ANNUAL PLAN CURRICULUM (APC)

SCHOOL YEAR:

UNIDAD EDUCATIVA SINA HIGH SCHOOL 2016 - 2017

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject : English
Teachers Name Ing. Jaime Patricio Lliguicota
Target Group: 5th, 6th, 7th EGB Level: PRE A1.2
2. TIME
Weekly working Number of Numbers of periods for assessments Total class weeks Total periods
hours weeks and incidentals
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. Name of Specific objectives of
the unit the planning unit
1.
Students learn to: greet;
introduce themselves and
others; ask and tell someones
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
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
ones 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 ones 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
and what the situation sharks, etc.)

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 ANNUAL PLAN CURRICULUM (APC)
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.
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is when listening to Listening to a short dialogue and then writing the environment. (J.3, S.1)
short simple texts, and acting out a similar dialogue, using some of
especially when the same phrases and expressions. (Example: a CE.EFL.3.6. Listening for
accompanied by dialogue between two friends asking about a Meaning: Demonstrate an
pictures or other homework assignment, etc.) understanding of the main
visual aids, or sound idea, speaker and situation in
effects. spoken texts set in familiar
(Example: Completing gaps from a reading using words everyday contexts without
shopkeeper speaking from a box. having to decode every
to a customer who is Reading a short story from a class blog and word.
buying some fruit.) underlining the main details, then checking
EFL 3.3.1 answers with a partner.
Understand most of I.EFL.3.6.1. Learners can
the details of the grasp the main idea of
content of a short Creating a class picture dictionary and adding spoken texts set in familiar
simple text (online or entries by writing definitions of new words or everyday contexts and infer
print) drawing a picture to illustrate the meaning. changes in the topic of
EFL 3.3.2 Making flashcards for new words and using discussion as well as who is
Show understanding them to quiz a partner. speaking and what the situa-
of some basic details Making a list of new words and then tion is, without having to
in short simple cross- comparing the lists in pairs. If one of the mem- decode every word. (I.3, I.4)
curricular texts by bers of the pair knows the word, he/she teaches
matching, labeling the other person. CE.EFL.3.11. Demonstrate
and answering simple Writing new words and phrases in a comprehension of most of
questions. vocabulary notebook. the details of a short simple
EFL 3.3.3 online or print text and
Identify the meaning follow short instructions in
of specific content- Role playing scenes from a story. simple experiments and
based words and Writing the dialogue and stage directions for a projects if illustrated through
phrases, with the aid story from class and performing it for an step-by-step visuals.
of visual support. audience.
EFL 3.4.1 I.EFL.3.11.1. Learners can
Make a simple understand most details in a
learning resource in short simple online or print
order to record and text and can follow short
practice new words. instructions in simple
(Example: a picture experiments and projects if
dictionary, a word step-by-step visuals are
list, set of flashcards,
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etc.). provided. (I.3, I.4)

CE.EFL.3.12. Display an
EFL 3.5.1 understanding of some basic
Use audio, video and details in short simple cross-
pictures to respond to curricular texts from various
a variety of literary sources by matching,
texts through online labeling and answering
or in-class ICT simple questions, and use the
activities. information gathered in order
to organize and discuss
relationships between
different academic content
areas.

I.EFL.3.12.1. Learners can

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

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

I.EFL.3.13.1. Learners can

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ANNUAL PLAN CURRICULUM (APC)

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,
pictures and ICT to respond

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 ANNUAL PLAN CURRICULUM (APC)
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.
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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
6 weeks
classroom activities evaluation after a communicative task. features and apply self-
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- CE.EFL.3.6. Listening for
Listening to a short conversation between two Meaning: Demonstrate an
derstanding spoken speakers and deciding who is speaking, where
texts does not require understanding of the main
they are and how they feel. (Example: two idea, speaker and situation in
decoding every single friends, at the library doing homework,
word. spoken texts set in familiar
confused because they dont understand the everyday contexts without
EFL 3.2.3 assignment, etc.)
Record key items of having to decode every
Listening to instructions for a short task and word.
specific information carrying them out. (Example: First put the dirt
from a heard message in the cup. Now put the seed in the dirt. Press
or description, either down lightly. Give the seed water, etc.) I.EFL.3.6.1. Learners can
grasp the main idea of
ANNUAL PLAN CURRICULUM (APC)

in written form or by spoken texts set in familiar

drawing a picture. everyday contexts and infer
(Example: letters of changes in the topic of
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 classmates
contributions in class as
models for their own. (I.2,
I.3)

CE.EFL.3.13. Show an

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ANNUAL PLAN CURRICULUM (APC)

ability to identify the

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

I.EFL.3.13.1. Learners can

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

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

I.EFL.3.17.1. Learners can

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

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 ANNUAL PLAN CURRICULUM (APC)
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
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demonstrating an ability to
effectively influence an audi-
ence and to express everyday
activities. (I.3, S.1)
CE.EFL.3.22. Design and
produce picture books,
graphic expressions and/or
personal stories by varying
elements of literary texts and
adding imaginative details to
real-life stories and situations
in order to create new,
original texts.
I.EFL.3.22.1. Create picture
books, graphic expressions
and personal stories by
adapting elements of literary
texts and adding imaginative
details to real-life stories and
situations, using appropriate
vocabulary and features of
the literature learners have
read or heard. (I.3, S.3)
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- 6 weeks
Adding expressions of politeness to dialogues. dations in basic yet effective
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
 ANNUAL PLAN CURRICULUM (APC)
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.
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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
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: Whats 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 ones
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 classmates 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
ANNUAL PLAN CURRICULUM (APC)

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
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 classmates
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

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ANNUAL PLAN CURRICULUM (APC)

ICT and/or other CE.EFL.3.10. Interaction

resources at home or Interpersonal: Participate
at school in order to effectively in familiar and
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

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examine and interpret a

variety of written materials.
(I.2, J.3)

CE.EFL.3.18. Write a
variety of short simple
familiar text-types online
or in print using
appropriate language, layout
and linking words

CE.EFL.3.18. Write a
variety of short simple
familiar text-types online
or in print using
appropriate language, layout
and linking words

CE.EFL.3.23. Create short,

original texts using a range
of resources and other media,
including ICT, in order to
recreate familiar scenes and
themes.

I.EFL.3.23.1. Learners can

create and produce short
texts using ICT and/or other
resources at home or at
school in order to recreate
familiar scenes and themes.
(I.1, I.3)

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

toys; ask and answer questions Use a variety of oral, Singing songs that practice helpful language. an ability to use a variety of
How many about toys. print and electronic Writing a weekly journal entry. sources for oral and written
robots do you Global Benchmarks: Students forms for social com- communication in order to

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 ANNUAL PLAN CURRICULUM (APC)
have? can: follow a single step
routine instruction; respond
non-verbally to staff and other
children within the classroom
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.
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munication and for interact with others in social
writing to oneself. situations. 6 weeks
(Example: friendly
notes, invitations, I.EFL.3.5.1. Learners can
diary entries, notes to Asking learners simple questions about employ various print and
self, electronic themselves, their family or their possessions and digital sources in order to
messages, etc.) noting that their response time is relatively communicate with others in
EFL 3.2.13 quick (i.e., not so slow that the interaction oral and written form in
Respond to simple becomes uncomfortable for the student or the social situations. (J.3, S.1,
questions in quite a teacher, and the response is appropriate S.4)
short time and initiate although there may be some basic errors)
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 boys throwing paper, etc.) such as an invitation or
slowly and hesitantly. request, relatively quickly.
EFL 3.3.9 Spontaneously initiate
Identify and use interactions in order to
reading strategies to Skimming a text and accompanying pictures express opinions or give ac-
make text more and then predicting the answers to questions counts of personal
comprehensible and found within the text. experiences.
meaningful. Using a dictionary to look up key words in a
(Example: skimming, text. I.EFL.3.9.1. Learners can
scanning, previewing, answer simple questions
predicting, reading quickly and initiate basic in-
for main ideas and teraction spontaneously
details, etc.) when given opportunities.
EFL 3.4.5 Asking learners to choose a topic and to write (Example: make an
Write a questionnaire questions for their peers about the topic. invitation, give a suggestion,
or survey for friends, (Example: Topic: Traditional Ecuadorian food. etc.) Learners can describe
family or classmates Questions: Do you like fritada? Does your simple, familiar situations
using WH- questions mother make guatita? Do you eat soup every and talk about past
in order to identify day?, etc.) experiences. (I.3, J.3)
things in common
and preferences. CE.EFL.3.14. Select and use
EFL 3.5.5 reading strategies to
Evaluate literary texts understand and give meaning
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(both written and Determining the reactions all the members of a to written text while
oral, online, in video group have in common after listening to a song. employing a range of
or in print) according (Example: they all loved the song, they all liked everyday reference materials
to pre-established the rhythm, they all learned new words, etc.) in order to determine
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,

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 ANNUAL PLAN CURRICULUM (APC)
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
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while demonstrating an
ability to convey and
organize information using
facts and details in order to
illustrate diverse patterns and
structures in writing.
(Example: cause and effect,
problem and solution,
general-to-specific pre-
sentation, etc.) (I.2, S.2)
CE.EFL.3.21. Elaborate
personal responses to both
oral and written literary texts
through pictures, audio/video
or ICT in order to evaluate
literary texts using pre-
established criteria,
individually or in groups.
I.EFL.3.21.1. Learners can
employ audio, video,
pictures and ICT to respond
to oral and written texts and
use pre-established criteria to
evaluate literary texts
individually or in groups.
(I.2, I.3, I.4)
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
6 weeks
activity, book, song express likes and dislikes
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
 ANNUAL PLAN CURRICULUM (APC)
needs using visual cues,
gestures, and objects; repeat
modeled sentences; convey
meaning through personal
drawings.
Students learn how to: ask and
answer questions about
birthdays and age; express
birthday greetings; give and
receive a gift; name birthday
party items.
Global Benchmarks: Students
can: keep a steady beat;
differentiate one object/picture/
letter/word from another;
greet, say please and thank
you with prompting; 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 /u/ and long /u/ sounds.
Global Benchmarks: Students
can: distinguish between,
identify, or repeat sounds.
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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
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
on familiar topics in Giving learners language prompts to use during yet effective terms. (I.3, S.4)
predictable everyday pair/group work. (Example: What do you think?
situations. (Example: I agree/disagree. I think we need to, Its your CE.EFL.3.10. Interaction
ask for directions, turn to say the answer, etc.) Interpersonal: Participate
give directions, effectively in familiar and
express a personal predictable conversational
opinion, etc.) exchanges by sharing
EFL 3.2.14 Reading a text and answering information information and reacting ap-
Make and respond to questions. propriately in basic
invitations, Completing gaps from a reading using words interpersonal interactions.
suggestions, from a box.
apologies and re-
quests. I.EFL.3.10.1. Learners can
EFL 3.3.10 use back-channeling to react
Follow short Completing the gaps in a sentence. (Example: appropriately to what others
instructions My best friend is Carol. ----- is ten years old. --- say about familiar topics in
illustrated through birthday is in May, etc.) predictable, everyday
step-by-step visuals situations and when carrying
in simple out pair work for a specific
experiments and task in class. Learners can
projects. (Example: ask questions to extend an
simple science ex- interpersonal interaction.
periments, Role playing scenes from a story. (I.3, J.3)
instructions for an art
project, etc.) CE.EFL.3.9. Production -
EFL 3.4.6 Fluency: Respond to simple
Write a simple questions and familiar
narrative with linking everyday social situations,
words on familiar such as an invitation or
subjects in order to request, relatively quickly.
express everyday Spontaneously initiate
activities. (Example: interactions in order to
free time, descrip- express opinions or give ac-
ANNUAL PLAN CURRICULUM (APC)

tions, what happened counts of personal

last weekend, etc.) experiences.
EFL 3.5.6
Work in groups to I.EFL.3.9.1. Learners can
create a brainstorm answer simple questions
and/or draw a mind quickly and initiate basic in-
map to describe and teraction spontaneously
organize ideas or when given opportunities.
organize useful (Example: make an
information from invitation, give a suggestion,
literary texts. 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

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 ANNUAL PLAN CURRICULUM (APC)
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
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and linking words.
I.EFL.3.18.1. Learners can
write short simple text-types
and narratives, online and in
print, using appropriate
language, layout and linking
words. (I.3, J.2)
CE.EFL.3.24. Organize
ideas and relevant
information from literary
texts using group or class
brainstorms and/or mind
maps in order to enhance
collaborative responses to
literature.
I.EFL.3.24.1. Learners can
work in groups to create
brainstorms and/ or draw
mind maps to describe and
organize ideas or useful
information from literary
texts and create collaborative
responses to literature
through process writing
groups or literature circles.
(I.4, S.4, J.3)
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 learners 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. 6 weeks
environment in order culture and using ICT and/or print resources to
to increase their find the answers.
 ANNUAL PLAN CURRICULUM (APC)
simple questions or directions
supported by visual cues/
gestures/ objects; differentiate
one object / picture / letter /
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.
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understanding of I.EFL.3.1.1. Learners can
different cultures. show an awareness of
EFL 3.2.15 different cultures and identi-
Provide a simple fy similarities and
description and/or differences between them
opinion of a common Asking learners simple questions about through oral and written
object or a simple themselves, their family or their possessions and literary texts. (I.2, S.2, J.1)
account of something noting that their response time is relatively
experienced. quick (i.e., not so slow that the interaction CE.EFL.3.9. Production -
(Example: an Ec- becomes uncomfortable for the student or the Fluency: Respond to simple
uadorian celebration, teacher, and the response is appropriate questions and familiar
a class trip, a party, a although there may be some basic errors) everyday social situations,
game played, etc.) such as an invitation or
EFL 3.4.9 request, relatively quickly.
Make effective use of Spontaneously initiate
a range of digital Answering pre-reading questions by inferring interactions in order to
tools to write, edit, information from pictures within a text. express opinions or give ac-
revise and publish Reading inferences about a text and then counts of personal
written work in a way underlining the information within the text that experiences.
that supports gives evidence of where the inference came
collaboration. from.
(Example: add sound I.EFL.3.9.1. Learners can
or images to a answer simple questions
presentation, use an quickly and initiate basic in-
app to collaborate on Adding pictures to a group presentation. teraction spontaneously
a mind map, Exchanging writing in pairs in order to make when given opportunities.
contribute to a class suggestions about things that could be (Example: make an
wiki, etc.) improved. invitation, give a suggestion,
EFL 3.5.8 etc.) Learners can describe
Create stories, simple, familiar situations
poems, songs, dances and talk about past
and plays including Creating a crossword puzzle in groups about an experiences. (I.3, J.3)
those that reflect Ecuadorian story, region, celebrity, etc.
traditional and Discussing similarities between a text and the CE.EFL.3.20. Demonstrate
popular Ecuadorian learners personal experiences. an ability to use a variety of
culture, observing the digital tools during the
conventions of the writing process in order to
genre. (Example: collaborate on well-
purpose, settings, constructed informational
 ANNUAL PLAN CURRICULUM (APC)

audience, voice, texts.

rhythm, etc.)
I.EFL.3.20.1. Learners can
effectively use a range of
digital tools during the
writing process in order to
collaborate on producing
well-constructed informa-
tional texts. (I.3, S.4, J.3)

CE.EFL.3.25. Observe and

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

CE.EFL.3.25. Observe and

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

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

Villalba, J.& Rosero, I. (Septiembre 2012). Ministerio de Educacin del Ecuador - MinEduc. It will use the English Book Pre A1.1, the which is
Obtenido de http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum- directed to 2th, 3th and 4th of EGB.
Guidelines-EFL-Agosto-2014.pdf
Teacher guide starship Pre A1.2

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 ANNUAL PLAN CURRICULUM (APC)

Blog: Ismara-ismara.blogspot.com
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): Ing. Jaime Patricio NAME: NAME:
Lliguicota
Signature: Signature: Signature:

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

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