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4. TRANSVERSAL AXES: Listening, speaking, reading, and writing to build up learners communicative language
competence in its linguistic, sociolinguistic, and pragmatic components.
CE.EFL.3.13. Show an
ability to identify the
meaning of specific content-
based words and phrases,
with the aid of visual
support, and use charts/mind
maps to distinguish between
fact/opinion and
relevant/irrelevant
information in informational
texts.
CE.EFL.3.16. Create a
simple learning resource in
order to record and practice
new words and demonstrate
knowledge of their
meanings.
CE.EFL.3.21. Elaborate
personal responses to both
oral and written literary texts
through pictures, audio/video
or ICT in order to evaluate
literary texts using pre-
established criteria,
individually or in groups.
CE.EFL.3.13. Show an
ability to identify the
meaning of specific content-
based words and phrases,
with the aid of visual
support, and use charts/mind
maps to distinguish between
fact/opinion and
relevant/irrelevant
information in informational
texts.
CE.EFL.3.17. Produce a
short simple paragraph to
describe people, places,
things and feelings in order
to influence an audience and
use linking words to write
other narratives on familiar
subjects.
3. Students learn how to: offer EFL 3.1.3 CE.EFL.3.3. Interact with
food and drink; politely accept Exchange basic Completing a short survey about favorites or others using a variety of both
I want juice, and decline offers of food and personal preferences likes/dislikes and then sharing ideas with a verbal and nonverbal
please. drink; politely express with peers in order to partner communication features and
preferences using want. express likes and Practicing the use of expressions of politeness express likes and dislikes
Global Benchmarks: Students dislikes. during collaborative pair and small group work. while giving recommen-
can: respond to spoken word Adding expressions of politeness to dialogues. dations in basic yet effective 6 weeks
non-verbally; differentiate EFL 3.1.7 Brainstorming ways to help others, at school terms.
one object/picture/letter/ Demonstrate and in the community.
word from another; greet, say appropriate I.EFL.3.3.1. Learners can
please and thank you with classroom behaviors employ a range of verbal and
prompting; repeat modeled by participating in
sentences; convey meaning small group or whole nonverbal communication
through personal drawings. class discussions. Listening to a short dialogue and then writing features to express likes and
(Example: being and acting out a similar dialogue, using some of dislikes and can give
Students learn how to: label courteous, respecting the same phrases and expressions. (Example: a recommendations in basic
rooms and describe their the person and dialogue between two friends asking about a yet effective terms. (I.3, S.4)
location within the home; ask property of others, homework assignment, etc.)
and answer questions about etc.) Asking classmates to repeat an answer or CE.EFL.3.2. Recognize and
where rooms are located. EFL 3.2.7 statement if needed to clarify something. exhibit responsible behaviors
Global Benchmarks: Identify the main idea (Example: Can you say that again? Do you at home, at school and
Students can: respond to of short, clear, simple mean ?, etc.) towards the environment.
simple questions or directions messages and an- Asking for help in class when necessary.
supported by visual cues/ nouncements and (Example: Whats the answer? How do you
gestures/ objects; understand understand sentences say? Do you have an eraser? Can you help me I.EFL.3.2.1. Learners can
basic concepts of print e.g. and frequently used with ?, etc.) say ways to take care of the
front and back; left to right; expressions related to environment and ones
turns pages; make a request areas of immediate Establishing a clear expectation of English use surroundings. Learners can
through visual cues/gestures/ relevance. (Example: for classroom functions. (Example: greeting, identify and exhibit socially
objects; begin to join in with a follow verbal requesting, thanking, asking for repetition / responsible behaviors at
familiar rhyme or story; hold instructions for a clarification, giving instructions, offering help, home, at school and towards
writing tools effectively. game, ask for prices comparing answers, taking leave, etc.) Informal the environment. (J.3, S.1)
at a store, follow assessment could involve personal notes from
Students learn to: recognize simple classroom the teacher to learners who use L2 regularly. CE.EFL.3.7. Listening for
and pronounce words with the instructions, describe Information: Follow and
short /i/ and long /i/ sounds. places nearby, etc.) identify key information in
Global Benchmarks: Students EFL 3.2.8 short straightforward audio
can: distinguish between, Spell out key texts related to areas of
identify, or repeat sounds. vocabulary items immediate need or interest,
using the English provided vocabulary is
alphabet. (Example: Answering pre-reading questions by inferring familiar and visual support is
names, colors, information from pictures within a text. present, and use these spoken
animals, possessions, contributions as models for
etc.) their own.
EFL 3.2.9
React appropriately I.EFL.3.7.1. Learners can
to what others say record and identify key
using verbal/non- Posting a comment to a classmates writing on a information from a spoken
verbal back- class blog. message of immediate need
channeling, or by or interest when the message
asking further simple
questions to extend contains frequently used
the interaction. expressions and visual
(Example: express Doing extended writing, in which learners get to support. (Example: rules for
interest using facial choose what they write and are not evaluated or a game, classroom
expression or simple tested on it. instructions, a dialogue in a
words with scene from a cartoon or
appropriate movie, etc.) Learners can use
intonation: Oh!, Yes! other classmates
Thanks. And you? contributions in class as
etc.) models for their own. (I.2,
EFL 3.3.8 I.3)
Make and support
inferences from CE.EFL.3.8. Production
evidence in a text Accuracy and Intelligibility:
with reference to Communicate needs clearly
features of written in class by asking questions
English. (Example: or requesting clarification.
vocabulary, facts, Demonstrate acquisition of
format, sequence, skills taught in class, such as
relevance of ideas, being able to spell out words
etc.) or use some grammatical
EFL 3.4.3 structures (albeit with
Write a variety of frequent errors)
short simple text-
types, commonly
used in print and I.EFL.3.8.1. Learners can
online, with ask others to repeat
appropriate language themselves or to say
and layout. something in a different way
(Example: write a and ask for common
greeting on a birthday classroom needs. Learners
card, name and can spell out words in
address on an English and can describe
envelope, a URL for matters of immediate need or
a website, an email interest using some
address, etc.) grammatical structures
EFL 3.5.3 practiced in class (although
Produce short, there may be errors with
creative texts using tenses, personal pronouns,
ICT and/or other prepositions, etc.). (I.3, J.4)
resources at home or
at school in order to CE.EFL.3.10. Interaction
recreate familiar Interpersonal: Participate
scenes and themes effectively in familiar and
predictable conversational
exchanges by sharing
information and reacting ap-
propriately in basic
interpersonal interactions.
CE.EFL.3.18. Write a
variety of short simple
familiar text-types online
or in print using
appropriate language, layout
and linking words
CE.EFL.3.18. Write a
variety of short simple
familiar text-types online
or in print using
appropriate language, layout
and linking words
CE.EFL.3.19. Create a
questionnaire or survey using
WH- question words in order
to identify things in common
and preferences while
displaying an ability to
convey and organize
information using facts and
details.
I.EFL.3.19.1. Learners can
write questionnaires and
surveys for peers and family
using WH- questions in order
to identify things in common
and preferences, while
demonstrating an ability to
convey and organize
information using facts and
details in order to illustrate
diverse patterns and
structures in writing.
(Example: cause and effect,
problem and solution,
general-to-specific pre-
sentation, etc.) (I.2, S.2)
CE.EFL.3.21. Elaborate
personal responses to both
oral and written literary texts
through pictures, audio/video
or ICT in order to evaluate
literary texts using pre-
established criteria,
individually or in groups.
5. Students learn how to: ask EFL 3.1.5 CE.EFL.3.3. Interact with
for and tell the time; name Describe, read about, others using a variety of both
What time is it, daily activities associated with participate in or Participating in short role plays using a range verbal and nonverbal
please? certain times of the day. recommend a favorite of verbal and nonverbal communication. communication features and
Global Benchmarks: Students activity, book, song express likes and dislikes 6 weeks
can: show awareness of or other interest to while giving recommen-
objects of reference e.g. music various audiences. dations in basic yet effective
signifies tidy up time; recognize (Example: peers, terms.
a sequence; convey immediate other classes, Conducting a role play between two students
needs using visual cues, teachers, other adults, on a given topic. (Example: talking about I.EFL.3.3.1. Learners can
gestures, and objects; repeat etc.) routines, finding common free time activities, employ a range of verbal and
modeled sentences; convey EFL 3.2.12 playing a guessing game, etc.) nonverbal communication
meaning through personal Ask and answer Playing a game where learners choose a picture features to express likes and
drawings. questions and and a partner asks and answers questions in dislikes and can give
exchange information order to guess which picture was chosen. recommendations in basic
Students learn how to: ask and on familiar topics in Giving learners language prompts to use during yet effective terms. (I.3, S.4)
answer questions about predictable everyday pair/group work. (Example: What do you think?
birthdays and age; express situations. (Example: I agree/disagree. I think we need to, Its your
birthday greetings; give and ask for directions, turn to say the answer, etc.) CE.EFL.3.10. Interaction
receive a gift; name birthday give directions, Interpersonal: Participate
party items. express a personal effectively in familiar and
Global Benchmarks: Students opinion, etc.) predictable conversational
can: keep a steady beat; EFL 3.2.14 Reading a text and answering information exchanges by sharing
differentiate one object/picture/ Make and respond to questions. information and reacting ap-
letter/word from another; invitations, Completing gaps from a reading using words propriately in basic
greet, say please and thank suggestions, from a box. interpersonal interactions.
you with prompting; make a apologies and re-
request through visual cues/ quests. I.EFL.3.10.1. Learners can
gestures/objects; begin to join in EFL 3.3.10 use back-channeling to react
with a familiar rhyme or story; Follow short Completing the gaps in a sentence. (Example: appropriately to what others
hold writing tools effectively. instructions My best friend is Carol. ----- is ten years old. --- say about familiar topics in
illustrated through birthday is in May, etc.) predictable, everyday
Students learn to: recognize step-by-step visuals situations and when carrying
and pronounce words with the in simple out pair work for a specific
short /u/ and long /u/ sounds. experiments and task in class. Learners can
Global Benchmarks: Students projects. (Example: ask questions to extend an
can: distinguish between, simple science ex- interpersonal interaction.
identify, or repeat sounds. periments, Role playing scenes from a story. (I.3, J.3)
instructions for an art
project, etc.) CE.EFL.3.9. Production -
EFL 3.4.6 Fluency: Respond to simple
Write a simple
narrative with linking questions and familiar
words on familiar everyday social situations,
subjects in order to such as an invitation or
express everyday request, relatively quickly.
activities. (Example: Spontaneously initiate
free time, descrip- interactions in order to
tions, what happened express opinions or give ac-
last weekend, etc.) counts of personal
EFL 3.5.6 experiences.
Work in groups to
create a brainstorm I.EFL.3.9.1. Learners can
and/or draw a mind answer simple questions
map to describe and quickly and initiate basic in-
organize ideas or teraction spontaneously
organize useful when given opportunities.
information from (Example: make an
literary texts. invitation, give a suggestion,
etc.) Learners can describe
simple, familiar situations
and talk about past
experiences. (I.3, J.3)
CE.EFL.3.11. Demonstrate
comprehension of most of
the details of a short simple
online or print text and
follow short instructions in
simple experiments and
projects if illustrated through
step-by-step visuals.
CE.EFL.3.18. Write a
variety of short simple
familiar text-types online
or in print using
appropriate language, layout
and linking words.
CE.EFL.3.24. Organize
ideas and relevant
information from literary
texts using group or class
brainstorms and/or mind
maps in order to enhance
collaborative responses to
literature.