventions of the written language in

x

English in a pertinent manner.

Reflects on and evaluates the form, content

x

and context of written English text

Writes various types of texts


































Sports
House

Writing
Review
Furniture

Transport
My things
Can/ can't

Adjectives
Adjectives
Collections

Time words
Where is it?

Prepositions
Zoo Animals
My weekend

Water sports

Daily Routine
Phrasal verbs

Don't/ Doesn't
I like/ I don't like

Past Simple(+/-)
Where are they?

Yes/no questions
Describing places
There is/ there are

Questions (yes/no)
Preposition of place

Present Simple (+/-)

Personal information

Present continuous (+/-)

Questions/Answers (P.C)
SUBJECT FIELD

CD
TOOL

Slides
Flashcards
ASSESSMENT
 FIFTH GRADE

Unit/

UNIT N°5

DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
DIDACTIC
situation

UNIT N°08
UNIT N°07
UNIT N°06
UNIT N°04
UNIT N°03
UNIT N°02
UNIT N° 01
Significant
n

ns)
Duratio

/Sessio
(Weeks

x
x
Obtains information from oral text in English

x
x
x
Infer and interpret information from oral text
in English.
Adapts, organizes and develops the text in

x
English in a coherent and cohesive manner.

Uses nonverbal and paraverbal resources

x
in a strategic way.

Interacts strategically in English with

x
x
x
x
x

different interlocutors
Communicates orally in English

Reflects and evaluates the form, content

x
x
x
and context of the oral text in English.

Obtains information from text written in

x

English

Infer and interpret information from written

x
x
x
x

text in English.
of texts in English

Reflects on and evaluates the form, content

x
x
and context of the written text in English
Reads various types

Adapts the English text to the

x
communicative situation

Organizes and develops ideas in English in

in English

x
x

a coherent and cohesive manner

x Uses conventions of the written language in

x
x

English in a pertinent manner.

Reflects on and evaluates the form, content

x
x
x
x

and context of written English text

Writes various types of texts

































Food

I'd like

In space
Was/were

Questions
Adjectives
Verb to be

Some/ Any
A/an/ some
Telling time

The concert
Festival day
Superlatives

Have in past
A clever baby
Comparatives
Places in town

Irregular Verbs
What time is it?

Life in 100 years

Describing places

Time markers (+/-)

Present Simple (?)
Present Simple (+/-)

The future Will (+/-/?)

The personal pronoun

The Dinosaur Museum

Prepositions of the time

Countable/ uncountable

Negative and Questions

SUBJECT FIELD

Past Simple (regular verbs)

CD
TOOL

Slides
Flashcards
ASSESSMENT
 Communicates orally in English Reads various types Writes various types of texts
of texts in English in English

English in a coherent and cohesive manner.

Obtains information from oral text in English

Reflects on and evaluates the form, content

Reflects on and evaluates the form, content

Infer and interpret information from oral text

Organizes and develops ideas in English in

Adapts, organizes and develops the text in

Infer and interpret information from written

Uses nonverbal and paraverbal resources

Reflects and evaluates the form, content

and context of the written text in English

Uses conventions of written language in

Obtains information from written text in
and context of the oral text in English.
Interact strategically in English with a

and context of written English text

Duratio

a coherent and cohesive manner

Unit/ n

Adapts the English text to the

ASSESSMENT

English in a relevant manner

Significant (Weeks SUBJECT FIELD
TOOL

communicative situation
situation /Sessio

variety of interlocutors.
ns)

in a strategic way.

text in English.
in English.

English
SIXTH GRADE

DIDACTIC 

The Personal Pronoun
Plural and singular
Flashcards
UNIT N° 01 x x x X  Verb to be CD
 Possessive pronoun
DIDACTIC  The restaurant Slides
UNIT N°02  Breakfast time
x x x X  Present Simple (+/-)
 Present Simple (?)
DIDACTIC  Describing places
UNIT N°03  Adjectives
x x x X  Comparatives
 Superlatives
DIDACTIC  A clever baby
UNIT N°04  Have in past
x x x X  Was/were
 Negative and Questions
DIDACTIC  Sport time
UNIT N°5  Have in past
x x x X  Whose Jacket is...
 Negative and Questions
DIDACTIC  The concert
UNIT N°06  Past Simple (regular verbs)
x x x X  Irregular verbs
 Time markers (+/-)
DIDACTIC  Future Will
UNIT N°07  Time markers
x x x X  Affirmative/Negative/Questions
 My holiday
DIDACTIC  How much time have we got?
UNIT N°08  Some/ any
x x x x  How often
 Tv programs
 LEARNING UNIT N° 01

I. GENERAL INFORMATION:
1. Regional Education Management : LAMBAYEQUE
2. UGEL : CHICLAYO
3. Educational Institution : KINDERLAND COLLEGE
4. Area : ENGLISH
5. Grade : 1st-6th GRADE PRIMARY GRADE
6. Hours per week : 2 hours
7. Shift : MORNING AND AFTERNOON
8. Teacher : ANA MOSER SILGADO PEREZ
9. Director : ANDREA SILVA PALOMINO

II. SIGNIFICANT SITUATION:

The command of English becomes a useful tool in the integral formation of students, since it allows them access to
information to meet current academic demands, to develop efficiently in various life situations by coming into contact with
other people from other social and cultural environments, as well as to work in different contexts.

III. PRIORITIZED CORE COMPETENCIES

 Self-esteem
 Self-regulates your emotions
 Reflects and argues ethically
 Live sexually in a full and responsible way

IV. CROSS-CUTTING APPROACHES

 Interculturality
 Gender Equality
 V. ORGANIZATION OF COMPETENCIES, CAPABILITIES, THEMATIC AREAS, PERFORMANCES AND STRATEGIC
ACTIVITIES
Grade

Competencies Capabilities Strategic activities Thematic fields Performance

1.1 Listening to a short  Greetings  Expresses basic information in English.

1.2 conversation  I am a ...(boy/girl)  Understands when he/she is greeted or said
1.3 Relating it to himself, his  My name is ... goodbye to.
1 1.4 family and environment.  How old are you  Demonstrates confidence when presenting in
English.
FIRST

 Recognizes English words in different contexts

on familiar topics
1.1 Understands and interprets  Back to school  Understands greetings and farewells in
1.2 words, phrases and short,  Greetings and English.
1.3 simple sentences about farewells  Uses English greetings in real and simulated
1.4 different images  How old are you? language contexts.
1
 The alphabet  He introduces himself to his classmates in
SECOND

English.
 Recognizes the numbers from 1 to 10 in
English.
1.1. Understands short, simple  Back to School  He introduces himself to his classmates in
1.5 words, phrases, or sentences  Personal English.
2.1 related to self, family, and Presentation  Write the name of emotions you recognize in
1 3.1 surrounding environment.  Feelings an illustration.
2
 Story(verb to be)  Uses nonverbal language cannot answer
3
questions about preferences.
 Answers questions about places, fruits and
THIRD

animals in their environment.

 Mention likes and dislikes.
 1.1 Understands short, simple  Personal information  Write the name of the garments, families and
1 1.5 words, phrases, or sentences  Furniture adjectives you recognize in an illustration.
FOURTH

2 2.1 related to self, family, and  House  Uses nonverbal language when unable to
3 3.1 surrounding environment.  Where are they? answer questions about preferences.
 Compares objects using quantities.
1.2 Produces words by  The personal  Identifies the writing and pronunciation of
1 1.5 completing short, simple pronoun personal pronouns.
2 2.2 sentences related to self, the  Verb to be  Match the pronouns with the verb to be.
FIFTH

3 3.3 environment around him/her.  Telling time  Ask and give the time.
 What time is it?  Expresses different types of time.
1.2 Produces words by  The Personal  Identifies the writing and pronunciation of
1 1.5 completing short, simple Pronoun personal pronouns.
2 2.2 sentences related to self, the  Plural and singular  Write singulars and plurals.
3
SIXTH

3.3 environment around him/her.  Verb to be  Match the pronouns with the verb to be.
 Possessive pronoun  Read and complete possessives.
Strategies and Case Study Group, Conversation, Oral Narration, Oral Presentation, Specific communications: Improvisation,
Techniques Lecture, Forum, Panel, Interview, Round Table, Debate. reading aloud, video and audiotape, debates
Techniques: Role-playing, simulations, written dialogues, language and discussions.
games, teamwork, humanistic techniques, mnemonic games, listening
and drawing, chart completion, cooperative learning.

VI. EVALUATION

Evaluation Techniques Evaluation Instruments

Observation, exploitation questions, dialogue. Execution Exposition, debate, oral interventions, reading
tests. Practical exercises. Execution works. Development comprehension. Practical work, performance work, essay
of activities. test, text production.

VII. BIBLIOGRAPHY .

American Tiger
Twinkl
 LEARNING UNIT N° 02

I. GENERAL INFORMATION:
1. Regional Education Management : LAMBAYEQUE
2. UGEL : CHICLAYO
3. Educational Institution : KINDERLAND COLLEGE
4. Area : ENGLISH
5. Grade : 1st-6th GRADE PRIMARY GRADE
6. Hours per week : 2 hours
7. Shift : MORNING AND AFTERNOON
8. Teacher : ANA MOSER SILGADO PEREZ
9. Director : ANDREA SILVA PALOMINO

II. SIGNIFICANT SITUATION:

The command of English becomes a useful tool in the integral formation of students, since it allows them access to
information to meet current academic demands, to develop efficiently in various life situations by coming into contact with
other people from other social and cultural environments, as well as to work in different contexts.

III. PRIORITIZED CORE COMPETENCIES

 Self-esteem
 Self-regulates your emotions
  Reflects and argues ethically
 Live sexually in a full and responsible way

IV. CROSS-CUTTING APPROACHES

 Orientation to the common good
 Pursuit of excellence

V. ORGANIZATION OF COMPETENCIES, CAPABILITIES, THEMATIC AREAS, PERFORMANCES AND STRATEGIC

ACTIVITIES
Grade

Competencies Capabilities Strategic activities Thematic fields Performance

1.1 Listening to a short  School Objects  Engages in dialogue with peers about
1.2 conversation, relating it to  I am a ...(boy/girl) him/herself and the surrounding environment by
1.3 yourself, your family and your  Short Answers asking and answering simple questions.
1.4 environment.  Commands  Formulates short and simple sentences when
1
mentioning information about him/herself,
people or objects around him/her.
FIRST

 Name different types of vocabulary through the

presentation of figures.
1.1 Understands and interprets  Verbs  Identifies and uses English verbs.
1.2 words, phrases and short and  This/that is  Differentiate the use of this/that.
SECOND

1 1.3 simple sentences about  Wonderful colors  Expresses color diversity in English.
1.5 different images.  These/those are  Interpret the singular and plural by means of
images.
 1.1 Recognizes when spoken to  Pronouns  He introduces himself to his classmates in
1.5 in English and reacts verbally.  Months of the year English.
2.1 To place oneself in time(days)  Days of the week  Write the name of emotions you recognize in
1 3.1 in English.  Numbers from 1-100 an illustration/video.
2 Communicates using a  Uses nonverbal language when unable to
3 second language answer questions about preferences.
 Answers questions about places, fruits and
THIRD

animals in their environment.

 Mention likes and dislikes.
1.1 Recognizes when spoken to  Preposition of place  Write the name of clothes, families and
1.5 in English and reacts verbally.  There is/ there are adjectives that you recognize in an
2.1 To place oneself in time(days)  Where is it? illustration/video.
1 3.1 in English.  Review  Uses nonverbal language when unable to
2 Communicates using a answer questions about preferences.
3
FOURTH

second language  Compares objects using comparative

adjectives.

1.2 Produces words by  Places in town  Identify the writing and pronunciation of
1 1.5 completing short, simple  Prepositions of the personal pronouns.
2 2.2 sentences related to self and time  Match the pronouns with the verb to be.
FIFTH

3 3.3 the surrounding environment.  Present Simple (+/-)  Ask and give the time.
 Present Simple (?)  Expresses different types of time
1.2 Produces words by  The restaurant  Identifies the writing and pronunciation of
1 1.5 completing short, simple  Breakfast time personal pronouns.
2 2.2 sentences related to self and  Present Simple (+/-)  Write singulars and plurals.
3
SIXTH

3.3 the surrounding environment.  Present Simple (?)  Match the pronouns with the verb to be.
 Read and complete with possessives.
Strategies and Case Study Group, Conversation, Oral Narration, Oral Presentation, Specific communications: Improvisation,
Techniques Lecture, Forum, Panel, Interview, Round Table, Debate. reading aloud, video and audiotape, debates
Techniques: Role-playing, simulations, written dialogues, language and discussions.
games, teamwork, humanistic techniques, mnemonic games, listening
and drawing, chart completion, cooperative learning.

VI. EVALUATION
 Evaluation Techniques Evaluation Instruments
Observation, exploitation questions, dialogue. Execution Exposition, debate, oral interventions, reading
tests. Practical exercises. Execution works. Development comprehension. Practical work, performance work, essay
of activities. test, text production.

VII. BIBLIOGRAPHY .

American Tiger
Twinkl

LEARNING UNIT N° 03

I. GENERAL INFORMATION:
1. Regional Education Management : LAMBAYEQUE
2. UGEL : CHICLAYO
3. Educational Institution : KINDERLAND COLLEGE
4. Area : ENGLISH
5. Grade : 1st-6th GRADE PRIMARY GRADE
6. Hours per week : 2 hours
7. Shift : MORNING AND AFTERNOON
8. Teacher : ANA MOSER SILGADO PEREZ
9. Director : ANDREA SILVA PALOMINO

II. SIGNIFICANT SITUATION:

 The command of English becomes a useful tool in the integral formation of students, since it allows them access to
information to meet current academic demands, to develop efficiently in various life situations by coming into contact with
other people from other social and cultural environments, as well as to work in different contexts.

III. PRIORITIZED CORE COMPETENCIES

 Self-esteem
 Self-regulates your emotions
 Reflects and argues ethically
 Live sexually in a full and responsible way

IV. CROSS-CUTTING APPROACHES

 Environmental
 Pursuit of excellence

V. ORGANIZATION OF COMPETENCIES, CAPABILITIES, THEMATIC AREAS, PERFORMANCES AND STRATEGIC

ACTIVITIES
Grade

Competencies Capabilities Strategic activities Thematic fields Performance

1.1 Recognizes when spoken to  My family  Recognizes related words on familiar topics.
1.2 in English and reacts verbally.  This is my house  Recognizes and uses vocabulary related to the
1.3 Place in space (prepositions)  Pronoun he/she/it family.
1
1.4 in English.  Prepositions of place  Differentiate the parts of the house.
FIRST

Communicate using a second  It is located using prepositions of place.

language.
 1.1 Understands and interprets  Outdoor activities  Understands greetings and farewells in
1.3 words, phrases and short and  Using a/an English.
1.4 simple sentences about  Can/can't  Uses English greetings in real and simulated
1 1.6 different images.  Prepositions of place language contexts.
SECOND

 He introduces himself to his classmates in

English.
 Recognizes numbers from 1 to 10 in English.
1.1 Understands short, simple  Weather  Describe in simple sentences the weather and
1.5 words, phrases, or sentences  Weather activities determine the clothing needed, as appropriate.
1 2.1 related to self, family, and  What's the weather  Write the name of emotions you recognize in
2 3.1 surrounding environment. like? an illustration.
THIRD

3
 Put on/ don't put  Uses nonverbal language when unable to
answer questions about preference.
1.1 Understands short, simple  My weekend  Write the name of clothes, families and
1.5 words, phrases, or sentences  Sports adjectives that you recognize in an
1 2.1 related to self, family, and  I like/ I don't like illustration.
2 3.1 surrounding environment.  Writing  Uses nonverbal language when unable to
FOURTH

3 answer questions about preferences.

Compares objects using comparative
adjectives.
1.2 Produces words by  Food  Identifies the writing and pronunciation of
1 1.5 completing short, simple  Countable/ personal pronouns.
2 2.2 sentences related to uncountable  Match the pronouns with the verb to be.
FIFTH

3 3.3 him/herself, the environment  I'd like  Ask and give the time.
around him/her.  A/an/ some  Expresses different types of time.
1.2 Produces words by  Describing places  Identifies the writing and pronunciation of
1 1.5 completing short, simple  Adjectives personal pronouns.
2 2.2 sentences related to self, the  Comparatives  Write singulars and plurals.
SIXTH

3 3.3 environment around him/her.  Superlatives  Match the pronouns with the verb to be.
 Read and complete with possessives.
Strategies and Case Study Group, Conversation, Oral Narration, Oral Presentation, Specific communications: Improvisation,
Techniques Lecture, Forum, Panel, Interview, Round Table, Debate. reading aloud, video and audiotape, debates
Techniques: Role-playing, simulations, written dialogues, language and discussions.
games, teamwork, humanistic techniques, mnemonic games, listening
and drawing, chart completion, cooperative learning.
VI. EVALUATION

Evaluation Techniques Evaluation Instruments

Observation, exploitation questions, dialogue. Execution Exposition, debate, oral interventions, reading
tests. Practical exercises. Execution works. Development comprehension. Practical work, performance work, essay
of activities. test, text production.

VII. BIBLIOGRAPHY .

American Tiger
Twinkl

LEARNING UNIT N° 04

I. GENERAL INFORMATION:
1. Regional Education Management : LAMBAYEQUE
2. UGEL : CHICLAYO
3. Educational Institution : KINDERLAND COLLEGE
4. Area : ENGLISH
5. Grade : 1st-6th GRADE PRIMARY GRADE
6. Hours per week : 2 hours
7. Shift : MORNING AND AFTERNOON
8. Teacher : ANA MOSER SILGADO PEREZ
9. Director : ANDREA SILVA PALOMINO

II. SIGNIFICANT SITUATION:

 The command of English becomes a useful tool in the integral formation of students, since it allows them access to
information to meet current academic demands, to develop efficiently in various life situations by coming into contact with
other people from other social and cultural environments, as well as to work in different contexts.

III. PRIORITIZED CORE COMPETENCIES

 Self-esteem
 Self-regulates your emotions
 Reflects and argues ethically
 Live sexually in a full and responsible way

IV. CROSS-CUTTING APPROACHES

 Attention to diversity.
 Gender equality.
V. ORGANIZATION OF COMPETENCIES, CAPABILITIES, THEMATIC AREAS, PERFORMANCES AND STRATEGIC
ACTIVITIES
Grade

Competencies Capabilities Strategic activities Thematic fields Performance

1.1 Listening to a short  What fruit is it?}  Deduce characteristics according to the type of
1.2 conversation relating it to  Numbers 10 - 20 fruit.
1 1.3 himself, his family and his  What day is it today?  Expresses orally their ideas about time.
FIRST

1.4 environment.  The months of the  Incorporates new vocabulary about the numbers
year 10-20.
1.1 Understands and interprets  Expresses orally their tastes about food.
 Food
1.3 words, phrases and short and  Develops ideas around possessions.
 Numbers 1-50
SECOND

1 1.4 simple sentences about  Interact with peers using new vocabulary.
1.6 different images.  Have you got...?
 Obtains explicit information supported by the
 Phonics
context.
 1.3 Understands short, simple  Clothes  Expresses ideas orally in English.
1 1.6 words, phrases, or sentences  Time  Give an opinion on the oral text he/she hears.
2 2.3 related to self, family, and  What are you  Interpret texts using images.
THIRD

3 3.1 surrounding environment. wearing?  Write short texts in English using the
 What's he wearing? vocabulary learned.
1.3 Understands short, simple  My things Infer on information in English by inferring the
1 1.6 words, phrases or sentences characteristic of household objects.
 Can/ can't
FOURTH

2 2.3 related to self, family and Interact in various oral situations with peers.
 Phrasal verbs
3 3.1 environment. Expresses preferred activities.
 Collections Writes short texts in English using skills.
1.2 Produces words by  Infer information in English by inferring places
1 1.5 completing short, simple  Describing places in English.
2 2.2 sentences related to self and  Adjectives  Interact in various oral situations with peers.
3 3.3 the surrounding environment.  Comparatives  Expresses comparisons in English.
FIFTH

 Superlatives  Write short texts in English using superlative

adjectives.
1.2 Produces words by  A clever baby  Identifies the writing and pronunciation of
1 1.5 completing short, simple  Have in past personal pronouns.
2 2.2 sentences related to self and  Was/were  Write singulars and plurals.
SIXTH

3 3.3 the surrounding environment.  Negative and  Match the pronouns with the verb to be.
Questions  Read and complete with possessives.
Strategies and Case Study Group, Conversation, Oral Narration, Oral Presentation, Specific communications: Improvisation,
Techniques Lecture, Forum, Panel, Interview, Round Table, Debate. reading aloud, video and audiotape, debates
Techniques: Role-playing, simulations, written dialogues, language and discussions.
games, teamwork, humanistic techniques, mnemonic games, listening
and drawing, chart completion, cooperative learning.

VI. EVALUATION

Evaluation Techniques Evaluation Instruments

Observation, exploitation questions, dialogue. Execution Exposition, debate, oral interventions, reading
tests. Practical exercises. Execution works. Development comprehension. Practical work, performance work, essay
of activities. test, text production.

VII. BIBLIOGRAPHY .
 American Tiger
Twinkl

LEARNING UNIT NO. 05

I. GENERAL INFORMATION:
1. Regional Education Management : LAMBAYEQUE
2. UGEL : CHICLAYO
3. Educational Institution : KINDERLAND COLLEGE
4. Area : ENGLISH
5. Grade : 1st-6th GRADE PRIMARY GRADE
6. Hours per week : 2 hours
7. Shift : MORNING AND AFTERNOON
8. Teacher : ANA MOSER SILGADO PEREZ
9. Director : ANDREA SILVA PALOMINO

II. SIGNIFICANT SITUATION:

The command of English becomes a useful tool in the integral formation of students, since it allows them access to
information to meet current academic demands, to develop efficiently in various life situations by coming into contact with
other people from other social and cultural environments, as well as to work in different contexts.

III. VPRIORITIZED CORE COMPETENCIES

 Self-esteem
 Self-regulates your emotions
 Reflects and argues ethically
 Live sexually in a full and responsible way
 IV. CROSS-CUTTING APPROACHES
 Orientation to the common good
 Pursuit of excellence
V. ORGANIZATION OF COMPETENCIES, CAPABILITIES, THEMATIC AREAS, PERFORMANCES AND STRATEGIC
ACTIVITIES
Grade

Competencies Capabilities Strategic activities Thematic fields Performance

1.2 Properly mention each of the  Infer simple vocabulary information about body
1.3 parts that make up the human  This is my body parts.
1.5 body.  This is my face  Orally describe body parts using adjectives.
1 1.6  Adjectives  Interact by asking and answering questions.
FIRST

 I have a ...  Expresses the vocabulary learned through

images.
1.1 Understands and interprets  Get simple and brief information on course
1.2 words, phrases and short,  School subjects names.
1.5 simple sentences about  School rooms  Interpret the use of What/when.
1
SECOND

1.6 different images.  What/When  Interact with peers about their school
 Our/their environments.
 Expresses possessive adjectives in plural.
1.4 Understands short, simple  Incorporates simple vocabulary about
1.6 words, phrases, or sentences celebrations.
 Celebrations
1 2.2 related to self, family, and  Expresses the activities he/she likes to do.
3.2 environment.  Getting ready
2  Understands through texts, actions of the
 What are you doing?
3 moment.
THIRD

 What's she/he doing

 Establishes simple relationships with current
action vocabulary.
 1.4 Understands short, simple  Water sports Incorporates simple water sports vocabulary.
1 1.6 words, phrases, or sentences  Adjectives It expresses the various descriptive adjectives.
FOURTH

2 2.2. related to self, family, and  Describing places Describes places using adjectives.
3 3.2 environment.  Present continuous Establishes simple relationships with current
(+/-) action vocabulary.
1.3 Produces words by  Orally expresses memories in the past tense.
1.6 completing short, simple  A clever baby  Listens and expresses past events according
1 2.3 sentences related to  Was/were to the topic.
2 3.3 him/herself and the  Have in past  Interprets past actions.
3 environment around him/her.  Negative and  Write conversations in English using negative
FIFTH

Questions and interrogative sentences according to the

topic.
1.3. Produces words by  Expresses orally what sports he/she has done
1.6 completing short, simple  Sport time in the past.
1 2.3 sentences related to  Have in past  Listens and expresses past events according
2 3.3 him/herself and the  Whose Jacket is... to the topic.
3 environment around him/her.  Negative and  Interprets past actions.
SIXTH

Questions  Write sentences in English using negative and

interrogative sentences according to the topic.
Strategies and Case Study Group, Conversation, Oral Narration, Oral Presentation, Specific communications: Improvisation,
Techniques Lecture, Forum, Panel, Interview, Round Table, Debate. reading aloud, video and audiotape, debates
Techniques: Role-playing, simulations, written dialogues, language and discussions.
games, teamwork, humanistic techniques, mnemonic games, listening
and drawing, chart completion, cooperative learning.

VI. EVALUATION

Evaluation Techniques Evaluation Instruments

Observation, exploitation questions, dialogue. Execution Exposition, debate, oral interventions, reading
tests. Practical exercises. Execution works. Development comprehension. Practical work, performance work, essay
of activities. test, text production.

VII. BIBLIOGRAPHY .
 American Tiger
Twinkl
Internet

LEARNING UNIT N° 06

I. GENERAL INFORMATION:
1. Regional Education Management : LAMBAYEQUE
2. UGEL : CHICLAYO
3. Educational Institution : KINDERLAND COLLEGE
4. Area : ENGLISH
5. Grade : 1st-6th GRADE PRIMARY GRADE
6. Hours per week : 2 hours
7. Shift : MORNING AND AFTERNOON
8. Teacher : ANA MOSER SILGADO PEREZ
9. Director : ANDREA SILVA PALOMINO

II. SIGNIFICANT SITUATION:

The command of English becomes a useful tool in the integral formation of students, since it allows them access to
information to meet current academic demands, to develop efficiently in various life situations by coming into contact with
other people from other social and cultural environments, as well as to work in different contexts.

III. PRIORITIZED CORE COMPETENCIES

 Self-esteem
 Self-regulates your emotions
 Reflects and argues ethically
 Live sexually in a full and responsible way
 IV. CROSS-CUTTING APPROACHES
 Attention to diversity.
 Gender equality.
V. ORGANIZATION OF COMPETENCIES, CAPABILITIES, THEMATIC AREAS, PERFORMANCES AND STRATEGIC
ACTIVITIES
Grade

Competencies Capabilities Strategic activities Thematic fields Performance

1.3 Listening to a short  Expresses information about toys in English.

 I like my toys
1.4 conversation, relating it to  He asks questions in English about the topic.
1.5 himself, his family and his  Using a/an
1  Proper use of the articula a/an.
 Questions
FIRST

1.6 environment.  Differentiate between negative and affirmative

 Negative sentences
sentences.
1.3 Understands and interprets  Express after-school activities with pictures.
1.4 words, phrases and short,  After School Activities  Incorporates simple vocabulary about the
1.5 simple sentences about  Verbs activities he/she performs.
1
SECOND

1.6 different images.  I don't have  Uses different verbs appropriately,

 Phonics  Differentiate sounds according to
pronunciation.
1.6 Understands short, simple  He expresses his opinion about different
2.1 words, phrases, or sentences places.
2.2 related to self, family, and  Places  Obtains information from places in your
1 3.1 surrounding environment.  Workers community.
2
 Where does he work?  Infer information from texts written in English
3
 Does he/she work? about community servants.
THIRD

 Answers questions about workers and their

workplaces.
 1.1 Understands short, simple  Zoo Animals He expresses his opinion about different wild
1.5 words, phrases, or sentences animals.
1  Adjectives
2.1 related to self, family, and Ask and answer for actions of the moment.
2  Questions/Answers
FOURTH

3.1 surrounding environment. Read simple sentences.

3 (P.C) I use information from texts written in English
 Yes/no questions about wild animals.
1.2 Writes words by completing  The concert  Incorporates information in English by inferring
1 2.1 short, simple sentences  Festival day characteristics of past events.
2 2.2 related to self, the  Past Simple (regular  Interact in dialogues in the simple past tense.
FIFTH

3 3.3 environment around him/her. verbs)  Interpret a text with events from the past.
 Time markers (+/-)  Reflects on texts he writes in English.
1.2 Writes words by completing  The concert  Incorporates information in English by inferring
1 2.1 short, simple sentences  Past Simple (regular characteristics of past events.
2 2.2 related to self, the verbs)  Interact in dialogues in the simple past tense.
SIXTH

3 3.3 environment around him/her.  Irregular verbs  Interpret a text with events from the past.
 Time markers (+/-)  Reflects on texts he writes in English.
Strategies and Case Study Group, Conversation, Oral Narration, Oral Presentation, Specific communications: Improvisation,
Techniques Lecture, Forum, Panel, Interview, Round Table, Debate. reading aloud, video and audiotape, debates
Techniques: Role-playing, simulations, written dialogues, language and discussions.
games, teamwork, humanistic techniques, mnemonic games, listening
and drawing, chart completion, cooperative learning.

VI. EVALUATION

Evaluation Techniques Evaluation Instruments

Observation, exploitation questions, dialogue. Execution Exposition, debate, oral interventions, reading
tests. Practical exercises. Execution works. Development comprehension. Practical work, performance work, essay
of activities. test, text production.

VII. BIBLIOGRAPHY .

American Tiger
Twinkl
 LEARNING UNIT N° 07

I. GENERAL INFORMATION:
1. Regional Education Management : LAMBAYEQUE
2. UGEL : CHICLAYO
3. Educational Institution : KINDERLAND COLLEGE
4. Area : ENGLISH
5. Grade : 1st-6th GRADE PRIMARY GRADE
6. Hours per week : 2 hours
7. Shift : MORNING AND AFTERNOON
8. Teacher : ANA MOSER SILGADO PEREZ
9. Director : ANDREA SILVA PALOMINO

II. SIGNIFICANT SITUATION:

The command of English becomes a useful tool in the integral formation of students, since it allows them access to
information to meet current academic demands, to develop efficiently in various life situations by coming into contact with
other people from other social and cultural environments, as well as to work in different contexts.

III. PRIORITIZED CORE COMPETENCIES

 Self-esteem
  Self-regulates your emotions
 Reflects and argues ethically
 Live sexually in a full and responsible way

IV. CROSS-CUTTING APPROACHES

 Attention to diversity.
 Gender equality.
V. ORGANIZATION OF COMPETENCIES, CAPABILITIES, THEMATIC AREAS, PERFORMANCES AND STRATEGIC
ACTIVITIES
Grade

Competencies Capabilities Strategic activities Thematic fields Performance

1.1 Listening to a short  Expresses simple vocabulary in

1.2 conversation, relating it to English.
 My favorite pet
1.3 himself, his family and his  Ask and answer in English.
1.4 environment.  There is/are
1  Demonstrates with images the pural
 Questions
and singular.
 Negative sentences
FIRST

 Differentiate between affirmative and

negative sentences.
1.1 Understands and interprets  Expresses simple vocabulary in
1.3 short, simple words, phrases  Special day English.
1.4 and sentences about different  What does he like?  Interpret the meaning of the text with
1
SECOND

1.6 images (ppt)  He likes/doesn't gestures and oral expressions.

 Phonics  Ask and answer in English.
 Listen and differentiate sounds.
1.3 Understands short, simple  Orally expresses information about
1.6 words, phrases, or sentences  Farm animals farm animals.
1 2.2 related to self, family, and  Adjectives  Use adjectives to describe animals.
2 3.2 surrounding environment.  Comparatives  Logically order their comparative
THIRD

3
 This cow is bigger than... ideas.
 Write comparative sentences.
 1.3 Understands short, simple  Orally expresses information
1.6 words, phrases, or sentences about farm animals.
 Daily Routine
1 2.2 related to self, family, and  Use adjectives to describe
3.2 surrounding environment.  Don't/ Doesn't
2 animals.
 Present Simple (+/-)
FOURTH

3  Logically order their

 Questions (yes/no)
comparative ideas.
Write comparative sentences.
1.4 Produces words by completing  Interchanges roles of speaker and
2.1 short, simple sentences listener to achieve its communicative
3.1 related to self, the  The Dinosaur Museum purpose.
1 3.4 environment around him/her.  Irregular Verbs  Constructs the meaning of the text.
2
 Questions  Use the vocabulary learned to write
3
 Some/ Any sentences.
FIFTH

 Coherently revise your writing

according to the context.
1.4 Produces words by completing  Interchanges roles of speaker and
2.1 short, simple sentences listener to achieve its communicative
3.1 related to self, the  Future Will purpose.
1 3.4 environment around him/her.  Time markers  Constructs the meaning of the text.
2
 Affirmative/Negative/Questions  Use the vocabulary learned to write
3
 My holiday sentences.
SIXTH

 Coherently revise your writing

according to the context.
Strategies and Case Study Group, Conversation, Oral Narration, Oral Presentation, Specific communications:
Techniques Lecture, Forum, Panel, Interview, Round Table, Debate. Improvisation, reading aloud, video
Techniques: Role-playing, simulations, written dialogues, language and audiotape, debates and
games, teamwork, humanistic techniques, mnemonic games, listening discussions.
and drawing, chart completion, cooperative learning.

VI. EVALUATION

Evaluation Techniques Evaluation Instruments

Observation, exploitation questions, dialogue. Execution Exposition, debate, oral interventions, reading
tests. Practical exercises. Execution works. Development comprehension. Practical work, performance work, essay
of activities. test, text production.
VII. BIBLIOGRAPHY .

American Tiger
Twinkl
Internet
LEARNING UNIT N° 08

VIII. GENERAL INFORMATION:

10. Regional Education Management : LAMBAYEQUE
11. UGEL : CHICLAYO
12. Educational Institution : KINDERLAND COLLEGE
13. Area : ENGLISH
14. Grade : 1st-6th GRADE PRIMARY GRADE
15. Hours per week : 2 hours
16. Shift : MORNING AND AFTERNOON
17. Teacher : ANA MOSER SILGADO PEREZ
18. Director : ANDREA SILVA PALOMINO

IX. SIGNIFICANT SITUATION:

The command of English becomes a useful tool in the integral formation of students, since it allows them access to
information to meet current academic demands, to develop efficiently in various life situations by coming into contact with
other people from other social and cultural environments, as well as to work in different contexts.

X. PRIORITIZED CORE COMPETENCIES

 Self-esteem
 Self-regulates your emotions
 Reflects and argues ethically
 Live sexually in a full and responsible way
 XI. CROSS-CUTTING APPROACHES
 Attention to diversity.
 Gender equality.
XII. ORGANIZATION OF COMPETENCIES, CAPABILITIES, THEMATIC AREAS, PERFORMANCES AND STRATEGIC
ACTIVITIES
Grade

Competencies Capabilities Strategic activities Thematic fields Performance

1.1 Listening to a short  Expresses simple vocabulary in

1.2 conversation relating it to  What animal is it? English.
1.3 himself, his family and his  Pronoun they  Correctly use the pronouns ellos, ellas
1 1.4 environment.  Can/ can't in English.
FIRST

 Verbs  Demonstrate your skills with images.

 Uses verbs to express skills.
1.1 Understands and interprets  Expresses simple vocabulary in
1.3 words, phrases and short,  Everyday activities English.
1.4 simple sentences about  What's the time?  Interprets peak hours in English.
1
SECOND

1.5 different images.  Time of the day  Ask and answer in English.
 O'clock  Listen and differentiate the time in
English.
1.1 Understands and interprets  Orally expresses memories of the
 Memories
1 1.5 short, simple words, phrases past.
2.1 or sentences related to  Tidying up
2  He uses images to express his ideas.
 I was/ I wasn't
THIRD

3 3.1 him/herself, his/her family and  Logically order your ideas.

environment.  You were/ you weren't
 Relates negative sentences.
 1.1 Understands and writes short,  Expresses orally means of
1.5 simple words, phrases, or transportation.
2.1 sentences related to self,  Transport  Read affirmative and negative
1 3.1 family, and environment.  Past Simple (+/-) sentences.
2
 Prepositions  It is located with prepositions of
3
FOURTH

 Time words place.

 Write sentences using the vocabulary
learned.
1.2 Understands and writes short,  Interchanges roles of speaker and
1.5 simple words, phrases, or listener to achieve its communicative
2.2 sentences related to self,  In space purpose.
1 3.3 family, and environment.  The future will (+,-,?)  Constructs the meaning of the text.
2
 Time markers  Use the vocabulary learned to write
3
 Life in 100 years. sentences.
FIFTH

 Coherently revise your writing

according to the context.
1.2 Produces words by completing  Interchanges roles of speaker and
1.5 short, simple sentences listener to achieve its communicative
2.2 related to self and the  How much time have we got? purpose.
1 3.3 surrounding environment.  Some/any  Constructs the meaning of the text.
2
 How often  Use the vocabulary learned to write
3
 Tv programs sentences.
SIXTH

 Coherently revise your writing

according to the context.
Strategies and Case Study Group, Conversation, Oral Narration, Oral Presentation, Specific communications:
Techniques Lecture, Forum, Panel, Interview, Round Table, Debate. Improvisation, reading aloud, video
Techniques: Role-playing, simulations, written dialogues, language and audiotape, debates and
games, teamwork, humanistic techniques, mnemonic games, listening discussions.
and drawing, chart completion, cooperative learning.

XIII. EVALUATION

Evaluation Techniques Evaluation Instruments

Observation, exploitation questions, dialogue. Execution Exposition, debate, oral interventions, reading
tests. Practical exercises. Execution works. Development comprehension. Practical work, performance work, essay
 of activities. test, text production.

XIV. BIBLIOGRAPHY .

American Tiger
Twinkl
Internet