CURRICULAR ANNUAL PLAN

SCHOOL NAME SCHOOL YEAR

ESCUELA DE EDUCACIÓN BÁSICA FISCAL “TÚPAC YUPANQUI” 2019-2020

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s):
Grade/ Course: 2do EGB Education Level: Pre A1.1
3ero EGB
4to EGB
2. TIME
Weekly hours Number of weeks Learning Assessment Weeks Total Weeks of Total of periods
3 Hours of work class
36 weeks 4 weeks 120 Hours
40 weeks

3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 2.1
Encounter socio-cultural aspects of their own and Identify some main ideas and detail of written text, in
other countries in a thoughtful and inquisitive order to develop an approach of critical inquiry to
manner, maturely, and openly experiencing other written and oral texts.
cultures and languages from the secure standpoint
of their own national and cultural identity. O.EFL 2.2
Assess and appreciate English as an international
OG.EFL 2 language, as well as the five aspects of English that
Draw on this established propensity for curiosity contribute to communicative competence.
and tolerance towards different cultures to
comprehend the role of diversity in building an O.EFL 2.3
intercultural and multinational society. Independently read level-appropriate texts in English
for pure enjoyment/entertainment and to access
OG.EFL 3 information.
Access greater flexibility of mind, creativity,
enhanced linguistic intelligence, and critical O.EFL 2.4
thinking skills through an appreciation of Develop creative and critical thinking skills to foster
linguistic differences. Enjoy an enriched problem-solving and independent learning using both
perspective of their L1 and of language use for spoken and written English.
communication and learning.
O.EFL 2.5
OG.EFL 4 Use in-class library resources and explore the use of
Deploy a range of learning strategies, thereby ICT to enrich competencies in the four skills.
increasing disposition and ability to
independently access further (language) learning O.EFL 2.6
and practice opportunities. Respect themselves Write short descriptive and informative texts and use
and others within the communication process, them as a means of communication and written expression
cultivating habits of honesty and integrity into of thought.
responsible academic behavior.
O.EFL 2.7
OG.EFL 5 Appreciate the use of English language through spoken
Directly access the main points and important and written literary texts such as poems, rhymes,
details of up-to date. English language texts, chants, riddles and songs, in order to foster
such as those published on the web, for imagination, curiosity and memory, while developing a
professional or general investigation, through taste for literature.
the efficient use of ICT and reference tools
where required. O.EFL 2.8
Demonstrate a living relationship with the English
OG.EFL 6 language through interaction with written and spoken
Through selected media, participate in reasonably texts, in order to explore creative writing as an outlet
extended spoken or written dialogue with peers to personal expression.
from different L1 backgrounds on work, study, or
general topics of common interest, expressing O.EFL 2.9
ideas and opinions effectively and appropriately. Be able to interact in English in a simple way using
basic expressions and short phrases in familiar contexts
OG.EFL 7 to satisfy needs of a concrete type, provided others
Interact quite clearly, confidently, and talk slowly and clearly and are prepared to help.
appropriately in a range of formal and informal
social situations with a limited but effective
command of the spoken language (CEFR B1 level).

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility, solidarity,
4.TRANSVERSAL AXES:
responsibility, honesty, respect, love, peace, justice,
innovation, etc.

5.UNITS TO BE DEVELOPED*
N Title Unit Specific Contents/skills ** Methodological Evaluation*** Weeks
º of the Objectives Orientations durati
unit (Skills and on
strategies)
- Students learn EFL 2.1.6 Communication and CE.EFL.2.3
1 Hello! to: say hello; Understand and use Cultural Awareness Make use of basic 6
introduce oneself common expressions personal information
and say goodbye; of politeness in Working and expressions of
follow essential class while cooperatively in politeness in order to
directions working in pairs pairs while introduce oneself and
for learning; ask or groups on participating in participate in a short
and answer projects. short dialogues conversation.
questions to (Example: please, using greetings
identify essential sorry, thank you, I.EFL.2.3.1
items for learning. etc.) Practicing the use Learners can use basic
of basic expression personal information
- Global EFL 2.1.7 of politeness and and expressions of
Benchmarks: Collaborate in a how to say hello politeness in short
Students can: friendly manner by and good-bye. dialogues or
respond to a spoken sharing classroom conversations.
word non-verbally; materials and Working (J.2,J.3)
respond to sign personal objects cooperatively in
language or while groups while CE.EFL.2.4
symbols; respond participating in participating in Develop skills of
non-verbally to games and games. collaboration by
staff and other activities in working together on
children within the class and on the Responding to projects and sharing
classroom playground. pictures by materials while
setting; repeat circling the expressing personal
modeled sentences; EFL 2.2.1 corresponding preferences with peers.
hold writing tools Understand emoticon. (Example:
effectively. meanings expressed happy face, sad I.EFL.2.4.1
in short dialogues face, etc.) Learners can select
- Students learn on familiar pictures and/or short
to: greet someone topics, as well as Practicing helpful phrases that relate to
they have recently basic spoken classroom language collaborating and
met with instructions and in mini dialogues. sharing and express
Hi and a question simple questions personal preferences.
to check knowledge about self, Playing games in (J.2, J.3, S.4)
of their name; give people, animals or which learners must
and things, especially pass objects around CE.EFL.2.6
follow some when spoken slowly the room. (Example: Listening for Meaning:
essential and clearly. hot potatoes) Understand the main
directions for (Example: ideas in short simple
learning and some greetings, short Completing a very spoken texts that
other useful phrases, basic short, picture- include familiar
directions; ask range of classroom based self vocabulary and are set
questions to check instructions, evaluation form. in everyday contexts.
knowledge of the common personal
words for recently information Oral Communication: I.EFL.2.6.1
learned objects. questions: What is Listening and Learners can understand
your name? How old Speaking) the main ideas in short
- Global are you?, etc.) simple spoken texts and
Benchmarks: Listening to a very infer who is speaking
Students can: EFL 2.2.10 short story and and what the situation
follow a single Clap, move, chant ordering the is, without decoding
step routine or sing along with pictures showing every word. (I.3)
instruction; short authentic what happens.
differentiate one English language CE.EFL.2.8
object/picture/ rhymes or songs, Saying clapping Production -
letter/word from approximating rhymes, playing Pronunciation: Produce
another; greet, say English rhythm and playground games, individual words and
please and intonation once and singing short phrases clearly
thank you with familiar with the traditional songs enough that other
prompting; use one text. (Example: people can usually
or more words to jump or clap in Showing the student understand them easily.
respond to simple time to jump-rope some picture
questions; make rhymes, do the flashcards of I.EFL.2.8.1
marks on paper with actions to action familiar vocabulary Learners can pronounce
a range of songs or short items and asking most familiar
materials. rhythmic poems, them to say the vocabulary items
enunciation some words to see if accurately, and can
- Students learn of words in time they easily therefore usually be
to: identify with the rhythm, understood. easily understood. They
themselves and etc.) can also produce some
others as a boy Reading phrases and short
or a girl; give and EFL 2.3.5 sentences clearly, and
follow essential Show the ability Studying may approximate English
classroom to use a simple environmental print rhythm and intonation
instructions; learning resource. culture with signs in longer utterances.
identify (Example: a small and classroom
things they see. set of flashcards, materials. CE.EFL.2.14
etc.) Demonstrate familiarity
- Global Using simple with study resources
Benchmarks: EFL 2.5.6 learning resource (both print and
Students can: Generate and and locating digital), (Example: a
respond to simple expand ideas by details. picture dictionary,
questions responding in a some flashcards of
or directions fun and playful Testing each other known words, or a word
supported by visual manner to oral and on the meaning of list.)
cues/gestures/ written texts in flashcards.
objects; order to increase I.EFL.2.14.1
differentiate one enjoyment of the Writing Learners can
object/picture/lett language through successfully use simple
er/ TPR, playground Writing is been online and print
word from another; games, songs and taught since Unit learning resources.
respond to basic chants. No. 2. (Example: flashcards,
questions through picture dictionaries,
facial expression word list. etc.) (I.2)
and gestures; begin Language through
to the Arts CE.EFL.2.22
join in with a Describe and write
familiar rhyme or Responding to a about emotions and
story; make marks text by using small responses to literary
on paper with a pictures about the texts through words and
range of materials. class objects. images, or other media
(video, audio) on class
Creating a dance or school bulletin
for a song or boards and expand on
rhyme. ideas and responses to
texts read/seen/heard
Participating in in by participating in
TPR activities such songs/chants, TPR
as acting out the activities and
movements of a playground games.
character in a
 story as it is read I.EFL.2.22.1
aloud. Learners can report
emotions and compose
Moving to the short responses to
rhythm of a song or literary texts through
chant. words and images, or
other media (video,
audio). Learners can
generate and expand on
personal opinions and
responses to oral and
written texts through
TPR, playground games,
and songs. (I.3,S.3)

2 What do - Students learn EFL 2.1.2 Communication and CE.EFL.2.1. 6

you to: Recognize the Cultural Awareness Differentiate between
see? describe things differences between different living
they see; count where people live Drawing different situations in a variety
from 1 to 10 among the regions houses and labeling of surroundings and
of the country in different rooms and express curiosity about
- Global order to appreciate objects in a house. the world through
Benchmarks: their own simple questions.
Students can: environment. Reflecting on
respond (Example: differences between I.EFL.2.1.1.
to simple questions house/apartment, a house and an Learners can recognize
or country/city, etc.) apartment. differences between
directions where people live and
supported EFL 2.1.6 Creating a diorama write or talk about
by visual cues/ Understand and use of urban and rural their own surroundings,
gestures/objects; common expressions aspects. as well as ask
recognize a of politeness in questions about how
sequence; greet, class while working Participating in other people live.
say please and in pairs or groups short dialogues (I.2, S.2)
thank you with on projects. using greetings.
prompting; repeat (Example: please, CE.EFL.2.3.
modeled sentences; sorry, thank you, Practicing the use Make use of basic
hold writing tools etc.) of expressions of personal information
effectively politeness during and expressions of
EFL 2.1.7 collaborative pair politeness in order to
- Students learn Collaborate in a and small group introduce oneself and
to: ask and answer friendly manner by work. participate in a short
questions about sharing classroom conversation.
where things are. materials and Responding to
personal objects pictures or short I.EFL.2.3.1.
- Global while participating texts by circling Learners can use basic
Benchmarks: in games and the corresponding personal information
Students can: activities in class emoticon. (Example: and expressions of
respond and on the happy face, sad politeness in short
to simple questions playground. face, confused dialogues or
or face, etc.) conversations. (J.2,
directions EFL 2.2.1 J.3)
supported Understand meanings Completing a very
by visual cues/ expressed in short short, picture- CE.EFL.2.4. Develop
gestures/ dialogues on based self- skills of collaboration
objects; respond to familiar topics, as evaluation or peer by working together on
basic questions well as basic evaluation form. projects and sharing
through facial spoken instructions materials while
expression and and simple Playing games in expressing personal
gestures; convey questions about which learners must preferences with peers.
meaning through self, people, pass objects around
personal drawings animals or things, the room. (Example: I.EFL.2.4.1. Learners
especially when hot potato, etc.) can select pictures
- Students learn spoken slowly and and/or short phrases
to: clearly. (Example: Oral Communication: that relate to
describe the color greetings, short Listening and collaborating and
of phrases, basic Speaking) sharing and express
things range of classroom personal preferences.
instructions, Listening to a very (J.2, J.3, S.4)
- Global common personal short and simple
Benchmarks: information story and ordering CE.EFL.2.6.
Students can: keep questions: What’s the pictures Listening for Meaning:
a your name? How old showing what Understand the main
steady beat; are you? Where do happens. (Example: ideas in short simple
respond you live? etc.) Jane is taking her spoken texts that
to visual cues/ dog for a walk. include familiar
gestures/ EFL 2.2.4 They see some vocabulary and are set
objects to make a Identify items of birds. The birds in everyday contexts.
choice verbally or specific fly away, etc.)
non-verbally; use information within I.EFL.2.6.1.
one or more words simple messages or Listening to short, Learners can understand
to respond to from short and staged instructions the main ideas in short
simple simple descriptions and carrying them simple spoken texts and
questions about familiar out. (Example: Open infer who is speaking
contexts, the door. Take this and what the situation
- Students learn especially if book to Mr. Davila. is, without decoding
to: visual support is Walk, don’t run! every word. (I.3)
recognize, provided. (Example: etc.)
pronounce, letters of the CE.EFL.2.7.
and form Aa through alphabet, numbers, Listening to very Listening for
Ff; identify anchor prices and times, short (spoken or Information: Follow
words for each days, dates and recorded) short and simple spoken
letter months, etc.) descriptions of texts that include
scenes, and familiar vocabulary and
- Global EFL 2.2.8 writing, coloring, are set in everyday
Benchmarks: Imitate individual or drawing items contexts. Identify key
Students can: English language within them. items of information
distinguish sounds, especially (Example: learners within the text, and
between, identify those phonemes are given a simple record or act upon
or repeat sounds; which do not exist picture of a them.
understand basic in the student’s classroom. They
concepts of print. own L1, both in listen to a I.EFL.2.7.1.
isolation and description of it Learners can understand
within key and identify the short and simple spoken
vocabulary items. table where Sara texts well enough to be
(Example: /ŋ/ sits and draw 3 able to pick out key
/ð/ /ʌ/ /i:/ and in pens and a red book items of information
words like singing, on it, etc.) and record them in
these, up, sea, writing or drawings, or
etc.) Showing the student physically act upon
some picture them. (I.3)
EFL 2.2.10 flashcards of
Clap, move, chant familiar vocabulary CE.EFL.2.8.
or sing along with items and asking Production -
short authentic them to say the Pronunciation: Produce
English language words. (Example: individual words and
rhymes or songs, It’s a house, a short phrases clearly
approximating school, a car, a enough that other
English rhythm and bike, to see if people can usually
intonation once they are easily understand them easily.
familiar with the understood, etc.)
text.(Example: jump I.EFL.2.8.1.
or clap in time to Ask the learner to Learners can pronounce
jump-rope rhymes, sing a song or most familiar
do the actions to recite a chant vocabulary items
action songs or together with a accurately, and can
short rhythmic group of friends or therefore usually be
poems, enunciating with the teacher. easily understood. They
some of words in Record the can also produce some
time with the student’s phrases and short
rhythm, etc. production with the sentences clearly, and
 recording device may approximate English
EFL 2.3.5 quite near to the rhythm and intonation
Show the ability to student’s mouth and in longer utterances.
use a simple listen to the (I.3)
learning resource. recording to assess
(Example: a small clarity of sounds, CE.EFL.2.14.
set of flashcards, production of Demonstrate familiarity
a picture-based phonemes, rhythm with study resources
dictionary (online and intonation. (both print and
or print), or a digital). (Example: a
simple word list). Reading picture dictionary,
some flashcards of
EFL 2.4.1 Using the alphabet known words, or a word
Know how to spell to scan for list.)
simple English particular items in
words correctly, lists. (Example: I.EFL.2.14.1.
demonstrating finding a word in a Learners can
awareness of sound- simple dictionary successfully use simple
letter or locating a boy’s online and print
relationships. name on a class learning resources.
(Example: sea, list.) (Example: flashcards,
mean, bee, etc.) picture dictionaries,
Testing each other word lists, etc.) (I.2)
EFL 2.5.6 on the meaning of
Generate and expand flashcards. CE.EFL.2.17.
ideas by responding (Example: a boy Write simple words,
in a fun andshows a picture on phrases, and sentences
playful manner to a flashcard and to demonstrate
oral and writtenasks: What’s this? knowledge of spelling,
texts in order to Girl: it’s an punctuation,
increase enjoymentairplane, etc.) capitalization and
of the language handwriting /
through TPR, Writing typography, and
playground games, identify their
and songs and Locating specific meanings.
chants. words on the page
and writing them in I.EFL.2.17.1.
a list. (Example: Learners can write
all the words words, phrases, and
beginning with the short simple sentences
sound /k/ or all using the correct
the words that conventions (spelling,
contain the long punctuation,
/a:/ sound, etc.) capitalization, and
handwriting or
Language through typography, etc.), for
the Arts making simple learning
resources. (I.3)
Creating a dance
for a song or CE.EFL.2.22.
rhyme. Describe and write
about emotions and
Participating in responses to literary
TPR activities such texts through words and
as acting out the images, or other media
movements of a (video, audio) on class
character in a or school bulletin
story as it is read boards and expand on
aloud. ideas and responses to
texts read/seen/heard
Moving to the in by participating in
rhythm of a song or songs/chants, TPR
chant. activities and
playground games.

I.EFL.2.22.1.
 Learners can report
emotions and compose
short responses to
literary texts through
words and images, or
other media (video,
audio). Learners can
generate and expand on
personal opinions and
responses to oral and
written texts through
TPR, playground games,
and songs. (I.3, S.3)

3 Who do - Students learn EFL 2.1.2 Communication and CE.EFL.2.1. 6

you to: ask and answer Recognize the Cultural Awareness Differentiate between
see? questions about who differences between different living
they see where people live Drawing different situations in a variety
among the regions houses and labeling of surroundings and
- Global of the country in different rooms and express curiosity about
Benchmarks: order to appreciate objects in a house. the world through
Students can: their own simple questions.
respond to simple environment. Reflecting on
questions or (Example: differences between I.EFL.2.1.1.
directions house/apartment, a house and an Learners can recognize
supported by visual country/city, etc.) apartment. differences between
cues/ where people live and
gestures/objects; EFL 2.1.6 Creating a diorama write or talk about
differentiate one Understand and use of urban and rural their own surroundings,
common expressions aspects. as well as ask
object/picture/lett of politeness in questions about how
er/ class while working Participating in other people live.
word from another; in pairs or groups short dialogues (I.2, S.2)
respond non- on projects. using greetings.
verbally to staff (Example: please, CE.EFL.2.3.
and other sorry, thank you, Practicing the use Make use of basic
children within the etc.) of expressions of personal information
classroom setting; politeness during and expressions of
begin to join in EFL 2.1.7 collaborative pair politeness in order to
with a familiar Collaborate in a and small group introduce oneself and
rhyme or story; friendly manner by work. participate in a short
make marks on paper sharing classroom conversation.
with a range materials and Responding to
of materials personal objects pictures or short I.EFL.2.3.1.
while participating texts by circling Learners can use basic
- Students learn in games and the corresponding personal information
to: ask and answer activities in class emoticon. (Example: and expressions of
questions about and on the happy face, sad politeness in short
shapes playground. face, confused dialogues or
face, etc.) conversations. (J.2,
- Global EFL 2.2.1 J.3)
Benchmarks: Understand meanings Completing a very
Students can: expressed in short short, picture- CE.EFL.2.4. Develop
respond to spoken dialogues on based self- skills of collaboration
word familiar topics, as evaluation or peer by working together on
non-verbally; well as basic evaluation form. projects and sharing
differentiate one spoken instructions materials while
object/picture/ and simple Playing games in expressing personal
letter/word from questions about which learners must preferences with peers.
another; respond to self, people, pass objects around
basic questions animals or things, the room. (Example: I.EFL.2.4.1. Learners
through facial especially when hot potato, etc.) can select pictures
expression and spoken slowly and and/or short phrases
gestures; with clearly. (Example: Oral Communication: that relate to
prompting use one greetings, short Listening and collaborating and
or more words to phrases, basic Speaking) sharing and express
respond to simple range of classroom personal preferences.
questions; make instructions, Listening to a very (J.2, J.3, S.4)
marks on paper with common personal short and simple
a range of information story and ordering CE.EFL.2.6.
materials questions: What’s the pictures Listening for Meaning:
your name? How old showing what Understand the main
- Students learn are you? Where do happens. (Example: ideas in short simple
to: ask and answer you live? etc.) Jane is taking her spoken texts that
questions about dog for a walk. include familiar
rooms EFL 2.2.4 They see some vocabulary and are set
and furniture. Identify items of birds. The birds in everyday contexts.
specific fly away, etc.)
- Global information within I.EFL.2.6.1.
Benchmarks: simple messages or Listening to short, Learners can understand
Students can: from short and staged instructions the main ideas in short
differentiate one simple descriptions and carrying them simple spoken texts and
object/picture/lett about familiar out. (Example: Open infer who is speaking
er/word from contexts, the door. Take this and what the situation
another; respond to especially if book to Mr. Davila. is, without decoding
visual visual support is Walk, don’t run! every word. (I.3)
cues/gestures/objec provided. (Example: etc.)
ts to make a choice letters of the CE.EFL.2.7.
verbally or non- alphabet, numbers, Listening to very Listening for
verbally; use one prices and times, short (spoken or Information: Follow
or more words to days, dates and recorded) short and simple spoken
respond to simple months, etc.) descriptions of texts that include
questions; scenes, and familiar vocabulary and
make marks on paper EFL 2.2.8 writing, coloring, are set in everyday
with a range of Imitate individual or drawing items contexts. Identify key
materials English language within them. items of information
sounds, especially (Example: learners within the text, and
- Students learn those phonemes are given a simple record or act upon
to: recognize, which do not exist picture of a them.
pronounce, and form in the student’s classroom. They
the letters own L1, both in listen to a I.EFL.2.7.1.
Gg through Ll; isolation and description of it Learners can understand
identify anchor within key and identify the short and simple spoken
words for each vocabulary items. table where Sara texts well enough to be
letter (Example: /ŋ/ sits and draw 3 able to pick out key
/ð/ /ʌ/ /i:/ and in pens and a red book items of information
- Global words like singing, on it, etc.) and record them in
Benchmarks: these, up, sea, writing or drawings, or
Students can: etc.) Showing the student physically act upon
distinguish some picture them. (I.3)
between, EFL 2.2.10 flashcards of
identify or repeat Clap, move, chant familiar vocabulary CE.EFL.2.8.
sounds; hold or sing along with items and asking Production -
writing tools short authentic them to say the Pronunciation: Produce
effectively. English language words. (Example: individual words and
rhymes or songs, It’s a house, a short phrases clearly
approximating school, a car, a enough that other
English rhythm and bike, to see if people can usually
intonation once they are easily understand them easily.
familiar with the understood, etc.)
text.(Example: jump I.EFL.2.8.1.
or clap in time to Ask the learner to Learners can pronounce
jump-rope rhymes, sing a song or most familiar
do the actions to recite a chant vocabulary items
action songs or together with a accurately, and can
short rhythmic group of friends or therefore usually be
poems, enunciating with the teacher. easily understood. They
some of words in Record the can also produce some
time with the student’s phrases and short
rhythm, etc. production with the sentences clearly, and
recording device may approximate English
EFL 2.3.5 quite near to the rhythm and intonation
Show the ability to student’s mouth and in longer utterances.
use a simple listen to the (I.3)
learning resource. recording to assess
(Example: a small clarity of sounds, CE.EFL.2.14.
set of flashcards, production of Demonstrate familiarity
a picture-based phonemes, rhythm with study resources
dictionary (online and intonation. (both print and
or print), or a digital). (Example: a
simple word list). Reading picture dictionary,
some flashcards of
EFL 2.4.1 Using the alphabet known words, or a word
Know how to spell to scan for list.)
simple English particular items in
words correctly, lists. (Example: I.EFL.2.14.1.
demonstrating finding a word in a Learners can
awareness of sound- simple dictionary successfully use simple
letter or locating a boy’s online and print
relationships. name on a class learning resources.
(Example: sea, list.) (Example: flashcards,
mean, bee, etc.) picture dictionaries,
Testing each other word lists, etc.) (I.2)
EFL 2.5.6 on the meaning of
Generate and expand flashcards. CE.EFL.2.17.
ideas by responding (Example: a boy Write simple words,
in a fun and shows a picture on phrases, and sentences
playful manner to a flashcard and to demonstrate
oral and written asks: What’s this? knowledge of spelling,
texts in order to Girl: it’s an punctuation,
increase enjoyment airplane, etc.) capitalization and
of the language handwriting /
through TPR, Writing typography, and
playground games, identify their
and songs and Locating specific meanings.
chants. words on the page
and writing them in I.EFL.2.17.1.
a list. (Example: Learners can write
all the words words, phrases, and
beginning with the short simple sentences
sound /k/ or all using the correct
the words that conventions (spelling,
contain the long punctuation,
/a:/ sound, etc.) capitalization, and
handwriting or
Language through typography, etc.), for
the Arts making simple learning
resources. (I.3)
Creating a dance
for a song or CE.EFL.2.22.
rhyme. Describe and write
about emotions and
Participating in responses to literary
TPR activities such texts through words and
as acting out the images, or other media
movements of a (video, audio) on class
character in a or school bulletin
story as it is read boards and expand on
aloud. ideas and responses to
texts read/seen/heard
Moving to the in by participating in
rhythm of a song or songs/chants, TPR
chant. activities and
playground games.

I.EFL.2.22.1.
Learners can report
 emotions and compose
short responses to
literary texts through
words and images, or
other media (video,
audio). Learners can
generate and expand on
personal opinions and
responses to oral and
written texts through
TPR, playground games,
and songs. (I.3, S.3)

4 What - Students learn EFL 2.1.6 Communication and CE.EFL.2.3. 6

day is to: ask and answer Understand and use Cultural Awareness Make use of basic
today? questions about the common expressions Drawing different personal information
days of the week of politeness in houses and labeling and expressions of
- Global class while working different rooms and politeness in order to
Benchmarks: in pairs or groups objects in a house. introduce oneself and
Students can: on projects. participate in a short
respond to spoken (Example: please, Participating in conversation.
word sorry, thank you, short dialogues
non-verbally; etc.) using greetings. I.EFL.2.3.1.
recognize a Learners can use basic
sequence; respond EFL 2.1.7 Practicing the use personal information
non-verbally Collaborate in a of expressions of and expressions of
to staff and other friendly manner by politeness during politeness in short
children within the sharing classroom collaborative pair dialogues or
classroom setting; materials and and small group conversations. (J.2,
repeat modeled personal objects work. J.3)
sentences; make while participating
marks on paper with in games and Responding to CE.EFL.2.4. Develop
a activities in class pictures or short skills of collaboration
range of materials and on the texts by circling by working together on
playground. the corresponding projects and sharing
- Students learn emoticon. (Example: materials while
to: ask and answer EFL 2.2.1 happy face, sad expressing personal
questions to Understand meanings face, confused preferences with peers.
identify expressed in short face, etc.)
different clothing dialogues on I.EFL.2.4.1. Learners
items. familiar topics, as Completing a very can select pictures
well as basic short, picture- and/or short phrases
- Global spoken instructions based self- that relate to
Benchmarks: and simple evaluation or peer collaborating and
Students can: questions about evaluation form. sharing and express
respond to spoken self, people, personal preferences.
word animals or things, Playing games in (J.2, J.3, S.4)
non-verbally; especially when which learners must
understand basic spoken slowly and pass objects around CE.EFL.2.6.
concepts of print; clearly. (Example: the room. (Example: Listening for Meaning:
respond non- greetings, short hot potato, etc.) Understand the main
verbally to staff phrases, basic ideas in short simple
and other range of classroom Oral Communication: spoken texts that
children within the instructions, Listening and include familiar
classroom setting; common personal Speaking) vocabulary and are set
with prompting use information in everyday contexts.
one questions: What’s Listening to a very
or more words to your name? How old short and simple I.EFL.2.6.1.
respond to simple are you? Where do story and ordering Learners can understand
questions; hold you live? etc.) the pictures the main ideas in short
writing tools showing what simple spoken texts and
effectively EFL 2.2.4 happens. (Example: infer who is speaking
Identify items of Jane is taking her and what the situation
- Students learn specific dog for a walk. is, without decoding
to: recognize, information within They see some every word. (I.3)
pronounce, and form simple messages or birds. The birds
the letters from short and fly away, etc.) CE.EFL.2.7.
Mm through Pp; simple descriptions Listening for
identify anchor about familiar Listening to short, Information: Follow
words for each contexts, staged instructions short and simple spoken
letter especially if and carrying them texts that include
visual support is out. (Example: Open familiar vocabulary and
- Global provided. (Example: the door. Take this are set in everyday
Benchmarks: letters of the book to Mr. Davila. contexts. Identify key
Students can: alphabet, numbers, Walk, don’t run! items of information
distinguish prices and times, etc.) within the text, and
between, days, dates and record or act upon
identify or repeat months, etc.) Listening to very them.
sounds; short (spoken or
differentiate one EFL 2.2.8 recorded) I.EFL.2.7.1.
object/picture/ Imitate individual descriptions of Learners can understand
letter/word from English language scenes, and short and simple spoken
another; make marks sounds, especially writing, coloring, texts well enough to be
on paper with a those phonemes or drawing items able to pick out key
range which do not exist within them. items of information
of materials in the student’s (Example: learners and record them in
own L1, both in are given a simple writing or drawings, or
isolation and picture of a physically act upon
within key classroom. They them. (I.3)
vocabulary items. listen to a
(Example: /ŋ/ description of it CE.EFL.2.8.
/ð/ /ʌ/ /i:/ and in and identify the Production -
words like singing, table where Sara Pronunciation: Produce
these, up, sea, sits and draw 3 individual words and
etc.) pens and a red book short phrases clearly
on it, etc.) enough that other
EFL 2.2.10 people can usually
Clap, move, chant Showing the student understand them easily.
or sing along with some picture
short authentic flashcards of I.EFL.2.8.1.
English language familiar vocabulary Learners can pronounce
rhymes or songs, items and asking most familiar
approximating them to say the vocabulary items
English rhythm and words. (Example: accurately, and can
intonation once It’s a house, a therefore usually be
familiar with the school, a car, a easily understood. They
text.(Example: jump bike, to see if can also produce some
or clap in time to they are easily phrases and short
jump-rope rhymes, understood, etc.) sentences clearly, and
do the actions to may approximate English
action songs or Ask the learner to rhythm and intonation
short rhythmic sing a song or in longer utterances.
poems, enunciating recite a chant (I.3)
some of words in together with a
time with the group of friends or CE.EFL.2.14.
rhythm, etc. with the teacher. Demonstrate familiarity
Record the with study resources
EFL 2.3.5 student’s (both print and
Show the ability to production with the digital). (Example: a
use a simple recording device picture dictionary,
learning resource. quite near to the some flashcards of
(Example: a small student’s mouth and known words, or a word
set of flashcards, listen to the list.)
a picture-based recording to assess
dictionary (online clarity of sounds, I.EFL.2.14.1.
or print), or a production of Learners can
simple word list). phonemes, rhythm successfully use simple
and intonation. online and print
EFL 2.4.1 learning resources.
Know how to spell Reading (Example: flashcards,
simple English picture dictionaries,
words correctly, Using the alphabet word lists, etc.) (I.2)
demonstrating to scan for
awareness of sound- particular items in CE.EFL.2.17.
letter lists. (Example: Write simple words,
relationships. finding a word in a phrases, and sentences
(Example: sea, simple dictionary to demonstrate
mean, bee, etc.) or locating a boy’s knowledge of spelling,
name on a class punctuation,
EFL 2.5.6 list.) capitalization and
Generate and expand handwriting /
ideas by responding Testing each other typography, and
in a fun and on the meaning of identify their
playful manner to flashcards. meanings.
oral and written (Example: a boy
texts in order to shows a picture on I.EFL.2.17.1.
increase enjoyment a flashcard and Learners can write
of the language asks: What’s this? words, phrases, and
through TPR, Girl: it’s an short simple sentences
playground games, airplane, etc.) using the correct
and songs and conventions (spelling,
chants. Writing punctuation,
capitalization, and
Locating specific handwriting or
words on the page typography, etc.), for
and writing them in making simple learning
a list. (Example: resources. (I.3)
all the words
beginning with the CE.EFL.2.22.
sound /k/ or all Describe and write
the words that about emotions and
contain the long responses to literary
/a:/ sound, etc.) texts through words and
images, or other media
 (video, audio) on class
Language through or school bulletin
the Arts boards and expand on
ideas and responses to
Creating a dance texts read/seen/heard
for a song or in by participating in
rhyme. songs/chants, TPR
activities and
Participating in playground games.
TPR activities such
as acting out the I.EFL.2.22.1.
movements of a Learners can report
character in a emotions and compose
story as it is read short responses to
aloud. literary texts through
words and images, or
Moving to the other media (video,
rhythm of a song or audio). Learners can
chant. generate and expand on
personal opinions and
responses to oral and
written texts through
TPR, playground games,
and songs. (I.3, S.3)

5 Can you - Students learn EFL 2.1.6 Communication and CE.EFL.2.3. 6

swim? to: ask and answer Understand and use Cultural Awareness Make use of basic
questions about common expressions personal information
Ability of politeness in Drawing different and expressions of
class while working houses and labeling politeness in order to
- Global in pairs or groups different rooms and introduce oneself and
Benchmarks: on projects. objects in a house. participate in a short
Students can: keep (Example: please, conversation.
a steady beat; sorry, thank you, Participating in
recognize a etc.) short dialogues I.EFL.2.3.1.
sequence; respond using greetings. Learners can use basic
to visual EFL 2.1.7 personal information
cues/gestures/objec Collaborate in a Practicing the use and expressions of
ts friendly manner by of expressions of politeness in short
to make a choice sharing classroom politeness during dialogues or
verbally or non- materials and collaborative pair conversations. (J.2,
verbally; use one personal objects and small group J.3)
or more words to while participating work.
respond to simple in games and CE.EFL.2.4. Develop
questions; hold activities in class Responding to skills of collaboration
writing tools and on the pictures or short by working together on
effectively playground. texts by circling projects and sharing
the corresponding materials while
- Students learn EFL 2.2.1 emoticon. (Example: expressing personal
to: ask and answer Understand meanings happy face, sad preferences with peers.
questions to expressed in short face, confused
identify dialogues on face, etc.) I.EFL.2.4.1. Learners
different family familiar topics, as can select pictures
members well as basic Completing a very and/or short phrases
spoken instructions short, picture- that relate to
- Global and simple based self- collaborating and
Benchmarks: questions about evaluation or peer sharing and express
Students can: self, people, evaluation form. personal preferences.
respond to simple animals or things, (J.2, J.3, S.4)
questions or especially when Playing games in
directions spoken slowly and which learners must CE.EFL.2.6.
supported by visual clearly. (Example: pass objects around Listening for Meaning:
cues/ greetings, short the room. (Example: Understand the main
gestures/objects; phrases, basic hot potato, etc.) ideas in short simple
recognize a range of classroom spoken texts that
sequence; respond instructions, Oral Communication: include familiar
to basic common personal Listening and vocabulary and are set
questions through information Speaking) in everyday contexts.
facial expression questions: What’s
and gestures; your name? How old Listening to a very I.EFL.2.6.1.
repeat modeled are you? Where do short and simple Learners can understand
sentences; you live? etc.) story and ordering the main ideas in short
convey meaning the pictures simple spoken texts and
through EFL 2.2.4 showing what infer who is speaking
personal drawings Identify items of happens. (Example: and what the situation
specific Jane is taking her is, without decoding
- Students learn information within dog for a walk. every word. (I.3)
to: ask and answer simple messages or They see some
questions to from short and birds. The birds CE.EFL.2.7.
identify simple descriptions fly away, etc.) Listening for
different people about familiar Information: Follow
they know contexts, Listening to short, short and simple spoken
especially if staged instructions texts that include
- Global visual support is and carrying them familiar vocabulary and
Benchmarks: provided. (Example: out. (Example: Open are set in everyday
Students can: show letters of the the door. Take this contexts. Identify key
awareness of alphabet, numbers, book to Mr. Davila. items of information
objects of prices and times, Walk, don’t run! within the text, and
reference; days, dates and etc.) record or act upon
recognize a months, etc.) them.
sequence; respond Listening to very
to basic EFL 2.2.8 short (spoken or I.EFL.2.7.1.
questions through Imitate individual recorded) Learners can understand
facial expression English language descriptions of short and simple spoken
and gestures; use sounds, especially scenes, and texts well enough to be
one or more words those phonemes writing, coloring, able to pick out key
to respond to which do not exist or drawing items items of information
simple questions; in the student’s within them. and record them in
convey meaning own L1, both in (Example: learners writing or drawings, or
through isolation and are given a simple physically act upon
personal drawings within key picture of a them. (I.3)
vocabulary items. classroom. They
- Students learn (Example: /ŋ/ listen to a CE.EFL.2.8.
to: recognize, /ð/ /ʌ/ /i:/ and in description of it Production -
pronounce, and form words like singing, and identify the Pronunciation: Produce
the letters Qq these, up, sea, table where Sara individual words and
through Vv; etc.) sits and draw 3 short phrases clearly
identify anchor pens and a red book enough that other
words for each EFL 2.2.10 on it, etc.) people can usually
letter Clap, move, chant understand them easily.
or sing along with Showing the student
- Global short authentic some picture I.EFL.2.8.1.
Benchmarks: English language flashcards of Learners can pronounce
Students can: rhymes or songs, familiar vocabulary most familiar
distinguish approximating items and asking vocabulary items
between, English rhythm and them to say the accurately, and can
identify or repeat intonation once words. (Example: therefore usually be
sounds; make marks familiar with the It’s a house, a easily understood. They
on paper with a text.(Example: jump school, a car, a can also produce some
range of materials or clap in time to bike, to see if phrases and short
jump-rope rhymes, they are easily sentences clearly, and
do the actions to understood, etc.) may approximate English
action songs or rhythm and intonation
short rhythmic Ask the learner to in longer utterances.
poems, enunciating sing a song or (I.3)
some of words in recite a chant
time with the together with a CE.EFL.2.14.
rhythm, etc. group of friends or Demonstrate familiarity
with the teacher. with study resources
EFL 2.3.5 Record the (both print and
Show the ability to student’s digital). (Example: a
use a simple production with the picture dictionary,
learning resource. recording device some flashcards of
(Example: a small quite near to the known words, or a word
set of flashcards, student’s mouth and list.)
a picture-based listen to the
dictionary (online recording to assess I.EFL.2.14.1.
or print), or a clarity of sounds, Learners can
simple word list). production of successfully use simple
phonemes, rhythm online and print
EFL 2.4.1 and intonation. learning resources.
Know how to spell (Example: flashcards,
simple English Reading picture dictionaries,
words correctly, word lists, etc.) (I.2)
demonstrating Using the alphabet
awareness of sound- to scan for CE.EFL.2.17.
letter particular items in Write simple words,
relationships. lists. (Example: phrases, and sentences
(Example: sea, finding a word in a to demonstrate
mean, bee, etc.) simple dictionary knowledge of spelling,
or locating a boy’s punctuation,
EFL 2.5.6 name on a class capitalization and
Generate and expand list.) handwriting /
ideas by responding typography, and
in a fun and Testing each other identify their
playful manner to on the meaning of meanings.
oral and written flashcards.
texts in order to (Example: a boy I.EFL.2.17.1.
increase enjoyment shows a picture on Learners can write
of the language a flashcard and words, phrases, and
through TPR, asks: What’s this? short simple sentences
playground games, Girl: it’s an using the correct
and songs and airplane, etc.) conventions (spelling,
chants. punctuation,
Writing capitalization, and
handwriting or
Locating specific typography, etc.), for
words on the page making simple learning
and writing them in resources. (I.3)
a list. (Example:
all the words CE.EFL.2.22.
beginning with the Describe and write
sound /k/ or all about emotions and
the words that responses to literary
contain the long texts through words and
/a:/ sound, etc.) images, or other media
(video, audio) on class
Language through or school bulletin
the Arts boards and expand on
ideas and responses to
Creating a dance texts read/seen/heard
for a song or in by participating in
rhyme. songs/chants, TPR
activities and
Participating in playground games.
TPR activities such
as acting out the I.EFL.2.22.1.
movements of a Learners can report
character in a emotions and compose
story as it is read short responses to
aloud. literary texts through
words and images, or
Moving to the other media (video,
rhythm of a song or audio). Learners can
chant. generate and expand on
personal opinions and
responses to oral and
 written texts through
TPR, playground games,
and songs. (I.3, S.3)

6 Can you - Students learn EFL 2.1.6 Communication and CE.EFL.2.3. 6

sing? to: ask and answer Understand and use Cultural Awareness Make use of basic
questions about common expressions personal information
ability of politeness in Drawing different and expressions of
class while working houses and labeling politeness in order to
- Global in pairs or groups different rooms and introduce oneself and
Benchmarks: on projects. objects in a house. participate in a short
Students can: (Example: please, conversation.
respond to spoken sorry, thank you, Participating in
word non-verbally; etc.) short dialogues I.EFL.2.3.1.
recognize own name using greetings. Learners can use basic
accompanied by EFL 2.1.7 personal information
photo; make a Collaborate in a Practicing the use and expressions of
request through friendly manner by of expressions of politeness in short
visual sharing classroom politeness during dialogues or
cues/gestures/ materials and collaborative pair conversations. (J.2,
objects; repeat personal objects and small group J.3)
modeled sentences; while participating work.
make marks on a in games and CE.EFL.2.4. Develop
paper with a range activities in class Responding to skills of collaboration
of materials and on the pictures or short by working together on
playground. texts by circling projects and sharing
- Students learn the corresponding materials while
to: state their EFL 2.2.1 emoticon. (Example: expressing personal
mood and the speed Understand meanings happy face, sad preferences with peers.
at which expressed in short face, confused
they can move dialogues on face, etc.) I.EFL.2.4.1. Learners
familiar topics, as can select pictures
- Global well as basic and/or short phrases
Benchmarks: spoken instructions Completing a very that relate to
Students can: show and simple short, picture- collaborating and
awareness of questions about based self- sharing and express
objects of self, people, evaluation or peer personal preferences.
reference; animals or things, evaluation form. (J.2, J.3, S.4)
recognize own name; especially when
convey immediate spoken slowly and Playing games in CE.EFL.2.6.
needs using visual clearly. (Example: which learners must Listening for Meaning:
cues/gestures/objec greetings, short pass objects around Understand the main
ts; begin to join phrases, basic the room. (Example: ideas in short simple
in with a familiar range of classroom hot potato, etc.) spoken texts that
rhyme or story; instructions, include familiar
hold writing tools common personal Oral Communication: vocabulary and are set
effectively information Listening and in everyday contexts.
questions: What’s Speaking)
- Students learn your name? How old I.EFL.2.6.1.
to: recognize, are you? Where do Listening to a very Learners can understand
pronounce, and form you live? etc.) short and simple the main ideas in short
the letters Ww story and ordering simple spoken texts and
through Zz; EFL 2.2.4 the pictures infer who is speaking
identify anchor Identify items of showing what and what the situation
words for each specific happens. (Example: is, without decoding
letter information within Jane is taking her every word. (I.3)
simple messages or dog for a walk.
- Global from short and They see some CE.EFL.2.7.
Benchmarks: simple descriptions birds. The birds Listening for
Students can: about familiar fly away, etc.) Information: Follow
distinguish contexts, short and simple spoken
between, especially if Listening to short, texts that include
identify or repeat visual support is staged instructions familiar vocabulary and
sounds; provided. (Example: and carrying them are set in everyday
differentiate one letters of the out. (Example: Open contexts. Identify key
object/picture/ alphabet, numbers, the door. Take this items of information
letter/word from prices and times, book to Mr. Davila. within the text, and
another; make marks days, dates and Walk, don’t run! record or act upon
on paper with a months, etc.) etc.) them.
range
of materials. EFL 2.2.8 Listening to very I.EFL.2.7.1.
Imitate individual short (spoken or Learners can understand
English language recorded) short and simple spoken
sounds, especially descriptions of texts well enough to be
those phonemes scenes, and able to pick out key
which do not exist writing, coloring, items of information
in the student’s or drawing items and record them in
own L1, both in within them. writing or drawings, or
isolation and (Example: learners physically act upon
within key are given a simple them. (I.3)
vocabulary items. picture of a
(Example: /ŋ/ classroom. They CE.EFL.2.8.
/ð/ /ʌ/ /i:/ and in listen to a Production -
words like singing, description of it Pronunciation: Produce
these, up, sea, and identify the individual words and
etc.) table where Sara short phrases clearly
sits and draw 3 enough that other
EFL 2.2.10 pens and a red book people can usually
Clap, move, chant on it, etc.) understand them easily.
or sing along with
short authentic Showing the student I.EFL.2.8.1.
English language some picture Learners can pronounce
rhymes or songs, flashcards of most familiar
approximating familiar vocabulary vocabulary items
English rhythm and items and asking accurately, and can
intonation once them to say the therefore usually be
familiar with the words. (Example: easily understood. They
text.(Example: jump It’s a house, a can also produce some
or clap in time to school, a car, a phrases and short
jump-rope rhymes, bike, to see if sentences clearly, and
do the actions to they are easily may approximate English
action songs or understood, etc.) rhythm and intonation
short rhythmic in longer utterances.
poems, enunciating Ask the learner to (I.3)
some of words in sing a song or
time with the recite a chant CE.EFL.2.14.
rhythm, etc. together with a Demonstrate familiarity
group of friends or with study resources
EFL 2.3.5 with the teacher. (both print and
Show the ability to Record the digital).
use a simple student’s (Example: a picture
learning resource. production with the dictionary, some
(Example: a small recording device flashcards of known
set of flashcards, quite near to the words, or a word list.)
a picture-based student’s mouth and
dictionary (online listen to the I.EFL.2.14.1.
or print), or a recording to assess Learners can
simple word list). clarity of sounds, successfully use simple
production of online and print
EFL 2.3.6 phonemes, rhythm learning resources.
Understand the and intonation. (Example: flashcards,
content of a simple picture dictionaries,
graphic organizer Reading word lists, etc.) (I.2)
(online or print).
(Example, Venn Using the alphabet CE.EFL.2.15.
Diagrams, charts, to scan for Learn to read graphs,
and labeled particular items in diagrams, charts, and
diagrams.) lists. (Example: other kinds of graphic
finding a word in a organizer. Demonstrate
EFL 2.4.1 simple dictionary understanding of a text
Know how to spell or locating a boy’s presented in the form
simple English name on a class of a graphic organizer
words correctly, list.) (both print and
demonstrating digital).
awareness of sound- Testing each other
letter on the meaning of I.EFL.2.15.1.
relationships. flashcards. Learners can use simple
(Example: sea, (Example: a boy graphic organizers to
mean, bee, etc.) shows a picture on show that they can
a flashcard and understand a short
EFL 2.5.6 asks: What’s this? simple text. (Example:
Generate and expand Girl: it’s an maps, diagrams, bar
ideas by responding airplane, etc.) charts, Venn diagrams,
in a fun and etc.) (I.4)
playful manner to Reading a list of
oral and written words in a Venn CE.EFL.2.17.
texts in order to diagram and Write simple words,
increase enjoyment understanding the phrases, and sentences
of the language meaning. (Example: to demonstrate
through TPR, Venn diagram: knowledge of spelling,
playground games, Dog/Cat. Task: Read punctuation,
and songs and a sentence and tick capitalization and
chants. yes/no. Sentence: handwriting /
Dogs and cats have typography, and
tails , etc.) identify their
meanings.
Writing
I.EFL.2.17.1.
Locating specific Learners can write
words on the page words, phrases, and
and writing them in short simple sentences
a list. (Example: using the correct
all the words conventions (spelling,
beginning with the punctuation,
sound /k/ or all capitalization, and
the words that handwriting or
contain the long typography, etc.), for
/a:/ sound, etc.) making simple learning
resources. (I.3)
Language through
the Arts CE.EFL.2.22.
Describe and write
Creating a dance about emotions and
for a song or responses to literary
rhyme. texts through words and
images, or other media
Participating in (video, audio) on class
TPR activities such or school bulletin
as acting out the boards and expand on
movements of a ideas and responses to
character in a texts read/seen/heard
story as it is read in by participating in
aloud. songs/chants, TPR
activities and
Moving to the playground games.
rhythm of a song or
chant. I.EFL.2.22.1.
Learners can report
emotions and compose
short responses to
literary texts through
words and images, or
other media (video,
audio). Learners can
generate and expand on
personal opinions and
responses to oral and
 written texts through
TPR, playground games,
and songs. (I.3, S.3)

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

Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United
States: Teachers College Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States:
Pearson Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign
Language Curriculum for Educación General Básica Elemental. Quito,
Ecuador: MinEdu.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). Starship English Pre A1.1.
Quito, Ecuador: MinEdu.

ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): Manuel Zapata NAME: Lic. Elizabeth Bermúdez NAM: Lic. Elizabeth Bermúdez

Signature: Signature: Signature:

Date:28-02-2020 Date: 29-02-2020 Date: 03-03-2020