7th Grado de Educación General Básica-Subnivel Medio

2016-2017
 SCHOOL YEAR:

2016 - 2017

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject: English
Teacher’s Name
Target Group: 7th Level: A1.2.
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and incidentals Total class weeks Total periods
3 6 2 periods 36 108
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 thoughtful and O.EFL 3.1. Identify the main ideas and some details of written and oral texts, in order to interact with and to
inquisitive manner, maturely, and openly experiencing other cultures and languages from the develop an approach of critical inquiry to a variety of texts.
secure standpoint of their own national and cultural identity. O.EFL 3.2. Assess and appreciate English as an international language, as well as the skills and subskills that
OG.EFL.2. Draw on this established propensity for curiosity and tolerance towards different contribute to communicative and pragmatic competence.
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
OG.EFL.3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical information.
thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of O.EFL 3.4. Develop creative and critical thinking skills to foster problem solving and independent learning using
their own L1 and of language use for communication and learning. both spoken and written English.
OG.EFL.4. Deploy a range of learning strategies, thereby increasing disposition and ability to O.EFL 3.5. Use print and digital tools and resources to investigate real-world issues, answer questions or solve
independently access further (language) learning and practice opportunities. Respect themselves problems.
and others within the communication process, cultivating habits of honesty and integrity into O.EFL 3.6. Read and write short descriptive and informative texts related to personal information or familiar topics
responsible academic behavior. and use them as a means of communication and written expression of thought.
OG.EFL.5. Directly access the main points and important details of up to date English language O.EFL 3.7. Appreciate the use of English language through spoken and written literary texts such as poems,
texts, such as those published on the web, for professional or general investigation, through the rhymes, chants, songs, games and graphic short stories in order to foster imagination, curiosity and memory, while
efficient use of ICT and reference tools where required. developing a taste for oral and written literary texts.
OG.EFL.6. Through selected media, participate in reasonably extended spoken or written dialogue O.EFL 3.8. Demonstrate an ability to interact with written and spoken texts, in order to explore creative writing as
with peers from different L1 backgrounds on work, study, or general topics of common interest, an outlet to personal expression and intercultural competence.
expressing ideas and opinions effectively and appropriately. O.EFL 3.9. Be able to interact in English using basic, frequently used expressions and short phrases in familiar and
OG.EFL .7. Interact quite clearly, confidently, and appropriately in a range of formal and informal personalized contexts, demonstrating a limited but effective command of the spoken language in simple and
social situations with a limited but effective command of the spoken language (CEFR B1 level). 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: Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, responsibility, honesty,
respect, love, peace, justice, innovation, etc.

5. DEVELOPMENT OF PLANNING UNITS.

Nº Name of the unit Specific objectives of the Contents Methodology orientation Evaluation Time in weeks
planning unit
 Students learn to: EFL 3.1.7. Demonstrate  Communication and Cultural Awareness Evaluation criteria:
greet; introduce appropriate classroom  Creating a poster of class rules. CE.EFL.3.2. Recognize and
behaviors by participating in exhibit responsible behaviors at
themselves and  Practicing the use of expressions of
small group or whole class home, at school and towards the
others; ask and tell politeness during collaborative pair and
discussions. (Example: being environment.
someone’s name. courteous, respecting the small group work. CE.EFL.3.8. Production –
 Global Benchmarks: person and property of  Adding expressions of politeness to Accuracy and Intelligibility:
Students can: others, etc.) dialogues. Communicate needs clearly in
respond to spoken EFL 3.2.8. Spell out key  Brainstorming ways to help others, at class by asking questions or
word non-verbally; vocabulary items using the requesting clarification.
school and in the community.
English alphabet. (Example: Demonstrate acquisition of skills
recognize own name;
names, colors, animals,  Oral Communication: (Listening and taught in class, such as being
greet, say please and Speaking)
possessions, etc.) able to spell out words or use
thank you with EFL 3.3.10. Follow short  Conducting a class spelling bee. some grammatical structures
prompting; repeat instructions illustrated  Reading (albeit with frequent errors)
modeled sentences; through step-by-step visuals  Following the steps in a class game. CE.EFL.3.11. Demonstrate
convey meaning in simple experiments and comprehension of most of the
1. WELCOME TO (Example: do a class Scavenger Hunt, 6
through personal projects. (Example: simple details of a short simple online or
play a reading comprehension board
STARSHIP ENGLISH drawings.
science experiments, print text and follow short
instructions for an art game, etc.) instructions in simple
 Students learn to: project, etc.)  Putting steps in a recipe in the correct experiments and projects if
introduce family EFL 3.4.1. Make a simple order. illustrated through step-by-step
members; formally learning resource in order to  Writing visuals.
greet; ask and record and practice new CE.EFL.3.16. Create a simple
 Creating a class picture dictionary and
answer questions to words. (Example: a picture learning resource in order to
dictionary, a word list, set of adding entries by writing definitions of record and practice new words
identify family new words or drawing a picture to
flashcards, etc.). and demonstrate knowledge of
members. illustrate the meaning.
EFL 3.5.2. Create picture their meanings.
 Global Benchmarks: books and/or other graphic  Writing new words and phrases in a CE.EFL.3.22. Design and produce
Students can: expressions in pairs in class vocabulary notebook. picture books, graphic
recognize own name by varying scenes, expressions and/or personal
 Language through the Arts
accompanied by characters or other stories by varying elements of
elements of literary texts.  Illustrating a piece of writing. literary texts and adding
photo; differentiate
imaginative details to real-life
one
 object/picture/letter/ EFL 3.5.6. Work in groups to  Brainstorming a list of questions and stories and situations in order to
word from another; create a brainstorm and/or responses learners can use during create new, original texts.
respond to visual draw a mind map to literature circles or small group CE.EFL.3.24. Organize ideas and
describe and organize ideas relevant information from
cues/gestures/object discussions. (Example: Who is your
or organize useful literary texts using group or class
s to make a choice information from literary favorite character? Why? Which story brainstorms and/or mind maps
verbally or non- texts. do you like better, A or B?, etc.) in order to enhance collaborative
verbally. responses to literature.
 Students learn to:
recognize and Indicators for the performance
pronounce words criteria:
I.EFL.3.2.1. Learners can say
with the short /a/
ways to take care of the
and long /a/ sounds. environment and one’s
 Global Benchmarks: surroundings. Learners can
Students can: identify and exhibit socially
distinguish between, responsible behaviors at home,
identify, or repeat at school and towards the
environment. (J.3, S.1)
sounds.
I.EFL.3.8.1. Learners can ask
others to repeat themselves or to
say something in a different way
and ask for common classroom
needs. Learners can spell out
words in English and can
describe matters of immediate
need or interest using some
grammatical structures
practiced in class (although
there may be errors with tenses,
personal pronouns, prepositions,
etc.). (I.3, J.4)
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)
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)
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)
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)

• Students learn how EFL 3.1.7. Demonstrate  Communication and Cultural Awareness Evaluation criteria:
to: name pets, appropriate classroom  Creating a poster of class rules. CE.EFL.3.2. Recognize and
describe behaviors by participating in exhibit responsible behaviors at
 Practicing the use of expressions of
characteristics and small group or whole class home, at school and towards the
politeness during collaborative pair and
emotions using pets. discussions. (Example: being environment.
• Global Benchmarks: courteous, respecting the small group work. CE.EFL.3.8. Production –
Students can: person and property of  Adding expressions of politeness to Accuracy and Intelligibility:
distinguish between, others, etc.) dialogues. Communicate needs clearly in
2. identify, or repeat EFL 3.2.8. Spell out key  Brainstorming ways to help others, at class by asking questions or 6
IS SHE HAPPY? sounds; respond to vocabulary items using the requesting clarification.
school and in the community.
sign language or English alphabet. (Example: Demonstrate acquisition of skills
symbols; respond to names, colors, animals,  Oral Communication: (Listening and taught in class, such as being
basic questions possessions, etc.) Speaking) able to spell out words or use
through facial EFL 3.3.10. Follow short  Conducting a class spelling bee. some grammatical structures
expression and instructions illustrated  Reading (albeit with frequent errors)
gestures, with through step-by-step visuals CE.EFL.3.11. Demonstrate
prompting use one or in simple experiments and comprehension of most of the
 more words to projects. (Example: simple  Following the steps in a class game. details of a short simple online or
respond to simple science experiments, (Example: do a class Scavenger Hunt, print text and follow short
questions; make instructions for an art play a reading comprehension board instructions in simple
marks on paper with project, etc.) experiments and projects if
game, etc.)
a range of materials. EFL 3.4.1. Make a simple illustrated through step-by-step
• Students learn to: learning resource in order to  Putting steps in a recipe in the correct visuals.
recognize and record and practice new order. CE.EFL.3.16. Create a simple
pronounce words words. (Example: a picture  Writing learning resource in order to
with the short /e/ and dictionary, a word list, set of  Creating a class picture dictionary and record and practice new words
long /e/ sounds. flashcards, etc.). adding entries by writing definitions of and demonstrate knowledge of
• Global Benchmarks: EFL 3.5.2. Create picture their meanings.
new words or drawing a picture to
Students can: books and/or other graphic CE.EFL.3.22. Design and produce
distinguish between, expressions in pairs in class illustrate the meaning. picture books, graphic
identify, or repeat by varying scenes,  Writing new words and phrases in a expressions and/or personal
sounds. characters or other vocabulary notebook. stories by varying elements of
elements of literary texts.  Language through the Arts literary texts and adding
EFL 3.5.6. Work in groups to  Illustrating a piece of writing. imaginative details to real-life
create a brainstorm and/or stories and situations in order to
draw a mind map to  Brainstorming a list of questions and create new, original texts.
describe and organize ideas responses learners can use during CE.EFL.3.24. Organize ideas and
or organize useful literature circles or small group relevant information from
information from literary discussions. (Example: Who is your literary texts using group or class
texts. favorite character? Why? Which story brainstorms and/or mind maps
do you like better, A or B?, etc.) in order to enhance collaborative
responses to literature.

Indicators for the performance

criteria:
I.EFL.3.2.1. Learners can say
ways to take care of the
environment and one’s
surroundings. Learners can
identify and exhibit socially
responsible behaviors at home,
at school and towards the
environment. (J.3, S.1)
I.EFL.3.8.1. Learners can ask
others to repeat themselves or to
say something in a different way
and ask for common classroom
needs. Learners can spell out
words in English and can
describe matters of immediate
need or interest using some
grammatical structures
practiced in class (although
there may be errors with tenses,
personal pronouns, prepositions,
etc.). (I.3, J.4)
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)
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)
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)
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)
 • Students learn how EFL 3.1.2. Recognize ways to  Communication and Cultural Awareness Evaluation criteria:
to: offer food and relate responsibly to one’s  Completing and illustrating statements CE.EFL.3.2. Recognize and
drink; politely accept surroundings at home and about socially responsible behaviors. exhibit responsible behaviors at
and decline offers of at school by exhibiting home, at school and towards the
(Example: If you see old people on a bus,
food and drink; responsible behaviors environment.
politely express towards the environment. you can…) CE.EFL.3.10. Interaction –
preferences using (Example: chores at home,  Choosing pictures that demonstrate Interpersonal: Participate
want. recycling, etc.) responsibility (wearing a helmet when effectively in familiar and
• Global Benchmarks: EFL 3.2.9. React riding a bike, crossing the street at a predictable conversational
Students can: appropriately to what crosswalk, etc.) and/or crossing out exchanges by sharing
respond to spoken others say using verbal/non- information and reacting
pictures of actions that are not socially
word non-verbally; verbal back-channeling, or appropriately in basic
differentiate one by asking further simple responsible (throwing litter on the interpersonal interactions.
object/picture/letter/ questions to extend the street, wasting water, etc.) CE.EFL.3.11. Demonstrate
word from another; interaction. (Example:  Oral Communication: (Listening and comprehension of most of the
greet, say please and express interest using facial Speaking) details of a short simple online or
thank you with expression or simple words  Giving learners language prompts to print text and follow short
prompting; repeat with appropriate intonation: instructions in simple
use during pair/group work. (Example:
modeled sentences; Oh! Yes! Thanks. And you? experiments and projects if
convey meaning etc.) What do you think? I agree/disagree. I illustrated through step-by-step
3. I WANT JUICE, PLEASE through personal EFL 3.3.10. Follow short think we need to…, It’s your turn to say visuals. 6
drawings. instructions illustrated the answer, etc.) CE.EFL.3.16. Create a simple
• Students learn how through step-by-step visuals  Reading learning resource in order to
to: label rooms and in simple experiments and  Following the steps in a class game. record and practice new words
describe their projects. (Example: simple and demonstrate knowledge of
(Example: do a class Scavenger Hunt,
location within the science experiments, their meanings.
home; ask and instructions for an art play a reading comprehension board CE.EFL.3.22. Design and produce
answer questions project, etc.) game, etc.) picture books, graphic
about where rooms EFL 3.4.1. Make a simple  Putting steps in a recipe in the correct expressions and/or personal
are located. learning resource in order to order. stories by varying elements of
• Global Benchmarks: record and practice new  Writing literary texts and adding
• Students can: respond words. (Example: a picture imaginative details to real-life
 Creating a class picture dictionary and
to simple questions dictionary, a word list, set of stories and situations in order to
or directions flashcards, etc.). adding entries by writing definitions of create new, original texts.
supported by visual EFL 3.5.2. Create picture new words or drawing a picture to CE.EFL.3.24. Organize ideas and
cues/ gestures/ books and/or other graphic illustrate the meaning. relevant information from
objects; understand expressions in pairs in class  Writing new words and phrases in a literary texts using group or class
basic concepts of by varying scenes, vocabulary notebook. brainstorms and/or mind maps
print e.g. front and characters or other in order to enhance collaborative
 Language through the Arts
back; left to right; elements of literary texts. responses to literature.
turns pages; make a  Illustrating a piece of writing.
 request through EFL 3.5.6. Work in groups to  Brainstorming a list of questions and Indicators for the performance
visual cues/gestures/ create a brainstorm and/or responses learners can use during criteria:
objects; begin to join draw a mind map to literature circles or small group I.EFL.3.2.1. Learners can say
in with a familiar describe and organize ideas ways to take care of the
discussions. (Example: Who is your
rhyme or story; hold or organize useful environment and one’s
writing tools information from literary favorite character? Why? Which story surroundings. Learners can
effectively. texts. do you like better, A or B? etc.) identify and exhibit socially
• Students learn to: responsible behaviors at home,
recognize and at school and towards the
pronounce words environment. (J.3, S.1)
with the short /i/ and I.EFL.3.10.1. Learners can use
long /i/ sounds. backchanneling to react
• Global Benchmarks: appropriately to what others say
Students can: about familiar topics in
distinguish between, predictable, everyday situations
identify, or repeat and when carrying out pair work
sounds. for a specific task in class.
Learners can ask questions to
extend an interpersonal
interaction. (I.3, J.3)
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)
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)
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)
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)

• Students learn how EFL 3.1.2. Recognize ways to  Communication and Cultural Awareness Evaluation criteria:
to: name toys; ask relate responsibly to one’s  Completing and illustrating statements CE.EFL.3.2. Recognize and
and answer surroundings at home and about socially responsible behaviors. exhibit responsible behaviors at
questions about toys. at school by exhibiting home, at school and towards the
(Example: If you see old people on a bus,
• Global Benchmarks: responsible behaviors environment.
Students can: follow towards the environment. you can…) CE.EFL.3.10. Interaction –
a single step routine (Example: chores at home,  Choosing pictures that demonstrate Interpersonal: Participate
instruction; respond recycling, etc.) responsibility (wearing a helmet when effectively in familiar and
non-verbally to staff EFL 3.2.9. React riding a bike, crossing the street at a predictable conversational
and other children appropriately to what crosswalk, etc.) and/or crossing out exchanges by sharing
within the classroom others say using verbal/non- information and reacting
pictures of actions that are not socially
setting; with verbal back-channeling, or appropriately in basic
prompting use one or by asking further simple responsible (throwing litter on the interpersonal interactions.
more words to questions to extend the street, wasting water, etc.) CE.EFL.3.11. Demonstrate
HOW MANY ROBOTS
4. respond to simple interaction. (Example:  Oral Communication: (Listening and comprehension of most of the 6
DO YOU HAVE? questions; make express interest using facial Speaking) details of a short simple online or
marks on paper with expression or simple words  Giving learners language prompts to print text and follow short
a range of materials. with appropriate intonation: instructions in simple
use during pair/group work. (Example:
• Students learn to: Oh! Yes! Thanks. And you? experiments and projects if
recognize and etc.) What do you think? I agree/disagree. I illustrated through step-by-step
pronounce words EFL 3.3.1. Understand most think we need to…, It’s your turn to say visuals.
with the short /o/ of the details of the content the answer, etc.) CE.EFL.3.16. Create a simple
and long /o/ sounds. of a short simple text (online  Reading learning resource in order to
• Global Benchmarks: or print)  Completing gaps from a reading using record and practice new words
Students can: EFL 3.4.1. Make a simple and demonstrate knowledge of
words from a box.
distinguish between, learning resource in order to their meanings.
identify, or repeat record and practice new  Reading a paragraph about a familiar CE.EFL.3.22. Design and produce
sounds. words. (Example: a picture content area subject and then picture books, graphic
expressions and/or personal
dictionary, a word list, set of
flashcards, etc.).
EFL 3.5.2. Create picture
books and/or other graphic
expressions in pairs in class
by varying scenes,
characters or other
elements of literary texts.
EFL 3.5.6. Work in groups to
create a brainstorm and/or
draw a mind map to
describe and organize ideas
or organize useful
information from literary
texts.
correcting in-correct sentences.
(Example: Venus is a star planet, etc.)
 Writing
 Creating a class picture dictionary and
adding entries by writing definitions of
new words or drawing a picture to
illustrate the meaning.
 Writing new words and phrases in a
vocabulary notebook.
 Language through the Arts
 Illustrating a piece of writing.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions. (Example: Who is your
favorite character? Why? Which story
do you like better, A or B? etc.)
stories by varying elements of
literary texts and adding
imaginative details to real-life
stories and situations in order to
create new, original texts.
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.
Indicators for the performance
criteria:
I.EFL.3.2.1. Learners can say
ways to take care of the
environment and one’s
surroundings. Learners can
identify and exhibit socially
responsible behaviors at home,
at school and towards the
environment. (J.3, S.1)
I.EFL.3.10.1. Learners can use
backchanneling 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)
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)
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)
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)
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)

• Students learn how EFL 3.1.5. Describe, read  Communication and Cultural Awareness Evaluation criteria:
to: ask for and tell the about, participate in or  Listening to a poem or short story and CE.EFL.3.3. Interact with others
time; name daily recommend a favorite writing a short recommendation for a using a variety of both verbal
activities associated activity, book, song or other and nonverbal communication
learner in another class.
with certain times of interest to various features and express likes and
the day. audiences. (Example: peers,  Talking in pairs about a video that dislikes while giving
• Global Benchmarks: other classes, teachers, learners have watched. recommendations in basic yet
WHAT TIME IS IT, Students can: show other adults, etc.)  Oral Communication: (Listening and effective terms.
5. awareness of objects EFL 3.2.3. Record key items Speaking) CE.EFL.3.7. Listening for 6
PLEASE? of reference e.g. of specific information from Information: Follow and identify
 Listening to instructions for a short task
music signifies tidy up a heard message or key information in short
and carrying them out. (Example: First
time; recognize a description, either in written straightforward audio texts
sequence; convey form or by drawing a put the dirt in the cup. Now put the seed related to areas of immediate
immediate needs picture. (Example: letters of in the dirt. Press down lightly. Give the need or interest, provided
using visual cues, the alphabet, numbers, seed water, etc.) vocabulary is familiar and visual
gestures, and quantities, prices and times, support is present, and use these
objects; repeat
 modeled sentences; days, dates and months,  Listening to a short text and spoken contributions as models
convey meaning etc.) demonstrating understanding of it for their own.
through personal EFL 3.3.1. Understand most using an accompanying graphic CE.EFL.3.11. Demonstrate
drawings. of the details of the content comprehension of most of the
organizer. (Example: completing a Venn
• Students learn how of a short simple text (online details of a short simple online or
to: ask and answer or print) diagram of differences between whales print text and follow short
questions about EFL 3.4.1. Make a simple and sharks, etc.) instructions in simple
birthdays and age; learning resource in order to  Reading experiments and projects if
express birthday record and practice new  Completing gaps from a reading using illustrated through step-by-step
greetings; give and words. (Example: a picture words from a box. visuals.
receive a gift; name dictionary, a word list, set of CE.EFL.3.16. Create a simple
 Reading a paragraph about a familiar
birthday party items. flashcards, etc.). learning resource in order to
• Global Benchmarks: EFL 3.5.2. Create picture content area subject and then record and practice new words
Students can: keep a books and/or other graphic correcting in-correct sentences. and demonstrate knowledge of
steady beat; expressions in pairs in class (Example: Venus is a star planet, etc.) their meanings.
differentiate one by varying scenes,  Writing CE.EFL.3.22. Design and produce
object/picture/letter/ characters or other  Creating a class picture dictionary and picture books, graphic
word from another; elements of literary texts. expressions and/or personal
adding entries by writing definitions of
greet, say please and EFL 3.5.6. Work in groups to stories by varying elements of
thankyou with create a brainstorm and/or new words or drawing a picture to literary texts and adding
prompting; make a draw a mind map to illustrate the meaning. imaginative details to real-life
request through describe and organize ideas  Writing new words and phrases in a stories and situations in order to
visual or organize useful vocabulary notebook. create new, original texts.
cues/gestures/object information from literary  Language through the Arts CE.EFL.3.24. Organize ideas and
s; begin to join in with texts. relevant information from
 Illustrating a piece of writing.
a familiar rhyme or literary texts using group or class
story; hold writing  Brainstorming a list of questions and brainstorms and/or mind maps
tools effectively. responses learners can use during in order to enhance collaborative
• Students learn to: literature circles or small group responses to literature.
recognize and discussions. (Example: Who is your
pronounce words favorite character? Why? Which story
with the short /u/ Indicators for the performance
do you like better, A or B? etc.)
and long /u/ sounds. criteria:
• Global Benchmarks: I.EFL.3.3.1. Learners can employ
Student scan: a range of verbal and nonverbal
distinguish between, communication features to
identify, or repeat express likes and dislikes and can
sounds. give recommendations in basic
yet effective terms. (I.3, S.4)
I.EFL.3.7.1. Learners can record
and identify key information
from a spoken message of
immediate need or interest
when the message contains
frequently used expressions and
visual support. (Example: rules
for a game, classroom
instructions, a dialogue in a
scene from a cartoon or movie,
etc.) Learners can use other
classmate’s contributions in
class as models for their own.
(I.2, I.3)
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)
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)
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)
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

• Students learn how EFL 3.1.5. Describe, read
to: ask and tell about about, participate in or
weather; identify recommend a favorite
seasons; ask and tell activity, book, song or other
about seasons and interest to various
preferred activities. audiences. (Example: peers,
• Global Benchmarks: other classes, teachers,
• Students can: respond other adults, etc.)
to simple questions EFL 3.2.3. Record key items
or directions of specific information from
supported by visual a heard message or
cues/gestures/ description, either in written
objects; differentiate form or by drawing a
one object / picture / picture. (Example: letters of
letter/word from the alphabet, numbers,
another; respond to quantities, prices and times,
basic questions days, dates and months,
through facial etc.)
WHAT'S YOUR
6. expression and EFL 3.3.1. Understand most
FAVORITE SEASON? gestures; with of the details of the content
prompting use one or of a short simple text (online
more words to or print)
respond to simple EFL 3.4.1. Make a simple
questions; convey learning resource in order to
meaning through record and practice new
personal drawings. words. (Example: a picture
dictionary, a word list, set of
flashcards, etc.).
EFL 3.5.2. Create picture
books and/or other graphic
expressions in pairs in class
by varying scenes,
characters or other
elements of literary texts.
EFL 3.5.6. Work in groups to
create a brainstorm and/or
draw a mind map to
 Communication and Cultural Awareness
 Listening to a poem or short story and
writing a short recommendation for a
learner in another class.
 Talking in pairs about a video that
learners have watched.
 Oral Communication: (Listening and
Speaking)
 Listening to instructions for a short task
and carrying them out. (Example: First
put the dirt in the cup. Now put the seed
in the dirt. Press down lightly. Give the
seed water, etc.)
 Listening to a short text and
demonstrating understanding of it
using an accompanying graphic
organizer. (Example: completing a Venn
diagram of differences between whales
and sharks, etc.)
 Reading
 Completing gaps from a reading using
words from a box.
 Reading a paragraph about a familiar
content area subject and then
correcting in-correct sentences.
(Example: Venus is a star planet, etc.)
 Writing
 Creating a class picture dictionary and
adding entries by writing definitions of
new words or drawing a picture to
illustrate the meaning.
responses to literature through
process writing groups or
literature circles. (I.4, S.4, J.3)
Evaluation criteria:
CE.EFL.3.3. Interact with others
using a variety of both verbal
and nonverbal communication
features and express likes and
dislikes while giving
recommendations in basic yet
effective terms.
CE.EFL.3.7. Listening for
Information: Follow and identify
key information in short
straightforward audio texts
related to areas of immediate
need or interest, provided
vocabulary is familiar and visual
support is present, and use these
spoken contributions as models
for their own.
CE.EFL.3.11. Demonstrate 6
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.
CE.EFL.3.16. Create a simple
learning resource in order to
record and practice new words
and demonstrate knowledge of
their meanings.
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
describe and organize ideas  Writing new words and phrases in a
or organize useful vocabulary notebook.
information from literary  Language through the Arts
texts.
 Illustrating a piece of writing.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions. (Example: Who is your
favorite character? Why? Which story
do you like better, A or B? etc.)
stories and situations in order to
create new, original texts.
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.
Indicators for the performance
criteria:
I.EFL.3.3.1. Learners can employ
a range of verbal and nonverbal
communication features to
express likes and dislikes and can
give recommendations in basic
yet effective terms. (I.3, S.4)
I.EFL.3.7.1. Learners can record
and identify key information
from a spoken message of
immediate need or interest
when the message contains
frequently used expressions and
visual support. (Example: rules
for a game, classroom
instructions, a dialogue in a
scene from a cartoon or movie,
etc.) Learners can use other
classmate’s contributions in
class as models for their own.
(I.2, I.3)
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)
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)
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)
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)

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

MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum for Educación General Básica Elemental. Quito,
Ecuador:
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). Starship English Pre A1.2.
Quito, Ecuador.
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): NAME: NAME:
Signature: Signature: Signature:

Date: Date: Date:

 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name Area/Subject: English Target Group: 7th Parallel:

 Students learn to: greet; introduce

themselves and others; ask and tell
someone’s name.
 Global Benchmarks: Students can:
respond to spoken word non-verbally;
recognize own name; greet, say please
and thank you with prompting; repeat
modeled sentences; convey meaning
through personal drawings.
 Students learn to: introduce family
members; formally greet; ask and
answer questions to identify family
members.
Nº planning Specific objectives of
1 Name of the unit WELCOME TO STARSHIP  Global Benchmarks: Students can:
unit the planning unit
ENGLISH 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.
2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 3.1.7. Demonstrate appropriate classroom behaviors by participating in small group or whole class discussions. (Example: being courteous, respecting I.EFL.3.2.1. Learners can say ways to take
the person and property of others, etc.) care of the environment and one’s
EFL 3.2.8. Spell out key vocabulary items using the English alphabet. (Example: names, colors, animals, possessions, etc.) surroundings. Learners can identify and
EFL 3.3.10. Follow short instructions illustrated through step-by-step visuals in simple experiments and projects. (Example: simple science experiments, exhibit socially responsible behaviors at
instructions for an art project, etc.) home, at school and towards the
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture dictionary, a word list, set of flashcards, etc.). environment. (J.3, S.1)
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters or other elements of literary texts. I.EFL.3.8.1. Learners can ask others to
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or organize useful information from literary texts. repeat themselves or to say something in a
different way and ask for common
classroom needs. Learners can spell out
words in English and can describe matters
of immediate need or interest using some
grammatical structures practiced in class
(although there may be errors with tenses,
personal pronouns, prepositions, etc.). (I.3,
J.4)
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)
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)
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)
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)

TRANSVERSE AXES: The interculturality. PERIODS: 18 WEEK OF BEGINNING Week 1

Activities of evaluation / Skills /

Methodological strategies Resources Achievement indicators
instruments
 Communication and Cultural  English book 1. Say the name and last name. Diagnostic evaluation
Awareness  Colors 2. Spell different words. Instrument: Written tests
 Creating a poster of class rules.  Pencil 3. Know and spell the alphabet.
 Practicing the use of expressions of  Dictionary 4. Can ask the name to Friends.
Technique: Observation
 Pictures according the Technique: Self-assessment and
politeness during collaborative pair 5. Understand the members of the family. Coevaluación
topic
and small group work. 6. Can the word “who”.
 Adding expressions of politeness to 7. Know phonics (short a, long a) Evaluation summative
dialogues. Instrument: Written tests
 Brainstorming ways to help others, at
school and in the community.
 Oral Communication: (Listening and
Speaking)
 Conducting a class spelling bee.
 Reading
 Following the steps in a class game.
(Example: do a class Scavenger Hunt,
play a reading comprehension board
game, etc.)
 Putting steps in a recipe in the correct
order.
 Writing
 Creating a class picture dictionary
and adding entries by writing
definitions of new words or drawing a
picture to illustrate the meaning.
 Writing new words and phrases in a
vocabulary notebook.
 Language through the Arts
 Illustrating a piece of writing.
  Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions. (Example: Who is your
favorite character? Why? Which story
do you like better, A or B?, etc.)

3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name Area/Subject: English Target Group: 7th Parallel:

• 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
Nº planning Specific objectives of
2 Name of the unit or more words to respond to simple
unit IS SHE HAPPY? the planning unit
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.

2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 3.1.7. Demonstrate appropriate classroom behaviors by participating in small group or whole class discussions. (Example: being courteous, respecting I.EFL.3.2.1. Learners can say ways to take
the person and property of others, etc.) care of the environment and one’s
EFL 3.2.8. Spell out key vocabulary items using the English alphabet. (Example: names, colors, animals, possessions, etc.) surroundings. Learners can identify and
EFL 3.3.10. Follow short instructions illustrated through step-by-step visuals in simple experiments and projects. (Example: simple science experiments, exhibit socially responsible behaviors at
instructions for an art project, etc.) home, at school and towards the
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture dictionary, a word list, set of flashcards, etc.). environment. (J.3, S.1)
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters or other elements of literary texts. I.EFL.3.8.1. Learners can ask others to
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or organize useful information from literary texts. repeat themselves or to say something in a
different way and ask for common
 classroom needs. Learners can spell out
words in English and can describe matters
of immediate need or interest using some
grammatical structures practiced in class
(although there may be errors with tenses,
personal pronouns, prepositions, etc.). (I.3,
J.4)
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)
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)
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)
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)

TRANSVERSE AXES: The interculturality. PERIODS: 18 WEEK OF BEGINNING Week 7

Activities of evaluation / Skills /

Methodological strategies Resources Achievement indicators
instruments
 Communication and Cultural  English book 1. Know different pets. Diagnostic evaluation
Awareness  Colors 2. Understand the negative answers. Instrument: Written tests
 Creating a poster of class rules.  Pencil 3. Spell the pets.
 Dictionary 4. Knows and understand some adjectives.
Technique: Observation
 Pictures according the
  Practicing the use of expressions of topic 5. Recognize the numbers 1-20. Technique: Self-assessment and
politeness during collaborative pair 6. Know the days of the week. Coevaluación
and small group work. 7. Understand the time (morning, afternoon,
Evaluation summative
 Adding expressions of politeness to evening).
Instrument: Written tests
dialogues. 8. Know phonics (short e, long e)
 Brainstorming ways to help others, at
school and in the community.
 Oral Communication: (Listening and
Speaking)
 Conducting a class spelling bee.
 Reading
 Following the steps in a class game.
(Example: do a class Scavenger Hunt,
play a reading comprehension board
game, etc.)
 Putting steps in a recipe in the correct
order.
 Writing
 Creating a class picture dictionary
and adding entries by writing
definitions of new words or drawing a
picture to illustrate the meaning.
 Writing new words and phrases in a
vocabulary notebook.
 Language through the Arts
 Illustrating a piece of writing.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions. (Example: Who is your
favorite character? Why? Which story
do you like better, A or B?, etc.)

3. ADAPTED CURRICULUM
 Specification of Educational Needs Specification of the adapted material to be applied

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name Area/Subject: English Target Group: 7th Parallel:

• Students learn how to: offer food and

drink; politely accept and decline
offers of food and drink; politely
express preferences using want.
• Global Benchmarks: Students can:
respond to spoken word non-verbally;
differentiate one
object/picture/letter/ word from
another; greet, say please and thank
you with prompting; repeat modeled
sentences; convey meaning through
personal drawings.
• Students learn how to: label rooms and
describe their location within the
Nº planning Specific objectives of
unit
3 Name of the unit I WANT JUICE, PLEASE the planning unit
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.

2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 3.1.2. Recognize ways to relate responsibly to one’s surroundings at home and at school by exhibiting responsible behaviors towards the environment. I.EFL.3.2.1. Learners can say ways to take
(Example: chores at home, recycling, etc.) care of the environment and one’s
EFL 3.2.9. React appropriately to what others say using verbal/non-verbal back-channeling, or by asking further simple questions to extend the interaction. surroundings. Learners can identify and
(Example: express interest using facial expression or simple words with appropriate intonation: Oh! Yes! Thanks. And you? etc.) exhibit socially responsible behaviors at
EFL 3.3.10. Follow short instructions illustrated through step-by-step visuals in simple experiments and projects. (Example: simple science experiments, home, at school and towards the
instructions for an art project, etc.) environment. (J.3, S.1)
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture dictionary, a word list, set of flashcards, etc.). I.EFL.3.10.1. Learners can use
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters or other elements of literary texts. backchanneling to react appropriately to
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or organize useful information from literary texts. 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)
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)
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)
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)
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)

TRANSVERSE AXES: The interculturality. PERIODS: 18 WEEK OF BEGINNING Week 13

Activities of evaluation / Skills /

Methodological strategies Resources Achievement indicators
instruments
 Communication and Cultural  English book 1. Know some fruits. Diagnostic evaluation
Awareness  Colors 2. Understand the word “please”. Instrument: Written tests
 Completing and illustrating  Pencil 3. Understand the question “do you want?”
statements about socially responsible  Dictionary 4. Recognize some food.
Technique: Observation
 Pictures according the Technique: Self-assessment and
behaviors. (Example: If you see old 5. Know the articles “a/an”. Coevaluación
topic
people on a bus, you can…) 6. Know parts of the house.
 Choosing pictures that demonstrate 7. Know the word “where”. Evaluation summative
responsibility (wearing a helmet 8. Understand the possition (next to, between, Instrument: Written tests
when riding a bike, crossing the street opposite).
at a crosswalk, etc.) and/or crossing 9. Know phonics (short i, long i)
out pictures of actions that are not
socially responsible (throwing litter
on the street, wasting water, etc.)
 Oral Communication: (Listening and
Speaking)
 Giving learners language prompts to
use during pair/group work.
(Example: What do you think? I
agree/disagree. I think we need to…,
It’s your turn to say the answer, etc.)
 Reading
 Following the steps in a class game.
(Example: do a class Scavenger Hunt,
play a reading comprehension board
game, etc.)
 Putting steps in a recipe in the correct
order.
 Writing
  Creating a class picture dictionary
and adding entries by writing
definitions of new words or drawing a
picture to illustrate the meaning.
 Writing new words and phrases in a
vocabulary notebook.
 Language through the Arts
 Illustrating a piece of writing.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions. (Example: Who is your
favorite character? Why? Which story
do you like better, A or B? etc.)

3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name Area/Subject: English Target Group: 7th Parallel:

• Students learn how to: name toys; ask

and answer questions about toys.
• Global Benchmarks: Students 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
Nº planning HOW MANY ROBOTS DO Specific objectives of
4 Name of the unit questions; make marks on paper with
unit YOU HAVE? the planning unit
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.

2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 3.1.2. Recognize ways to relate responsibly to one’s surroundings at home and at school by exhibiting responsible behaviors towards the environment. I.EFL.3.2.1. Learners can say ways to take
(Example: chores at home, recycling, etc.) care of the environment and one’s
EFL 3.2.9. React appropriately to what others say using verbal/non-verbal back-channeling, or by asking further simple questions to extend the interaction. surroundings. Learners can identify and
(Example: express interest using facial expression or simple words with appropriate intonation: Oh! Yes! Thanks. And you? etc.) exhibit socially responsible behaviors at
EFL 3.3.1. Understand most of the details of the content of a short simple text (online or print) home, at school and towards the
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture dictionary, a word list, set of flashcards, etc.). environment. (J.3, S.1)
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters or other elements of literary texts. I.EFL.3.10.1. Learners can use
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or organize useful information from literary texts. backchanneling 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)
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)
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)
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)
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)

TRANSVERSE AXES: The interculturality. PERIODS: 18 WEEK OF BEGINNING Week 19

Activities of evaluation / Skills /

Methodological strategies Resources Achievement indicators
instruments
 Communication and Cultural  English book 1. Know the expression “how many”. Diagnostic evaluation
Awareness  Colors 2. Know colors. Instrument: Written tests
 Completing and illustrating  Pencil 3. Spell the colors.
statements about socially responsible  Dictionary 4. Know th numbers 20-100.
Technique: Observation
 Pictures according the Technique: Self-assessment and
behaviors. (Example: If you see old 5. Know the ordinal numbers. Coevaluación
topic
people on a bus, you can…) 6. Know phonics (short o, long o)
 Choosing pictures that demonstrate Evaluation summative
responsibility (wearing a helmet Instrument: Written tests
 when riding a bike, crossing the street
at a crosswalk, etc.) and/or crossing
out pictures of actions that are not
socially responsible (throwing litter
on the street, wasting water, etc.)
 Oral Communication: (Listening and
Speaking)
 Giving learners language prompts to
use during pair/group work.
(Example: What do you think? I
agree/disagree. I think we need to…,
It’s your turn to say the answer, etc.)
 Reading
 Completing gaps from a reading
using words from a box.
 Reading a paragraph about a familiar
content area subject and then
correcting in-correct sentences.
(Example: Venus is a star planet, etc.)
 Writing
 Creating a class picture dictionary
and adding entries by writing
definitions of new words or drawing a
picture to illustrate the meaning.
 Writing new words and phrases in a
vocabulary notebook.
 Language through the Arts
 Illustrating a piece of writing.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions. (Example: Who is your
favorite character? Why? Which story
do you like better, A or B? etc.)
3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name Area/Subject: English Target Group: 7th Parallel:

• Students learn how to: ask for and tell

the time; name daily activities
associated with certain times of the
day.
• Global Benchmarks: Students can:
show awareness of objects of
reference e.g. music signifies tidy up
time; recognize a sequence; convey
immediate needs using visual cues,
gestures, and objects; repeat modeled
sentences; convey meaning through
personal drawings.
• Students learn how to: ask and answer
questions about birthdays and age;
Nº planning Specific objectives of
unit
5 Name of the unit WHAT TIME IS IT, PLEASE? the planning unit
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
thankyou 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: Student scan:
distinguish between, identify, or
repeat sounds.

2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 3.1.5. Describe, read about, participate in or recommend a favorite activity, book, song or other interest to various audiences. (Example: peers, other I.EFL.3.3.1. Learners can employ a range of
classes, teachers, other adults, etc.) verbal and nonverbal communication
EFL 3.2.3. Record key items of specific information from a heard message or description, either in written form or by drawing a picture. (Example: letters features to express likes and dislikes and
of the alphabet, numbers, quantities, prices and times, days, dates and months, etc.) can give recommendations in basic yet
EFL 3.3.1. Understand most of the details of the content of a short simple text (online or print) effective terms. (I.3, S.4)
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture dictionary, a word list, set of flashcards, etc.). I.EFL.3.7.1. Learners can record and
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters or other elements of literary texts. identify key information from a spoken
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or organize useful information from literary texts. message of immediate need or interest
when the message contains frequently
used expressions and visual support.
(Example: rules for a game, classroom
instructions, a dialogue in a scene from a
cartoon or movie, etc.) Learners can use
other classmate’s contributions in class as
models for their own. (I.2, I.3)
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)
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)
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)
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)

TRANSVERSE AXES: The interculturality. PERIODS: 18 WEEK OF BEGINNING Week 25

Activities of evaluation / Skills /

Methodological strategies Resources Achievement indicators
instruments
 Communication and Cultural  English book 1. Know and understand the question “what time Diagnostic evaluation
Awareness  Colors is it?” Instrument: Written tests
 Listening to a poem or short story and  Pencil 2. Say the time.
writing a short recommendation for a  Dictionary 3. Know the time for (breakfast, lunch, dinner, go
Technique: Observation
 Pictures according the Technique: Self-assessment and
learner in another class. bed, go school). Coevaluación
topic
 Talking in pairs about a video that 4. Know the bithday’s date.
learners have watched. 5. Know the Word “when”. Evaluation summative
 Oral Communication: (Listening and 6. Know the months of the year. Instrument: Written tests
Speaking) 7. Spell simple words about birthday’s party.
 Listening to instructions for a short 8. Know phonics (short u, long u)
task and carrying them out.
(Example: First put the dirt in the cup.
Now put the seed in the dirt. Press
down lightly. Give the seed water,
etc.)
 Listening to a short text and
demonstrating understanding of it
using an accompanying graphic
organizer. (Example: completing a
Venn diagram of differences between
whales and sharks, etc.)
 Reading
 Completing gaps from a reading
using words from a box.
 Reading a paragraph about a familiar
content area subject and then
 correcting in-correct sentences.
(Example: Venus is a star planet, etc.)
 Writing
 Creating a class picture dictionary
and adding entries by writing
definitions of new words or drawing a
picture to illustrate the meaning.
 Writing new words and phrases in a
vocabulary notebook.
 Language through the Arts
 Illustrating a piece of writing.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions. (Example: Who is your
favorite character? Why? Which story
do you like better, A or B? etc.)

3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name Area/Subject: English Target Group: 7th Parallel:

• Students learn how to: ask and tell

about weather; identify seasons; ask
and tell about seasons and preferred
activities.
• Global Benchmarks:
• Students can: respond to simple
questions or directions supported by
Nº planning WHAT'S YOUR FAVORITE Specific objectives of
6 Name of the unit visual cues/gestures/ objects;
unit SEASON? the planning unit
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.
2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 3.1.5. Describe, read about, participate in or recommend a favorite activity, book, song or other interest to various audiences. (Example: peers, other I.EFL.3.3.1. Learners can employ a range of
classes, teachers, other adults, etc.) verbal and nonverbal communication
EFL 3.2.3. Record key items of specific information from a heard message or description, either in written form or by drawing a picture. (Example: letters features to express likes and dislikes and
of the alphabet, numbers, quantities, prices and times, days, dates and months, etc.) can give recommendations in basic yet
EFL 3.3.1. Understand most of the details of the content of a short simple text (online or print) effective terms. (I.3, S.4)
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture dictionary, a word list, set of flashcards, etc.). I.EFL.3.7.1. Learners can record and
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters or other elements of literary texts. identify key information from a spoken
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or organize useful information from literary texts. message of immediate need or interest
when the message contains frequently
used expressions and visual support.
(Example: rules for a game, classroom
instructions, a dialogue in a scene from a
cartoon or movie, etc.) Learners can use
 other classmate’s contributions in class as
models for their own. (I.2, I.3)
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)
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)
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)
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)

TRANSVERSE AXES: The interculturality. PERIODS: 18 WEEK OF BEGINNING Week 31

Activities of evaluation / Skills /

Methodological strategies Resources Achievement indicators
instruments
 Communication and Cultural  English book 1. Know the seasons. Diagnostic evaluation
Awareness  Colors 2. Understand basic words about weather (sunny, Instrument: Written tests
 Listening to a poem or short story and  Pencil snowy, cold, cloudy, rainy, windy, foggy).
writing a short recommendation for a  Dictionary 3. Know different sports.
Technique: Observation
 Pictures according the Technique: Self-assessment and
learner in another class. 4. Say your favourite season. Coevaluación
topic
 Talking in pairs about a video that
learners have watched. Evaluation summative
Instrument: Written tests
 Oral Communication: (Listening and
Speaking)
 Listening to instructions for a short
task and carrying them out.
(Example: First put the dirt in the cup.
Now put the seed in the dirt. Press
down lightly. Give the seed water,
etc.)
 Listening to a short text and
demonstrating understanding of it
using an accompanying graphic
organizer. (Example: completing a
Venn diagram of differences between
whales and sharks, etc.)
 Reading
 Completing gaps from a reading
using words from a box.
 Reading a paragraph about a familiar
content area subject and then
correcting in-correct sentences.
(Example: Venus is a star planet, etc.)
 Writing
 Creating a class picture dictionary
and adding entries by writing
definitions of new words or drawing a
picture to illustrate the meaning.
 Writing new words and phrases in a
vocabulary notebook.
 Language through the Arts
 Illustrating a piece of writing.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions. (Example: Who is your
 favorite character? Why? Which story
do you like better, A or B? etc.)

3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date: