ANNUAL PLAN CURRICULUM (APC)

SCHOOL YEAR:
“ESCUELA DE EDUCACIÓN BÁSICA FISCAL VALDIVIA”
2018 - 2019

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject :  English
Teacher’s Name Ing. Allison González Sierra
Target Group:  3rd, 4th & 5th, 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
2 hours 40 weeks 4 weeks 36 weeks 72 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
OG.EFL2. Draw on this established propensity for curiosity and tolerance towards subskills 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.
O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as

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OG.EFL5. Directly access the main points and important details of up-to-date English poems, rhymes, chants, songs, games and graphic short stories in order to foster imagination,
language texts, such as those published on the web, for professional or general curiosity and memory, while developing a taste for oral and written literary texts.
investigation, through the efficient use of ICT and reference tools where required.
O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore
OG.EFL6. Through selected media, participate in reasonably extended spoken or creative writing as an outlet to personal expression and intercultural competence.
written dialogue with peers from different L1 backgrounds on work, study or general
topics of common interest, expressing ideas and opinions effectively and appropriately. 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.
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 O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work
(CEFR B1 level). 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.º Name of the Specific objectives of the Contents Methodology orientation Evaluation Time in weeks
unit planning unit
1. CE.EFL.3.2.1 Recognize
Students learn to: greet; EFL 3.1.2 and exhibit responsible
introduce themselves and Recognize ways to Completing and illustrating statements about behaviors at home, at school
others; ask and tell someone’s relate responsibly to socially responsible behaviors. (Example: If you and towards the
Welcome to name. one’s surroundings at see old people on a bus, you can…) environment.
Startship • Global Benchmarks: Students home and at school Making a useful object out of recycled
English! can: respond to spoken word by exhibiting materials. (Example: a frame, a pencil holder, I.EFL.3.2.1. Learners can
non-verbally; recognize own responsible behaviors etc.) say ways to take care of the
name; greet, say please and towards the environment and one’s 6 weeks
thank you with prompting; environment. surroundings. Learners can
repeat modeled sentences; (Example: chores at Listening to a short text and demonstrating identify and exhibit socially
convey meaning through home, recycling, etc.) understanding of it using an accompanying responsible behaviors at
personal drawings. 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)
Students learn to: introduce and what the situation sharks, etc.)
family members; formally is when listening to •Listening to a short dialogue and then writing

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

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CE.EFL.3.12. Display an
understanding of some basic
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

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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.3.16. 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

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use pre-established criteria to

evaluate literary texts
individually or in groups.
(I.2, I.3, I.4)

2. EFL 3.1.8 CE.EFL.3.4. Develop the

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

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drawing a picture. spoken texts set in familiar

(Example: letters of everyday contexts and infer
the alphabet, changes in the topic of
numbers, quantities, Reading a text and identifying the facts and the discussion as well as who is
prices and times, opinions using a concept map. speaking and what the situa-
days, dates and Reading a text and matching content-based tion is, without having to
months, etc.) words to their definition or picture. decode every word. (I.3, I.4)
EFL 3.3.4 Comparing and contrasting information.
Distinguish between (Example: learners read a text about toads and CE.EFL.3.7. Listening for
fact and opinion and frogs and identify similarities and differences, Information: Follow and
relevant and irrele- etc.) identify key information in
vant information in short straightforward audio
an informational text texts related to areas of
through the use of immediate need or interest,
mind maps/charts. provided vocabulary is
EFL 3.4.2 familiar and visual support is
Write a short simple Looking at a picture and writing a description of present, and use these spoken
paragraph to describe what you see or how it makes you feel, then contributions as models for
yourself or other peo- comparing descriptions in pairs. their own.
ple, animals, places
and things, with
limited support. I.EFL.3.7.1. Learners can
(Example: by record and identify key
answering questions information from a spoken
or using key words) message of immediate need
EFL 3.5.2 or interest when the message
Create picture books contains frequently used
and/or other graphic Drawing pictures to a story and exchanging expressions and visual
expressions in pairs them with a partner, who captions each picture. support. (Example: rules for
in class by varying Illustrating a piece of writing. a game, classroom
scenes, characters or instructions, a dialogue in a
other elements of scene from a cartoon or
literary texts. movie, etc.) Learners can use
other classmate’s
contributions in class as
models for their own. (I.2,
I.3)

CE.EFL.3.13. Show an

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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
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

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demonstrating an ability to
effectively influence an audi-
ence and to express everyday
activities. (I.3, S.1)

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)

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

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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: What’s 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 one’s
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 classmate’s 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

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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 classmate’s
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,

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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.

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 exam-
ine 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,

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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-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)

4. Students learn how to: name EFL 3.1.4 CE.EFL.3.5. Demonstrate an

toys; ask and answer questions Use a variety of oral, •Singing songs that practice helpful language. ability to use a variety of

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How many about toys. print and electronic •Writing a weekly journal entry. sources for oral and written
robots do you • Global Benchmarks: Students forms for social com- communication in order to
have? can: follow a single step munication and for interact with others in social
routine instruction; respond writing to oneself. situations.
non-verbally to staff and other (Example: friendly 6 weeks
children within the classroom notes, invitations, I.EFL.3.5.1. Learners can
setting; with prompting use one diary entries, notes to •Asking learners simple questions about employ various print and
or more words to respond to self, electronic themselves, their family or their possessions and digital sources in order to
simple questions; make marks messages, etc.) noting that their response time is relatively communicate with others in
on paper with a range of EFL 3.2.13 quick (i.e., not so slow that the interaction oral and written form in
materials. Respond to simple becomes uncomfortable for the student or the social situations. (J.3, S.1,
questions in quite a teacher, and the response is appropriate S.4)
• Students learn to: recognize short time and initiate although there may be some basic errors)
and pronounce words with the basic interaction •Giving learners a picture of a familiar scene
short /o/ and long /o/ sounds. spontaneously when and asking them to give full statements about CE.EFL.3.9. Production -
• Global Benchmarks: Students there are what they can see. (Example: a picture of a Fluency: Respond to simple
can: distinguish between, opportunities to classroom: There are ten students and one questions and familiar
identify, or repeat sounds. speak. Speech is teacher. The teacher is writing on the board. A everyday social situations,
produced a little less boy’s throwing paper, etc.) such as an invitation or
slowly and hesitantly. request, relatively quickly.
EFL 3.3.9 Spontaneously initiate
Identify and use interactions in order to
reading strategies to •Skimming a text and accompanying pictures express opinions or give ac-
make text more and then predicting the answers to questions counts of personal
comprehensible and found within the text. experiences.
meaningful. •Using a dictionary to look up key words in a
(Example: skimming, text. I.EFL.3.9.1. Learners can
scanning, previewing, answer simple questions
predicting, reading quickly and initiate basic in-
for main ideas and teraction spontaneously
details, etc.) when given opportunities.
EFL 3.4.5 •Asking learners to choose a topic and to write (Example: make an
Write a questionnaire questions for their peers about the topic. invitation, give a suggestion,
or survey for friends, (Example: Topic: Traditional Ecuadorian food. etc.) Learners can describe
family or classmates Questions: Do you like fritada? Does your simple, familiar situations
using WH- questions mother make guatita? Do you eat soup every and talk about past
in order to identify day?, etc.) experiences. (I.3, J.3)
things in common
and preferences.

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EFL 3.5.5 CE.EFL.3.14. Select and use

Evaluate literary texts reading strategies to
(both written and •Determining the reactions all the members of a understand and give meaning
oral, online, in video group have in common after listening to a song. to written text while
or in print) according (Example: they all loved the song, they all liked employing a range of
to pre-established the rhythm, they all learned new words, etc.) everyday reference materials
criteria. (Example: in order to determine
completing a information appropriate to
checklist, a chart, a the purpose of inquiry and to
personal response, relate ideas between written
etc.) 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

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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.

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)

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-

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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…, It’s 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 experiments out pair work for a specific
short /u/ and long /u/ sounds. and projects. task in class. Learners can
• Global Benchmarks: Students (Example: simple ask questions to extend an
can: distinguish between, science experiments, interpersonal interaction.
identify, or repeat sounds. instructions for an art •Role playing scenes from a story. (I.3, J.3)
project, etc.)
EFL 3.4.6 CE.EFL.3.9. Production -
Write a simple Fluency: Respond to simple
narrative with linking questions and familiar
words on familiar everyday social situations,
subjects in order to such as an invitation or
express everyday

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activities. (Example: request, relatively quickly.

free time, descrip- Spontaneously initiate
tions, what happened interactions in order to
last weekend, etc.) express opinions or give ac-
EFL 3.5.6 counts of personal
Work in groups to experiences.
create a brainstorm
and/or draw a mind I.EFL.3.9.1. Learners can
map to describe and answer simple questions
organize ideas or quickly and initiate basic in-
organize useful teraction spontaneously
information from when given opportunities.
literary texts. (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)

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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
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)

6. EFL 3.1.1 CE.EFL.3.1. Cultivate an

Students learn how to: Ask simple basic awareness of different

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 ANNUAL PLAN CURRICULUM (APC)

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

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ANNUAL PLAN CURRICULUM (APC)

and popular •Discussing similarities between a text and the CE.EFL.3.20. Demonstrate
Ecuadorian culture, learners’ personal experiences. an ability to use a variety of
observing the digital tools during the
conventions of the writing process in order to
genre. (Example: collaborate on well-
purpose, settings, constructed informational
audience, voice, texts.
rhythm, etc.)
I.EFL.3.20.1. Learners can
effectively use a range of
digital tools during the
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.

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

• Villalba, J.& Rosero, I. (Septiembre 2012). Ministerio de Educación 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. Allison González Sierra NAME: NAME:
Signature: Signature: Signature:

Date: Monday, May 13rd, 2018 Date: Date:

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