ANNUAL PLAN CURRICULUM (APC)

SCHOOL YEAR:

2017 - 2018
“ AUGUSTA MORA DE FRANCO” SCHOOL

ANNUAL PLAN CURRICULUM

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

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 ANNUAL PLAN CURRICULUM (APC)

opportunities. Respect themselves and others within the communication process,

cultivating habits of honesty and integrity into responsible academic behavior.
OG.EFL5. Directly access the main points and important details of up-to-date En-
glish language texts, such as those published on the web, for professional or
general investigation, through the efficient use of ICT and reference tools where
required.
O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as
poems, rhymes, chants, songs, games and graphic short stories in order to foster imagination, curiosity
and memory, while developing a taste for oral and written literary texts.
O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore creative
writing as an outlet to personal expression and intercultural competence.

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

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

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

5. DEVELOPMENT OF PLANNING UNITS.

N.º Name of the Specific objectives of the
unit planning unit
1.
Students learn to: greet;
introduce themselves and
others; ask and tell someone’s
Welcome to name.
Startship • Global Benchmarks: Students
English! can: respond to spoken word
non-verbally; recognize own
name; greet, say please and
thank you with prompting;
Contents Methodology orientation Evaluation Time in weeks
CE.EFL.3.2.1 Recognize and
EFL 3.1.2 exhibit responsible behaviors
Recognize ways to Completing and illustrating statements about at home, at school and
relate responsibly to socially responsible behaviors. (Example: If you towards the environment.
one’s surroundings at see old people on a bus, you can…)
home and at school by Making a useful object out of recycled materials. I.EFL.3.2.1. Learners can
exhibiting responsible (Example: a frame, a pencil holder, etc.) say ways to take care of the
behaviors towards the environment and one’s
environment. surroundings. Learners can 6 weeks
identify and exhibit socially

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repeat modeled sentences;
convey meaning through
personal drawings.
Students learn to: introduce
family members; formally
greet; ask and answer
questions to identify family
members.
• Global Benchmarks: Students
can: recognize own name
accompanied by photo;
differentiate one object/picture/
letter/word from another;
respond to visual cues/
gestures/objects to make a
choice verbally or non-verbally
• Students learn to: recognize
and pronounce words with the
short /a/ and long /a/ sounds.
• Global Benchmarks: Students
can: distinguish between,
identify, or repeat sounds.
ANNUAL PLAN CURRICULUM (APC)
(Example: chores at Listening to a short text and demonstrating responsible behaviors at
home, recycling, etc.) understanding of it using an accompanying home, at school and towards
EFL 3.2.1 graphic organizer. (Example: completing a Venn the environment. (J.3, S.1)
Infer who is speaking diagram of differences between whales and
and what the situation sharks, etc.) CE.EFL.3.6. Listening for
is when listening to •Listening to a short dialogue and then writing Meaning: Demonstrate an
short simple texts, and acting out a similar dialogue, using some of understanding of the main
especially when the same phrases and expressions. (Example: a idea, speaker and situation in
accompanied by dialogue between two friends asking about a spoken texts set in familiar
pictures or other homework assignment, etc.) everyday contexts without
visual aids, or sound having to decode every word.
effects.
(Example: Completing gaps from a reading using words
shopkeeper speaking from a box. I.EFL.3.6.1. Learners can
to a customer who is •Reading a short story from a class blog and grasp the main idea of spoken
buying some fruit.) underlining the main details, then checking texts set in familiar everyday
EFL 3.3.1 answers with a partner. contexts and infer changes in
Understand most of the topic of discussion as well
the details of the as who is speaking and what
content of a short Creating a class picture dictionary and adding the situation is, without
simple text (online or entries by writing definitions of new words or having to decode every word.
print) drawing a picture to illustrate the meaning. (I.3, I.4)
EFL 3.3.2 •Making flashcards for new words and using
Show understanding them to quiz a partner. CE.EFL.3.11. Demonstrate
of some basic details •Making a list of new words and then comparing comprehension of most of
in short simple cross- the lists in pairs. If one of the members of the pair the details of a short simple
curricular texts by knows the word, he/she teaches the other person. online or print text and
matching, labeling ••Writing new words and phrases in a vocabulary follow short instructions in
and answering simple notebook. simple experiments and
questions. projects if illustrated through
EFL 3.3.3 step-by-step visuals.
Identify the meaning Role playing scenes from a story.
of specific content- ••Writing the dialogue and stage directions for a I.EFL.3.11.1. Learners can
based words and story from class and performing it for an understand most details in a
phrases, with the aid audience. short simple online or print
of visual support. text and can follow short
EFL 3.4.1 instructions in simple
Make a simple experiments and projects if
learning resource in
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 ANNUAL PLAN CURRICULUM (APC)

order to record and step-by-step visuals are

practice new words. provided. (I.3, I.4)
(Example: a picture
dictionary, a word list, CE.EFL.3.12. Display an
set of flashcards, etc.). understanding of some basic
details in short simple cross-
curricular texts from various
EFL 3.5.1 sources by matching,
Use audio, video and labeling and answering
pictures to respond to simple questions, and use the
a variety of literary information gathered in order
texts through online to organize and discuss
or in-class ICT relationships between
activities. different academic content
areas.

I.EFL.3.12.1. Learners can

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

CE.EFL.3.13. Show an
ability to identify the
meaning of specific content-
based words and phrases,
with the aid of visual
support, and use charts/mind
maps to distinguish between
fact/opinion and
relevant/irrelevant
information in informational
texts.

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 ANNUAL PLAN CURRICULUM (APC)

I.EFL.3.13.1. Learners can

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

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

I.EFL.3.16.1. Learners can

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

CE.EFL.3.21. Elaborate
personal responses to both
oral and written literary texts
through pictures, audio/video
or ICT in order to evaluate
literary texts using pre-
established criteria,
individually or in groups.

I.EFL.3.21.1. Learners can

employ audio, video,

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

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

CE.EFL.3.13. Show an
ability to identify the

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 ANNUAL PLAN CURRICULUM (APC)

meaning of specific content-

based words and phrases,
with the aid of visual support,
and use charts/mind maps to
distinguish between
fact/opinion and
relevant/irrelevant
information in informational
texts.

I.EFL.3.13.1. Learners can

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

CE.EFL.3.17. Produce a
short simple paragraph to
describe people, places,
things and feelings in order
to influence an audience and
use linking words to write
other narratives on familiar
subjects.

I.EFL.3.17.1. Learners can

write short simple
paragraphs to describe
people, places, animals,
things and feelings, with
limited support, while
demonstrating an ability to

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

(Example: express game, classroom instructions,

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

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 ANNUAL PLAN CURRICULUM (APC)

recreate familiar effectively in familiar and

scenes and themes predictable conversational
exchanges by sharing
information and reacting ap-
propriately in basic
interpersonal interactions.

I.EFL.3.10.1. Learners can

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

CE.EFL.3.15. Make and

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

I.EFL.3.15.1. Learners can

make and support inferences
using evidence from texts and
features of written English
(e.g., vocabulary, format,
sequence, etc.) and apply
other learning strategies in
order to examine and

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4. Students learn how to: name
toys; ask and answer questions
How many about toys.
robots do you • Global Benchmarks: Students
have? can: follow a single step
routine instruction; respond
non-verbally to staff and other
children within the classroom
ANNUAL PLAN CURRICULUM (APC)
interpret a variety of written
materials. (I.2, J.3)
CE.EFL.3.18. Write a variety
of short simple familiar text-
types – online or in print –
using appropriate language,
layout and linking words
CE.EFL.3.18. Write a variety
of short simple familiar text-
types – online or in print –
using appropriate language,
layout and linking words
CE.EFL.3.23. Create short,
original texts using a range of
resources and other media,
including ICT, in order to
recreate familiar scenes and
themes.
I.EFL.3.23.1. Learners can
create and produce short texts
using ICT and/or other
resources at home or at school
in order to recreate familiar
scenes and themes. (I.1, I.3)
EFL 3.1.4 CE.EFL.3.5. Demonstrate an
Use a variety of oral, •Singing songs that practice helpful language. ability to use a variety of
print and electronic •Writing a weekly journal entry. sources for oral and written
forms for social com- communication in order to
munication and for interact with others in social
writing to oneself. situations.
(Example: friendly 6 weeks
notes, invitations,
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setting; with prompting use one
or more words to respond to
simple questions; make marks
on paper with a range of
materials.
• Students learn to: recognize
and pronounce words with the
short /o/ and long /o/ sounds.
• Global Benchmarks: Students
can: distinguish between,
identify, or repeat sounds.
ANNUAL PLAN CURRICULUM (APC)
diary entries, notes to •Asking learners simple questions about I.EFL.3.5.1. Learners can
self, electronic themselves, their family or their possessions and employ various print and
messages, etc.) noting that their response time is relatively digital sources in order to
EFL 3.2.13 quick (i.e., not so slow that the interaction communicate with others in
Respond to simple becomes uncomfortable for the student or the oral and written form in social
questions in quite a teacher, and the response is appropriate situations. (J.3, S.1, S.4)
short time and initiate although there may be some basic errors)
basic interaction •Giving learners a picture of a familiar scene CE.EFL.3.9. Production -
spontaneously when and asking them to give full statements about Fluency: Respond to simple
there are what they can see. (Example: a picture of a questions and familiar
opportunities to classroom: There are ten students and one everyday social situations,
speak. Speech is teacher. The teacher is writing on the board. A such as an invitation or
produced a little less boy’s throwing paper, etc.) request, relatively quickly.
slowly and hesitantly. Spontaneously initiate
EFL 3.3.9 interactions in order to
Identify and use express opinions or give ac-
reading strategies to •Skimming a text and accompanying pictures counts of personal
make text more and then predicting the answers to questions experiences.
comprehensible and found within the text.
meaningful. •Using a dictionary to look up key words in a
(Example: skimming, text. I.EFL.3.9.1. Learners can
scanning, previewing, answer simple questions
predicting, reading for quickly and initiate basic in-
main ideas and teraction spontaneously when
details, etc.) given opportunities.
EFL 3.4.5 •Asking learners to choose a topic and to write (Example: make an
Write a questionnaire questions for their peers about the topic. invitation, give a suggestion,
or survey for friends, (Example: Topic: Traditional Ecuadorian food. etc.) Learners can describe
family or classmates Questions: Do you like fritada? Does your simple, familiar situations
using WH- questions mother make guatita? Do you eat soup every and talk about past
in order to identify day?, etc.) experiences. (I.3, J.3)
things in common and
preferences. CE.EFL.3.14. Select and use
EFL 3.5.5 reading strategies to
Evaluate literary texts understand and give meaning
(both written and oral, •Determining the reactions all the members of a to written text while
online, in video or in group have in common after listening to a song. employing a range of
print) according to (Example: they all loved the song, they all liked everyday reference materials
pre-established the rhythm, they all learned new words, etc.) in order to determine
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 ANNUAL PLAN CURRICULUM (APC)

criteria. (Example: information appropriate to

completing a the purpose of inquiry and to
checklist, a chart, a relate ideas between written
personal response, sources.
etc.)
I.EFL.3.14.1. Learners can
identify and use reading
strategies to make written text
more comprehensible and
meaningful. Learners can use
everyday reference materials
to select information
appropriate to the purpose of
an inquiry and to relate ideas
from one written source to
another. (I.2, S.1)

CE.EFL.3.19. Create a
questionnaire or survey using
WH- question words in order
to identify things in common
and preferences while
displaying an ability to
convey and organize
information using facts and
details.

I.EFL.3.19.1. Learners can

write questionnaires and
surveys for peers and family
using WH- questions in order
to identify things in common
and preferences, while
demonstrating an ability to
convey and organize
information using facts and
details in order to illustrate di-
verse patterns and structures

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 ANNUAL PLAN CURRICULUM (APC)

in writing. (Example: cause

and effect, problem and
solution, general-to-specific
presentation, etc.) (I.2, S.2)

CE.EFL.3.21. Elaborate
personal responses to both
oral and written literary texts
through pictures, audio/video
or ICT in order to evaluate
literary texts using pre-
established criteria,
individually or in groups.

I.EFL.3.21.1. Learners can

employ audio, video, pictures
and ICT to respond to oral
and written texts and use pre-
established criteria to
evaluate literary texts
individually or in groups. (I.2,
I.3, I.4)

5. Students learn how to: ask EFL 3.1.5 CE.EFL.3.3. Interact with
for and tell the time; name Describe, read about, others using a variety of both
What time is it, daily activities associated with participate in or •Participating in short role plays using a range verbal and nonverbal
please? certain times of the day. recommend a favorite of verbal and nonverbal communication. communication features and
• Global Benchmarks: Students activity, book, song or express likes and dislikes 6 weeks
can: show awareness of other interest to while giving recommen-
objects of reference e.g. music various audiences. dations in basic yet effective
signifies tidy up time; recognize (Example: peers, terms.
a sequence; convey immediate other classes, •Conducting a role play between two students
needs using visual cues, teachers, other adults, on a given topic. (Example: talking about I.EFL.3.3.1. Learners can
gestures, and objects; repeat etc.) routines, finding common free time activities, employ a range of verbal and
modeled sentences; convey EFL 3.2.12 playing a guessing game, etc.) nonverbal communication
meaning through personal Ask and answer •Playing a game where learners choose a picture features to express likes and
drawings. questions and and a partner asks and answers questions in dislikes and can give
exchange information order to guess which picture was chosen.

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 ANNUAL PLAN CURRICULUM (APC)

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

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 ANNUAL PLAN CURRICULUM (APC)

organize ideas or quickly and initiate basic in-

organize useful teraction spontaneously when
information from given opportunities.
literary texts. (Example: make an
invitation, give a suggestion,
etc.) Learners can describe
simple, familiar situations
and talk about past
experiences. (I.3, J.3)

CE.EFL.3.11. Demonstrate
comprehension of most of the
details of a short simple
online or print text and follow
short instructions in simple
experiments and projects if
illustrated through step-by-
step visuals.

I.EFL.3.11.1. Learners can

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

CE.EFL.3.18. Write a variety

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

I.EFL.3.18.1. Learners can

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

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6.
Students learn how to:
What is your ask and tell about weather;
favorite season? identify seasons; ask and tell
about seasons and preferred
activities.
• Global Benchmarks:
Students can: respond to
simple questions or directions
supported by visual cues/
gestures/ objects; differentiate
one object / picture / letter /
word from another; respond to
basic questions through facial
ANNUAL PLAN CURRICULUM (APC)
language, layout and linking
words. (I.3, J.2)
CE.EFL.3.24. Organize
ideas and relevant
information from literary
texts using group or class
brainstorms and/or mind
maps in order to enhance
collaborative responses to
literature.
I.EFL.3.24.1. Learners can
work in groups to create
brainstorms and/ or draw
mind maps to describe and
organize ideas or useful
information from literary
texts and create collaborative
responses to literature
through process writing
groups or literature circles.
(I.4, S.4, J.3)
EFL 3.1.1 CE.EFL.3.1. Cultivate an
Ask simple basic awareness of different
questions in class •Writing a short descriptive paragraph about a cultures and identify
about the world country of the learner’s choosing similarities and differences
beyond their own between them through oral
immediate •Writing a list of questions about a people or and written literary texts.
environment in order culture and using ICT and/or print resources to 6 weeks
to increase their find the answers. I.EFL.3.1.1. Learners can
understanding of show an awareness of
different cultures. different cultures and identi-
EFL 3.2.15 fy similarities and
Provide a simple differences between them
description and/or
opinion of a common
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expression and gestures; with
prompting use one or more
words to respond to simple
questions; convey meaning
through personal drawings
• Students learn to: recognize
and pronounce words with the
short /a/ and long /a/ sounds.
• Global Benchmarks: Students
can: distinguish between,
identify, or repeat sounds.
ANNUAL PLAN CURRICULUM (APC)
object or a simple •Asking learners simple questions about through oral and written
account of something themselves, their family or their possessions and literary texts. (I.2, S.2, J.1)
experienced. noting that their response time is relatively
(Example: an Ec- quick (i.e., not so slow that the interaction CE.EFL.3.9. Production -
uadorian celebration, becomes uncomfortable for the student or the Fluency: Respond to simple
a class trip, a party, a teacher, and the response is appropriate questions and familiar
game played, etc.) although there may be some basic errors) everyday social situations,
EFL 3.4.9 such as an invitation or
Make effective use of request, relatively quickly.
a range of digital tools Spontaneously initiate
to write, edit, revise •Answering pre-reading questions by inferring interactions in order to
and publish written information from pictures within a text. express opinions or give ac-
work in a way that •Reading inferences about a text and then counts of personal
supports underlining the information within the text that experiences.
collaboration. gives evidence of where the inference came
(Example: add sound from.
or images to a I.EFL.3.9.1. Learners can
presentation, use an answer simple questions
app to collaborate on quickly and initiate basic in-
a mind map, •Adding pictures to a group presentation. teraction spontaneously
contribute to a class •Exchanging writing in pairs in order to make when given opportunities.
wiki, etc.) suggestions about things that could be (Example: make an
EFL 3.5.8 improved. invitation, give a suggestion,
Create stories, poems, etc.) Learners can describe
songs, dances and simple, familiar situations
plays including those and talk about past
that reflect traditional •Creating a crossword puzzle in groups about an experiences. (I.3, J.3)
and popular Ecuadorian story, region, celebrity, etc.
Ecuadorian culture, •Discussing similarities between a text and the CE.EFL.3.20. Demonstrate
observing the learners’ personal experiences. an ability to use a variety of
conventions of the digital tools during the
genre. (Example: writing process in order to
purpose, settings, collaborate on well-
audience, voice, constructed informational
rhythm, etc.) texts.
I.EFL.3.20.1. Learners can
effectively use a range of
digital tools during the
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 ANNUAL PLAN CURRICULUM (APC)

writing process in order to

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

CE.EFL.3.25. Observe and

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

CE.EFL.3.25. Observe and

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

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

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

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 ANNUAL PLAN CURRICULUM (APC)

Date: Monday, May 29th , 2017 Date: Monday, June 26th , 2017 Date:

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