ANNUAL PLAN CURRICULUM (APC)

SCHOOL YEAR:
ESCUELA DE EDUCACIÓN BÁSICA
“ENRIQUE VACAS GALINDO” 2018 - 2019

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Foreign Language. Subject :  English
Teacher’s Name
Target Group:   7th EGB Level: “A,B,C”  A1.2
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and incidentals Total class weeks Total periods
3 hours 40 weeks 4 weeks 36 weeks 108 hours
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
OG.EFL1. Encounter socio-cultural aspects of their own and other countries in a 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.EFL2. 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 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.
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 3.4 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.
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,
OG.EFL5. Directly access the main points and important details of up-to-date English language
rhymes, chants, songs, games and graphic short stories in order to foster imagination, curiosity and memory,
texts, such as those published on the web, for professional or general investigation, through the
while developing a taste for oral and written literary texts.
efficient use of ICT and reference tools where required.
O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore creative writing

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OG.EFL6. Through selected media, participate in reasonably extended spoken or written
dialogue with peers from different L1 backgrounds on work, study or general topics of common
interest, expressing ideas and opinions effectively and appropriately.
OG.EFL7. Interact quite clearly, confidently and appropriately in a range of formal and informal
social situations with a limited but effective command of the spoken language (CEFR B1 level).
4. TRANSVERSAL AXES:
5. DEVELOPMENT OF PLANNING UNITS.
N.º Name of the unit Specific objectives of the planning
unit
1.
Students learn to:
LESSON 1
- Ask and answer questions about
How do you go to how one travels to different places
the park?
- Ask about and express likes; ask
LESSON 2 and tell about involvement in
sports; ask about possession of
Do you like to sports equipment items
play soccer?
- Recognize the letter combinations
“sh,” “th,” “ch,” “tch,” “wh,” “ph”
and their pronunciations
.Global Benchmarks:
- Students can: give simple
answers to basic questions when
given time to reply and the other
person is prepared to help; use
ANNUAL PLAN CURRICULUM (APC)
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.
Education for interculturality
Education: environmental, health and nutrition
Education in basic principles and values for harmonious coexistence
Education in risk management
Education for citizenship, democracy and social participation
Education for inclusion (social, ethical, gender, disability, etc.)
Contents Methodology orientation Evaluation Time in weeks
- Ask and answer basic personal information CE.EFL.3.2.1 Recognize and
EFL 3.1.2 questions, as well as simple questions about other exhibit responsible behaviors at
Recognize ways to people, animals, and possessiona, provided the home, at school and towards
relate responsibly to interantion is slow and clear. the environment.
one’s surroundings at
home and at school by - Identify items of specific information within simple I.EFL.3.2.1. Learners can say
exhibiting responsible messages or from short and simple descriptions ways to take care of the
behaviors towards the about familiar contexts, especially if visual support is environment and one’s
environment. provided. surroundings. Learners can
(Example: chores at identify and exhibit socially 6 weeks
home, recycling, etc.) - Exchange basic introduction and limited personal responsible behaviors at home,
EFL 3.2.1 information in class using simple present tense in at school and towards the
Infer who is speaking order to get to know their peers. environment. (J.3, S.1)
and what the situation
is when listening to - Demonstrate basic reading comprehension skills by
short simple texts, CE.EFL.3.6. Listening for
identifying the meaning of individual words, phrases, Meaning: Demonstrate an
especially when and sentences, including simple written instructions.
accompanied by understanding of the main idea,
speaker and situation in spoken
pictures or other visual -Complete a basic survey or a questionnaire by
texts set in familiar everyday
aids, or sound effects. providing personal details.
contexts without having to
(Example: shopkeeper
speaking to a customer
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very limited number of
grammatical structures; copy words
and short phrases that are being
learned in class
- Students can: recognize and
understand basic words and
phrases concerning him/herself,
family and school; identify basic
familiar words and phrases in a
new piece of text; copy words and
short phrases that are being
learned in class.
PHONICS:
- Recognize sounds
ANNUAL PLAN CURRICULUM (APC)
who is buying some - Generate and expand ideas by responding in a fun decode every word.
fruit.) and playful manner to oral and written texts in order
EFL 3.3.1 to increase enjoyment of the language through TPR, I.EFL.3.6.1. Learners can grasp
Understand most of the playground games, and songs and chants. the main idea of spoken texts
details of the content of set in familiar everyday contexts
a short simple text -Exchange basic personal preferences with peers in and infer changes in the topic of
(online or print) order to express likes and dislikes. discussion as well as who is
EFL 3.3.2 speaking and what the situation
Show understanding of - Understand meanings expressed in short dialogues is, without having to decode
some basic details in or familiar topics, as well as basic spoken instructions every word. (I.3, I.4)
short simple cross- and simple questions about self, people, animals or
curricular texts by things, especially when spoken slowly and clearly.
matching, labeling and CE.EFL.3.11. Demonstrate
answering simple - Produce simple, mainly isolated utterances using comprehension of most of the
questions. short phrases and sometimes-individual words, details of a short simple online
EFL 3.3.3 possibly with slow and/or hesitant delivery. or print text and follow short
Identify the meaning of instructions in simple
specific content-based experiments and projects if
-Understand most of the details of the content of a
words and phrases, illustrated through step-by-step
short simple text (online or print) simple text (online
with the aid of visual visuals.
or print).
support.
EFL 3.4.1 -Write simple words, phrases and sentences for I.EFL.3.11.1. Learners can
Make a simple learning controlled practice of language terms. understand most details in a
resource in order to short simple online or print text
record and practice new - Apply ICT and/or other resources to communicate and can follow short
words. instructions in simple
(Example: a picture experiments and projects if
dictionary, a word list, step-by-step visuals are
set of flashcards, etc.). provided. (I.3, I.4)
CE.EFL.3.12. Display an
EFL 3.5.1
understanding of some basic
Use audio, video and
details in short simple cross-
pictures to respond to a
curricular texts from various
variety of literary texts
sources by matching, labeling
through online or in-
and answering simple
class ICT activities.
questions, and use the
Simple thoughts in small groups.
information gathered in order
to organize and discuss
-Imitate individual English language sounds,
relationships between different
especially those phonemes which do not exist in the
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ANNUAL PLAN CURRICULUM (APC)
student’s own L1, both in isolation and within key
vocabulary items.
- Read a short, simple text ( online or print) and
demonstrate understanding of the gist and some
basic details of the content.
- Know how to spell simple English words correctly,
demonstrating awareness of sound-letter
relationships.
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academic content areas.
I.EFL.3.12.1. Learners can
match, label and answer simple
questions about basic details in
a short simple cross-curricular
text. Learners can organize and
discuss information from
different sources of academic
content. (I.2, S.1)
CE.EFL.3.13. Show an ability to
identify the meaning of specific
content-based words and
phrases, with the aid of visual
support, and use charts/mind
maps to distinguish between
fact/opinion and
relevant/irrelevant information
in informational texts.
I.EFL.3.13.1. Learners can
determine the meaning of
specific content-based words
and phrases when accompanied
by visual support and
distinguish between fact and
opinion and relevant and
irrelevant information in
informational texts through the
use of mind maps and charts.
(I.2, I.3)
CE.EFL.3.16. Create a simple
learning resource in order to
record and practice new words
and demonstrate knowledge of
their meanings.
 ANNUAL PLAN CURRICULUM (APC)

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 Interpret and CE.EFL.3.4. Develop the skills to

LESSON 3: Students learn how to: demonstrate -Understand meanings expressed in short dialogues work collaboratively using a
-Ask and answer questions about knowledge in classroom or familiar topics, as well as basic spoken instructions range of verbal and nonverbal
He’s writing a where one is going and what one is activities of nonverbal and simple questions about self, people, animals or communication features and
postcard doing; ask and answer questions and oral things, especially when spoken slowly and clearly. apply self-correcting and self- 6 weeks
about who something is for communication monitoring strategies in social
features, and - Ask and answer basic personal information and classroom interactions.
PHONICS: understand the questions, as well simple questions about other
contexts in which they people, animals, and possessions, provided the I.EFL.3.4.1. Learners can
are used appropriately. interaction is slow and clear.
-Recognize the letter combinations demonstrate an ability to work
(Example: gestures, in pairs and small groups using
“ar,” “or,” “ir,” “ur,” “er,” “or,” “air,”
body language, volume, - Communicate to peers and teachers when
“are,” and their pronunciations. etc.) something is not understood in class through the use
level-appropriate verbal and
nonverbal communication
EFL 3.2.2 of simple basic questions. features and apply self-
Global Benchmarks: Be comfortable taking correcting and self-monitoring
meaning from spoken - Understand the content in simple short written strategies in social and

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-Students can understand simple
questions and instructions when
teacher and other pupils speak very
slowly and clearly; identify basic
familiar word and phrases in a new
piece of text; make basic requests
in the classroom or playground and
respond appropriately to the basic
requests of others; use very limited
number of grammatical structures;
copy short sentences.
PHONICS:
- Recognize sounds
ANNUAL PLAN CURRICULUM (APC)
texts containing words environmental print text types, using artwork classroom interactions. (J.2,
or sections, which are symbols and layout for support. J.3, J.4, I.3)
not understood. Be
aware that - Write simple words, phrases and sentences for CE.EFL.3.6. Listening for
understanding spoken controlled practice of language items. Meaning: Demonstrate an
texts does not require understanding of the main idea,
decoding every single - Identify key information such as events, characters, speaker and situation in spoken
word. and objects in stories and other age-appropriate texts set in familiar everyday
EFL 3.2.3 Record key literary texts if there is visual support. contexts without having to
items of specific decode every word.
information from a
- Imitate individual English language sounds,
heard message or
especially those phonemes which do not exist in the I.EFL.3.6.1. Learners can grasp
description, either in
student’s own L1, both in isolation and within key the main idea of spoken texts
written form or by
vocabulary items. set in familiar everyday contexts
drawing a picture.
(Example: letters of the and infer changes in the topic of
alphabet, numbers, - Read a short, simple text (online or print) and discussion as well as who is
quantities, prices and demonstrate understanding of the gist and some speaking and what the situation
times, days, dates and basic details of the content. is, without having to decode
months, etc.) every word. (I.3, I.4)
EFL 3.3.4 Distinguish -Know how to spell simple English words correctly,
between fact and demonstrating awareness of sound-letter CE.EFL.3.7. Listening for
opinion and relevant relationships. Information: Follow and identify
and irrelevant key information in short
information in an straightforward audio texts
informational text related to areas of immediate
through the use of need or interest, provided
mind maps/charts. vocabulary is familiar and visual
EFL 3.4.2 Write a short support is present, and use
simple paragraph to these spoken contributions as
describe yourself or models for their own.
other people, animals,
places and things, with
I.EFL.3.7.1. Learners can record
limited support.
and identify key information
(Example: by answering
from a spoken message of
questions or using key
immediate need or interest
words)
when the message contains
EFL 3.5.2 Create
frequently used expressions and
picture books and/or
visual support. (Example: rules
other graphic
for a game, classroom
expressions in pairs in
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ANNUAL PLAN CURRICULUM (APC)
class by varying scenes,
characters or other
elements of literary
texts.
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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)
CE.EFL.3.13. Show an ability to
identify the meaning of specific
content-based words and
phrases, with the aid of visual
support, and use charts/mind
maps to distinguish between
fact/opinion and
relevant/irrelevant information
in informational texts.
I.EFL.3.13.1. Learners can
determine the meaning of
specific content-based words
and phrases when accompanied
by visual support and
distinguish between fact and
opinion and relevant and
irrelevant information in
informational texts through the
use of mind maps and charts.
(I.2, I.3)
CE.EFL.3.17. Produce a short
simple paragraph to describe
people, places, things and
feelings in order to influence an
audience and use linking words
to write other narratives on
familiar subjects.
I.EFL.3.17.1. Learners can write
short simple paragraphs to
 ANNUAL PLAN CURRICULUM (APC)

describe people, places,

animals, 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)

3. EFL 3.1.3 - Identify items of specific information within simple CE.EFL.3.3. Interact with others
Students learn how to: Exchange basic personal messages or from short and simple descriptions using a variety of both verbal
LESSON 4: -Ask for and give the price; express preferences with peers about familiar contexts, especially if visual support is and nonverbal communication
price in dollars using numbers up to in order to express likes provided. features and express likes and
How much is the 100; comment on the price and and dislikes. -Understand the content in simple short written dislikes while giving
green rocket? relative price; describe toys. environmental print text types, using artwork recommendations in basic yet
EFL 3.1.7 symbols and layout for support. effective terms. 6 weeks
LESSON 5: - Ask and answer questions to Demonstrate - Exchanges specific information with another
identify clothing ownership; appropriate classroom person, provided they talk slowly and clearly and are I.EFL.3.3.1. Learners can employ
Whose shoes are describe clothing behaviors by prepared to help. a range of verbal and nonverbal
these? participating in small - Record key items of specific information from a communication features to

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PHONICS:
- Recognize the letter combinations
“oo,” “ou,” “ow,” “oi,” “oy;” “o” and
their pronunciations
Global Benchmarks:
- Students can understand simple
questions and instructions when
teacher and other pupils speak very
slowly and clearly; use very limited
number of grammatical structures;
copy short sentences
- Recognize and understand basic
words and phrases concerning him/
herself, family and school; give
simple answers to basic questions
when given time to reply and the
other person is prepared to help;
use very limited number of
grammatical structures; write some
labels independently.
PHONICS:
- Students can recognize sounds
ANNUAL PLAN CURRICULUM (APC)
group or whole class Heard message or description, either in written form express like and dislikes and
discussions. (Example: or by drawing a picture. can give recommendations in
being courteous, - Write simple words, phrases and sentences with basic yet effective terms. (I.3,
respecting the person correct use of standard writing mechanics. S.4)
and property of others, - Express emotions and feelings using basic
etc.) adjectives and related images through written work CE.EFL.3.2. Recognize and
EFL 3.2.7 on the school or class bulletin board. exhibit responsible behaviors at
Identify the main idea - Ask answer basic personal information questions, home, at school and towards
of short, clear, simple as well as simple questions about other people, the environment.
messages and animals, and possession provided the interaction is
announcements and slow and clear.
understand sentences - Recognize familiar names, words, and short phrases I.EFL.3.2.1. Learners can say
and frequently used about simple everyday topics whether heard in ways to take care of the
expressions related to isolation or within short, simple spoken texts environment and one’s
areas of immediate describing people and objects. surroundings. Learners can
relevance. (Example: - Recognize when to speak and when to listen while identify and exhibit socially
responsible behaviors at home,
follow verbal working in pairs or small groups in class by following
instructions for a game, classroom instructions and simple commands. at school and towards the
environment. (J.3, S.1)
ask for prices at a store, - Infer who is speaking and what the situation is
follow simple classroom when listening to short simple texts, especially when
instructions, describe accompanied by pictures or other visual aids, or CE.EFL.3.7. Listening for
places nearby, etc.) sound effects. Information: Follow and identify
EFL 3.2.8 - Identify the meaning of specific, content- based key information in short
Spell out key vocabulary words and phrases, with the aid of visual support. straightforward audio texts
items using the English - Write simple words, phrases and sentences of related to areas of immediate
alphabet. (Example: controlled practice of language items. need or interest, provided
names, colors, animals, vocabulary is familiar and visual
possessions, etc.) PHONICS support is present, and use
EFL 3.2.9 - Imitate individual English language sounds, these spoken contributions as
React appropriately to especially those phonemes which do not exist in the models for their own.
what others say using student’s own L1, both in isolation and within key
verbal/non-verbal back- vocabulary items.
I.EFL.3.7.1. Learners can record
channeling, or by asking - Read a short, simple text (online or print) and
and identify key information
further simple demonstrate understanding of the gist and some
from a spoken message of
questions to extend the basic details of the content.
immediate need or interest
interaction. (Example: - Know how to spell simple English words correctly,
when the message contains
express interest using demonstrating awareness of sound-letter
frequently used expressions and
facial expression or relationships.
visual support. (Example: rules
simple words with
for a game, classroom
appropriate intonation:
instructions, a dialogue in a
Oh!, Yes! Thanks. And
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ANNUAL PLAN CURRICULUM (APC)

you? etc.) scene from a cartoon or

EFL 3.3.8 movie, etc.) Learners can use
Make and support other classmate’s contributions
inferences from in class as models for their own.
evidence in a text with (I.2, I.3)
reference to features of
written English. CE.EFL.3.8. Production –
(Example: vocabulary, Accuracy and Intelligibility:
facts, format, sequence, Communicate needs clearly in
relevance of ideas, etc.) class by asking questions or
EFL 3.4.3 requesting clarification.
Write a variety of short Demonstrate acquisition of skills
simple text-types, taught in class, such as being
commonly used in print able to spell out words or use
and online, with some grammatical structures
appropriate language (albeit with frequent errors)
and layout. (Example:
write a greeting on a
birthday card, name I.EFL.3.8.1. Learners can ask
and address on an others to repeat themselves or
envelope, a URL for a to say something in a different
website, an email way and ask for common
address, etc.) classroom needs. Learners can
EFL 3.5.3 spell out words in English and
Produce short, creative can describe matters of
texts using ICT and/or immediate need or interest
other resources at using some grammatical
home or at school in structures practiced in class
order to recreate (although there may be errors
familiar scenes and with tenses, personal pronouns,
themes prepositions, etc.). (I.3, J.4)

CE.EFL.3.10. Interaction –
Interpersonal: Participate
effectively in familiar and
predictable conversational
exchanges by sharing
information and reacting
appropriately in basic

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ANNUAL PLAN CURRICULUM (APC)

interpersonal interactions.

I.EFL.3.10.1. Learners can use

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

CE.EFL.3.15. Make and support

inferences from evidence in a
text with reference to features
of written English and apply
other learning strategies to
examine and interpret a variety
of written materials.

I.EFL.3.15.1. Learners can make

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

CE.EFL.3.18. Write a variety of

short simple familiar text-types
– online or in print – using
appropriate language, layout
and linking words

CE.EFL.3.18. Write a variety of

short simple familiar text-types

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4. Students will learn how to:
-Ask and answer questions about
LESSON 6: what one is looking for; recognize
and use references to packaged or
I’m looking for a grouped food items; describe
can of soup locations of countable and
uncountable food items in a
supermarket
Phonics:
- Recognize the letter combinations
“au,” “aw,” “all,” and their
pronunciations and the schwa
sounds and a.
Global Benchmarks:
-Students can: understand simple
questions and instructions when
teacher and other pupils speak very
slowly and clearly; greet, say please
ANNUAL PLAN CURRICULUM (APC)
– online or in print – using
appropriate language, layout
and linking words
CE.EFL.3.23. Create short,
original texts using a range of
resources and other media,
including ICT, in order to
recreate familiar scenes and
themes.
I.EFL.3.23.1. Learners can create
and produce short texts using
ICT and/or other resources at
home or at school in order to
recreate familiar scenes and
themes. (I.1, I.3)
EFL 3.1.4 CE.EFL.3.5. Demonstrate an
Use a variety of oral, - Understand and use basic Greetings, leave-taking ability to use a variety of
print and electronic expressions, and other simple everyday phrases to sources for oral and written
forms for social facilitate interpersonal interaction, to introduce communication in order to
communication and for others, and to name things. interact with others in social
writing to oneself. situations.
(Example: friendly - Understand the content in simple short written 6 weeks
notes, invitations, diary environmental print text types, using artwork I.EFL.3.5.1. Learners can employ
entries, notes to self, symbols and layout for support. various print and digital sources
electronic messages, in order to communicate with
etc.) - Understand and use common expressions of others in oral and written form
EFL 3.2.13 politeness in class while working in pairs or groups or in social situations. (J.3, S.1, S.4)
Respond to simple projects.
questions in quite a
short time and initiate - Clap, move, or sing along with short authentic CE.EFL.3.9. Production -
basic interaction English language rhymes or songs, approximating Fluency: Respond to simple
spontaneously when English rhythm and intonation once familiar with the questions and familiar everyday
there are opportunities text. social situations, such as an
to speak. Speech is invitation or request, relatively
produced a little less - Show the ability to use a simple learning resource. quickly. Spontaneously initiate
slowly and hesitantly. interactions in order to express
opinions or give accounts of
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and thank you; convey immediate
needs; use very limited number of
grammatical structures; write some
labels independently.
Phonics:
- Students can: recognize sounds
ANNUAL PLAN CURRICULUM (APC)
EFL 3.3.9 - Complete a basic survey or a questionnaire by personal experiences.
Identify and use reading providing personal details.
strategies to make text I.EFL.3.9.1. Learners can answer
more comprehensible -Use creative thinking skills to learn how to share and simple questions quickly and
and meaningful. respect all ideas through brainstorming activities and initiate basic interaction
(Example: skimming, pair work in class. spontaneously when given
scanning, previewing, opportunities. (Example: make
predicting, reading for - Imitate individual English language sounds, an invitation, give a suggestion,
main ideas and details, especially those phonemes which do not exist in the etc.) Learners can describe
etc.) student’s own L1, both in isolation and within key simple, familiar situations and
EFL 3.4.5 vocabulary items. talk about past experiences.
Write a questionnaire (I.3, J.3)
or survey for friends, - Read a short, simple text (online or print) and
family or classmates demonstrate understanding of the gist and some
using WH- questions in basic details of the content. CE.EFL.3.14. Select and use
order to identify things reading strategies to understand
in common and - Know how to spell simple English words correctly, and give meaning to written
preferences. demonstrating awareness of sound-letter text while employing a range of
EFL 3.5.5 relationships. everyday reference materials in
Evaluate literary texts order to determine information
(both written and oral, appropriate to the purpose of
online, in video or in inquiry and to relate ideas
print) according to pre- between written sources.
established criteria.
(Example: completing a I.EFL.3.14.1. Learners can
checklist, a chart, a identify and use reading
personal response, etc.) strategies to make written text
more comprehensible and
meaningful. Learners can use
everyday reference materials to
select information appropriate
to the purpose of an inquiry and
to relate ideas from one written
source to another. (I.2, S.1)
CE.EFL.3.19. Create a
questionnaire or survey using
WH- question words in order to
identify things in common and
preferences while displaying an
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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 presentation,
etc.) (I.2, S.2)

CE.EFL.3.21. Elaborate personal

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

I.EFL.3.21.1. Learners can

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

5. EFL 3.1.5 CE.EFL.3.3. Interact with others

Students learn how to: Describe, read about, - Ask simple basic questions in class about the world using a variety of both verbal
-Ask questions about what people participate in or beyond their own immediate environment in order and nonverbal communication

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LESSON 7: do for work; identify people by
their profession or occupation; ask
My mom’s a pilot. and answer questions about what
profession or occupation one
LESSON 8: would liketo do.
Where does your -Ask and tell about where people
grandma work? work
Global Benchmarks:
-Students can: identify basic
familiar words and phrases in a
new piece of text; give simple
answers to basic questions when
given time to reply and the other
person is prepared to help; write
some words and short phrases
independently.
Students can: Identify basic words
and phrases concerning
him/herself, family and school; give
simple answers to basic questions
when given time to reply and the
other person is prepared to help;
use simple phrases and sentences
to describe where he/she lives and
people he/she knows; write some
words and short phrases
independently.
Phonics:
-Recognize the letter combinations
“ous,” “tion,” “sion,” “ture,” and
their pronunciations.
-Students can: recognize sounds.
ANNUAL PLAN CURRICULUM (APC)
recommend a favorite to increase their understanding of different cultures. features and express likes
activity, book, song or and dislikes while giving 6 weeks
other interest to various - Understand meanings expressed in short dialogues recommendations in basic yet
audiences. (Example: on familiar topics, as well as basic spoken effective terms.
peers, other classes, instructions and simple questions about self, people,
teachers, other adults, animals, or things, especially when spoken slowly I.EFL.3.3.1. Learners can employ
etc.) and clearly. a range of verbal and nonverbal
EFL 3.2.12 communication features to
Ask and answer - Recognize when to speak and when to listen while express like and dislikes and can
questions and exchange working in pairs or small groups in class by following give recommendations in basic
information on familiar classroom instructions and simple commands. yet effective terms. (I.3, S.4)
topics in predictable -Say when they do not understand and ask for slower
everyday situations. or clearer repetition where required.
(Example: ask for -Enjoy extensive listening in English. CE.EFL.3.10. Interaction –
directions, give Interpersonal: Participate
directions, express a -Show the ability to use a simple learning resource. effectively in familiar and
personal opinion, etc.) predictable conversational
EFL 3.2.14 - Read and understand the main ideas in a short exchanges by sharing
Make and respond to simple text on a cross-curricular topic. information and reacting
invitations, suggestions, appropriately in basic
apologies and requests. -Understand meanings expressed in short dialogues interpersonal interactions.
EFL 3.3.10 on familiar topics, as well as basic spoken
Follow short instructions and simple questions about self, people, I.EFL.3.10.1. Learners can use
instructions illustrated animals, or things, especially when spoken slowly back-channeling to react
through step-by-step and clearly. appropriately to what others
visuals in simple say about familiar topics in
experiments and - Ask and answer basic personal information predictable, everyday situations
projects. (Example: questions, as well as well as simple questions about and when carrying out pair
simple science other people, animals, and possession provided the work for a specific task in class.
experiments, interaction is slow and clearl. Learners can ask questions to
instructions for an art - Collaborate in a friendly manner by sharing extend an interpersonal
project, etc.) classroom materials and personal objects while interaction. (I.3, J.3)
EFL 3.4.6 participating in games and activities in class and on
Write a simple narrative the playground.
CE.EFL.3.9. Production -
with linking words on
Fluency: Respond to simple
familiar subjects in - Demonstrate basic Reading comprehension skills by
questions and familiar everyday
order to express identifying the meaning of individual words, phrases,
social situations, such as an
everyday activities. and sentences, including simple written instruction.
invitation or request, relatively
(Example: free time,
quickly. Spontaneously initiate
descriptions, what -Imitate individual English Language sounds,
interactions in order to express
happened last especially those phonemes which do not exist in the
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ANNUAL PLAN CURRICULUM (APC)

weekend, etc.) student’s own L1, both in isolation and within key opinions or give accounts of
EFL 3.5.6 vocabulary items. personal experiences.
Work in groups to
create a brainstorm - Read a short, simple text (online or print) I.EFL.3.9.1. Learners can answer
and/or draw a mind demonstrate understanding of the gist and some simple questions quickly and
map to describe and basic details of the content. initiate basic interaction
organize ideas or spontaneously when given
organize useful -Know how to spell simple English words correctly, opportunities. (Example: make
information from demonstrating awareness of sound-letter an invitation, give a suggestion,
literary texts. relationships. etc.) Learners can describe
simple, familiar situations and
talk about past experiences.
(I.3, J.3)

CE.EFL.3.11. Demonstrate
comprehension of most of the
details of a short simple online
or print text and follow short
instructions in simple
experiments and projects if
illustrated through step-by-step
visuals.

I.EFL.3.11.1. Learners can

understand most details in a
short simple online or print text
and can follow short
instructions in simple
experiments and projects if
step-by-step visuals are
provided. (I.3, I.4)

CE.EFL.3.18. Write a variety of

short simple familiar text-types
– online or in print – using
appropriate language, layout
and linking words.

I.EFL.3.18.1. Learners can write

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 ANNUAL PLAN CURRICULUM (APC)

short simple text-types and

narratives, online and in print,
using appropriate language,
layout and linking words. (I.3,
J.2)

CE.EFL.3.24. Organize ideas and

relevant information from
literary texts using group or
class brainstorms and/or mind
maps in order to enhance
collaborative responses to
literature.

I.EFL.3.24.1. Learners can work

in groups to create brainstorms
and/ or draw mind maps to
describe and organize ideas or
useful information from literary
texts and create collaborative
responses to literature through
process writing groups or
literature circles. (I.4, S.4, J.3)

6. EFL 3.1.1 - Understand meanings expressed in short dialogues CE.EFL.3.1. Cultivate an

Students learn to: Ask simple basic on familiar topics, as well as basic spoken awareness of different cultures
LESSON 9: questions in class about instructions and simple questions about self, people, and identify similarities and
the world beyond their animals, or things, especially when spoken slowly differences between them
Why do you want -Talk about different kinds of pets own immediate and clearly. through oral and written literary
a snake? andtheir qualities; refer to a type or environment in order to texts.
group (i.e. pets) using the increase their -Read and understand the main ideas in a short 6 weeks
expression kind of; continuea understanding of simple text on a cross-curricular topic. I.EFL.3.1.1. Learners can show
discussion and/or find out more different cultures. an awareness of different
information through Why EFL 3.2.15 -Express curiosity about the world and other cultures cultures and identify similarities
questions. Provide a simple by asking simple WH- questions in class after reading and differences between them
description and/or and/or participating in presentations or other group through oral and written literary
Global Benchmarks: opinion of a common work. texts. (I.2, S.2, J.1)
object or a simple
- Students can: recognize and account of something - Enjoy extensive listening in English.
CE.EFL.3.9. Production -

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understand basic words and
phrases concerning him/herself,
family and school; identify basic
familiar words and phrases in a
new piece of text; give simple
answers to basic questions when
given time to reply and the other
person is prepared to help; write
some words and short sentences
independently
Phonics
-Identify 1, 2, and 3 syllable words;
identify syllables in words with long
vowels; ar, er, ir, or, ur, and
- Students can: recognize sounds
ANNUAL PLAN CURRICULUM (APC)
experienced. (Example:
an Ecuadorian
celebration, a class trip,
a party, a game played,
etc.)
EFL 3.4.9
Make effective use of a
range of digital tools to
write, edit, revise and
publish written work in
a way that supports
collaboration. (Example:
add sound or images to
a presentation, use an
app to collaborate on a
mind map, contribute
to a class wiki, etc.)
EFL 3.5.8
Create stories, poems,
songs, dances and plays
including those that
reflect traditional and
popular Ecuadorian
culture, observing the
conventions of the
genre. (Example:
purpose, settings,
audience, voice,
rhythm, etc.)
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Fluency: Respond to simple
- Demonstrate basic Reading comprehension skills by questions and familiar everyday
identifying the meaning of individual words, phrases, social situations, such as an
and sentences, including simple written instructions. invitation or request, relatively
quickly. Spontaneously initiate
- Write simple sentences on familiar topics to interactions in order to express
communicate basic ideas. opinions or give accounts of
personal experiences.
- Use creative thinking skills to learn how to share
and respect all ideas through brainstorming activities I.EFL.3.9.1. Learners can answer
and pair work in class. simple questions quickly and
initiate basic interaction
- Imitate individual English language sounds, spontaneously when given
especially those phonemes which do not exist in the opportunities. (Example: make
student’s own L1, both in isolation and within key an invitation, give a suggestion,
vocabulary items. etc.) Learners can describe
simple, familiar situations and
-Read a short, simple text (online or print) talk about past experiences.
demonstrate understanding of the gist and some (I.3, J.3)
basic details of the content.
-Know how to spell simple English words correctly, CE.EFL.3.20. Demonstrate an
demonstrating awareness of sound-letter ability to use a variety of digital
relationships. tools during the writing process
in order to collaborate on well-
constructed informational texts.
I.EFL.3.20.1. Learners can
effectively use a range of digital
tools during the writing process
in order to collaborate on
producing well-constructed
informational texts. (I.3, S.4, J.3)
CE.EFL.3.25. Observe and
expand on the conventions of
genre in order to create a
variety of texts that reflect
traditional and popular
Ecuadorian culture and identify
 ANNUAL PLAN CURRICULUM (APC)

select literary elements in

order to relate them to other
works, including the learners’
own writing.

CE.EFL.3.25. Observe and

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

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

• Villalba, J.& Rosero, I. (Septiembre 2012). Ministerio de Educación del Ecuador - MinEduc. It will use the English Book Pre A1.2, the which is directed to 7 h of
• Obtenido de http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto- EGB.
2014.pdf
• Teacher guide starship A1.2 children
• Blog: Ismara-ismara.blogspot.com
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): NAME: NAME:
Signature: Signature: Signature:

Date: September 6th, 2018 Date: Date:

NAME: Lcda. Norma Castro
Signature:

Date:

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