Pca - 2nd, 3rd - 4th Egb English Pre A1.1

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: 2nd, 3rd & 4th EGB Level: Pre A1.1
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.EFL 1 Encounter socio-cultural aspects of their own and other countries in a O.EFL 2.1
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures Identify some main ideas and details of written texts, in order to develop an approach of critical
and languages from the secure standpoint of their own national and cultural identity. inquiry to written and oral texts.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards O.EFL 2.2
different cultures to comprehend the role of diversity in building an intercultural and Assess and appreciate English as an international language, as well as the five aspects of English that
multinational society. contribute to communicative competence.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, O.EFL 2.3
and critical thinking skills through an appreciation of linguistic differences. Enjoy an Independently read level-appropriate texts in English for pure enjoyment/entertainment and to
enriched perspective of their own L1 and of language use for communication and access information.
learning. O.EFL 2.4
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability Develop creative and critical thinking skills to foster problem-solving and independent learning using
to independently access further (language) learning and practice opportunities. Respect both spoken and written English.
themselves and others within the communication process, cultivating habits of honesty O.EFL 2.5
and integrity into responsible academic behavior. Use in-class library resources and explore the use of ICT to enrich competencies in the four skills.
OG.EFL 5 Directly access the main points and important details of up-todate English O.EFL 2.6
language texts, such as those published on the web, for professional or general Write short descriptive and informative texts and use them as a means of communication and written
investigation, through the efficient use of ICT and reference tools where required. expression of thought.
O.EFL 2.7
Educamos para tener Patria

OG.EFL 6 Through selected media, participate in reasonably extended spoken or written Appreciate the use of English language through spoken and written literary texts such as poems,
dialogue with peers from different L1 backgrounds on work, study, or general topics of rhymes, chants, riddles and songs, in order to foster imagination, curiosity and memory, while
common interest, expressing ideas and opinions effectively and appropriately. developing a taste for literature.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and O.EFL 2.8
informal social situations with a limited but effective command of the spoken language Demonstrate a living relationship with the English language through interaction with written and
(CEFR B1 level). spoken texts, in order to explore creative writing as an outlet to personal expression.
O.EFL 2.9
Be able to interact in English in a simple way using basic expressions and short phrases in familiar
contexts to satisfy needs of a concrete type, provided others talk slowly and clearly and are prepared
to help.
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 Contents Methodology orientation Evaluation Time in weeks
unit planning unit
1. LESSON 1: Hello! Students learn to: say hello; EFL.2.1.2 Recognize Communication and cultural awareness CE.EFL.2.1. Differentiate
introduce oneself and say the differences Drawing different houses and labeling different between different living
goodbye; follow essential between where rooms and objects in a house. situations in a variety of
directions for learning; ask and people live among • Using question words (who, what, where) to surroundings and express
LESSON 2: Is
answer questions to identify the regions of the ask about places. curiosity about the world
your essential items for learning country in order to • Reflecting on differences between a house and through simple questions.
name Stella? appreciate their own an apartment.
Students learn to: greet someone environment. • Creating a diorama of urban and rural aspects. I.EFL.2.1.1. Learners
they have recently met with (Example:house/apart • Drawing a map of a neighborhood. can recognize 6 weeks
Hi and a question to check men,country/city, • Asking and answering questions about where
knowledge of their name; give etc.) you and others live.
differences between
LESSON 3: I’m a and follow some essential EFL.2.1.3. Ask where people live and
boy. directions for learning and some simple basic write or talk about their
Oral communication (listening and speaking)
I’m a girl.
other useful directions; ask questions in class Listening to a very short and simple story and own surroundings, as
questions to check knowledge about the world ordering the pictures showing what happens. well as ask questions
of the words for recently learned beyond one’s own (Example: Jane is taking her dog for a walk.
objects. immediate They see some birds. The birds fly away, etc.)
about how other people
environment in order • Listening to a short and simple conversation live. (I.2, S.2)
Students learn to: identify to increase their between 2 speakers and deciding who is CE.EFL.2.6. Listening for
themselves and others as a boy understanding of speaking, where they are, and how they feel. Meaning: Understand the
different cultures. main ideas in short simple

or a girl; give and follow EFL 2.1.4. Express (Example: a boy and his Dad, at a soccer game, spoken texts that include
essential curiosity about the happy, etc.) familiar vocabulary and are
classroom instructions; identify world and other • Watching a video clip and selecting the best set in everyday contexts.
things they see cultures by asking title for it. (Example: Funny monkeys at the
simple WH- zoo, etc.) I.EFL.2.6.1. Learners
questions in class Reading can understand the main
after reading and/or • Drawing a line from individual words to a
participating in picture or a scene. (Example: learners read a list
ideas in short simple
presentations or other of farm animals and draw a line from each word spoken texts and infer
group work to the appropriate animal in the scene, etc.) who is speaking and
EFL.2.2.1. • Reading a list of four words and crossing out what the situation is,
Understand meanings the word that doesn’t belong. (Example: arm – without decoding every
expressed in short leg – house – foot, etc.)
dialogues on familiar • Reading a simple sentence, looking at the
word. (I.3)
topics, as well as accompanying picture, and ticking yes/no.
basic spoken (Example: This is a house. Yes, etc.)
instructions and • Completing a gap in a sentence (print or
simple questions online). (Example: Words: go, sleep. Sentence: CE.EFL.2.11. Identify and
about self, people, Every day I --- to school, etc.) understand individual every-
animals, or things, Writing. day words, phrases, and
especially when • Locating specific words on the page and sentences, including
spoken slowly and writing them in a list. (Example: all the words instructions.
clearly. (Example: beginning with the sound /k/ or all the words
greetings, short that contain the long /a:/ sound, etc.) I.EFL.2.11.1. Learners
phrases, basic range • Matching words to pictures. (Example: under can understand familiar
of classroom the picture of a chair, learners write the word words, phrases, and
instructions, chair with the five letters of the word on the five short simple sentences
common personal lines provided, etc.)
information • Unscrambling words or sentences and writing
and can successfully
questions: What’s them out correctly. (Example: Word: veleen = complete the simple
your name? etc.) eleven. Sentence: There’s – under – the chair. – accompanying task.
EFL.2.2.2. Infer who a backpack, etc.) (I.4)
is speaking and what • Finding hidden questions in a box and writing
the situation is when them down with the correct punctuation and
listening to short capitalization. (Example: does it live on a farm / CE.EFL.2.17. Write simple
simple texts, does it have two legs, etc.) words, phrases, and
especially when • Writing new words in a picture dictionary and sentences to demonstrate
accompanied by adding a sticker or picture. knowledge of spelling,
pictures or other punctuation, capitalization

visual aids, or sound Language through the Arts and handwriting /

effects. (Example: • Listening to or reading stories and drawing the typography, and identify
shopkeeper speaking main characters. their meanings.
to a customer who is • Choosing pictures of or drawing the scenes of I.EFL.2.17.1. Learners
buying some fruit.) a literary text. can write words,
EFL.2.2.6. Enjoy • Standing up every time they hear the name of
extensive listening in a character.
phrases, and short
English. (Example: • Explaining through pictures or charts (ICT) simple sentences using
listen to stories, the relationships between characters. (Example: the correct conventions
watch short movies, mom/daughter, friends, etc.) (spelling, punctuation,
experience song capitalization, and
lyrics or poetry, etc.)
EFL.2.2.7. Be
handwriting or
comfortable taking typography, etc.), for
meaning from spoken making simple learning
texts containing resources. (I.3)
words or sections
which are not CE.EFL.2.21. Distinguish
understood. key information in stories
Be aware that and other age-appropriate
understanding spoken literary texts, both oral and
texts does not require written.
decoding every word. I.EFL.2.21.1. Learners
EFL.2.3.1.
Demonstrate basic
can recognize, through
reading pictures or other media
comprehension skills such as ICT, key aspects
by identifying the of a story or literary text
meaning of individual (both oral and written).
words, phrases, and
sentences, including
(J.1, I.2)
simple written
instructions.
EFL.2.4.1 Know how
to spell simple
English words
correctly,
demonstrating
awareness of sound-

letter
relationships.(Exampl
e: sea, mean, bee,
etc.)
EFL.2.4.2. Make a
simple learning
resource, in order to
record and practice
new words.
(Example: a picture
dictionary,
a word list, set of
flashcards, etc.)
EFL.2.4.3. Write
simple words,
phrases and sentences
with correct use of
standard writing
mechanics.
(Example: spelling,
punctuation,
capitalization, and
writing by hand and/
or on the computer.
EFL.2.5.1. Identify
key information such
as events, characters,
and objects in stories
and other age-
appropriate literary
texts if there is visual
support.
2. LESSON 4: What Learn to: describe things they EFL.2.1.4. Express Communication and cultural awareness CE.EFL.2.2. Catalog
do you see? see; count from 1 to 10 curiosity about the • Labeling pictures with correct names. everyday objects and places
LESSON 5: Learn to: ask and answer world and other • Creating a poster of things that can be in different cultures and
Where’s the questions about where things cultures by asking recycled. recognize ways to act
crayon? 6 weeks
LESSON 6: What
are; agree. simple WH- questions • Matching objects with the places where they responsibly towards one’s
color is it? Describe the color of things in class after reading can be found. (Example: stove in kitchen, bed in environment and
and/or participating in bedroom, etc.) surroundings.

PHONICS: Aa Bb Recognize, pronounce, and form presentations or other • Simulating actions through TPR activities
Cc Dd Ee Ff Aa through Ff; identify anchor group work. where learners follow basic commands. I.EFL.2.2.1. Learners
words for each letter EFL.2.1.5. Recognize (Example: Put away your book, etc.). can classify everyday
ways to relate • Choosing pictures that demonstrate
responsibly to one’s responsibility (cleaning room, watering the
objects and familiar
surroundings at home flowers). places. Learners can
and at school by compare objects from
exhibiting Oral communication (listening and speaking) different cultural
responsible behaviors • Listening to short, staged instructions and contexts. Learners can
towards the carrying them out. (Example: Open the door.
environment. Take this book to Mr. Davila. Walk, don’t run!
say and recognize ways
(Example: chores at etc.) to take care of the
home, recycling, etc.) • Listening to very short (spoken or recorded) environment and one’s
EFL2.2.3. Recognize descriptions of scenes, and writing, coloring, or surroundings. (J.3, S.1)
familiar names, drawing items within them. (Example: learners
words, and short are given a simple picture of a classroom. They CE.EFL.2.7. Listening for
phrases about simple listen to a description of it and identify the table Information: Follow short
everyday topics where Sara sits and draw 3 pens and a red book and simple spoken texts that
whether heard on it, etc.) include familiar vocabulary
isolation or within • Listening to a short dialogue and filling in a and are set in everyday
short, simple spoken simple form. (Example: a conversation between contexts. Identify key items
texts describing a boy and a teacher meeting for the first time. of information within the text,
people and objects. Learners fill in the boy’s name, age, birth date, and record or act upon them.
(Example: vocabulary (part of his) address (e.g., house number
about self, family, or street name), favorite subject, etc. on a I.EFL.2.7.1. Learners
friends and immediate simple form.)
surroundings at • Listening to a short text and demonstrating
can understand short and
school and home, understanding of it using an accompanying simple spoken texts well
adjectives for color graphic organizer. (Example: marking the route enough to be able to pick
and size, etc.) on a map while listening to directions, etc.) out key items of
EFL.2.2.4. Identify information and record
items of specific Reading
information within • Reading a short text and showing
them in writing or
simple messages or comprehension by completing the drawings, or physically
from short and simple accompanying graphic organizer. (Example: act upon them. (I.3)
descriptions about learners read about the location of a house and
familiar contexts, mark the point X on a map.)
especially if visual • Reading a short simple story of just a few lines CE.EFL.2.12. Understand
support is provided. and ordering simple pictures of familiar objects. the gist and details in short

(Example: letters of • Reading a short simple text and coloring a simple written texts (online or
the alphabet, picture. (Example: This is Ben’s room. His bed print).
numbers, prices and is green. Learners draw a green bed, etc.)
times, days, dates and • Reading a short simple text and circling the
months, etc.) correct answer. (Example: Question: What’s her EFL.2.12.1. Learners
EFL.2.2.5. Record name? Answer: Mary / Sandra / Mia, etc.) can understand a short
key items of specific
information from a Writing.
simple text on an
heard message or • Completing simple sentences to practice a everyday topic and
description, either in grammar structure by writing words in gapped successfully complete a
written form or by sentences. Support learners by providing simple task to show that
drawing picture. pictures for context and / or a box of answers, they have understood
(Example: letters of from which they can choose. (Example: My best
the alphabet, friend is ten --- old. --- name is Carol. ---
most or some of it. (I.4)
numbers, quantities, birthday is in May, etc.)
prices and times, • Identifying the differences between two
days, dates and pictures and writing simple sentences.
months, etc.) (Example: In picture A, there’s one car, but in CE.EFL.2.18. Writing in
EFL.2.3.2. Read a picture B there are two cars, etc.) order to perform controlled
short simple text • Answering questions about a scene using full practice of vocabulary and
(online or print) and sentences. (Example: How many boys are grammar items.
demonstrate there? There are four boys, etc.) I.EFL.2.18.1. Learners
understanding of the can write short simple
gist and some basic Language through the Arts phrases and sentences to
details of the content. • Creating a dance for a song or rhyme. show that they know
EFL.2.3.3. • Illustrating a short piece of writing.
Understand most of • Participating in TPR activities such as acting
how to use simple
the details of the out the movements of a character in a story as it grammar or vocabulary
content of a short is read aloud. items. (I.3, I.4)
simple text (online or • Discussing things learners have done that are
print). similar to those the characters in the story have
EFL.2.4.3. Write done. (Example: gone on vacation to the beach,
simple words, got into a fight with a parent or friend, etc.)
phrases, and • Moving to the rhythm of a song or chant.
sentences with correct • Creating an audio message or short video that CE.EFL.2.22. Describe and
use of standard tells what the student thought about the text. write about emotions and
writing mechanics. • Writing short weekly journal entries. responses to literary texts
(Example: spelling, through words and images, or
punctuation, other media (video, audio) on

capitalization, and class or school bulletin

writing by hand boards and expand on ideas
and/or on the and responses to texts
computer. read/seen/heard in by
EFL.2.4.4. Write participating in songs/chants,
simple words, TPR activities and
phrases, and playground games.
sentences for I.EFL.2.22.1. Learners
controlled practice of can report emotions and
language items.
EFL.2.5.2. Express
compose short responses
emotions and feelings to literary texts through
using basic adjectives words and images, or
and related images other media (video,
through written work audio). Learners can
on the school or class
bulletin board.
generate and expand on
EFL.2.5.3. Use audio, personal opinions and
video, and pictures to responses to oral and
respond to a variety of written texts through
literary texts through TPR, playground games,
online or in-class ICT
activities.
and songs. (I.3, S.3)
EFL.2.5.6. Generate
and expand ideas by
responding in a fun
and playful manner to
oral and written texts
in order to increase
enjoyment of the
language through
TPR, playground
games, and songs and
chants.
3. LESSON 7: Who Learn to: ask and answer EFL.2.1.1. Exchange Communication and Cultural Awareness CE.EFL.2.3. Make use of
do you see? questions about who they see basic introductions • Participating in short dialogues using greetings basic personal information
LESSON 8: What learn to: ask and answer and limited personal and leave-taking. and expressions of politeness
shape questions about shapes information in class in order to introduce oneself
is it?
using simple present

LESSON 9: Is it a learn to: ask and answer tense in order to get to • Listening to or reading short dialogues and and participate in a short
light? questions about rooms and know their peers. answering questions about the speakers’ names, conversation. 6 weeks
PHONICS: Gg Hh
Ii Jj Kk Ll
furniture. (Example: where one grades, schools, etc. I.EFL.2.3.1. Learners
learn to: recognize, pronounce, lives or goes to • Practicing the use of expressions of politeness can use basic personal
and form the letters Gg through school, etc.) during collaborative pair and small group work.
Ll; identify anchor words for EFL.2.1.6. • Adding expressions of politeness to dialogues.
information and
each letter Understand and use • Completing a short questionnaire or form expressions of
common expressions about one’s basic personal information. politeness in short
of politeness in class (Example: name, school, age, address, etc.) dialogues or
while working in pairs • Responding to pictures or short texts by conversations. (J.2, J.3)
or groups on projects. circling the corresponding emoticon. (Example:
(Example: Please, happy face, sad face, confused face, etc.)
sorry, thank you, etc.) Oral Communication: (Listening and
EFL.2.2.8. Imitate Speaking) CE.EFL.2.8. Production -
individual English • Asking the student simple questions about Pronunciation: Produce
language sounds, themselves, their family, or their possessions individual words and short
especially those and checking whether the responses are phrases clearly enough that
phonemes which do comprehensible. (Example: What’s your name? other people can usually
not exist in the Juan. How do you spell Juan? J-U-A-N. How understand them easily.
student’s own L1, old are you? I’m eight /aɪm eɪt /, etc.)
both in isolation and • Showing the student some picture flashcards
within key vocabulary of familiar vocabulary items and asking them to
items. (Example: /ŋ/ say the words. (Example: It’s a house, a school,
I.EFL.2.8.1. Learners
/ð/ /ʌ/ /i:/ and in words a car, a bike, to see if they are easily understood, can pronounce most
like singing, these, up, etc.) familiar vocabulary
sea, etc.) • Doing a mingle activity where learners ask and items accurately, and can
EFL.2.2.9. Spell out answer simple questions about a picture which therefore usually be
key vocabulary items has been stuck to their own back. (Example: for
using the English animal picture cards, learners ask and answer Is
easily understood. They
alphabet. (Example: it an elephant? No. Is it a horse? Yes. Is it black can also produce some
names, colors, or white? White. etc.) Observing to see whether phrases and short
animals, possessions, each student’s questions and answers are sentences clearly, and
etc.) understandable by other learners. may approximate
EFL.2.2.10 Clap, • Ask the learner to sing a song or recite a chant
move, chant, or sing together with a group of friends or with the
English rhythm and
along with short teacher. Record the student’s production with intonation in longer
authentic English the recording device quite near to the student’s utterances. (I.3)
language rhymes or mouth and listen to the recording to assess
songs, approximating

English rhythm and clarity of sounds, production of phonemes,

intonation once rhythm and intonation..
familiar with the text. Reading
(Example: jump or • Matching common signs to their meanings.
clap in time to jump- (Example: a simple classroom sign or a notice
rope rhymes, do the in the park, Silence please, No eating, etc.)
actions to action • Studying an environmental print text type and
songs or short drawing a line from the word to the artwork.
rhythmic poems, (Example: from the word cloud to a cloud
enunciating some of weather symbol, or from the word stop to a CE.EFL.2.13. Understand
words in time with the “red” stop light, etc.) the content in a variety of
rhythm, etc.) • Circling an emoticon to match to a picture. well-known text types, both
EFL.2.3.4. (Example: Amy feels sick / Amy is happy /, print and online, using the
Understand the etc.) layout and artwork for
content in simple • Comparing and contrasting information. support; recognize typical
short written (Example: learners read simple price tags and signs and symbols found in
environmental print match them to the correct sentences: This toy is the text types.
text types, using cheap. Those shoes are expensive, etc.) I.EFL.2.13.1. Learners
artwork, symbols, and can understand a short
layout for support. Writing
(Example: price tags, • Completing the gaps in a sentence. (Example:
simple environmental
signs, notices (No My best friend is ten --- old. --- name is Carol. - print text type and
eating, etc.), candy -- birthday is in May,etc.) successfully complete a
wrappers, etc.). • Completing a simple open-ended sentence. simple task. (Example: a
EFL.2.4.5. Write (Example: For breakfast I eat _______; In my sign, notice, menu, etc.)
simple sentences on bedroom there is ______,etc.)
familiar topics to • Writing a description of yourself by
(I.3)
communicate basic completing the outline of a paragraph. Each
ideas. sentence in the paragraph contains a sentence
EFL.2.4.6. Write a opener. (Example: My name’s…, My hair is…,
short simple My eyes are…, etc.) CE.EFL.2.19. Convey some
paragraph to convey • Reading a short simple paragraph which simple ideas, facts or
some simple facts serves as a model text, then writing a similar opinions in a simple sentence
about people, paragraph on the same topic. or short paragraph, using
animals, places, (Example: Topics could include: my best friend, basic vocabulary and
things, yourself or my family, my house, my favorite animal, my structures.
others, with the town, etc.)
support of a model • Writing a short simple paragraph on a familiar I.EFL.2.19.1. Learners
text. (Example: where topic. Learners must write the answer to specific can produce a short

they live, what they questions or use specific vocabulary. (Example: simple sentence and a
do, etc.) Topic: describe your clothes. Opening phrase: paragraph – with ample
EFL.2.4.7. Write a I’m wearing…Words: t-shirt, pants, shoes,etc.)
short simple • Writing a short simple paragraph, using key
support - on a variety of
paragraph to describe words for support. (Example: Draw a town and topics, and some
yourself or other write about it using these words: hospital, pet learners can do so with
people, animals, store, park, bookstore, etc.) only limited support.
places and things, (I.3)
with limited support. Language through the Arts
(Example: by • Doing extended reading, in which learners get
answering questions to choose what they read and are not evaluated
or using key words). or tested on it.
EFL.2.5.4. Listen to • Sharing in small groups or pairs the learners’
and read short favorite stories, songs, poems, etc., and saying
narratives and/or why.
other oral and written • Responding to a poem by drawing how it
literary texts in class makes the learner feel.
(with a preference for • Writing questions the learners would like to CE.EFL.2.23. Display an
authentic texts) in ask a character in the story, or the author of the affinity for a variety of
order to stimulate story. literary texts by responding
imagination, curiosity • Inviting authors as guest speakers into the within a range of physical,
and a love for classroom so learners can share their responses cognitive, and attitudinal
literature. to the story with them. manners, and vary elements
EFL.2.5.7. Create • Interviewing family members about their of a literary text to create a
picture books and/or favorite book or poem, and then sharing their new text.
other graphic findings in class.
expressions in pairs in • Keeping a small class library and allowing fast
class by varying finishers to choose a book or magazine to read
scenes, characters, or while the rest of the class completes the task. can demonstrate an
other elements of • Listening to a song and rewriting the song affinity for a variety of
literary texts. lyrics changing just one aspect. (Example: literary texts by
choosing and replacing the character’s name, responding within a
age, etc.)
range of physical,
cognitive, and attitudinal
manners and adapt
elements of a literary

text to create a new text.

(I.1, I.4)
4. LESSON 10: What Students learn to: ask and answer EFL.2.1.7. Communication and Cultural Awareness CE.EFL.2.4. Develop skills
day is it today? questions about the days of the Collaborate in a • Completing a very short, picture-based self- of collaboration by working
LESSON 11: What week friendly manner by evaluation or peer evaluation form. together on projects and
are these? Students learn to: ask and answer sharing classroom • Playing games in which learners must pass sharing materials while
PHONICS: Mm
Nn Oo Pp
questions to identify different materials and objects around the room. (Example: hot potato, expressing personal
clothing items personal objects while etc.) preferences with peers.
• Students learn to: recognize, participating in games • Practicing helpful classroom language in mini 6 weeks
pronounce, and form the letters and activities in class dialogues and/or chants (Example: Can I borrow I.EFL.2.4.1. Learners
Mm through Pp; identify anchor and on the your eraser? Do you have a pencil? etc.) can select pictures
words for each letter playground. • Completing a short survey about favorites or
EFL.2.1.8. Exchange likes/dislikes and then sharing ideas with a
and/or short phrases that
basic personal partner. relate to collaborating
preferences with • Making a pie chart about the things that are and sharing and express
peers in order to most liked in the class. personal preferences.
express likes and (J.2, J.3, S.4)
dislikes. Oral Communication: (Listening and
EFL.2.2.11. Produce Speaking)
simple, mainly • Asking learners simple questions about
isolated utterances themselves, their family, or their possessions CE.EFL.2.9. Production -
using very short and noting whether their response time is Fluency: Utterances are
phrases and acceptable (i.e. may be slow, but not so slow sometimes produced slowly
sometimes individual that the interaction becomes uncomfortable for but use appropriate words and
words, possibly with the student or the teacher), and whether their phrases to express basic
slow and/or hesitant response is appropriate. Some learners may ideas, initiate conversations
delivery. (Example: produce short sentences in response to basic and respond to questions,
words, phrases and questions. (Example: What color are your including some chunks of
short sentences about shoes? Yes What color are your shoes? Blue or language and short sentences.
people, animals, They’re blue, etc.)
things, etc.) • Giving learners a picture of a familiar scene
EFL.2.2.12. Respond and asking them to tell you what they can see. can express basic ideas,
to simple questions in Some learners may produce longer utterances. initiate conversations,
quite a short time and (Example: a picture of a classroom where and respond to simple
initiate basic learners name individual items: table, chair, questions using
interaction clock There are four chairs. The clock says 4
spontaneously when o’clock., etc.)
appropriate words,
there are phrases, and short

opportunities to • Running a mingle activity where each learner sentences. Responses

speak. Speech is has a different simple question to ask the others. may be slow though
produced a little less Learners move around the room asking their
slowly and hesitantly. question and listening to the answers received.
pauses do not make the
EFL.2.3.5. Show the Observing to see whether each student asks the interaction tedious or
ability to use a simple question fluidly and answers using individual uncomfortable for
learning words only or short sentences. (Example participants. (I.3)
resource.(Example: a questions: What’s your favorite food? Chicken /
small set of It’s chicken and rice / Do you like oranges? Yes.
flashcards, a picture- / Yes, I do. / I love oranges!, etc.)
based dictionary Reading
(online or print), or a • Using a simple learning resource and locating
simple word list). details. (Example: finding and circling or
EFL.2.4.8. Complete coloring three different kinds of fruit or three
a basic survey or a kinds of drink in an online or print picture CE.EFL.2.14. Demonstrate
questionnaire by dictionary, etc.) familiarity with study
providing personal • Using the alphabet to scan for particular items resources (both print and
details. in lists. (Example: finding a word in a simple digital). (Example: a picture
EFL.2.4.9. Write a dictionary or locating a boy’s name on a class dictionary, some flashcards of
variety of short list.) known words, or a word list.)
simple text types, • Testing each other on the meaning of I.EFL.2.14.1. Learners
commonly used in flashcards. (Example: a boy shows a picture on
print and online, with a flashcard and asks: What’s this? Girl: it’s an
can successfully use
appropriate language airplane, etc.) simple online and print
and layout. learning resources.
(Example: write a Writing (Example: flashcards,
greeting on a birthday • Having learners complete a short simple picture dictionaries,
card, name and questionnaire about themselves. Learners read
address on an open-ended questions and write the answers on
word lists, etc.) (I.2)
envelope, a URL for the form. (Example: What time do you get up?
a website, an email What time do you go to school? At 6 o’clock,
address, etc.) etc.) CE.EFL.2.20. Complete a
EFL.2.5.5. Apply ICT • Interviewing a partner, asking yes/no simple survey form or
and/or other questions and writing yes/no on the survey questionnaire by providing
resources to form. (Example: Do you live in an apartment? personal details. Write a
communicate simple Yes, etc.) variety of simple written text
thoughts in small • Writing a variety of simple text types, using types, used in print or online,
groups. the appropriate language and layout: with appropriate layout and
• Listen to a URL address and write it down. language. (Examples:

EFL.2.5.8. Produce (Example: www.cambridge.org, etc.) message on a greeting card,

short, creative texts • Write your own email address or invent one. name and address on an
using ICT and/or (Example: mydog@gmail.com for your pet, envelope, an email address,
other resources at etc.) etc.)
home or at school in • Write a simple print/online message to a friend
order to recreate for their birthday. (Example: Happy Valentine’s
familiar scenes and Day, Juan!, Have a wonderful birthday, Kate!, I.EFL.2.20.1. Learners
themes. etc.) can write information in
EFL.2.5.5. Apply ICT Language through the Arts
and/or other • Writing a text message to a friend.
a simple survey form or
resources to • Producing an audio clip stating the student’s questionnaire, and can
communicate simple daily routine. type or write some
thoughts in small • Using ICT resources to organize and edit a simple digital text-types,
groups. short piece of creative or informational writing. such as a URL and an
EFL.2.5.8. Produce • Taking pictures of or drawing what the
short, creative texts learners usually eat for breakfast, then using the
email address. (I.3)
using ICT and/or picture as a prompt for conversation in class.
other resources at • Writing a short, fictional story about a family CE.EFL.2.24. Communicate
home or at school in member. ideas and experiences and
order to recreate • Putting short captions under pictures. create short original texts
familiar scenes and through a range of resources
themes. and other media, including
ICT.
can communicate
thoughts, feelings,
and/or personal
experiences and create
short original texts
through a range of
resources and other
media, including ICT.
(I.2, I.3, I.4)
5. EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5. Model turn-
LESSON 12: Can Communicate to • Role-playing and participating in short taking and ways to express to
you swim? peers and teacher dialogues. others when something is not

LESSON 13: Students learn to: ask and answer when something is not • Playing games that practice classroom understood to improve
Who’s she? Who’s questions to identify different understood in class language and turn-taking. comprehension and/or 6 weeks
he? family members through the use of • Singing songs or chants that practice helpful intelligibility in
LESSON 14: She’s Students learn to: ask and answer simple basic language. conversations.
my friend
PHONICS: Qq Rr
questions to identify different questions. • Working in pairs and groups on a small
Ss Tt Uu Vv people they know EFL.2.1.10. project.
Students learn to: recognize, Recognize when to Oral Communication: (Listening and I.EFL.2.5.1. Learners
pronounce, and form the letters speak and when to Speaking) can apply turn-taking
Qq through Vv; identify anchor listen while working • Conducting a conversation with the teacher
words for each letter in pairs or small and learner playing two characters using masks
and ways to express to
groups in class by or hand puppets. The learner may be given the others when something
following classroom character’s details or invent them. (Example: is not understood in
instructions and name, age, favorite color, etc.) The student’s short conversations.
simple commands. character could introduce other puppets or (J.3, S.1, S.4)
EFL.2.2.13. request permission to do something. (Example:
Understand and use This is Sebastian. He’s 11. Can I borrow a CE.EFL.2.10. Interaction –
basic greetings, leave- pencil, please?, etc.) Interpersonal: Participate
taking expressions, • Doing a mingle activity where learners meet effectively in basic
and other simple and greet each other and ask and answer simple interpersonal interactions in
everyday phrases to questions. Observing to see whether the learner everyday contexts,
facilitate can interact effectively, and whether they are provided the interlocutor
interpersonal able to ask for repetition when required, and / or speaks slowly and clearly.
interaction, to react appropriately to responses received. (Example: requesting,
introduce others, and (Example: Find someone who…. Do you have a introducing, responding, etc.)
to name things. red car? Yes?
(Example: Thank- Great! – writes down name of person.)
you, Can I help you? • Establishing a clear expectation of English use
This is [name], etc.) for classroom functions. (Example: greeting, can interact effectively
EFL.2.2.14. Ask and requesting, thanking, asking for repetition / using a range of basic
answer basic personal clarification, offering help, taking leave, etc.) functional exponents for
information Informal assessment could involve a star chart, interpersonal
questions, as well as with points for learners who use L2 regularly.
simple questions Reading
conversations in
about other people, • Reading a list of words in a Venn diagram and everyday contexts,
animals, and understanding the meaning. (Example: Venn providing speech is
possessions, provided diagram: Dog/Cat. Task: slow and clear. Learners
the interaction is slow Read a sentence and tick yes/no. Sentence: can request repetition or
and clear. (Example: Dogs and cats have tails , etc.)
Where do you live?
clarification, and can

Do you have a • Matching a simple short text to the correct react appropriately to
bicycle?, etc.) plan. (Example: Text: a short simple description responses received. (I.3)
EFL.2.2.16. Say when about a zoo: The giraffes are next to the pandas.
they do not Plan: a simple map of the zoo, etc.)
understand and ask • Reading a short simple text and coloring a
for slower or clearer simple bar chart. (Example: a description of
repetition where some children’s favorite ice cream. Task: color
required. (Example: the chart accordingly, etc.)
Sorry? Could you say Writing
that again, etc.) • Having learners complete a short simple
EFL.2.2.17. React questionnaire about themselves. Learners read
appropriately to what open-ended questions and write the answers on
others say using the form. (Example: What time do you get up?
verbal/non-verbal What time do you go to school? At 6 o’clock,
back channeling, or etc.)
by asking further • Interviewing a partner, asking yes/no questions
simple questions to and writing yes/no on the survey form.
extend the interaction. (Example: Do you live in an apartment? Yes,
(Example: express etc.)
interest using facial • Writing a variety of simple text types, using
expression or simple the appropriate language and layout:
words with • Listen to a URL address and write it down.
appropriate (Example: www.cambridge.org, etc.) CE.EFL.2.15. Learn to read
intonation: Oh!, Yes! • Write your own email address or invent one. graphs, diagrams, charts, and
Thanks. And you? (Example: mydog@gmail.com for your pet, other kinds of graphic
etc.) etc.) organizer. Demonstrate
EFL.2.3.6. • Write a simple print/online message to a friend understanding of a text
Understand the for their birthday. (Example: Happy Valentine’s presented in the form of a
content of a simple Day, Juan!, Have a wonderful birthday, Kate!, graphic organizer (both print
graphic organizer etc.) and digital).
(online or print). Language through the Arts
(Example, Venn • Working on a project in small groups of 4-5
Diagrams, charts, and and discussing what the group is doing well and
labeled diagrams.) what it could do to improve.
EFL.2.4.8. Complete • Brainstorming ideas for a writing project
a basic survey or a together as a class, using a graphic organizer. can use simple graphic
questionnaire by • Creating a product for another class and organizers to show that
providing personal making a short advertisement that could be used they can understand a
details. to sell the product.

EFL.2.4.9. Write a • Playing games in class or doing puzzles. short simple text.
variety of short simple • Discussing mistakes and how learners (and all (Example: maps,
text types, commonly humans) can learn from them.
used in print and
diagrams, bar charts,
online, with Venn diagrams, etc.)
appropriate language (I.4)
and layout. (Example:
write a greeting on a
birthday card, name
and address on an CE.EFL.2.20. Complete a
envelope, a URL for a simple survey form or
website, an email questionnaire by providing
address, etc.) personal details. Write a
EFL.2.5.9. Use variety of simple written text
creative thinking types, used in print or online,
skills to learn how to with appropriate layout and
share and respect all language. (Examples:
ideas through message on a greeting card,
brainstorming name and address on an
activities and pair envelope, an email address,
work in class. etc.)
can write information in
questionnaire, and can
type or write some
simple digital text-
types, such as a URL
and an email address.
(I.3)

CE.EFL.2.25. Implement a
range of creative thinking
skills to show a respect for
sharing and accepting
different ideas in brainstorms
and pair work.
can utilize a range of
creative thinking skills
to show a respect for
different ideas while
working in pairs and
through brainstorms.
(J.3, S.4)
6. EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5. Model turn-
LESSON 15: Can Students learn to: ask and answer Communicate to • Role-playing and participating in short taking and ways to express to
you questions about ability peers and teacher dialogues. others when something is not
sing? Students learn to: state their when something is not • Playing games that practice classroom understood to improve
LESSON 16: I’m mood and the speed at which
happy.
understood in class language and turn-taking. comprehension and/or
PHONICS: Ww
they can move through the use of • Singing songs or chants that practice helpful intelligibility in
Students learn to: recognize, simple basic language. conversations. 6 weeks
Xx
Yy Zz pronounce, and form the letters questions. • Working in pairs and groups on a small
Ww through Zz; identify anchor EFL.2.1.10. project.
words for each letter Recognize when to Oral Communication: (Listening and I.EFL.2.5.1. Learners
speak and when to Speaking) can apply turn-taking
listen while working • Conducting a conversation with the teacher
in pairs or small and learner playing two characters using masks
and ways to express to
groups in class by or hand puppets. The learner may be given the others when something
following classroom character’s details or invent them. (Example: is not understood in
instructions and name, age, favorite color, etc.) The student’s short conversations.
simple commands. character could introduce other puppets or (J.3, S.1, S.4)
EFL.2.2.13. request permission to do something. (Example:
Understand and use This is Sebastian. He’s 11. Can I borrow a CE.EFL.2.10. Interaction –
basic greetings, leave- pencil, please?, etc.) Interpersonal: Participate

taking expressions, • Doing a mingle activity where learners meet effectively in basic
and other simple and greet each other and ask and answer simple interpersonal interactions in
everyday phrases to questions. Observing to see whether the learner everyday contexts,
facilitate can interact effectively, and whether they are provided the interlocutor
interpersonal able to ask for repetition when required, and / or speaks slowly and clearly.
interaction, to react appropriately to responses received. (Example: requesting,
introduce others, and (Example: Find someone who…. Do you have a introducing, responding, etc.)
to name things. red car? Yes?
(Example: Thank- Great! – writes down name of person.) I.EFL.2.10.1. Learners
you, Can I help you? • Establishing a clear expectation of English use can interact effectively
This is [name], etc.) for classroom functions. (Example: greeting,
EFL.2.2.14. Ask and requesting, thanking, asking for repetition /
using a range of basic
answer basic personal clarification, offering help, taking leave, etc.) functional exponents for
information Informal assessment could involve a star chart, interpersonal
questions, as well as with points for learners who use L2 regularly. conversations in
simple questions Reading everyday contexts,
about other people, • Reading a list of words in a Venn diagram and
animals, and understanding the meaning. (Example: Venn
providing speech is
possessions, provided diagram: Dog/Cat. Task: slow and clear. Learners
the interaction is slow Read a sentence and tick yes/no. Sentence: can request repetition or
and clear. (Example: Dogs and cats have tails , etc.) clarification, and can
Where do you live? • Matching a simple short text to the correct react appropriately to
Do you have a plan. (Example: Text: a short simple description
bicycle?, etc.) about a zoo: The giraffes are next to the pandas.
responses received. (I.3)
EFL.2.2.16. Say when Plan: a simple map of the zoo, etc.)
they do not • Reading a short simple text and coloring a
understand and ask simple bar chart. (Example: a description of
for slower or clearer some children’s favorite ice cream. Task: color
repetition where the chart accordingly, etc.)
required. (Example: Writing
Sorry? Could you say • Having learners complete a short simple
that again, etc.) questionnaire about themselves. Learners read
EFL.2.2.17. React open-ended questions and write the answers on
appropriately to what the form. (Example: What time do you get up?
others say using What time do you go to school? At 6 o’clock,
verbal/non-verbal etc.)
back channeling, or • Interviewing a partner, asking yes/no questions
by asking further and writing yes/no on the survey form.
simple questions to

extend the interaction. (Example: Do you live in an apartment? Yes,

(Example: express etc.)
interest using facial • Writing a variety of simple text types, using
expression or simple the appropriate language and layout:
words with • Listen to a URL address and write it down.
appropriate (Example: www.cambridge.org, etc.) CE.EFL.2.15. Learn to read
intonation: Oh!, Yes! • Write your own email address or invent one. graphs, diagrams, charts, and
Thanks. And you? (Example: mydog@gmail.com for your pet, other kinds of graphic
etc.) etc.) organizer. Demonstrate
EFL.2.3.6. • Write a simple print/online message to a friend understanding of a text
Understand the for their birthday. (Example: Happy Valentine’s presented in the form of a
content of a simple Day, Juan!, Have a wonderful birthday, Kate!, graphic organizer (both print
graphic organizer etc.) and digital).
(online or print). Language through the Arts
(Example, Venn • Working on a project in small groups of 4-5
Diagrams, charts, and and discussing what the group is doing well and
labeled diagrams.) what it could do to improve. I.EFL.2.15.1. Learners
EFL.2.4.8. Complete • Brainstorming ideas for a writing project can use simple graphic
a basic survey or a together as a class, using a graphic organizer.
questionnaire by • Creating a product for another class and
organizers to show that
providing personal making a short advertisement that could be used they can understand a
details. to sell the product. short simple text.
EFL.2.4.9. Write a • Playing games in class or doing puzzles. (Example: maps,
variety of short simple • Discussing mistakes and how learners (and all diagrams, bar charts,
text types, commonly humans) can learn from them.
used in print and
Venn diagrams, etc.)
online, with (I.4)
appropriate language
and layout. (Example:
write a greeting on a
birthday card, name CE.EFL.2.20. Complete a
and address on an simple survey form or
envelope, a URL for a questionnaire by providing
website, an email personal details. Write a
address, etc.) variety of simple written text
EFL.2.5.9. Use types, used in print or online,
creative thinking with appropriate layout and
skills to learn how to language. (Examples:
share and respect all message on a greeting card,

ideas through name and address on an

brainstorming envelope, an email address,
activities and pair etc.)
work in class.
can write information in
questionnaire, and can
type or write some
simple digital text-
types, such as a URL
and an email address.
(I.3)
CE.EFL.2.25. Implement a
range of creative thinking
skills to show a respect for
different ideas in brainstorms
and pair work.
can utilize a range of
creative thinking skills
to show a respect for
different ideas while
working in pairs and

through brainstorms.
(J.3, S.4)
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
• Ministerio de educacion, julio de 2016. Teacher´s book. Pre A11 It will use the English Book Pre A1.1, the which is directed to 2th,
• Muñoz, O. J. (2015). TEACHER´S BOOK - LEVEL 1. Quito: Norma. 3th and 4th of EGB.
• Villalba, J., & Rosero, I. (Septiembre de 2012). Ministerio de Educación del Ecuador - MinEduc. Obtenido de http://educacion.gob.ec/wp-
content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): Ing. Jaime Patricio Lliguicota NAME: NAME:
Signature: Signature: Signature:
Date: Monday, May 23rd, 2016 Date: Date:

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“UNIDAD EDUCATIVA SINAÍ” HIGH SCHOOL 2016 - 2017

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Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

visual aids, or sound Language through the Arts and handwriting /

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

capitalization, and class or school bulletin

Educamos para tener Patria

Educamos para tener Patria

English rhythm and clarity of sounds, production of phonemes,

Educamos para tener Patria

Educamos para tener Patria

text to create a new text.

Educamos para tener Patria

opportunities to • Running a mingle activity where each learner sentences. Responses

Educamos para tener Patria

EFL.2.5.8. Produce (Example: www.cambridge.org, etc.) message on a greeting card,

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

extend the interaction. (Example: Do you live in an apartment? Yes,

Educamos para tener Patria

ideas through name and address on an

Educamos para tener Patria

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

Educamos para tener Patria

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