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UNIDAD EDUCATIVA ………. ACADEMIC YEAR

LOGO 2020-2021
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
Área: English Area Subject:  Grammar
Teacher(s): Lic.
Grade/Course: FIFTH BASIC Education Level:  EGB
2. TIME
Weekly course No. of working Learning evaluation and unexpected issues Total class weeks Total periods
weeks
Hours: 5 hours 40 4 weeks 36 180 hours
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the grade / course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and O.EFL.3.1 Identify the main ideas and some details of written and oral texts, in order to interact with and to
inquisitive manner, maturely, and openly experiencing other cultures and languages from the develop an approach of critical inquiry to a variety of texts.
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 that
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards di fferent contribute to communicative and pragmatic competence.
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
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and information.
critical thinking skills through an appreciation of linguistic di fferences. Enjoy an enriched O.EFL.3.4 Develop creative and critical thinking skills to foster problem-solving and independent learning using
perspective of their own L1 and of language use for communication and learning. both spoken and written English.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to O.EFL.3.5 Use print and digital tools and resources to investigate real-world issues, answer questions or solve
independently access further (language) learning and practice opportunities. Respect themselves problems.
and others within the communication process, cultivating habits of honesty and integrity into O.EFL.3.6 Read and write short descriptive and informative texts related to personal information or familiar
responsible academic behavior. topics and use them as a means of communication and written expression of thought.
OG.EFL 5 Directly access the main points and important details of up-to date English language O.EFL.3.7 Appreciate the use of English language through spoken and written literary texts such as poems,
texts, such as those published on the web, for professional or general investigation, through the rhymes, chants, songs, games and graphic short stories in order to foster imagination, curiosity and memory,
efficient use of ICT and reference tools where required while developing a taste for oral and written literary texts.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written O.EFL.3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore creative writing as
dialogue with peers from different L1 backgrounds on work, study, or general topics of common an outlet to personal expression and intercultural competence.
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
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and informal and personalized contexts, demonstrating a limited but effective command of the spoken language in simple and
social situations with a limited but effective command of the spoken language (CEFR B1 level). 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
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and groups.
4. TRANSVERSAL AXES : J.1. We understand the needs and I.1. We have creative initiatives and S.1.We take on social responsibility
strengths of our country and proceed with passion, open minds, and have the ability to interact with
commit to building an equal, and a vision of the future. We heterogeneous groups from an
inclusive, and democratic society. assume authentic leadership, are understanding, tolerant, and
J.2. Our actions are carried out responsible and proactive when empathetic standpoint.
with ethics, generosity, integrity, making decisions, and prepare S.2. We build our national identity
coherence, and honesty, in mind. ourselves to face the risks brought in search of a peaceful world and
J.3. We act with respect and on by our actions. we value our multi-ethnicity and
responsibility both towards I.2. We are driven by intellectual multi-cultural background. We
ourselves and others, nature, and curiosity, question both local and respect the identity of other people
the world of ideas. We meet our international realities, reflect on and indivuals.
obligations and demand respect for and apply our interdisciplinary S.3. We look for harmony between
our rights. knowledge to cope with problems the physical and the intellectual.
J.4. We accept and act on our in a collaborative and codependent We use our emotional intelligence
strengths and weaknesses in order manner, so as to take advantage of to be positive, flexible, friendly, and
to become better human beings all possible way using all possible self-critical.
and fulfill our life plan. resources and information. S.4. We adapt to the demands of
I.3. We can communicate in a clear working as part of a team,
manner, in our own and other understanding the context and
languages. We make use of respecting the ideas and
different codes of communication contributions of other people.
such as numerical, digital, artistic,
and gestures. We take
responsibility for what we say.
I.4. We perform our actions in an
organized manner, with
independence and autonomy. We
use logical, complex and critical
thinking skills and practice
intellectual humility throughout our
learning process in life.
5. DEVELOPMENT OF PLANNING UNITS*
N.º Name of Unit: Specific objectives of the Skills and Performance Contents** Methodological Orientation Evaluation Criteria and Time in
planning unit Criteria Indicators weeks
1. Unit 1 O.EFL.3.1 Identify the main COMMUNICATION AND GRAMMAR The communicative language COMMUNICATION AND
ideas and some details of CULTURAL AWARENESS Present Simple Affirmative approach: language is best learned CULTURAL AWARENESS 4.5 weeks
written and oral texts, in EFL 3.1.1. Ask simple basic Present Simple Negative, as a means to interact and CE.EFL.3.1. Cultivate an
order to interact with and to questions in class about the Questions communicate, rather than as a body awareness of different
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develop an approach of world beyond their own of knowledge to be memorized. cultures and identify
critical inquiry to a variety of immediate environment in VOCABULARY Content and Language Integrated similarities and differences
texts. order to increase their Story words Learning (CLIL): a model used to between them through oral
understanding of different Animals integrate the learning of language and written literary texts.
O. EFL 3.4 cultures. with cultural and cognitive aspects
Develop creative and critical of learning such that language CE.EFL.3.3. Interact with
thinking skills to foster EFL 3.1.3. Exchange basic acquisition serves as a driver for others using a variety of
problem-solving and personal preferences with learners’ development. both verbal and nonverbal
independent learning using peers in order to express likes Learner-centered approach: communication features
both spoken and written and dislikes teaching methodologies should and express likes and
English. reflect and respond to learners’ dislikes while giving
strengths and challenges, and recommendations in basic
facilitate the process of learning by yet effective terms.
supporting learners’ motivation for
ORAL COMMUNICATION and engagement with learning. ORAL COMMUNICATION
EFL 3.2.1. Infer who is Scaffolding: instructional techniques CE.EFL.3.6. Listening for
speaking and what the for students to progressively move Meaning: Demonstrate an
situation is when listening to towards a stronger understanding understanding of the main
short simple texts, especially of the learning process and greater idea, speaker and situation
when accompanied by Independence. The term describes in spoken texts set in
pictures or other visual aids, the effects of a physical scaffold familiar everyday contexts
or sound effects. (Example: applied in the educational process; without having to decode
shopkeeper speaking to a the teacher provides temporary every word.
customer who is buying some successive support to help students
fruit.) reach higher levels of
comprehension and skill
EFL 3.2.10. Sustain a acquisition. Once no longer CE.EFL.3.10. Interaction –
conversational exchange on a needed, this support system is Interpersonal: Participate
familiar, everyday subject slowly removed. This process effectively in familiar and
when carrying out a results in the gradually shifting of predictable conversational
collaborative/paired learning responsibility over the learning exchanges by sharing
activity in which there are process from teacher to student information and reacting
specific instructions for a task. appropriately in basic
interpersonal interactions.

READING READING
EFL 3.3.1. Understand most CE.EFL.3.11. Demonstrate
of the details of the content of comprehension of most of
a short simple text (online or the details of a short simple
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print). online or print text and

follow short instructions in
simple experiments and
projects if illustrated through
step-by-step visuals.

EFL 3.3.2. Show CE.EFL.3.12. Display an

understanding of some basic understanding of some
details in short simple cross- basic details in short simple
curricular texts by matching, cross-curricular texts from
labeling and answering various sources by
simple questions. matching, labeling and
answering simple
questions, and use the
information gathered in
order to organize and
discuss relationships
between different academic
content areas.

WRITING WRITING
EFL 3.4.1. Make a simple CE.EFL.3.16. Create a
learning resource in order to simple learning resource in
record and practice new order to record and practice
words. new words and
demonstrate knowledge of
their meanings.

EFL 3.4.6. Write a simple CE.EFL.3.18. Write a

narrative with linking words variety of short simple
on familiar subjects in order to familiar text-types – online
express everyday activities. or in print – using
(Example: free time, appropriate language,
descriptions, what happened layout and linking words.
last weekend, etc.)

LANGUAGE THROUGH THE LANGUAGE THROUGH

ARTS THE ARTS
EFL 3.5.2. Create picture CE.EFL.3.22. Design and
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books and/ or other graphic produce picture books,

expressions in pairs in class graphic expressions and/or
by varying scenes, characters personal stories by varying
or other elements of literary elements of literary texts
texts. and adding imaginative
details to real-life stories
and situations in order to
create new, original texts.

EFL 3.5.5. Evaluate literary CE.EFL.3.21. Elaborate

texts (both written and oral, personal responses to both
online, in video or in print) oral and written literary texts
according to pre-established through pictures,
criteria. (Example: completing audio/video or ICT in order
a checklist, a chart, a to evaluate literary texts
personal response, etc.) using pre-established
criteria, individually or in
groups.

2. Unit 2 O.EFL.3.6 COMMUNICATION AND GRAMMAR The communicative language COMMUNICATION AND 4.5 weeks
Read and write short CULTURAL AWARENESS Let’s … approach: language is best learned CULTURAL AWARENESS
descriptive and informative EFL 3.1.9. Compare and Must Affirmative, Negative as a means to interact and CE.EFL.3.1. Cultivate an
texts related to personal contrast oral traditions, myths, communicate, rather than as a body awareness of different
information or familiar topics folktales and literature from VOCABULARY of knowledge to be memorized. cultures and identify
and use them as a means Ecuador and international Story words Content and Language Integrated similarities and differences
of communication and regions/ cultures and identify Directions Learning (CLIL): a model used to between them through oral
written expression of similarities and differences, Time integrate the learning of language and written literary texts.
thought. as well as universal cultural with cultural and cognitive aspects
themes, through the use of of learning such that language
O.EFL.3.9 graphic organizers and acquisition serves as a driver for
Be able to interact in dramatic enactments in class. learners’ development.
English using basic, Learner-centered approach:
frequently used expressions EFL 3.1.6. Apply self- teaching methodologies should CE.EFL.3.4. Develop the
and short phrases in correcting and self- reflect and respond to learners’ skills to work collaboratively
familiar and personalized monitoring strategies in social strengths and challenges, and using a range of verbal and
contexts, demonstrating a and classroom interactions. facilitate the process of learning by nonverbal communication
limited but effective (Example: asking questions, supporting learners’ motivation for features and apply self-
command of the spoken starting over, rephrasing, and engagement with learning. correcting and self-monitoring
language in simple and exploring alternative Scaffolding: instructional techniques strategies in social and
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routine tasks which require pronunciations or wording, for students to progressively move classroom interactions.
a direct exchange of etc.) towards a stronger understanding
information. of the learning process and greater
ORAL COMMUNICATION Independence. The term describes ORAL COMMUNICACITION
EFL 3.2.3. Record key items the effects of a physical scaffold CE.EFL.3.7. Listening for
of specific information from a applied in the educational process; Information: Follow and
heard message or the teacher provides temporary identify key information in
description, either in written successive support to help students short straightforward audio
form or by drawing a picture. reach higher levels of texts related to areas of
(Example: letters of the comprehension and skill immediate need or interest,
alphabet, numbers, acquisition. Once no longer provided vocabulary is
quantities, prices and times, needed, this support system is familiar and visual support is
days, dates and months, etc.) slowly removed. This process present, and use these
results in the gradually shifting of spoken contributions as
responsibility over the learning models for their own.
process from teacher to student
EFL 3.2.7. Identify the main CE.EFL.3.7. Listening for
idea of short, clear, simple Information: Follow and
messages and identify key information in
announcements and short straightforward audio
understand sentences and texts related to areas of
frequently used expressions immediate need or interest,
related to areas of immediate provided vocabulary is
relevance. (Example: follow familiar and visual support is
verbal instructions for a present, and use these
game, ask for prices at a spoken contributions as
store, follow simple classroom models for their own.
instructions, describe places
nearby, etc.)

READING READING
EFL 3.3.10. Follow short CE.EFL.3.11. Demonstrate
instructions illustrated through comprehension of most of the
step-by-step visuals in simple details of a short simple
experiments and projects. online or print text and follow
(Example: simple science short instructions in simple
experiments, instructions for experiments and projects if
an art project, etc.) illustrated through step-by-
step visuals.
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EFL 3.3.3. Identify the CE.EFL.3.13. Show an ability

meaning of specific content- to identify the meaning of
based words and phrases, specific content-based words
with the aid of visual support. 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.

WRITING WRITING
EFL 3.4.2. Write a short CE.EFL.3.17. Produce a short
simple paragraph to describe simple paragraph to describe
yourself or other people, people, places, things and
animals, places and things, feelings in order to influence
with limited support. an audience and use linking
(Example: by answering words to write other
questions or using key words) narratives on familiar
subjects.

EFL 3.4.4. Write to describe CE.EFL.3.17. Produce a short

feelings/ opinions in order to simple paragraph to describe
effectively influence an people, places, things and
audience. (Example: feelings in order to influence
persuade, negotiate, argue, an audience and use linking
etc.) words to write other
narratives on familiar
subjects.

LANGUAGE THROUGH THE LANGUAGE THROUGH THE

ARTS ARTS
EFL 3.5.1. Use audio, video CE.EFL.3.21. Elaborate
and pictures to respond to a personal responses to both
variety of literary texts oral and written literary texts
through online or in-class ICT through pictures, audio/video
activities. or ICT in order to evaluate
literary texts using pre-
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established criteria,
individually or in groups.

EFL 3.5.2. Create picture CE.EFL.3.22. Design and

books and/ or other graphic produce picture books,
expressions in pairs in class graphic expressions and/or
by varying scenes, characters personal stories by varying
or other elements of literary elements of literary texts and
texts. adding imaginative details to
real-life stories and situations
in order to create new,
original texts.

3. Unit 3 O.EFL. 3.2 COMMUNICATION AND GRAMMAR The communicative language COMMUNICATION AND 4.5 weeks
Assess and appreciate CULTURAL AWARENESS There is / There are approach: language is best learned CULTURAL AWARENESS
English as an international EFL 3.1.10. Recognize and Prepositions as a means to interact and CE.EFL.3.1. Cultivate an
language, as well as the demonstrate an appreciation Some / Any communicate, rather than as a body awareness of different
skills and subskills that of some commonalities and How much / How many of knowledge to be memorized. cultures and identify
contribute to communicative distinctions across cultures Content and Language Integrated similarities and differences
and pragmatic competence. and groups (differentiated by VOCABULARY Learning (CLIL): a model used to between them through oral
gender, ability, generations, Story words integrate the learning of language and written literary texts.
O.EFL.3.7 etc.) including the students’ house with cultural and cognitive aspects
Appreciate the use of own, by asking WH- of learning such that language
English language through questions and formulating acquisition serves as a driver for
spoken and written literary simple, culturally aware learners’ development.
texts such as poems, statements. Learner-centered approach:
rhymes, chants, songs, teaching methodologies should
games and graphic short EFL 3.1.7. Demonstrate reflect and respond to learners’ CE.EFL.3.2. Recognize and
stories in order to foster appropriate classroom strengths and challenges, and exhibit responsible
imagination, curiosity and behaviors by participating in facilitate the process of learning by behaviors at home, at
memory, while developing a small group or whole class supporting learners’ motivation for school and towards the
taste for oral and written discussions. (Example: being and engagement with learning. environment.
literary texts. courteous, respecting the Scaffolding: instructional techniques
person and property of for students to progressively move
others, etc.) towards a stronger understanding
of the learning process and greater
ORAL COMMUNICATION Independence. The term describes ORAL COMMUNICATION
EFL 3.2.8. Spell out key the effects of a physical scaffold CE.EFL.3.8. Production –
vocabulary items using the applied in the educational process; Accuracy and Intelligibility:
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English alphabet. (Example: the teacher provides temporary Communicate needs clearly
names, colors, animals, successive support to help students in class by asking questions
possessions, etc.) reach higher levels of or requesting clarification.
comprehension and skill Demonstrate acquisition of
acquisition. Once no longer skills taught in class, such
needed, this support system is as being able to spell out
slowly removed. This process words or use some
results in the gradually shifting of grammatical structures
responsibility over the learning (albeit with frequent errors)
process from teacher to student
EFL 3.2.14. Make and CE.EFL.3.9. Production -
respond to invitations, Fluency: Respond to
suggestions, apologies and simple questions and
requests familiar everyday social
situations, such as an
invitation or request,
relatively quickly.
Spontaneously initiate
interactions in order to
express opinions or give
accounts of personal
experiences.

READING READING
EFL 3.3.6. Apply learning CE.EFL.3.15. Make and
strategies to examine and support inferences from
interpret a variety of written evidence in a text with
materials using prior reference to features of
knowledge, graphic written English and apply
organizers, context clues, other learning strategies to
note taking and finding words examine and interpret a
in a dictionary. variety of written materials

EFL 3.3.7. Read, gather, view CE.EFL.3.12. Display an

and listen to information from understanding of some
various sources in order to basic details in short simple
organize and discuss cross-curricular texts from
relationships between various sources by
academic content areas. matching, labeling and
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(Example: nonfiction books answering simple

for young adults, the Internet, questions, and use the
audio and media information gathered in
presentations, oral interviews, order to organize and
maps, diagrams, reference discuss relationships
books, magazines, etc.) between different academic
content areas.
WRITING
EFL 3.4.3. Write a variety of WRITING
short simple text-types, CE.EFL.3.18. Write a
commonly used in print and variety of short simple
online, with appropriate familiar text-types – online
language and layout. or in print – using
(Example: write a greeting on appropriate language,
a birthday card, name and layout and linking words.
address on an envelope, a
URL for a website, an email
address, etc.)

EFL 3.4.5. Write a CE.EFL.3.19. Create a

questionnaire or survey for questionnaire or survey
friends, family or classmates using WH- question words
using WH- questions in order in order to identify things in
to identify things in common common and preferences
and preferences. while displaying an ability to
convey and organize
information using facts and
details.

LANGUAGE THROUGH THE LANGUAGE THROUGH

ARTS THE ARTS
EFL 3.5.4. Create personal CE.EFL.3.22. Design and
stories by adding imaginative produce picture books,
details to real-life stories and graphic expressions and/or
situations, using appropriate personal stories by varying
vocabulary and elements of elements of literary texts
the literature learners have and adding imaginative
read or heard. details to real-life stories
and situations in order to
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create new, original texts.

EFL 3.5.5. Evaluate literary CE.EFL.3.21. Elaborate

texts (both written and oral, personal responses to both
online, in video or in print) oral and written literary texts
according to pre-established through pictures,
criteria. (Example: completing audio/video or ICT in order
a checklist, a chart, a to evaluate literary texts
personal response, etc.) using pre-established
criteria, individually or in
groups.

4. Unit 4 O.EFL.3.5 COMMUNICATION AND GRAMMAR The communicative language COMMUNICATION AND 4.5 weeks
Use print and digital tools CULTURAL AWARENESS Was – were affirmative approach: language is best learned CULTURAL AWARENESS
and resources to investigate EFL 3.1.3. Exchange basic Was – were negative, as a means to interact and CE.EFL.3.3. Interact with
real-world issues, answer personal preferences with questions communicate, rather than as a body others using a variety of
questions or solve peers in order to express likes of knowledge to be memorized. both verbal and nonverbal
problems. and dislikes. VOCABULARY Content and Language Integrated communication features
Story words Learning (CLIL): a model used to and express likes and
O.EFL.3.10 Weather integrate the learning of language dislikes while giving
Demonstrate an ability to with cultural and cognitive aspects recommendations in basic
use English as a means to of learning such that language yet effective terms.
interact socially and work acquisition serves as a driver for
cooperatively in pairs and EFL 3.1.6. Apply self- learners’ development. CE.EFL.3.4. Develop the
groups. correcting and self- Learner-centered approach: skills to work collaboratively
monitoring strategies in social teaching methodologies should using a range of verbal and
and classroom interactions. reflect and respond to learners’ nonverbal communication
(Example: asking questions, strengths and challenges, and features and apply self-
starting over, rephrasing, facilitate the process of learning by correcting and self-
exploring alternative supporting learners’ motivation for monitoring strategies in
pronunciations or wording, and engagement with learning. social and classroom
etc.) Scaffolding: instructional techniques interactions.
for students to progressively move
ORAL COMMUNICATION towards a stronger understanding ORAL COMMUNICATION
EFL 3.2.11. Ask for someone of the learning process and greater CE.EFL.3.8. Production –
to repeat themselves or say Independence. The term describes Accuracy and Intelligibility:
something in a different way the effects of a physical scaffold Communicate needs clearly
and ask for common applied in the educational process; in class by asking questions
classroom needs. (Example: the teacher provides temporary or requesting clarification.
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getting attention or obtaining successive support to help students Demonstrate acquisition of

an object, etc. reach higher levels of skills taught in class, such
comprehension and skill as being able to spell out
acquisition. Once no longer words or use some
needed, this support system is grammatical structures
slowly removed. This process (albeit with frequent errors)
results in the gradually shifting of
EFL 3.2.12. Ask and answer responsibility over the learning CE.EFL.3.10. Interaction –
questions and exchange process from teacher to student Interpersonal: Participate
information on familiar topics effectively in familiar and
in predictable everyday predictable conversational
situations. (Example: ask for exchanges by sharing
directions, give directions, information and reacting
express a personal opinion, appropriately in basic
etc.) interpersonal interactions.

READING READING
EFL 3.3.6. Apply learning CE.EFL.3.15. Make and
strategies to examine and support inferences from
interpret a variety of written evidence in a text with
materials using prior reference to features of
knowledge, graphic written English and apply
organizers, context clues, other learning strategies to
note taking and finding words examine and interpret a
in a dictionary. variety of written materials

EFL 3.3.10. Follow short CE.EFL.3.12. Display an

instructions illustrated through understanding of some
step-by-step visuals in simple basic details in short simple
experiments and projects. cross-curricular texts from
(Example: simple science various sources by
experiments, instructions for matching, labeling and
an art project, etc.) answering simple
questions, and use the
information gathered in
order to organize and
discuss relationships
between different academic
content areas.
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WRITING WRITING
EFL 3.4.6. Write a simple CE.EFL.3.18. Write a
narrative with linking words variety of short simple
on familiar subjects in order to familiar text-types – online
express everyday activities. or in print – using
(Example: free time, appropriate language,
descriptions, what happened layout and linking words.
last weekend, etc.)

EFL 3.4.8. Convey and CE.EFL.3.19. Create a

organize information using questionnaire or survey
facts and details in order to using WH- question words
illustrate diverse patterns and in order to identify things in
structures in writing. common and preferences
(Example: cause and effect, while displaying an ability to
problem and solution, convey and organize
general-to-specific information using facts and
presentation, etc.) details.

LANGUAGE THROUGH THE LANGUAGE THROUGH

ARTS. THE ARTS.
EFL 3.5.4. Create personal CE.EFL.3.22. Design and
stories by adding imaginative produce picture books,
details to real-life stories and graphic expressions and/or
situations, using appropriate personal stories by varying
vocabulary and elements of elements of literary texts
the literature learners have and adding imaginative
read or heard. details to real-life stories
and situations in order to
create new, original texts.

EFL 3.5.8. Create stories, CE.EFL.3.25. Observe and

poems, songs, dances and expand on the conventions
plays including those that of genre in order to create a
reflect traditional and popular variety of texts that reflect
Ecuadorian culture, observing traditional and popular
the conventions of the genre. Ecuadorian culture and
(Example: purpose, settings, identify select literary
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audience, voice, rhythm, etc.) elements in order to relate

them to other works,
including the learners’ own
writing.

5. Unit 5 O.EFL.3.3 COMMUNICATION AND GRAMMAR The communicative language COMMUNICATION AND 4.5 weeks
Independently read level- CULTURAL AWARENESS Past Simple: Regular Verbs approach: language is best learned CULTURAL AWARENESS
appropriate texts in English EFL 3.1.1. Ask simple basic Affirmative as a means to interact and CE.EFL.3.1. Cultivate an
for pure enjoyment and to questions in class about the Past Simple: Regular Verbs communicate, rather than as a body awareness of different
access information. world beyond their own Negative, Questions of knowledge to be memorized. cultures and identify
immediate environment in Content and Language Integrated similarities and differences
O.EFL.3.8 order to increase their VOCABULARY Learning (CLIL): a model used to between them through oral
Demonstrate an ability to understanding of different Story words integrate the learning of language and written literary texts.
interact with written and cultures Places in a city with cultural and cognitive aspects
spoken texts, in order to of learning such that language
explore creative writing as EFL 3.1.3. Exchange basic acquisition serves as a driver for CE.EFL.3.3. Interact with
an outlet to personal personal preferences with learners’ development. others using a variety of
expression and intercultural peers in order to express likes Learner-centered approach: both verbal and nonverbal
competence. and dislikes. teaching methodologies should communication features
reflect and respond to learners’ and express likes and
strengths and challenges, and dislikes while giving
facilitate the process of learning by recommendations in basic
supporting learners’ motivation for yet effective terms.
and engagement with learning.
ORAL COMMUNICATION Scaffolding: instructional techniques ORAL COMMUNICATION
EFL 3.2.8. Spell out key for students to progressively move CE.EFL.3.8. Production –
vocabulary items using the towards a stronger understanding Accuracy and Intelligibility:
English alphabet. (Example: of the learning process and greater Communicate needs clearly
names, colors, animals, Independence. The term describes in class by asking questions
possessions, etc.). the effects of a physical scaffold or requesting clarification.
applied in the educational process; Demonstrate acquisition of
the teacher provides temporary skills taught in class, such
successive support to help students as being able to spell out
reach higher levels of words or use some
comprehension and skill grammatical structures
acquisition. Once no longer (albeit with frequent errors)
needed, this support system is
EFL 3.2.16. Use a series of slowly removed. This process CE.EFL.3.8. Production –
phrases and sentences to results in the gradually shifting of Accuracy and Intelligibility:
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describe aspects of personal responsibility over the learning Communicate needs clearly
background, immediate process from teacher to student in class by asking questions
environment and matters of or requesting clarification.
immediate need in simple Demonstrate acquisition of
terms using grammatical skills taught in class, such
structures practiced in class as being able to spell out
(although there may be words or use some
frequent errors with tenses, grammatical structures
personal pronouns, (albeit with frequent errors)
prepositions, etc.).

READING READING
EFL 3.3.6. Apply learning CE.EFL.3.15. Make and
strategies to examine and support inferences from
interpret a variety of written evidence in a text with
materials using prior reference to features of
knowledge, graphic written English and apply
organizers, context clues, other learning strategies to
note taking and finding words examine and interpret a
in a dictionary. variety of written materials

EFL 3.3.9. Identify and use CE.EFL.3.14. Select and

reading strategies to make use reading strategies to
text more comprehensible understand and give
and meaningful. (Example: meaning to written text
skimming, scanning, while employing a range of
previewing, predicting, everyday reference
reading for main ideas and materials in order to
details, etc.) determine information
appropriate to the purpose
of inquiry and to relate
ideas between written
sources.

WRITING WRITING
EFL 3.4.2. Write a short CE.EFL.3.17. Produce a
simple paragraph to describe short simple paragraph to
yourself or other people, describe people, places,
animals, places and things, things and feelings in order
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with limited support. to influence an audience

(Example: by answering and use linking words to
questions or using key words) write other narratives on
familiar subjects.

CE.EFL.3.18. Write a
EFL 3.4.6. Write a simple variety of short simple
narrative with linking words familiar text-types – online
on familiar subjects in order to or in print – using
express everyday activities. appropriate language,
(Example: free time, layout and linking words.
descriptions, what happened
last weekend, etc.)
LANGUAGE THROUGH
LANGUAGE THROUGH THE THE ARTS
ARTS CE.EFL.3.25. Observe and
EFL 3.5.7. Locate and identify expand on the conventions
selected literary elements and of genre in order to create a
techniques in texts and relate variety of texts that reflect
those elements to those in traditional and popular
other works and to learners’ Ecuadorian culture and
own experiences. (Example: identify select literary
setting, character, plot, elements in order to relate
theme, point of view, imagery, them to other works,
foreshadowing, climax, etc.) including the learners’ own
writing.

CE.EFL.3.25. Observe and

EFL 3.5.8. Create stories, expand on the conventions
poems, songs, dances and of genre in order to create a
plays including those that variety of texts that reflect
reflect traditional and popular traditional and popular
Ecuadorian culture, observing Ecuadorian culture and
the conventions of the genre. identify select literary
(Example: purpose, settings, elements in order to relate
audience, voice, rhythm, etc.) them to other works,
including the learners’ own
writing.
6. UNIT 6 O.EFL.3.3 COMMUNICATION AND GRAMMAR The communicative language COMMUNICATION AND 4.5 weeks
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Independently read level- CULTURAL AWARENESS Past Simple: Irregular Verbs approach: language is best learned CULTURAL AWARENESS
appropriate texts in English EFL 3.1.9. Compare and Affirmative as a means to interact and CE.EFL.3.1. Cultivate an
for pure contrast oral traditions, myths, Past Simple: Irregular Verbs communicate, rather than as a body awareness of different
enjoyment/entertainment folktales and literature from Negative, Questions of knowledge to be memorized. cultures and identify
and to access information. Ecuador and international Content and Language Integrated similarities and differences
regions/ cultures and identify VOCABULARY Learning (CLIL): a model used to between them through oral
O.EFL.3.4 similarities and differences, Seasons integrate the learning of language and written literary texts.
Develop creative and critical as well as universal cultural Geographical features with cultural and cognitive aspects
thinking skills to foster themes, through the use of Months of the year of learning such that language
problem-solving and graphic organizers and acquisition serves as a driver for
independent learning using dramatic enactments in class. learners’ development.
both spoken and written Learner-centered approach:
English. EFL 3.1.5. Describe, read teaching methodologies should CE.EFL.3.3. Interact with
about, participate in or reflect and respond to learners’ others using a variety of
recommend a favorite activity, strengths and challenges, and both verbal and nonverbal
book, song or other interest to facilitate the process of learning by communication features
various audiences. (Example: supporting learners’ motivation for and express likes and
peers, other classes, and engagement with learning. dislikes while giving
teachers, other adults, etc.) Scaffolding: instructional techniques recommendations in basic
for students to progressively move yet effective terms.
towards a stronger understanding
ORAL COMMUNICATION of the learning process and greater ORAL COMMUNICATION
EFL 3.2.13. Respond to Independence. The term describes CE.EFL.3.9. Production -
simple questions in quite a the effects of a physical scaffold Fluency: Respond to
short time and initiate basic applied in the educational process; simple questions and
interaction spontaneously the teacher provides temporary familiar everyday social
when there are opportunities successive support to help students situations, such as an
to speak. Speech is produced reach higher levels of invitation or request,
a little less slowly and comprehension and skill relatively quickly.
hesitantly acquisition. Once no longer Spontaneously initiate
needed, this support system is interactions in order to
slowly removed. This process express opinions or give
results in the gradually shifting of accounts of personal
responsibility over the learning experiences.
process from teacher to student
EFL 3.2.12. Ask and answer CE.EFL.3.10. Interaction –
questions and exchange Interpersonal: Participate
information on familiar topics effectively in familiar and
in predictable everyday predictable conversational
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situations. (Example: ask for exchanges by sharing

directions, give directions, information and reacting
express a personal opinion, appropriately in basic
etc.) interpersonal interactions.

READING READING
EFL 3.3.8. Make and support CE.EFL.3.15. Make and
inferences from evidence in a support inferences from
text with reference to features evidence in a text with
of written English. (Example: reference to features of
vocabulary, facts, format, written English and apply
sequence, relevance of ideas, other learning strategies to
etc.) examine and interpret a
variety of written materials.

EFL 3.3.9. Identify and use CE.EFL.3.14. Select and

reading strategies to make use reading strategies to
text more comprehensible understand and give
and meaningful. (Example: meaning to written text
skimming, scanning, while employing a range of
previewing, predicting, everyday reference
reading for main ideas and materials in order to
details, etc.) determine information
appropriate to the purpose
of inquiry and to relate
ideas between written
sources.

WRITING WRITING
EFL 3.4.3. Write a variety of CE.EFL.3.18. Write a
short simple text-types, variety of short simple
commonly used in print and familiar text-types – online
online, with appropriate or in print – using
language and layout. appropriate language,
(Example: write a greeting on layout and linking words.
a birthday card, name and
address on an envelope, a
URL for a website, an email
address, etc.)
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EFL 3.4.5. Write a CE.EFL.3.19. Create a

questionnaire or survey for questionnaire or survey
friends, family or classmates using WH- question words
using WH- questions in order in order to identify things in
to identify things in common common and preferences
and preferences. while displaying an ability to
convey and organize
information using facts and
details.

LANGUAGE THROUGH THE LANGUAGE THROUGH

ARTS THE ARTS
EFL 3.5.3. Produce short, CE.EFL.3.23. Create short,
creative texts using ICT original texts using a range
and/or other resources at of resources and other
home or at school in order to media, including ICT, in
recreate familiar scenes and order to recreate familiar
themes. scenes and themes.

EFL 3.5.9. Engage in CE.EFL.3.24. Organize

collaborative activities ideas and relevant
through a variety of student information from literary
groupings to create and texts using group or class
respond to literature and brainstorms and/or mind
other literary texts. (Example: maps in order to enhance
small groups, cooperative collaborative responses to
learning groups, literature literature.
circles, process writing
groups, etc.)

7. UNIT 7 O.EFL.3.7 COMMUNICATION AND GRAMMAR The communicative language COMMUNICATION AND 4.5 weeks
Appreciate the use of CULTURAL AWARENESS Comparative approach: language is best learned CULTURAL AWARENESS
English language through EFL 3.1.1. Ask simple basic Superlative as a means to interact and CE.EFL.3.1. Cultivate an
spoken and written literary questions in class about the communicate, rather than as a body awareness of different
texts such as poems, world beyond their own VOCABULARY of knowledge to be memorized. cultures and identify
rhymes, chants, songs, immediate environment in Story words Content and Language Integrated similarities and differences
games and graphic short order to increase their City sights Learning (CLIL): a model used to between them through oral
stories in order to foster understanding of different integrate the learning of language and written literary texts.
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imagination, curiosity and cultures with cultural and cognitive aspects

memory, while developing a of learning such that language
taste for oral and written EFL 3.1.7. Demonstrate acquisition serves as a driver for CE.EFL.3.2. Recognize and
literary texts. appropriate classroom learners’ development. exhibit responsible
behaviors by participating in Learner-centered approach: behaviors at home, at
O.EFL.3.10 small group or whole class teaching methodologies should school and towards the
Demonstrate an ability to discussions. (Example: being reflect and respond to learners’ environment.
use English as a means to courteous, respecting the strengths and challenges, and
interact socially and work person and property of facilitate the process of learning by
cooperatively in pairs and others, etc.) supporting learners’ motivation for
groups. and engagement with learning.
ORAL COMMUNICATION Scaffolding: instructional techniques ORAL COMMUNICATION
EFL 3.2.3. Record key items for students to progressively move CE.EFL.3.7. Listening for
of specific information from a towards a stronger understanding Information: Follow and
heard message or of the learning process and greater identify key information in
description, either in written Independence. The term describes short straightforward audio
form or by drawing a picture. the effects of a physical scaffold texts related to areas of
(Example: letters of the applied in the educational process; immediate need or interest,
alphabet, numbers, the teacher provides temporary provided vocabulary is
quantities, prices and times, successive support to help students familiar and visual support
days, dates and months, etc.) reach higher levels of is present, and use these
comprehension and skill spoken contributions as
acquisition. Once no longer models for their own.
needed, this support system is
EFL 3.2.6. Use other slowly removed. This process CE.EFL.3.7. Listening for
students’ contributions in results in the gradually shifting of Information: Follow and
class as models for their own. responsibility over the learning identify key information in
process from teacher to student short straightforward audio
texts related to areas of
immediate need or interest,
provided vocabulary is
familiar and visual support
is present, and use these
spoken contributions as
models for their own.

READING READING
EFL 3.3.5. Use everyday CE.EFL.3.14. Select and
reference material in order to use reading strategies to
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select information appropriate understand and give

to the purpose of an inquiry meaning to written text
and to relate ideas from one while employing a range of
written source to another. everyday reference
materials in order to
determine information
appropriate to the purpose
of inquiry and to relate
ideas between written
sources.

EFL 3.3.9. Identify and use CE.EFL.3.14. Select and

reading strategies to make use reading strategies to
text more comprehensible understand and give
and meaningful. (Example: meaning to written text
skimming, scanning, while employing a range of
previewing, predicting, everyday reference
reading for main ideas and materials in order to
details, etc.) determine information
appropriate to the purpose
of inquiry and to relate
ideas between written
sources.

WRITING WRITING
EFL 3.4.1. Make a simple CE.EFL.3.16. Create a
learning resource in order to simple learning resource in
record and practice new order to record and practice
words. new words and
demonstrate knowledge of
their meanings.

EFL 3.4.4. Write to describe CE.EFL.3.17. Produce a

feelings/ opinions in order to short simple paragraph to
effectively influence an describe people, places,
audience. (Example: things and feelings in order
persuade, negotiate, argue, to influence an audience
etc.) and use linking words to
write other narratives on
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familiar subjects.

LANGUAGE THROUGH THE LANGUAGE THROUGH

ARTS THE ARTS
EFL 3.5.1. Use audio, video CE.EFL.3.21. Elaborate
and pictures to respond to a personal responses to both
variety of literary texts oral and written literary texts
through online or in-class ICT through pictures,
activities. audio/video or ICT in order
to evaluate literary texts
using pre-established
criteria, individually or in
groups.

EFL 3.5.6. Work in groups to CE.EFL.3.24. Organize

create a brainstorm and/or ideas and relevant
draw a mind map to describe information from literary
and organize ideas or texts using group or class
organize useful information brainstorms and/or mind
from literary texts.. maps in order to enhance
collaborative responses to
literature.

8. UNIT 8 O.EFL 3.1 COMMUNICATION AND GRAMMAR The communicative language COMMUNICATION AND 4.5 weeks
Identify the main ideas and CULTURAL AWARENESS Going to (all forms) approach: language is best learned CULTURAL AWARENESS
some details of written and EFL 3.1.2. Recognize ways to Will (all forms) as a means to interact and CE.EFL.3.2. Recognize and
oral texts, in order to relate responsibly to one’s communicate, rather than as a body exhibit responsible
interact with and to develop surroundings at home and at VOCABULARY of knowledge to be memorized. behaviors at home, at
an approach of critical school by exhibiting Story words Content and Language Integrated school and towards the
inquiry to a variety of texts. responsible behaviors Parties Learning (CLIL): a model used to environment.
towards the environment. integrate the learning of language
O.EFL.3.6 (Example: chores at home, with cultural and cognitive aspects
Read and write short recycling, etc.). of learning such that language
descriptive and informative acquisition serves as a driver for
texts related to personal EFL 3.1.5. Describe, read learners’ development. CE.EFL.3.3. Interact with
information or familiar topics about, participate in or Learner-centered approach: others using a variety of
and use them as a means recommend a favorite activity, teaching methodologies should both verbal and nonverbal
of communication and book, song or other interest to reflect and respond to learners’ communication features
written expression of various audiences. (Example: strengths and challenges, and and express likes and
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thought peers, other classes, facilitate the process of learning by dislikes while giving
teachers, other adults, etc.) supporting learners’ motivation for recommendations in basic
and engagement with learning. yet effective terms.
Scaffolding: instructional techniques
ORAL COMMUNICATION for students to progressively move ORAL COMMUNICATION
EFL 3.2.1. Infer who is towards a stronger understanding CE.EFL.3.6. Listening for
speaking and what the of the learning process and greater Meaning: Demonstrate an
situation is when listening to Independence. The term describes understanding of the main
short simple texts, especially the effects of a physical scaffold idea, speaker and situation
when accompanied by applied in the educational process; in spoken texts set in
pictures or other visual aids, the teacher provides temporary familiar everyday contexts
or sound effects. (Example: successive support to help students without having to decode
shopkeeper speaking to a reach higher levels of every word.
customer who is buying some comprehension and skill
fruit.) acquisition. Once no longer
needed, this support system is
EFL 3.2.5. Understand most slowly removed. This process CE.EFL.3.6. Listening for
changes in the topic of results in the gradually shifting of Meaning: Demonstrate an
discussion if people speak responsibility over the learning understanding of the main
slowly. process from teacher to student idea, speaker and situation
in spoken texts set in
familiar everyday contexts
without having to decode
every word.
READING
EFL 3.3.7. Read, gather, view READING
and listen to information from CE.EFL.3.12. Display an
various sources in order to understanding of some
organize and discuss basic details in short simple
relationships between cross-curricular texts from
academic content areas. various sources by
(Example: nonfiction books matching, labeling and
for young adults, the Internet, answering simple
audio and media questions, and use the
presentations, oral interviews, information gathered in
maps, diagrams, reference order to organize and
books, magazines, etc.) discuss relationships
between different academic
content areas.
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EFL 3.3.4. Distinguish CE.EFL.3.13. Show an

between fact and opinion and ability to identify the
relevant and irrelevant meaning of specific content-
information in an based words and phrases,
informational text through the with the aid of visual
use of mind maps/charts. support, and use
charts/mind maps to
distinguish between
fact/opinion and
relevant/irrelevant
information in informational
texts.

WRITING WRITING
EFL 3.4.7. Use the process of CE.EFL.3.20. Demonstrate
prewriting, drafting, revising, an ability to use a variety of
peer editing and proofreading digital tools during the
(i.e., “the writing process”) to writing process in order to
produce well-constructed collaborate on well-
informational texts. constructed informational
texts

EFL 3.4.8. Convey and CE.EFL.2.19 Convey some

organize information using simple ideas, facts or
facts and details in order to opinions in a simple
illustrate diverse patterns and sentence or short
structures in writing. paragraph, using basic
(Example: cause and effect, vocabulary and structures.
problem and solution,
general-to-specific
presentation, etc.)

LANGUAGE THROUGH THE LANGUAGE THROUGH

ARTS THE ARTS
EFL 3.5.3. Produce short, CE.EFL.3.23. Create short,
creative texts using ICT original texts using a range
and/or other resources at of resources and other
home or at school in order to media, including ICT, in
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recreate familiar scenes and order to recreate familiar

themes. scenes and themes.

EFL 3.5.8. Create stories, CE.EFL.3.25. Observe and

poems, songs, dances and expand on the conventions
plays including those that of genre in order to create a
reflect traditional and popular variety of texts that reflect
Ecuadorian culture, observing traditional and popular
the conventions of the genre. Ecuadorian culture and
(Example: purpose, settings, identify select literary
audience, voice, rhythm, etc.) elements in order to relate
them to other works,
including the learners’ own
writing.

6. RESOURCES
- Kids’ Zone 4 Teacher’s Book
- Kids’ Zone 4 Student book and workbook
- Interactive e-book
- Interactive Whiteboard Software
- Notebook
- Posters
- Flashcard pack
- Audios
- Photocopies
- Student’s audio cd/cd-rom
- Internet
7. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 8. OBSERVATIONS
Hamilton House Publishers Ltd. (2020), Kids’ Zone 4, Oxford England Hamilton House Publishers Ltd..

DONE BY REVISED BY APPROVED BY

TEACHER(S): NAME: NAME:
Signature: Siganture: Signature:

Date: Date:
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