UNIDAD EDUCATIVA

“MATHIUS QUINTANILLA SIERRA”

Fundado el 5 de Junio de 1981
CODIGO AMIE 13H05416

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject : English
Teacher’s Name Lcda. Alexandra Elizabeth Chalén Alava. Mg.
Target Group: 7th EGB Level: PRE A1.2
2. TIME
Weekly working hours Number of Numbers of periods for assessments and Total class weeks Total periods
weeks incidentals
3 hours 40 weeks 4 weeks 36 weeks 108 hours
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
OG.EFL1. Encounter socio-cultural aspects of their own and other O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with
countries in a thoughtful and inquisitive manner, maturely and openly and to develop an approach of critical inquiry to a variety of texts.
experiencing other cultures and languages from the secure standpoint of
their own national and cultural identity. O.EFL 3.2 Assess and appreciate English as an international language, as well as the skills and subskills
that contribute to communicative and pragmatic competence.
OG.EFL2. Draw on this established propensity for curiosity and tolerance
towards different cultures to comprehend the role of diversity in building O.EFL 3.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment and
an intercultural and multinational society. to access information.

OG.EFL3. Access greater flexibility of mind, creativity, enhanced
linguistic intelligence and critical thinking skills through an appreciation
of linguistic differences. Enjoy an enriched perspective of their own L1
and of language use for communication and learning.
O.EFL 3.4 Develop creative and critical thinking skills to foster problem-solving and independent
learning using both spoken and written English.
O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues, answer questions
or solve problems.

OG.EFL4. Deploy a range of learning strategies, thereby increasing
disposition and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others within the
communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
O.EFL 3.6 Read and write short descriptive and informative texts related to personal information or
familiar topics and use them as a means of communication and written expression of thought.
O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as
poems, rhymes, chants, songs, games and graphic short stories in order to foster imagination, curiosity
and memory, while developing a taste for oral and written literary texts.
OG.EFL5. Directly access the main points and important details of up-
to-date English language texts, such as those published on the web, for
professional or general investigation, through the efficient use of ICT and
reference tools where required.
OG.EFL6. Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 backgrounds on
work, study or general topics of common interest, expressing ideas and
opinions effectively and appropriately.
O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore creative
writing as an outlet to personal expression and intercultural competence.
O.EFL 3.9 Be able to interact in English using basic, frequently used expressions and short phrases in
familiar and personalized contexts, demonstrating a limited but effective command of the spoken
language in simple and routine tasks which require a direct exchange of information.
O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work cooperatively
in pairs and groups.

OG.EFL7. Interact quite clearly, confidently and appropriately in a range

of formal and informal social situations with a limited but effective
command of the spoken language (CEFR B1 level).

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

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

5. DEVELOPMENT OF PLANNING UNITS.

N.º Name of the Specific objectives of the
unit planning unit
1.
Students learn to: greet;
introduce themselves and
others; ask and tell
Welcome to someone’s name.
Starship • Global Benchmarks:
English! 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
Contents Methodology orientation Evaluation Time in weeks
CE.EFL.3.2.1 Recognize and exhibit responsible
EFL 3.1.2 behaviors at home, at school and towards the
Recognize ways to Completing and environment.
relate responsibly illustrating statements
to one’s about socially responsible I.EFL.3.2.1. Learners can say ways to take care of
surroundings at behaviors. (Example: If the environment and one’s surroundings. Learners
home and at school you see old people on a can identify and exhibit socially responsible
by exhibiting bus, you can…) behaviors at home, at school and towards the
responsible Making a useful object out environment. (J.3, S.1) 6 weeks
behaviors towards of recycled materials.
the environment. (Example: a frame, a
(Example: chores pencil holder, etc.) CE.EFL.3.6. Listening for Meaning: Demonstrate
at home, recycling, an understanding of the main idea, speaker and
etc.) situation in spoken texts set in familiar everyday
EFL 3.2.1 Listening to a short text contexts without having to decode every word.
Infer who is and demonstrating
speaking and what understanding of it using I.EFL.3.6.1. Learners can grasp the main idea of
the situation is an accompanying graphic spoken texts set in familiar everyday contexts and
when listening to organizer. (Example: infer changes in the topic of discussion as well as
short simple texts, completing a Venn
members.
• Global Benchmarks:
Students
can: recognize own name
accompanied by photo;
differentiate one
object/picture/
letter/word from another;
respond to visual cues/
gestures/objects to make a
choice verbally or non-
verbally
• Students learn to:
recognize and pronounce
words with the short /a/ and
long /a/ sounds.
• Global Benchmarks:
Students
can: distinguish between,
identify, or repeat sounds.
especially when diagram of differences who is speaking and what the situation is, without
accompanied by between whales and having to decode every word. (I.3, I.4)
pictures or other sharks, etc.)
visual aids, or •Listening to a short CE.EFL.3.11. Demonstrate comprehension of
sound effects. dialogue and then writing most of the details of a short simple online or print
(Example: and acting out a similar text and follow short instructions in simple
shopkeeper dialogue, using some of experiments and projects if illustrated through step-
speaking to a the same phrases and by-step visuals.
customer who is expressions. (Example: a
buying some fruit.) dialogue between two
EFL 3.3.1 friends asking about a I.EFL.3.11.1. Learners can understand most details
Understand most of homework assignment, in a short simple online or print text and can follow
the details of the etc.) short instructions in simple experiments and
content of a short projects if step-by-step visuals are provided. (I.3,
simple text (online I.4)
or print) Completing gaps from a
EFL 3.3.2 reading using words from CE.EFL.3.12. Display an understanding of some
Show a box. basic details in short simple cross-curricular texts
understanding of •Reading a short story from various sources by matching, labeling and
some basic details from a class blog and answering simple questions, and use the
in short simple underlining the main information gathered in order to organize and
cross-curricular details, then checking discuss relationships between different academic
texts by matching, answers with a partner. content areas.
labeling and
answering simple I.EFL.3.12.1. Learners can match, label and
questions. Creating a class picture answer simple questions about basic details in a
EFL 3.3.3 dictionary and adding short simple cross-curricular text. Learners can
Identify the entries by writing organize and discuss information from different
meaning of specific definitions of new words sources of academic content. (I.2, S.1)
content-based or drawing a picture to
words and phrases, illustrate the meaning.
CE.EFL.3.13. Show an ability to identify the
with the aid of •Making flashcards for
meaning of specific content-based words and
visual support. new words and using them
phrases, with the aid of visual support, and use
EFL 3.4.1 to quiz a partner.
charts/mind maps to distinguish between
Make a simple •Making a list of new
fact/opinion and relevant/irrelevant information in
learning resource in words and then comparing
informational texts.
order to record and the lists in pairs. If one of
practice new the members of the pair
words. knows the word, he/she I.EFL.3.13.1. Learners can determine the meaning
(Example: a picture teaches the other person. of specific content-based words and phrases when
dictionary, a word ••Writing new words and accompanied by visual support and distinguish be-
list, set of phrases in a vocabulary tween fact and opinion and relevant and irrelevant
flashcards, etc.). notebook.
 EFL 3.5.1 Role playing scenes from information in informational texts through the use
Use audio, video a story. of mind maps and charts. (I.2, I.3)
and pictures to ••Writing the dialogue and
respond to a variety stage directions for a story CE.EFL.3.16. Create a simple learning resource in
of literary texts from class and performing order to record and practice new words and
through online or it for an audience. demonstrate knowledge of their meanings.
in-class ICT
activities.
I.EFL.3.16.1. Learners can make a simple learning
resource in order to record and practice new words.
(Example: a picture dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4)

CE.EFL.3.21. Elaborate personal responses to both

oral and written literary texts through pictures,
audio/video or ICT in order to evaluate literary texts
using pre-established criteria, individually or in
groups.

I.EFL.3.21.1. Learners can employ audio, video,

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

2. EFL 3.1.8 CE.EFL.3.4. Develop the skills to work

Is She Students learn how to: Interpret and collaboratively using a range of verbal and
happy? name demonstrate nonverbal communication features and apply self-
pets, describe knowledge in Completing a short self- correcting and self-monitoring strategies in social
characteristics and classroom evaluation or peer and classroom interactions. 6 weeks
emotions using pets. activities of evaluation after a
• Global Benchmarks: nonverbal and oral communicative task. I.EFL.3.4.1. Learners can demonstrate an ability to
Students can: distinguish communication Playing games that work in pairs and small groups using level-
between, identify, or repeat features, and practice classroom appropriate verbal and nonverbal communication
sounds; respond to sign understand the language and turn-taking. features and apply self-correcting and self-moni-
language or symbols; contexts in which Comparing answers in toring strategies in social and classroom
respond to basic questions they are used pairs or small groups. interactions. (J.2, J.3, J.4, I.3)
through facial expression appropriately. Working in small groups
and gestures, (Example: to complete a cultural
with prompting use one or gestures, body project. (Example: CE.EFL.3.6. Listening for Meaning: Demonstrate
more words to respond to language, volume, different ethnic groups in an understanding of the main idea, speaker and
simple questions; make etc.) Latin America, traditional situation in spoken texts set in familiar everyday
marks EFL 3.2.2 food in Ecuador, etc.) contexts without having to decode every word.
on paper with a range of Be comfortable
materials. taking meaning

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.
from spoken texts Participating in short I.EFL.3.6.1. Learners can grasp the main idea of
containing words dialogues and role plays to spoken texts set in familiar everyday contexts and
or sections which practice thanking others. infer changes in the topic of discussion as well as
are not understood. Practicing the language who is speaking and what the situation is, without
Be aware that un- needed to resolve group having to decode every word. (I.3, I.4)
derstanding spoken conflict through mini role
texts does not plays. CE.EFL.3.7. Listening for Information: Follow
require decoding Writing jokes or riddles in and identify key information in short
every single word. pairs in order to share with straightforward audio texts related to areas of
EFL 3.2.3 other pairs. immediate need or interest, provided vocabulary is
Record key items Raising hands when familiar and visual support is present, and use these
of specific clarification is needed. spoken contributions as models for their own.
information from a
heard message or
description, either I.EFL.3.7.1. Learners can record and identify key
in written form or information from a spoken message of immediate
by drawing a Listening to a short need or interest when the message contains
picture. (Example: conversation between two frequently used expressions and visual support.
letters of the speakers and deciding (Example: rules for a game, classroom instructions,
alphabet, numbers, who is speaking, where a dialogue in a scene from a cartoon or movie, etc.)
quantities, prices they are and how they feel. Learners can use other classmate’s contributions in
and times, days, (Example: two friends, at class as models for their own. (I.2, I.3)
dates and months, the library doing
etc.) homework, confused CE.EFL.3.13. Show an ability to identify the
EFL 3.3.4 because they don’t meaning of specific content-based words and
Distinguish understand the phrases, with the aid of visual support, and use
between fact and assignment, etc.) charts/mind maps to distinguish between
opinion and Listening to instructions fact/opinion and relevant/irrelevant information in
relevant and irrele- for a short task and informational texts.
vant information in carrying them out.
an informational (Example: First put the I.EFL.3.13.1. Learners can determine the meaning
text through the use dirt in the cup. Now put of specific content-based words and phrases when
of mind the seed in the dirt. Press accompanied by visual support and distinguish be-
maps/charts. down lightly. Give the tween fact and opinion and relevant and irrelevant
EFL 3.4.2 seed water, etc.) information in informational texts through the use
Write a short of mind maps and charts. (I.2, I.3)
simple paragraph to
describe yourself or
CE.EFL.3.17. Produce a short simple paragraph to
other people,
describe people, places, things and feelings in order
animals, places and Reading a text and
to influence an audience and use linking words to
things, with limited identifying the facts and
write other narratives on familiar subjects.
support. (Example: the opinions using a
by answering concept map.
questions or using Reading a text and I.EFL.3.17.1. Learners can write short simple
key words) matching content-based paragraphs to describe people, places, animals,

3. Students learn how to: offer
food and drink; politely
I want juice, accept and decline offers of
please. 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
EFL 3.5.2 words to their definition
Create picture or picture.
books and/or other Comparing and
graphic contrasting information.
expressions in pairs (Example: learners read a
in class by varying text about toads and frogs
scenes, characters and identify similarities
or other elements of and differences, etc.)
literary texts.
Looking at a picture and
writing a description of
what you see or how it
makes you feel, then
comparing descriptions in
pairs.
Drawing pictures to a
story and exchanging
them with a partner, who
captions each picture.
Illustrating a piece of
writing.
EFL 3.1.3
Exchange basic •Completing a short
personal survey about favorites or
preferences with likes/dislikes and then
peers in order to ex- sharing ideas with a
press likes and partner
dislikes. •Practicing the use of
expressions of politeness
EFL 3.1.7 during collaborative pair
Demonstrate and small group work.
appropriate •Adding expressions of
classroom politeness to dialogues.
behaviors by •Brainstorming ways to
participating in help others, at school and
small group or in the community.
whole class
discussions.
(Example: being
courteous,
respecting the
things and feelings, with limited support, while
demonstrating an ability to effectively influence an
audience and to express everyday activities. (I.3,
S.1)
CE.EFL.3.22. Design and produce picture books,
graphic expressions and/or personal stories by
varying elements of literary texts and adding
imaginative details to real-life stories and situations
in order to create new, original texts.
I.EFL.3.22.1. Create picture books, graphic
expressions and personal stories by adapting
elements of literary texts and adding imaginative
details to real-life stories and situations, using
appropriate vocabulary and features of the literature
learners have read or heard. (I.3, S.3)
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.
I.EFL.3.3.1. Learners can employ a range of verbal
6 weeks
and nonverbal communication features to express
likes and dislikes and can give recommendations in
basic yet effective terms. (I.3, S.4)
CE.EFL.3.2. Recognize and exhibit responsible
behaviors at home, at school and towards the
environment.
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
location within the home; person and Listening to a short behaviors at home, at school and towards the
ask and answer questions property of others, dialogue and then writing environment. (J.3, S.1)
about where rooms are etc.) and acting out a similar
located. EFL 3.2.7 dialogue, using some of CE.EFL.3.7. Listening for Information: Follow
• Global Benchmarks: Identify the main the same phrases and and identify key information in short
Students can: respond to idea of short, clear, expressions. (Example: a straightforward audio texts related to areas of
simple questions or simple messages dialogue between two immediate need or interest, provided vocabulary is
directions and an- friends asking about a familiar and visual support is present, and use these
supported by visual cues/ nouncements and homework assignment, spoken contributions as models for their own.
gestures/ objects; understand etc.)
understand sentences and Asking classmates to
basic concepts of print e.g. frequently used ex- repeat an answer or I.EFL.3.7.1. Learners can record and identify key
front and back; left to right; pressions related to statement if needed to information from a spoken message of immediate
turns pages; make a request areas of immediate clarify something. need or interest when the message contains
through visual relevance. (Example: Can you say frequently used expressions and visual support.
cues/gestures/ objects; (Example: follow that again? Do you mean? (Example: rules for a game, classroom instructions,
begin to join in with a verbal instructions Etc.) a dialogue in a scene from a cartoon or movie, etc.)
familiar rhyme or story; for a game, ask for •Asking for help in class Learners can use other classmate’s contributions in
hold writing tools prices at a store, when necessary. class as models for their own. (I.2, I.3)
effectively. follow simple (Example: What’s the
classroom answer? How do you say? CE.EFL.3.8. Production – Accuracy and
• Students learn to: instructions, Do you have an eraser? Intelligibility: Communicate needs clearly in class
recognize and pronounce describe places Can you help me with? by asking questions or requesting clarification.
words with the short /I/ and nearby, etc.) Etc.) Demonstrate acquisition of skills taught in class,
long /I/ sounds. EFL 3.2.8 such as being able to spell out words or use some
• Global Benchmarks: Spell out key Establishing a clear grammatical structures (albeit with frequent errors)
Students can: distinguish vocabulary items expectation of English use
between, identify, or repeat using the English for classroom functions. I.EFL.3.8.1. Learners can ask others to repeat
sounds. alphabet. (Exam- (Example: greeting, themselves or to say something in a different way
ple: names, colors, requesting, thanking, and ask for common classroom needs. Learners can
animals, asking for repetition / spell out words in English and can describe matters
possessions, etc.) clarification, giving of immediate need or interest using some
EFL 3.2.9 instructions, offering help, grammatical structures practiced in class (although
React appropriately comparing answers, there may be errors with tenses, personal pronouns,
to what others say taking leave, etc.) prepositions, etc.). (I.3, J.4)
using verbal/non- Informal assessment
verbal back- could involve personal
CE.EFL.3.10. Interaction – Interpersonal:
channeling, or by notes from the teacher to
Participate effectively in familiar and predictable
asking further learners who use L2
conversational exchanges by sharing information
simple questions to regularly.
and reacting appropriately in basic interpersonal
extend the
interactions.
interaction.
(Example: express
interest using facial I.EFL.3.10.1. Learners can use back-channeling to
expression or react appropriately to what others say about
simple words with Answering pre-reading familiar topics in predictable, everyday situations
appropriate questions by inferring and when carrying out pair work for a specific task
intonation: Oh! information from pictures in class. Learners can ask questions to extend an
Yes! Thanks. And within a text. interpersonal interaction. (I.3, J.3)
you? etc.)
EFL 3.3.8 CE.EFL.3.15. Make and support inferences from
Make and support evidence in a text with reference to features of
inferences from written English and apply other learning strategies
evidence in a text Posting a comment to a to examine and interpret a variety of written
with reference to classmate’s writing on a materials.
features of written class blog.
English. (Example:
vocabulary, facts, I.EFL.3.15.1. Learners can make and support
format, sequence, inferences using evidence from texts and features of
relevance of ideas, written English (e.g., vocabulary, format, sequence,
etc.) Doing extended writing, etc.) and apply other learning strategies in order to
EFL 3.4.3 in which learners get to examine and interpret a variety of written materials.
Write a variety of choose what they write (I.2, J.3)
short simple text- and are not evaluated or
types, commonly tested on it. CE.EFL.3.18. Write a variety of short simple
used in print and familiar text-types – online or in print – using
online, with appropriate language, layout and linking words
appropriate
language and CE.EFL.3.18. Write a variety of short simple
layout. (Example: familiar text-types – online or in print – using
write a greeting on appropriate language, layout and linking words
a birthday card,
name and address
CE.EFL.3.23. Create short, original texts using a
on an envelope, a
range of resources and other media, including ICT,
URL for a website,
in order to recreate familiar scenes and themes.
an email address,
etc.)
EFL 3.5.3 I.EFL.3.23.1. Learners can create and produce
Produce short, short texts using ICT and/or other resources at
creative texts using home or at school in order to recreate familiar
ICT and/or other scenes and themes. (I.1, I.3)
resources at home
or at school in order
to recreate familiar
scenes and themes
4. Students learn how to:
name toys; ask and answer
How many questions about toys.
robots do • Global Benchmarks:
you have? 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
questions; make marks on
paper with a range of
materials.
• Students learn to:
recognize and pronounce
words with the short /o/ and
long /o/ sounds.
• Global Benchmarks:
Students can: distinguish
between, identify, or repeat
sounds.
EFL 3.1.4 CE.EFL.3.5. Demonstrate an ability to use a
Use a variety of •Singing songs that variety of sources for oral and written
oral, print and practice helpful language. communication in order to interact with others in
electronic forms for •Writing a weekly journal social situations.
social com- entry.
munication and for I.EFL.3.5.1. Learners can employ various print and
writing to oneself. 6 weeks
digital sources in order to communicate with others
(Example: friendly in oral and written form in social situations. (J.3,
notes, invitations, S.1, S.4)
diary entries, notes
to self, electronic •Asking learners simple
messages, etc.) questions about CE.EFL.3.9. Production - Fluency: Respond to
EFL 3.2.13 themselves, their family simple questions and familiar everyday social
Respond to simple or their possessions and situations, such as an invitation or request,
questions in quite a noting that their response relatively quickly. Spontaneously initiate
short time and time is relatively quick interactions in order to express opinions or give ac-
initiate basic (i.e., not so slow that the counts of personal experiences.
interaction interaction becomes
spontaneously uncomfortable for the I.EFL.3.9.1. Learners can answer simple questions
when there are student or the teacher, and quickly and initiate basic interaction spontaneously
opportunities to the response is appropriate when given opportunities. (Example: make an
speak. Speech is although there may be invitation, give a suggestion, etc.) Learners can de-
produced a little some basic errors) scribe simple, familiar situations and talk about past
less slowly and •Giving learners a picture experiences. (I.3, J.3)
hesitantly. of a familiar scene and
EFL 3.3.9 asking them to give full CE.EFL.3.14. Select and use reading strategies to
Identify and use statements about what understand and give meaning to written text while
reading strategies they can see. (Example: a employing a range of everyday reference materials
to make text more picture of a classroom: in order to determine information appropriate to the
comprehensible There are ten students and purpose of inquiry and to relate ideas between
and meaningful. one teacher. The teacher is written sources.
(Example: writing on the board. A
skimming, boy’s throwing paper, etc.)
I.EFL.3.14.1. Learners can identify and use
scanning,
reading strategies to make written text more
previewing,
comprehensible and meaningful. Learners can use
predicting, reading
everyday reference materials to select information
for main ideas and •Skimming a text and
appropriate to the purpose of an inquiry and to
details, etc.) accompanying pictures
relate ideas from one written source to another. (I.2,
EFL 3.4.5 and then predicting the
S.1)
Write a answers to questions
questionnaire or found within the text.
survey for friends, •Using a dictionary to CE.EFL.3.19. Create a questionnaire or survey
family or look up key words in a using WH- question words in order to identify
classmates using text. things in common and preferences while displaying
WH- questions in
 order to identify
things in common •Asking learners to choose
and preferences. a topic and to write
EFL 3.5.5 questions for their peers
Evaluate literary about the topic. (Example:
texts (both written Topic: Traditional
and oral, online, in Ecuadorian food.
video or in print) Questions: Do you like
according to pre- fritada? Does your mother
established criteria. make guatita? Do you eat
(Example: soup every day? Etc.)
completing a sentation, etc.) (I.2, S.2)
checklist, a chart, a
personal response,
etc.)
•Determining the
reactions all the members
of a group have in
common after listening to
a song. (Example: they all
loved the song, they all
liked the rhythm, they all
learned new words, etc.)
an ability to convey and organize information using
facts and details.
I.EFL.3.19.1. Learners can write questionnaires
and surveys for peers and family using WH-
questions in order to identify things in common and
preferences, while demonstrating an ability to
convey and organize information using facts and
details in order to illustrate diverse patterns and
structures in writing. (Example: cause and effect,
problem and solution, general-to-specific pre-
CE.EFL.3.21. Elaborate personal responses to both
oral and written literary texts through pictures,
audio/video or ICT in order to evaluate literary texts
using pre-established criteria, individually or in
groups.
I.EFL.3.21.1. Learners can employ audio, video,
pictures and ICT to respond to oral and written texts
and use pre-established criteria to evaluate literary
texts individually or in groups. (I.2, I.3, I.4)

5. Students learn how to: ask
for and tell the time; name
What time is daily activities associated
it, please? 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
EFL 3.1.5 •Participating in short role CE.EFL.3.3. Interact with others using a variety of
Describe, read plays using a range of both verbal and nonverbal communication features
about, participate in verbal and nonverbal and express likes and dislikes while giving
or recommend a communication. recommendations in basic yet effective terms.
favorite activity, 6 weeks
book, song or other I.EFL.3.3.1. Learners can employ a range of verbal
interest to various •Conducting a role play and nonverbal communication features to express
audiences. between two students on a likes and dislikes and can give recommendations in
(Example: peers, given topic. (Example: basic yet effective terms. (I.3, S.4)
other classes, talking about routines,
teachers, other finding common free time
adults, etc.) activities, playing a CE.EFL.3.10. Interaction – Interpersonal:
EFL 3.2.12 guessing game, etc.) Participate effectively in familiar and predictable
Ask and answer •Playing a game where conversational exchanges by sharing information
questions and learners choose a picture and reacting appropriately in basic interpersonal
exchange and a partner asks and interactions.
information on answers questions in order
familiar topics in to guess which picture I.EFL.3.10.1. Learners can use back-channeling to
predictable was chosen. react appropriately to what others say about
birthdays and age; express
birthday greetings; give and
receive a gift; name
birthday party items.
• Global Benchmarks:
Students
can: keep a steady beat;
differentiate one
object/picture/
letter/word from another;
greet, say please and thank
you with prompting; make a
request through visual cues/
gestures/objects; begin to
join in with a familiar
rhyme or story; hold writing
tools effectively.
• Students learn to:
recognize and pronounce
words with the short /u/ and
long /u/ sounds.
• Global Benchmarks:
Students can: distinguish
between, identify, or repeat
sounds.
everyday •Giving learners language familiar topics in predictable, everyday situations
situations. prompts to use during and when carrying out pair work for a specific task
(Example: ask for pair/group work. in class. Learners can ask questions to extend an
directions, give (Example: What do you interpersonal interaction. (I.3, J.3)
directions, express think? I agree/disagree. I
a personal opinion, think we need to…, It’s CE.EFL.3.9. Production - Fluency: Respond to
etc.) your turn to say the simple questions and familiar everyday social
EFL 3.2.14 answer, etc.) situations, such as an invitation or request,
Make and respond relatively quickly. Spontaneously initiate
to invitations, interactions in order to express opinions or give ac-
suggestions, counts of personal experiences.
apologies and re- •Reading a text and
quests. answering information
EFL 3.3.10 questions. I.EFL.3.9.1. Learners can answer simple questions
Follow short •Completing gaps from a quickly and initiate basic interaction spontaneously
instructions reading using words from when given opportunities. (Example: make an
illustrated through a box. invitation, give a suggestion, etc.) Learners can de-
step-by-step scribe simple, familiar situations and talk about past
visuals in simple experiences. (I.3, J.3)
experiments and
projects. (Example: •Completing the gaps in a CE.EFL.3.11. Demonstrate comprehension of
simple science ex- sentence. (Example: My most of the details of a short simple online or print
periments, best friend is Carol. ----- is text and follow short instructions in simple
instructions for an ten years old. --- birthday experiments and projects if illustrated through step-
art project, etc.) is in May, etc.) by-step visuals.
EFL 3.4.6
Write a simple I.EFL.3.11.1. Learners can understand most details
narrative with in a short simple online or print text and can follow
linking words on short instructions in simple experiments and
familiar subjects in projects if step-by-step visuals are provided. (I.3,
order to express •Role playing scenes from I.4)
everyday activities. a story.
(Example: free
CE.EFL.3.18. Write a variety of short simple
time, descriptions,
familiar text-types – online or in print – using
what happened last
appropriate language, layout and linking words.
weekend, etc.)
EFL 3.5.6
Work in groups to I.EFL.3.18.1. Learners can write short simple text-
create a brainstorm types and narratives, online and in print, using
and/or draw a mind appropriate language, layout and linking words.
map to describe and (I.3, J.2)
organize ideas or
organize useful CE.EFL.3.24. Organize ideas and relevant
information from information from literary texts using group or class
literary texts.

6.
Students learn how to:
What is your ask and tell about weather;
favorite identify seasons; ask and
season? tell
about seasons and preferred
activities.
• Global Benchmarks:
Students can: respond to
simple questions or
directions supported by
visual cues/ gestures/
objects; differentiate
one object / picture / letter /
word from another; respond
to basic questions through
facial expression and
gestures; with prompting
use one or more words to
respond to simple
questions; convey meaning
through personal drawings
• Students learn to:
recognize and pronounce
words with the short /a/ and
long /a/ sounds.
• Global Benchmarks:
Students can: distinguish
between, identify, or repeat
sounds.
brainstorms and/or mind maps in order to enhance
collaborative responses to literature.
I.EFL.3.24.1. Learners can work in groups to
create brainstorms and/ or draw mind maps to
describe and organize ideas or useful information
from literary texts and create collaborative
responses to literature through process writing
groups or literature circles. (I.4, S.4, J.3)
EFL 3.1.1 CE.EFL.3.1. Cultivate an awareness of different
Ask simple basic cultures and identify similarities and differences
questions in class •Writing a short between them through oral and written literary
about the world descriptive paragraph texts.
beyond their own about a country of the
immediate learner’s choosing I.EFL.3.1.1. Learners can show an awareness of
environment in 6 weeks
different cultures and identify similarities and
order to increase •Writing a list of questions differences between them through oral and written
their understanding about a people or culture literary texts. (I.2, S.2, J.1)
of different and using ICT and/or print
cultures. resources to find the
EFL 3.2.15 answers. CE.EFL.3.9. Production - Fluency: Respond to
Provide a simple simple questions and familiar everyday social
description and/or situations, such as an invitation or request,
opinion of a relatively quickly. Spontaneously initiate
common object or a •Asking learners simple interactions in order to express opinions or give ac-
simple account of questions about counts of personal experiences.
something themselves, their family
experienced. or their possessions and I.EFL.3.9.1. Learners can answer simple questions
(Example: an Ec- noting that their response quickly and initiate basic interaction spontaneously
uadorian time is relatively quick when given opportunities. (Example: make an
celebration, a class (i.e., not so slow that the invitation, give a suggestion, etc.) Learners can de-
trip, a party, a game interaction becomes scribe simple, familiar situations and talk about past
played, etc.) uncomfortable for the experiences. (I.3, J.3)
EFL 3.4.9 student or the teacher, and
Make effective use the response is appropriate CE.EFL.3.20. Demonstrate an ability to use a
of a range of digital although there may be variety of digital tools during the writing process in
tools to write, edit, some basic errors) order to collaborate on well-constructed
revise and publish informational texts.
written work in a
way that supports
I.EFL.3.20.1. Learners can effectively use a range
collaboration. •Answering pre-reading
of digital tools during the writing process in order
(Example: add questions by inferring
sound or images to
 a presentation, use information from pictures to collaborate on producing well-constructed
an app to within a text. informational texts. (I.3, S.4, J.3)
collaborate on a •Reading inferences about
mind map, a text and then underlining CE.EFL.3.25. Observe and expand on the
contribute to a class the information within the conventions of genre in order to create a variety of
wiki, etc.) text that gives evidence of texts that reflect traditional and popular Ecuadorian
EFL 3.5.8 where the inference came culture and identify select literary elements in order
Create stories, from. to relate them to other works, including the learners’
poems, songs, own writing.
dances and plays
including those that •Adding pictures to a
reflect traditional group presentation. CE.EFL.3.25. Observe and expand on the
and popular •Exchanging writing in conventions of genre in order to create a variety of
Ecuadorian culture, pairs in order to make texts that reflect traditional and popular Ecuadorian
observing the suggestions about things culture and identify select literary elements in order
conventions of the that could be improved. to relate them to other works, including the learners’
genre. (Example: own writing.
purpose, settings,
audience, voice, •Creating a crossword
rhythm, etc.) puzzle in groups about an
Ecuadorian story, region,
celebrity, etc.
•Discussing similarities
between a text and the
learners’ personal
experiences.

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

• Villalba, J. & Rosero, I. (Septiembre 2012). Ministerio de Educación del Ecuador - MinEduc. It will use the English Book Pre A1.1, which is directed to 2th, 3th and
• Obtenido de http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum- 4th of EGB.
Guidelines-EFL-Agosto-2014.pdf
• Teacher guide starship Pre A1.2
• Blog: Ismara-ismara.blogspot.com
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): NAME: NAME:
Lcda. Alexandra Chalén Alava. Mg Lcda. Jacqueline Villavicencio A. Mg. Ing. Lincoln Palacios Galarza.
Signature: Signature: Signature:

Date: Friday, May 3rd, 2019 Date: Friday, May 3rd, 2019 Date: Friday, May 3rd, 2019