ANNUAL PLAN CURRICULUM (APC)

SCHOOL YEAR:

“UNIDAD EDUCATIVA SINAÍ” HIGH SCHOOL 2016 - 2017

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject : English
Teacher’s Name Ing. Jaime Patricio Lliguicota
Target Group: 5th, 6th, 7th EGB Level: PRE A1.2
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and incidentals Total class weeks Total periods
3 hours 40 weeks 4 weeks 36 weeks 108 hours
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
OG.EFL1. Encounter socio-cultural aspects of their own and other countries in a O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with
thoughtful and inquisitive manner, maturely and openly experiencing other cultures and and to develop an approach of critical inquiry to a variety of texts.
languages from the secure standpoint of their own national and cultural identity.
O.EFL 3.2 Assess and appreciate English as an international language, as well as the skills and
OG.EFL2. Draw on this established propensity for curiosity and tolerance towards subskills that contribute to communicative and pragmatic competence.
different cultures to comprehend the role of diversity in building an intercultural and
multinational society. O.EFL 3.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment
and to access information.
OG.EFL3. Access greater flexibility of mind, creativity, enhanced linguistic O.EFL 3.4 Develop creative and critical thinking skills to foster problem-solving and independent
intelligence and critical thinking skills through an appreciation of linguistic differences. learning using both spoken and written English.
Enjoy an enriched perspective of their own L1 and of language use for communication
and learning. O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues, answer questions
or solve problems.
OG.EFL4. Deploy a range of learning strategies, thereby increasing disposition and
ability to independently access further (language) learning and practice opportunities. O.EFL 3.6 Read and write short descriptive and informative texts related to personal information or
Respect themselves and others within the communication process, cultivating habits of familiar topics and use them as a means of communication and written expression of thought.
honesty and integrity into responsible academic behavior.
O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as

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OG.EFL5. Directly access the main points and important details of up-to-date English
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.
OG.EFL6. Through selected media, participate in reasonably extended spoken or
written dialogue with peers from different L1 backgrounds on work, study or general
topics of common interest, expressing ideas and opinions effectively and appropriately.
OG.EFL7. Interact quite clearly, confidently and appropriately in a range of formal and
informal social situations with a limited but effective command of the spoken language
(CEFR B1 level).
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
familiar and personalized contexts, demonstrating a limited but effective command of the spoken
language in simple and routine tasks which require a direct exchange of information.
O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work
cooperatively in pairs and groups.

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

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

5. DEVELOPMENT OF PLANNING UNITS.

N.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;
repeat modeled sentences;
convey meaning through
personal drawings.
Students learn to: introduce
family members; formally
Contents Methodology orientation Evaluation Time in weeks
CE.EFL.3.2.1 Recognize
EFL 3.1.2 and exhibit responsible
Recognize ways to Completing and illustrating statements about behaviors at home, at school
relate responsibly to socially responsible behaviors. (Example: If you and towards the
one’s surroundings at see old people on a bus, you can…) environment.
home and at school Making a useful object out of recycled
by exhibiting materials. (Example: a frame, a pencil holder, I.EFL.3.2.1. Learners can
responsible behaviors etc.) say ways to take care of the
towards the environment and one’s 6 weeks
environment. surroundings. Learners can
(Example: chores at Listening to a short text and demonstrating identify and exhibit socially
home, recycling, etc.) understanding of it using an accompanying responsible behaviors at
EFL 3.2.1 graphic organizer. (Example: completing a Venn home, at school and towards
Infer who is speaking diagram of differences between whales and the environment. (J.3, S.1)
and what the situation sharks, etc.)
is when listening to •Listening to a short dialogue and then writing

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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)
short simple texts, and acting out a similar dialogue, using some of CE.EFL.3.6. Listening for
especially when the same phrases and expressions. (Example: a Meaning: Demonstrate an
accompanied by dialogue between two friends asking about a understanding of the main
pictures or other homework assignment, etc.) idea, speaker and situation in
visual aids, or sound spoken texts set in familiar
effects. everyday contexts without
(Example: Completing gaps from a reading using words having to decode every
shopkeeper speaking from a box. word.
to a customer who is •Reading a short story from a class blog and
buying some fruit.) underlining the main details, then checking I.EFL.3.6.1. Learners can
EFL 3.3.1 answers with a partner. grasp the main idea of
Understand most of spoken texts set in familiar
the details of the everyday contexts and infer
content of a short Creating a class picture dictionary and adding changes in the topic of
simple text (online or entries by writing definitions of new words or discussion as well as who is
print) drawing a picture to illustrate the meaning. speaking and what the situa-
EFL 3.3.2 •Making flashcards for new words and using tion is, without having to
Show understanding them to quiz a partner. decode every word. (I.3, I.4)
of some basic details •Making a list of new words and then
in short simple cross- comparing the lists in pairs. If one of the mem-
curricular texts by bers of the pair knows the word, he/she teaches CE.EFL.3.11. Demonstrate
matching, labeling the other person. comprehension of most of
and answering simple ••Writing new words and phrases in a the details of a short simple
questions. vocabulary notebook. online or print text and
EFL 3.3.3 follow short instructions in
Identify the meaning simple experiments and
of specific content- Role playing scenes from a story. projects if illustrated through
based words and ••Writing the dialogue and stage directions for a step-by-step visuals.
phrases, with the aid story from class and performing it for an
of visual support. audience. I.EFL.3.11.1. Learners can
EFL 3.4.1 understand most details in a
Make a simple short simple online or print
learning resource in text and can follow short
order to record and instructions in simple
practice new words. experiments and projects if
(Example: a picture step-by-step visuals are
dictionary, a word provided. (I.3, I.4)
list, set of flashcards,
etc.). CE.EFL.3.12. Display an
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understanding of some basic

details in short simple cross-
EFL 3.5.1 curricular texts from various
Use audio, video and sources by matching,
pictures to respond to labeling and answering
a variety of literary simple questions, and use the
texts through online information gathered in order
or in-class ICT to organize and discuss
activities. relationships between
different academic content
areas.

I.EFL.3.12.1. Learners can

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

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

I.EFL.3.13.1. Learners can

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

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ANNUAL PLAN CURRICULUM (APC)

accompanied by visual
support and distinguish be-
tween fact and opinion and
relevant and irrelevant
information in informational
texts through the use of mind
maps and charts. (I.2, I.3)

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

I.EFL.3.16.1. Learners can

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

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

I.EFL.3.21.1. Learners can

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

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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)
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
features, and Comparing answers in pairs or small groups. and 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 features and apply self-
Be comfortable share 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, idea, speaker and situation in
word. confused because they don’t understand the spoken texts set in familiar
EFL 3.2.3 assignment, etc.) everyday contexts without
Record key items of Listening to instructions for a short task and having to decode every
specific information carrying them out. (Example: First put the dirt word.
from a heard message in the cup. Now put the seed in the dirt. Press
or description, either down lightly. Give the seed water, etc.) I.EFL.3.6.1. Learners can
in written form or by grasp the main idea of
drawing a picture. spoken texts set in familiar
(Example: letters of everyday contexts and infer
changes in the topic of
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ANNUAL PLAN CURRICULUM (APC)

the alphabet, discussion as well as who is

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

CE.EFL.3.13. Show an
ability to identify the
meaning of specific content-
based words and phrases,

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ANNUAL PLAN CURRICULUM (APC)

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
effectively influence an audi-
ence and to express everyday

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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
sentences; convey meaning
through personal drawings.
ANNUAL PLAN CURRICULUM (APC)
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 I.EFL.3.3.1. Learners can
classroom behaviors employ a range of verbal and
by participating in nonverbal communication
small group or whole features to express likes and
class 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
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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)
courteous, respecting the same phrases and expressions. (Example: a yet 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 comparing answers, taking leave, etc.) Informal
at a store, follow assessment could involve personal notes from CE.EFL.3.7. Listening for
simple 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 record and identify key
to what others say information from a spoken
using verbal/non- Posting a comment to a classmate’s writing on a message of immediate need
verbal back- class blog. or interest when the message
channeling, or by contains frequently used
asking further simple expressions and visual
questions to extend support. (Example: rules for
the interaction. a game, classroom
(Example: express Doing extended writing, in which learners get to instructions, a dialogue in a
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ANNUAL PLAN CURRICULUM (APC)

interest using facial choose what they write and are not evaluated or scene from a cartoon or
expression or simple tested on it. movie, etc.) Learners can use
words with 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 in class by asking questions
with reference to or requesting clarification.
features of written Demonstrate acquisition of
English. (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. classroom needs. Learners
(Example: write a can spell out words in
greeting on a birthday English and can describe
card, name and matters of immediate need or
address on an interest using some
envelope, a URL for grammatical structures
a website, an email practiced in class (although
address, etc.) there may be errors with
EFL 3.5.3 tenses, personal pronouns,
Produce short, prepositions, etc.). (I.3, J.4)
creative texts using
ICT and/or other CE.EFL.3.10. Interaction –
resources at home or Interpersonal: Participate
at school in order to effectively in familiar and

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ANNUAL PLAN CURRICULUM (APC)

recreate familiar predictable conversational

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

I.EFL.3.10.1. Learners can

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

CE.EFL.3.15. Make and

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

I.EFL.3.15.1. Learners can

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

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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
setting; with prompting use one
ANNUAL PLAN CURRICULUM (APC)
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, I.EFL.3.5.1. Learners can
diary entries, notes to •Asking learners simple questions about
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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)
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
questions in quite a teacher, and the response is appropriate social situations. (J.3, S.1,
short time and initiate although there may be some basic errors) S.4)
basic interaction •Giving learners a picture of a familiar scene
spontaneously when and asking them to give full statements about CE.EFL.3.9. Production -
there are what they can see. (Example: a picture of a Fluency: Respond to simple
opportunities to classroom: There are ten students and one questions and familiar
speak. Speech is teacher. The teacher is writing on the board. A everyday social situations,
produced a little less boy’s throwing paper, etc.) such as an invitation or
slowly and hesitantly. request, relatively quickly.
EFL 3.3.9 Spontaneously initiate
Identify and use interactions in order to
reading strategies to •Skimming a text and accompanying pictures express opinions or give ac-
make text more and then predicting the answers to questions counts of personal
comprehensible and found within the text. experiences.
meaningful. •Using a dictionary to look up key words in a
(Example: skimming, text.
scanning, previewing, I.EFL.3.9.1. Learners can
predicting, reading answer simple questions
for main ideas and quickly and initiate basic in-
details, etc.) teraction spontaneously
EFL 3.4.5 •Asking learners to choose a topic and to write when given opportunities.
Write a questionnaire questions for their peers about the topic. (Example: make an
or survey for friends, (Example: Topic: Traditional Ecuadorian food. invitation, give a suggestion,
family or classmates Questions: Do you like fritada? Does your etc.) Learners can describe
using WH- questions mother make guatita? Do you eat soup every simple, familiar situations
in order to identify day?, etc.) and talk about past
things in common experiences. (I.3, J.3)
and preferences.
EFL 3.5.5 CE.EFL.3.14. Select and use
Evaluate literary texts reading strategies to
(both written and •Determining the reactions all the members of a understand and give meaning
oral, online, in video group have in common after listening to a song. to written text while
or in print) according (Example: they all loved the song, they all liked employing a range of
to pre-established the rhythm, they all learned new words, etc.) everyday reference materials
criteria. (Example: in order to determine
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completing a information appropriate to

checklist, a chart, a the purpose of inquiry and to
personal response, relate ideas between written
etc.) sources.

I.EFL.3.14.1. Learners can

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

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

I.EFL.3.19.1. Learners can

write questionnaires and
surveys for peers and family
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

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 ANNUAL PLAN CURRICULUM (APC)

diverse patterns and

structures in writing.
(Example: cause and effect,
problem and solution,
general-to-specific pre-
sentation, etc.) (I.2, S.2)

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

I.EFL.3.21.1. Learners can

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

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

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 ANNUAL PLAN CURRICULUM (APC)

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

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ANNUAL PLAN CURRICULUM (APC)

and/or draw a mind answer simple questions

map to describe and quickly and initiate basic in-
organize ideas or teraction spontaneously
organize useful when given opportunities.
information from (Example: make an
literary texts. 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

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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 /
ANNUAL PLAN CURRICULUM (APC)
and narratives, online and in
print, using appropriate
language, layout and linking
words. (I.3, J.2)
CE.EFL.3.24. Organize
ideas and relevant
information from literary
texts using group or class
brainstorms and/or mind
maps in order to enhance
collaborative responses to
literature.
I.EFL.3.24.1. Learners can
work in groups to create
brainstorms and/ or draw
mind maps to describe and
organize ideas or useful
information from literary
texts and create collaborative
responses to literature
through process writing
groups or literature circles.
(I.4, S.4, J.3)
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
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word from another; respond to
basic questions through facial
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)
description and/or through oral and written
opinion of a common •Asking learners simple questions about literary texts. (I.2, S.2, J.1)
object or a simple themselves, their family or their possessions and
account of something noting that their response time is relatively CE.EFL.3.9. Production -
experienced. quick (i.e., not so slow that the interaction Fluency: Respond to simple
(Example: an Ec- becomes uncomfortable for the student or the questions and familiar
uadorian celebration, teacher, and the response is appropriate everyday social situations,
a class trip, a party, a although there may be some basic errors) such as an invitation or
game played, etc.) request, relatively quickly.
EFL 3.4.9 Spontaneously initiate
Make effective use of interactions in order to
a range of digital •Answering pre-reading questions by inferring express opinions or give ac-
tools to write, edit, information from pictures within a text. counts of personal
revise and publish •Reading inferences about a text and then experiences.
written work in a way underlining the information within the text that
that supports gives evidence of where the inference came
collaboration. from. I.EFL.3.9.1. Learners can
(Example: add sound answer simple questions
or images to a quickly and initiate basic in-
presentation, use an teraction spontaneously
app to collaborate on •Adding pictures to a group presentation. when given opportunities.
a mind map, •Exchanging writing in pairs in order to make (Example: make an
contribute to a class suggestions about things that could be invitation, give a suggestion,
wiki, etc.) improved. etc.) Learners can describe
EFL 3.5.8 simple, familiar situations
Create stories, poems, and talk about past
songs, dances and experiences. (I.3, J.3)
plays including those •Creating a crossword puzzle in groups about an
that reflect traditional Ecuadorian story, region, celebrity, etc. CE.EFL.3.20. Demonstrate
and popular •Discussing similarities between a text and the an ability to use a variety of
Ecuadorian culture, learners’ personal experiences. digital tools during the
observing the writing process in order to
conventions of the collaborate on well-
genre. (Example: constructed informational
purpose, settings, texts.
audience, voice,
rhythm, etc.) 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-Agosto- 3th and 4th of EGB.
2014.pdf
• Teacher guide starship Pre A1.2
• Blog: Ismara-ismara.blogspot.com
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): Ing. Jaime Patricio Lliguicota NAME: NAME:
Signature: Signature: Signature:

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 ANNUAL PLAN CURRICULUM (APC)

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

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