ANNUAL PLAN CURRICULUM (APC)

SCHOOL YEAR:

UNIDAD EDUCATIVA SINA HIGH SCHOOL 2016 - 2017

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject : English
Teachers Name Ing. Jaime Patricio Lliguicota
Target Group: 5th, 6th, 7th EGB Level: PRE A1.2
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and incidentals Total class weeks Total periods
3 hours 40 weeks 4 weeks 36 weeks 108 hours
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
OG.EFL1. Encounter socio-cultural aspects of their own and other countries in a O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with
thoughtful and inquisitive manner, maturely and openly experiencing other cultures and and to develop an approach of critical inquiry to a variety of texts.
languages from the secure standpoint of their own national and cultural identity.
O.EFL 3.2 Assess and appreciate English as an international language, as well as the skills and subskills
OG.EFL2. Draw on this established propensity for curiosity and tolerance towards that contribute to communicative and pragmatic competence.
different cultures to comprehend the role of diversity in building an intercultural and
multinational society. O.EFL 3.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment and
to access information.
OG.EFL3. Access greater flexibility of mind, creativity, enhanced linguistic O.EFL 3.4 Develop creative and critical thinking skills to foster problem-solving and independent
intelligence and critical thinking skills through an appreciation of linguistic differences. learning using both spoken and written English.
Enjoy an enriched perspective of their own L1 and of language use for communication
and learning. O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues, answer questions
or solve problems.
OG.EFL4. Deploy a range of learning strategies, thereby increasing disposition and
ability to independently access further (language) learning and practice opportunities. O.EFL 3.6 Read and write short descriptive and informative texts related to personal information or
Respect themselves and others within the communication process, cultivating habits of familiar topics and use them as a means of communication and written expression of thought.
honesty and integrity into responsible academic behavior.

Educamos para tener Patria!...

 ANNUAL PLAN CURRICULUM (APC)

OG.EFL5. Directly access the main points and important details of up-to-date English O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as
language texts, such as those published on the web, for professional or general poems, rhymes, chants, songs, games and graphic short stories in order to foster imagination, curiosity
investigation, through the efficient use of ICT and reference tools where required. and memory, while developing a taste for oral and written literary texts.

OG.EFL6. Through selected media, participate in reasonably extended spoken or
written dialogue with peers from different L1 backgrounds on work, study or general
topics of common interest, expressing ideas and opinions effectively and appropriately.
OG.EFL7. Interact quite clearly, confidently and appropriately in a range of formal and
informal social situations with a limited but effective command of the spoken language
(CEFR B1 level).
O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore creative
writing as an outlet to personal expression and intercultural competence.
O.EFL 3.9 Be able to interact in English using basic, frequently used expressions and short phrases in
familiar and personalized contexts, demonstrating a limited but effective command of the spoken
language in simple and routine tasks which require a direct exchange of information.
O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work
cooperatively in pairs and groups.

4. TRANSVERSAL AXES: Listening, speaking, reading, and writing to build up learners communicative language
competence in its linguistic, sociolinguistic, and pragmatic components.

Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5. DEVELOPMENT OF PLANNING UNITS.

N. Name of the Specific objectives of the
unit planning unit
1.
Students learn to: greet;
introduce themselves and
others; ask and tell someones
Welcome to name.
Startship Global Benchmarks: Students
English! can: respond to spoken word
non-verbally; recognize own
name; greet, say please and
thank you with prompting;
repeat modeled sentences;
convey meaning through
personal drawings.
Students learn to: introduce
family members; formally
Contents Methodology orientation Evaluation Time in weeks
CE.EFL.3.2.1 Recognize and
EFL 3.1.2 exhibit responsible behaviors
Recognize ways to Completing and illustrating statements about at home, at school and
relate responsibly to socially responsible behaviors. (Example: If you towards the environment.
ones surroundings at see old people on a bus, you can)
home and at school by Making a useful object out of recycled materials. I.EFL.3.2.1. Learners can
exhibiting responsible (Example: a frame, a pencil holder, etc.) say ways to take care of the
behaviors towards the environment and ones
environment. surroundings. Learners can 6 weeks
(Example: chores at Listening to a short text and demonstrating identify and exhibit socially
home, recycling, etc.) understanding of it using an accompanying responsible behaviors at
EFL 3.2.1 graphic organizer. (Example: completing a Venn home, at school and towards
Infer who is speaking diagram of differences between whales and the environment. (J.3, S.1)
and what the situation sharks, etc.)
is when listening to Listening to a short dialogue and then writing
short simple texts, and acting out a similar dialogue, using some of

Educamos para tener Patria!...


greet; ask and answer
questions to identify family
members.
Global Benchmarks: Students
can: recognize own name
accompanied by photo;
differentiate one object/picture/
letter/word from another;
respond to visual cues/
gestures/objects to make a
choice verbally or non-verbally
Students learn to: recognize
and pronounce words with the
short /a/ and long /a/ sounds.
Global Benchmarks: Students
can: distinguish between,
identify, or repeat sounds.
ANNUAL PLAN CURRICULUM (APC)
especially when the same phrases and expressions. (Example: a CE.EFL.3.6. Listening for
accompanied by dialogue between two friends asking about a Meaning: Demonstrate an
pictures or other homework assignment, etc.) understanding of the main
visual aids, or sound idea, speaker and situation in
effects. spoken texts set in familiar
(Example: Completing gaps from a reading using words everyday contexts without
shopkeeper speaking from a box. having to decode every word.
to a customer who is Reading a short story from a class blog and
buying some fruit.) underlining the main details, then checking I.EFL.3.6.1. Learners can
EFL 3.3.1 answers with a partner. grasp the main idea of spoken
Understand most of texts set in familiar everyday
the details of the contexts and infer changes in
content of a short Creating a class picture dictionary and adding the topic of discussion as well
simple text (online or entries by writing definitions of new words or as who is speaking and what
print) drawing a picture to illustrate the meaning. the situation is, without
EFL 3.3.2 Making flashcards for new words and using having to decode every word.
Show understanding them to quiz a partner. (I.3, I.4)
of some basic details Making a list of new words and then comparing
in short simple cross- the lists in pairs. If one of the members of the pair
curricular texts by knows the word, he/she teaches the other person. CE.EFL.3.11. Demonstrate
matching, labeling Writing new words and phrases in a vocabulary comprehension of most of
and answering simple notebook. the details of a short simple
questions. online or print text and
EFL 3.3.3 follow short instructions in
Identify the meaning Role playing scenes from a story. simple experiments and
of specific content- Writing the dialogue and stage directions for a projects if illustrated through
based words and story from class and performing it for an step-by-step visuals.
phrases, with the aid audience.
of visual support. I.EFL.3.11.1. Learners can
EFL 3.4.1 understand most details in a
Make a simple short simple online or print
learning resource in text and can follow short
order to record and instructions in simple
practice new words. experiments and projects if
(Example: a picture step-by-step visuals are
dictionary, a word list, provided. (I.3, I.4)
set of flashcards, etc.).
CE.EFL.3.12. Display an
understanding of some basic
Educamos para tener Patria!...
 ANNUAL PLAN CURRICULUM (APC)

EFL 3.5.1 details in short simple cross-

Use audio, video and curricular texts from various
pictures to respond to sources by matching,
a variety of literary labeling and answering
texts through online simple questions, and use the
or in-class ICT information gathered in order
activities. to organize and discuss
relationships between
different academic content
areas.

I.EFL.3.12.1. Learners can

match, label and answer
simple questions about basic
details in a short simple
cross-curricular text.
Learners can organize and
discuss information from
different sources of academic
content. (I.2, S.1)

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.

I.EFL.3.13.1. Learners can

determine the meaning of
specific content-based words
and phrases when
accompanied by visual

Educamos para tener Patria!...

 ANNUAL PLAN CURRICULUM (APC)

support and distinguish be-

tween fact and opinion and
relevant and irrelevant
information in informational
texts through the use of mind
maps and charts. (I.2, I.3)

CE.EFL.3.16. Create a
simple learning resource in
order to record and practice
new words and demonstrate
knowledge of their
meanings.

I.EFL.3.16.1. Learners can

make a simple learning
resource in order to record
and practice new words.
(Example: a picture
dictionary, a word list, a set
of flashcards, etc.) (I.1, J.4)

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.

I.EFL.3.21.1. Learners can

employ audio, video,
pictures and ICT to respond
to oral and written texts and
use pre-established criteria to
evaluate literary texts

Educamos para tener Patria!...


2.
Is he happy? Students learn how to: name
pets, describe characteristics
and emotions using pets.
Global Benchmarks: Students
can: distinguish
between,identify, or repeat
sounds;respond to sign language
or symbols; respond to basic
questions through facial
expression and gestures,
with prompting use one or
more words to respond to
simple questions; make marks
on paper with a range of
materials.
Students learn to: recognize
and pronounce words with the
short /e/ and long /e/ sounds.
Global Benchmarks: Students
can: distinguish between,
identify, or repeat sounds.
ANNUAL PLAN CURRICULUM (APC)
individually or in groups.
(I.2, I.3, I.4)
EFL 3.1.8 CE.EFL.3.4. Develop the
Interpret and skills to work collaboratively
demonstrate using a range of verbal and
knowledge in Completing a short self-evaluation or peer nonverbal communication
classroom activities evaluation after a communicative task. features and apply self- 6 weeks
of nonverbal and oral Playing games that practice classroom language correcting and self-mon-
communication and turn-taking. itoring strategies in social and
features, and Comparing answers in pairs or small groups. classroom interactions.
understand the Working in small groups to complete a cultural
contexts in which project. (Example: different ethnic groups in I.EFL.3.4.1. Learners can
they are used Latin America, traditional food in Ecuador, etc.) demonstrate an ability to
appropriately. Participating in short dialogues and role plays to work in pairs and small
(Example: gestures, practice thanking others. groups using level-
body language, Practicing the language needed to resolve group appropriate verbal and
volume, etc.) conflict through mini role plays. nonverbal communication
EFL 3.2.2 Writing jokes or riddles in pairs in order to share features and apply self-
Be comfortable with other pairs. correcting and self-moni-
taking meaning from Raising hands when clarification is needed. toring strategies in social and
spoken texts classroom interactions. (J.2,
containing words or J.3, J.4, I.3)
sections which are
not understood. Be
aware that un- Listening to a short conversation between two CE.EFL.3.6. Listening for
derstanding spoken speakers and deciding who is speaking, where Meaning: Demonstrate an
texts does not require they are and how they feel. (Example: two understanding of the main
decoding every single friends, at the library doing homework, confused idea, speaker and situation in
word. because they dont understand the assignment, spoken texts set in familiar
EFL 3.2.3 etc.) everyday contexts without
Record key items of Listening to instructions for a short task and having to decode every word.
specific information carrying them out. (Example: First put the dirt in
from a heard message the cup. Now put the seed in the dirt. Press down I.EFL.3.6.1. Learners can
or description, either lightly. Give the seed water, etc.) grasp the main idea of spoken
in written form or by texts set in familiar everyday
drawing a picture. contexts and infer changes in
(Example: letters of the topic of discussion as well
as who is speaking and what
Educamos para tener Patria!...
 ANNUAL PLAN CURRICULUM (APC)

the alphabet, the situation is, without

numbers, quantities, Reading a text and identifying the facts and the having to decode every word.
prices and times, opinions using a concept map. (I.3, I.4)
days, dates and Reading a text and matching content-based
months, etc.) words to their definition or picture. CE.EFL.3.7. Listening for
EFL 3.3.4 Comparing and contrasting information. Information: Follow and
Distinguish between (Example: learners read a text about toads and identify key information in
fact and opinion and frogs and identify similarities and differences, short straightforward audio
relevant and irrele- etc.) texts related to areas of
vant information in immediate need or interest,
an informational text provided vocabulary is
through the use of familiar and visual support is
mind maps/charts. present, and use these spoken
EFL 3.4.2 contributions as models for
Write a short simple Looking at a picture and writing a description of their own.
paragraph to describe what you see or how it makes you feel, then
yourself or other peo- comparing descriptions in pairs.
ple, animals, places I.EFL.3.7.1. Learners can
and things, with record and identify key
limited support. information from a spoken
(Example: by message of immediate need
answering questions or interest when the message
or using key words) contains frequently used
EFL 3.5.2 expressions and visual
Create picture books support. (Example: rules for a
and/or other graphic Drawing pictures to a story and exchanging them game, classroom instructions,
expressions in pairs with a partner, who captions each picture. a dialogue in a scene from a
in class by varying Illustrating a piece of writing. cartoon or movie, etc.) Learn-
scenes, characters or ers can use other classmates
other elements of contributions in class as
literary texts. models for their own. (I.2,
I.3)

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

Educamos para tener Patria!...

 ANNUAL PLAN CURRICULUM (APC)

distinguish between
fact/opinion and
relevant/irrelevant
information in informational
texts.

I.EFL.3.13.1. Learners can

determine the meaning of
specific content-based words
and phrases when
accompanied by visual
support and distinguish be-
tween fact and opinion and
relevant and irrelevant
information in informational
texts through the use of mind
maps and charts. (I.2, I.3)

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.

I.EFL.3.17.1. Learners can

write short simple
paragraphs to describe
people, places, animals,
things and feelings, with
limited support, while
demonstrating an ability to
effectively influence an audi-
ence and to express everyday
activities. (I.3, S.1)

Educamos para tener Patria!...


3. Students learn how to: offer
food and drink; politely accept
I want juice, and decline offers of food and
please. drink; politely express
preferences using want.
Global Benchmarks: Students
can: respond to spoken word
non-verbally; differentiate
one object/picture/letter/
word from another; greet, say
please and thank you with
prompting; repeat modeled
sentences; convey meaning
through personal drawings.
Students learn how to: label
rooms and describe their
ANNUAL PLAN CURRICULUM (APC)
CE.EFL.3.22. Design and
produce picture books,
graphic expressions and/or
personal stories by varying
elements of literary texts and
adding imaginative details to
real-life stories and situations
in order to create new,
original texts.
I.EFL.3.22.1. Create picture
books, graphic expressions
and personal stories by
adapting elements of literary
texts and adding imaginative
details to real-life stories and
situations, using appropriate
vocabulary and features of
the literature learners have
read or heard. (I.3, S.3)
EFL 3.1.3 CE.EFL.3.3. Interact with
Exchange basic Completing a short survey about favorites or others using a variety of both
personal preferences likes/dislikes and then sharing ideas with a verbal and nonverbal
with peers in order to partner communication features and
express likes and Practicing the use of expressions of politeness express likes and dislikes
dislikes. during collaborative pair and small group work. while giving recommen-
Adding expressions of politeness to dialogues. dations in basic yet effective 6 weeks
EFL 3.1.7 Brainstorming ways to help others, at school terms.
Demonstrate and in the community.
appropriate classroom I.EFL.3.3.1. Learners can
behaviors by employ a range of verbal and
participating in small nonverbal communication
group or whole class features to express likes and
discussions. Listening to a short dialogue and then writing dislikes and can give
(Example: being and acting out a similar dialogue, using some of recommendations in basic yet
courteous, respecting the same phrases and expressions. (Example: a effective terms. (I.3, S.4)
the person and
Educamos para tener Patria!...

location within the home; ask
and answer questions about
where rooms are located.
Global Benchmarks:
Students can: respond to
simple questions or directions
supported by visual cues/
gestures/ objects; understand
basic concepts of print e.g.
front and back; left to right;
turns pages; make a request
through visual cues/gestures/
objects; begin to join in with a
familiar rhyme or story; hold
writing tools effectively.
Students learn to: recognize
and pronounce words with the
short /i/ and long /i/ sounds.
Global Benchmarks: Students
can: distinguish between,
identify, or repeat sounds.
ANNUAL PLAN CURRICULUM (APC)
property of others, dialogue between two friends asking about a CE.EFL.3.2. Recognize and
etc.) homework assignment, etc.) exhibit responsible behaviors
EFL 3.2.7 Asking classmates to repeat an answer or at home, at school and
Identify the main idea statement if needed to clarify something. towards the environment.
of short, clear, simple (Example: Can you say that again? Do you
messages and an- mean ?, etc.) I.EFL.3.2.1. Learners can
nouncements and Asking for help in class when necessary. say ways to take care of the
understand sentences (Example: Whats the answer? How do you environment and ones
and frequently used say? Do you have an eraser? Can you help me surroundings. Learners can
expressions related to with ?, etc.) identify and exhibit socially
areas of immediate responsible behaviors at
relevance. (Example: Establishing a clear expectation of English use home, at school and towards
follow verbal for classroom functions. (Example: greeting, the environment. (J.3, S.1)
instructions for a requesting, thanking, asking for repetition /
game, ask for prices at clarification, giving instructions, offering help,
a store, follow simple comparing answers, taking leave, etc.) Informal CE.EFL.3.7. Listening for
classroom assessment could involve personal notes from Information: Follow and
instructions, describe the teacher to learners who use L2 regularly. identify key information in
places nearby, etc.) short straightforward audio
EFL 3.2.8 texts related to areas of
Spell out key immediate need or interest,
vocabulary items provided vocabulary is
using the English familiar and visual support is
alphabet. (Example: present, and use these spoken
names, colors, Answering pre-reading questions by inferring contributions as models for
animals, possessions, information from pictures within a text. their own.
etc.)
EFL 3.2.9 I.EFL.3.7.1. Learners can
React appropriately to record and identify key
what others say using information from a spoken
verbal/non-verbal message of immediate need
back-channeling, or Posting a comment to a classmates writing on a or interest when the message
by asking further class blog. contains frequently used
simple questions to expressions and visual
extend the interaction. support. (Example: rules for a
(Example: express game, classroom instructions,
interest using facial a dialogue in a scene from a
expression or simple cartoon or movie, etc.) Learn-
words with ers can use other classmates
Educamos para tener Patria!...
 ANNUAL PLAN CURRICULUM (APC)

appropriate Doing extended writing, in which learners get to contributions in class as

intonation: Oh!, Yes! choose what they write and are not evaluated or models for their own. (I.2,
Thanks. And you? tested on it. I.3)
etc.)
EFL 3.3.8 CE.EFL.3.8. Production
Make and support Accuracy and Intelligibility:
inferences from Communicate needs clearly
evidence in a text with in class by asking questions
reference to features or requesting clarification.
of written English. Demonstrate acquisition of
(Example: skills taught in class, such as
vocabulary, facts, being able to spell out words
format, sequence, or use some grammatical
relevance of ideas, structures (albeit with
etc.) frequent errors)
EFL 3.4.3
Write a variety of
short simple text- I.EFL.3.8.1. Learners can
types, commonly ask others to repeat
used in print and themselves or to say
online, with something in a different way
appropriate language and ask for common
and layout. (Example: classroom needs. Learners
write a greeting on a can spell out words in English
birthday card, name and can describe matters of
and address on an immediate need or interest
envelope, a URL for a using some grammatical
website, an email structures practiced in class
address, etc.) (although there may be errors
EFL 3.5.3 with tenses, personal
Produce short, pronouns, prepositions, etc.).
creative texts using (I.3, J.4)
ICT and/or other
resources at home or CE.EFL.3.10. Interaction
at school in order to Interpersonal: Participate
recreate familiar effectively in familiar and
scenes and themes predictable conversational
exchanges by sharing

Educamos para tener Patria!...

 ANNUAL PLAN CURRICULUM (APC)

information and reacting ap-

propriately in basic
interpersonal interactions.

I.EFL.3.10.1. Learners can

use back-channeling to react
appropriately to what others
say about familiar topics in
predictable, everyday
situations and when carrying
out pair work for a specific
task in class. Learners can ask
questions to extend an
interpersonal interaction. (I.3,
J.3)

CE.EFL.3.15. Make and

support inferences from
evidence in a text with refer-
ence to features of written
English and apply other
learning strategies to examine
and interpret a variety of
written materials.

I.EFL.3.15.1. Learners can

make and support inferences
using evidence from texts and
features of written English
(e.g., vocabulary, format,
sequence, etc.) and apply
other learning strategies in
order to examine and
interpret a variety of written
materials. (I.2, J.3)

CE.EFL.3.18. Write a variety

of short simple familiar text-

Educamos para tener Patria!...


4. Students learn how to: name
toys; ask and answer questions
How many about toys.
robots do you Global Benchmarks: Students
have? can: follow a single step
routine instruction; respond
non-verbally to staff and other
children within the classroom
setting; with prompting use one
or more words to respond to
simple questions; make marks
on paper with a range of
materials.
ANNUAL PLAN CURRICULUM (APC)
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.3.23. Create short,
original texts using a range of
resources and other media,
including ICT, in order to
recreate familiar scenes and
themes.
I.EFL.3.23.1. Learners can
create and produce short texts
using ICT and/or other
resources at home or at school
in order to recreate familiar
scenes and themes. (I.1, I.3)
EFL 3.1.4 CE.EFL.3.5. Demonstrate an
Use a variety of oral, Singing songs that practice helpful language. ability to use a variety of
print and electronic Writing a weekly journal entry. sources for oral and written
forms for social com- communication in order to
munication and for interact with others in social
writing to oneself. situations.
(Example: friendly 6 weeks
notes, invitations, I.EFL.3.5.1. Learners can
diary entries, notes to Asking learners simple questions about employ various print and
self, electronic themselves, their family or their possessions and digital sources in order to
messages, etc.) noting that their response time is relatively communicate with others in
EFL 3.2.13 quick (i.e., not so slow that the interaction
Respond to simple becomes uncomfortable for the student or the
questions in quite a
Educamos para tener Patria!...

Students learn to: recognize
and pronounce words with the
short /o/ and long /o/ sounds.
Global Benchmarks: Students
can: distinguish between,
identify, or repeat sounds.
ANNUAL PLAN CURRICULUM (APC)
short time and initiate teacher, and the response is appropriate oral and written form in social
basic interaction although there may be some basic errors) situations. (J.3, S.1, S.4)
spontaneously when Giving learners a picture of a familiar scene
there are and asking them to give full statements about CE.EFL.3.9. Production -
opportunities to what they can see. (Example: a picture of a Fluency: Respond to simple
speak. Speech is classroom: There are ten students and one questions and familiar
produced a little less teacher. The teacher is writing on the board. A everyday social situations,
slowly and hesitantly. boys throwing paper, etc.) such as an invitation or
EFL 3.3.9 request, relatively quickly.
Identify and use Spontaneously initiate
reading strategies to interactions in order to
make text more Skimming a text and accompanying pictures express opinions or give ac-
comprehensible and and then predicting the answers to questions counts of personal
meaningful. found within the text. experiences.
(Example: skimming, Using a dictionary to look up key words in a
scanning, previewing, text.
predicting, reading for I.EFL.3.9.1. Learners can
main ideas and answer simple questions
details, etc.) quickly and initiate basic in-
EFL 3.4.5 teraction spontaneously when
Write a questionnaire Asking learners to choose a topic and to write given opportunities.
or survey for friends, questions for their peers about the topic. (Example: make an
family or classmates (Example: Topic: Traditional Ecuadorian food. invitation, give a suggestion,
using WH- questions Questions: Do you like fritada? Does your etc.) Learners can describe
in order to identify mother make guatita? Do you eat soup every simple, familiar situations
things in common and day?, etc.) and talk about past
preferences. experiences. (I.3, J.3)
EFL 3.5.5
Evaluate literary texts CE.EFL.3.14. Select and use
(both written and oral, reading strategies to
online, in video or in Determining the reactions all the members of a understand and give meaning
print) according to group have in common after listening to a song. to written text while
pre-established (Example: they all loved the song, they all liked employing a range of
criteria. (Example: the rhythm, they all learned new words, etc.) everyday reference materials
completing a in order to determine
checklist, a chart, a information appropriate to
personal response, the purpose of inquiry and to
etc.)
Educamos para tener Patria!...
 ANNUAL PLAN CURRICULUM (APC)

relate ideas between written

sources.

I.EFL.3.14.1. Learners can

identify and use reading
strategies to make written text
more comprehensible and
meaningful. Learners can use
everyday reference materials
to select information
appropriate to the purpose of
an inquiry and to relate ideas
from one written source to
another. (I.2, S.1)

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 di-
verse patterns and structures
in writing. (Example: cause
and effect, problem and

Educamos para tener Patria!...


5. Students learn how to: ask
for and tell the time; name
What time is it, daily activities associated with
please? certain times of the day.
Global Benchmarks: Students
can: show awareness of
objects of reference e.g. music
signifies tidy up time; recognize
a sequence; convey immediate
needs using visual cues,
gestures, and objects; repeat
modeled sentences; convey
meaning through personal
drawings.
Students learn how to: ask and
answer questions about
ANNUAL PLAN CURRICULUM (APC)
solution, general-to-specific
presentation, 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.
I.EFL.3.21.1. Learners can
employ audio, video, pictures
and ICT to respond to oral
and written texts and use pre-
established criteria to
evaluate literary texts
individually or in groups. (I.2,
I.3, I.4)
EFL 3.1.5 CE.EFL.3.3. Interact with
Describe, read about, others using a variety of both
participate in or Participating in short role plays using a range verbal and nonverbal
recommend a favorite of verbal and nonverbal communication. communication features and
activity, book, song or express likes and dislikes 6 weeks
other interest to while giving recommen-
various audiences. dations in basic yet effective
(Example: peers, terms.
other classes, Conducting a role play between two students
teachers, other adults, on a given topic. (Example: talking about I.EFL.3.3.1. Learners can
etc.) routines, finding common free time activities, employ a range of verbal and
EFL 3.2.12 playing a guessing game, etc.) nonverbal communication
Ask and answer Playing a game where learners choose a picture features to express likes and
questions and and a partner asks and answers questions in dislikes and can give
exchange information order to guess which picture was chosen.
on familiar topics in Giving learners language prompts to use during
predictable everyday pair/group work. (Example: What do you think?
Educamos para tener Patria!...
 ANNUAL PLAN CURRICULUM (APC)

birthdays and age; express situations. (Example: I agree/disagree. I think we need to, Its your recommendations in basic yet
birthday greetings; give and ask for directions, turn to say the answer, etc.) effective terms. (I.3, S.4)
receive a gift; name birthday give directions,
party items. express a personal CE.EFL.3.10. Interaction
Global Benchmarks: Students opinion, etc.) Interpersonal: Participate
can: keep a steady beat; EFL 3.2.14 Reading a text and answering information effectively in familiar and
differentiate one object/picture/ Make and respond to questions. predictable conversational
letter/word from another; invitations, Completing gaps from a reading using words exchanges by sharing
greet, say please and thank suggestions, from a box. information and reacting ap-
you with prompting; make a apologies and re- propriately in basic
request through visual cues/ quests. interpersonal interactions.
gestures/objects; begin to join in EFL 3.3.10
with a familiar rhyme or story; Follow short Completing the gaps in a sentence. (Example:
hold writing tools effectively. instructions My best friend is Carol. ----- is ten years old. --- I.EFL.3.10.1. Learners can
illustrated through birthday is in May, etc.) use back-channeling to react
Students learn to: recognize step-by-step visuals in appropriately to what others
and pronounce words with the simple experiments say about familiar topics in
short /u/ and long /u/ sounds. and projects. predictable, everyday
Global Benchmarks: Students (Example: simple situations and when carrying
can: distinguish between, science experiments, out pair work for a specific
identify, or repeat sounds. instructions for an art Role playing scenes from a story. task in class. Learners can ask
project, etc.) questions to extend an
EFL 3.4.6 interpersonal interaction. (I.3,
Write a simple J.3)
narrative with linking
words on familiar CE.EFL.3.9. Production -
subjects in order to Fluency: Respond to simple
express everyday questions and familiar
activities. (Example: everyday social situations,
free time, descrip- such as an invitation or
tions, what happened request, relatively quickly.
last weekend, etc.) Spontaneously initiate
EFL 3.5.6 interactions in order to
Work in groups to express opinions or give ac-
create a brainstorm counts of personal
and/or draw a mind experiences.
map to describe and
organize ideas or I.EFL.3.9.1. Learners can
organize useful answer simple questions

Educamos para tener Patria!...

 ANNUAL PLAN CURRICULUM (APC)

information from quickly and initiate basic in-

literary texts. teraction spontaneously when
given opportunities.
(Example: make an
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.

I.EFL.3.11.1. Learners can

understand most details in a
short simple online or print
text and can follow short
instructions in simple
experiments and projects if
step-by-step visuals are
provided. (I.3, I.4)

CE.EFL.3.18. Write a variety

of short simple familiar text-
types online or in print
using appropriate language,
layout and linking words.

I.EFL.3.18.1. Learners can

write short simple text-types
and narratives, online and in
print, using appropriate

Educamos para tener Patria!...


6.
Students learn how to:
What is your ask and tell about weather;
favorite season? identify seasons; ask and tell
about seasons and preferred
activities.
Global Benchmarks:
Students can: respond to
simple questions or directions
supported by visual cues/
gestures/ objects; differentiate
one object / picture / letter /
word from another; respond to
basic questions through facial
ANNUAL PLAN CURRICULUM (APC)
language, layout and linking
words. (I.3, J.2)
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.
I.EFL.3.24.1. Learners can
work in groups to create
brainstorms and/ or draw
mind maps to describe and
organize ideas or useful
information from literary
texts and create collaborative
responses to literature
through process writing
groups or literature circles.
(I.4, S.4, J.3)
EFL 3.1.1 CE.EFL.3.1. Cultivate an
Ask simple basic awareness of different
questions in class Writing a short descriptive paragraph about a cultures and identify
about the world country of the learners choosing similarities and differences
beyond their own between them through oral
immediate Writing a list of questions about a people or and written literary texts.
environment in order culture and using ICT and/or print resources to 6 weeks
to increase their find the answers. I.EFL.3.1.1. Learners can
understanding of show an awareness of
different cultures. different cultures and identi-
EFL 3.2.15 fy similarities and
Provide a simple differences between them
description and/or
opinion of a common
Educamos para tener Patria!...

expression and gestures; with
prompting use one or more
words to respond to simple
questions; convey meaning
through personal drawings
Students learn to: recognize
and pronounce words with the
short /a/ and long /a/ sounds.
Global Benchmarks: Students
can: distinguish between,
identify, or repeat sounds.
ANNUAL PLAN CURRICULUM (APC)
object or a simple Asking learners simple questions about through oral and written
account of something themselves, their family or their possessions and literary texts. (I.2, S.2, J.1)
experienced. noting that their response time is relatively
(Example: an Ec- quick (i.e., not so slow that the interaction CE.EFL.3.9. Production -
uadorian celebration, becomes uncomfortable for the student or the Fluency: Respond to simple
a class trip, a party, a teacher, and the response is appropriate questions and familiar
game played, etc.) although there may be some basic errors) everyday social situations,
EFL 3.4.9 such as an invitation or
Make effective use of request, relatively quickly.
a range of digital tools Spontaneously initiate
to write, edit, revise Answering pre-reading questions by inferring interactions in order to
and publish written information from pictures within a text. express opinions or give ac-
work in a way that Reading inferences about a text and then counts of personal
supports underlining the information within the text that experiences.
collaboration. gives evidence of where the inference came
(Example: add sound from.
or images to a I.EFL.3.9.1. Learners can
presentation, use an answer simple questions
app to collaborate on quickly and initiate basic in-
a mind map, Adding pictures to a group presentation. teraction spontaneously
contribute to a class Exchanging writing in pairs in order to make when given opportunities.
wiki, etc.) suggestions about things that could be (Example: make an
EFL 3.5.8 improved. invitation, give a suggestion,
Create stories, poems, etc.) Learners can describe
songs, dances and simple, familiar situations
plays including those and talk about past
that reflect traditional Creating a crossword puzzle in groups about an experiences. (I.3, J.3)
and popular Ecuadorian story, region, celebrity, etc.
Ecuadorian culture, Discussing similarities between a text and the CE.EFL.3.20. Demonstrate
observing the learners personal experiences. an ability to use a variety of
conventions of the digital tools during the
genre. (Example: writing process in order to
purpose, settings, collaborate on well-
audience, voice, constructed informational
rhythm, etc.) texts.
I.EFL.3.20.1. Learners can
effectively use a range of
digital tools during the
Educamos para tener Patria!...
 ANNUAL PLAN CURRICULUM (APC)

writing process in order to

collaborate on producing
well-constructed informa-
tional texts. (I.3, S.4, J.3)

CE.EFL.3.25. Observe and

expand on the conventions of
genre in order to create a
variety of texts that reflect
traditional and popular
Ecuadorian culture and
identify select literary
elements in order to relate
them to other works, includ-
ing the learners own writing.

CE.EFL.3.25. Observe and

expand on the conventions of
genre in order to create a
variety of texts that reflect
traditional and popular
Ecuadorian culture and
identify select literary
elements in order to relate
them to other works, includ-
ing the learners own writing.

6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

Villalba, J.& Rosero, I. (Septiembre 2012). Ministerio de Educacin del Ecuador - MinEduc. It will use the English Book Pre A1.1, the which is directed to 2th,
Obtenido de http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto- 3th and 4th of EGB.
2014.pdf
Teacher guide starship Pre A1.2
Blog: Ismara-ismara.blogspot.com
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): Ing. Jaime Patricio Lliguicota NAME: NAME:
Signature: Signature: Signature:

Educamos para tener Patria!...

 ANNUAL PLAN CURRICULUM (APC)

Date: Monday, May 23rd, 2016 Date: Date:

Educamos para tener Patria!...