CURRICULAR MAPS
PROJECT 1
Informative Data:
Subnivel: ELEMENTAL
DE EGB
Learning Objective
Students will understand that
we need to use different
strategies to solve different
social, economic,
environmental, and cultural
problems. We need to
communicate well and act
independently
Course Teacher´s name
Subject Essential contents) skills with performance criteria
Basic personal information Skill and Performance criteria:
Expressions of politeness in short EFL.2.1.1. Exchange basic introductions and
dialogues or conversations limited personal information in class using
Greetings and Introducing myself simple present tense in order to get to know
and Yourself their peers. (Example: where one lives or goes
There is / There are to school, etc.)
Action Verbs EFL.2.1.6. Understand and use common
Understandig commands expressions of politeness in class while working
Describing objects in pairs or groups on projects. (Example:
Alphabet Please, sorry, thank you, etc.)
Verbs in Simple Present Tense EFL.2.2.11. Produce simple, mainly isolated
Verb To Be in Present utterances using very short phrases and
Personal Pronouns sometimes individual words, possibly with slow
Counting from 1 to 50 and/or hesitant delivery. (Example: words,
Inglés Possessive Nouns phrases and short sentences about people,
WH Questions animals, things, etc.)
Writing simple words, phrases and EFL 2.3.1. Demonstrate basic reading
sentences comprehension skills by identifying the
meaning of individual words, phrases, and
sentences, including simple written instructions.
EFL 2.3.5. Show the ability to use a simple
learning resource. (Example: a small set of
flashcards, a picture-based dictionary (online or
print), or a simple word list).
FL.2.4.1 Know how to spell simple English
words correctly, demonstrating awareness of
sound-letter relationships. (Example: sea, mean,
bee, etc.)
EFL.2.4.3. Write simple words, phrases and
sentences with correct use of standard writing
mechanics. (Example: spelling, punctuation,
capitalization, and writing by hand and/or on
the computer
CURRICULAR MAPS
PROJECT 2
Date:
Evaluation indicators
Indicators for the Perfomance
Criteria:
I.EFL.2.3.1. Learners can use basic
personal information and
expressions of politeness in short
dialogues or conversations. (J.2,
J.3) Learners can understand the
main ideas in short simple spoken
texts.
Learners can express basic ideas,
initiate conv
Learners can express basic ideas,
initiate conversations, possibly
with slow and/or hesitant delivery.
Ref.I.EFL.2.9.1.
I.EFL.2.11.1. Learners can
understand familiar words, phrases,
and short simple sentences and can
successfully complete the simple
accompanying task. (I.4)
I.EFL.2.14.1. Learners can
successfully use simple online and
print learning resources. (Example:
flashcards, picture dictionaries,
word lists, etc.) (I.2)
Learners can write words, phrases,
and short simple sentences using
the correct conventions (spelling,
punctuation, capitalization, and
handwriting or typography, etc.).
Ref I.EFL.2.17.1.
Informative Data:
Subnivel:
Learning Objective
Students will understand the
most important aspects of
life and its diversity, from
the study of its origin,
challenges and commitment
to maintain sustainable
environments that ensure
comprehensive health and
the continuity of life in its
different forms.
Course Teacher´s name
Subject Essential contents)
Talk about their own sorroundings
Introduce yourself and oneself
Bodies and Senses
Understanding short Sentences and
Commands
Pronouncing the Alphabet
Oral Description of Images
Article a/an
Prepositions of Place
Verb to Be
Vocabulary for School Subjects
Occupations and Activities
Present Progressive
Present simple
Family and school vocabulary
Reading: a short text or a simple
story
Inglés Writing; short simple words,
phrases and sentences
skills with performance criteria
EFL.2.1.2 Recognize the differences between
where people live among the regions of the
country in order to appreciate their own
environment. (Example: house/apartment,
country/city, etc.)
EFL.2.2.1. Understand meanings expressed in
short dialogues on familiar topics, as well as
basic spoken instructions and simple questions
about self, people, animals, or things, especially
when spoken slowly and clearly. (Example:
greetings, short phrases, basic range of
classroom instructions, common personal
information questions: What’s your name? etc.)
EFL 2.3.2. Read a short simple text (online or
print) and demonstrate understanding of the gist
and some basic details of the content.
EFL 2.4.4. Write simple words, phrases and
sentences for controlled practice of language
items.
EFL.2.4.5. Write simple sentences on familiar
topics to communicate basic ideas.
EFL 2.3.6. Understand the content of a simple
graphic organizer (online or print). (Example,
Venn Diagrams, charts, and labeled diagrams.)
EFL2.2.3. Recognize familiar names, words, and
short phrases about simple everyday topics
whether heard in isolation or within short,
simple spoken texts describing people and
objects. (Example: vocabulary about self,
family, friends and immediate surroundings at
school and home, adjectives for color and size,
etc.)
Date:
Evaluation indicators
Learners can recognize differences
between where people live and
write about their own surroundings,
as well ask simple questions. (I.2,
S.2) REF.( I.EFL.2.1.1)
Learners can write words, phrases,
and short simple sentences using
the correct conventions (spelling,
punctuation, capitalization, and
handwriting or typography, etc.).
Ref I.EFL.2.17.1.
Learners can recognize differences
between where people live and
write about their own surroundings,
as well ask simple questions. (I.2,
S.2) REF.( I.EFL.2.1.1)
Learners can understand a short
simple text on an everyday topic.
Ref.EFL.2.12.1.(I.4)
I.EFL.2.18.1. Learners can write
short simple phrases and sentences
to show that they know how to use
simple grammar or vocabulary
items. (I.3, I.4)
Learners can produce a short
simple sentence and a paragraph –
with ample support on a variety of
topics with the support of a model
text. I.EFL.2.19.1 (I.3)
I.EFL.2.15.1. Learners can use
simple graphic organizers to show
that they can understand a short
simple text. (Example: maps,
diagrams, bar charts, Venn
diagrams, etc.) (I.4)
Learners can understand short and
simple spoken texts well enough to
be able to pick out key items of
information. Ref.: I.EFL.2.7.1. (I.3

Informative Data:
Subnivel:
Learning Objective
Students will understand that
certain actions of human
beings have a negative and
direct impact on the
phenomena that happens in
nature and that worsen
environmental problems
such as global warming, for
raising awareness and
making assertive and
responsible decisions with
the immediate environment,
communicating it in various
spaces and with nature-
friendly resources.
Informative Data:
Subnivel:
Learning Objective
Students will understand that
history, technology, science
and art are interrelate and
evolve together, encouraging
human curiosity to know
and build a better world.
CURRICULAR MAPS
PROJECT 3
Course Teacher´s name Date:
Subject Essential contents) skills with performance criteria Evaluation indicators
Talk about their own surroundings
Introduce family members EFL.2.1.2 Recognize the differences between Learners can recognize differences
Talk about feelings and emotions where people live among the regions of the between where people live and
Get to know my home country in order to appreciate their own write about their own surroundings.
Read beyond the story understand environment. (Example: house/apartment, (I.2, S.2) REF.( I.EFL.2.1.1)
details. country/city, etc.) Learners can understand short and
Recognize sounds of the alphabet EFL.2.2.4. Identify items of specific simple spoken texts well enough to
and vowels. information within simple messages or from be able to pick out key items of
Use Negative and affirmative short and simple descriptions about familiar information. Ref.: I.EFL.2.7.1. (I.3)
sentence contexts, especially if visual support is Learners can pronounce most
Inglés Adjective to describe emotions provided. (Example: letters of the alphabet, familiar vocabulary items
Prepositions of place numbers, prices and times, days, dates and accurately. They can also produce
Talking about a place in the months, etc.) some phrases and short sentences
neighborhood EFL.2.2.10 Clap, move, chant, or sing along clearly. Ref. I.EFL.2.8.1.
Dairy products with short authentic English language rhymes or Learners can report emotions and
Food: fruits and vegetables. songs, approximating English rhythm and compose short responses to
Frequency adverbs intonation once familiar with the text. literary texts through words and
Listen and read stories (Example: jump or clap in time to jump rope images. Learners can generate and
Learn a song rhymes, do the actions to action songs or short expand on personal opinions and
Write about food rhythmic poems, enunciating some of words in responses to oral and written texts
Plural words time with the rhythm, etc.) through TPR, playground games,
EFL.2.5.2. Express emotions and feelings using and songs. Ref. I.EFL.2.22.1. (I.3,
basic adjectives and related images through S.3)
written work on the school or class bulletin
board.
CURRICULAR MAPS
PROJECT 4
Course Teacher´s name Date:
Subject Essential contents) skills with performance criteria Evaluation indicators
Inglés
Story structure: beginning, middle, Listen to and read short narratives and/or other Learners can demonstrate an
end. oral and written texts (with a preference for affinity for a variety of literary
Main ideas in a short simple text on authentic texts) in order to stimulate texts in order to stimulate
a cross-curricular topic. imagination, curiosity and a love for reading. imagination and curiosity for
 Numbers
School clothes and classroom
objects.
WH – questions (understand the
use/speaking): what, who, where,
when
Present simple tense
Pronouns: I, he, she, it, we, you,
they.
Verb to be: am / is / are.
Expressions of time
Meals of the day
Present continuous
Countable/ uncountable nouns
There is /are and questions
Prepositions
Can/ can’t
REF. EFL.2.5.4. reading. Ref I.EFL.2.23.1 (I.1, I.4)
EFL 2.4.8 Complete a basic survey or a Learners can write information in a
questionnaire by providing personal details. simple survey form or
EFL 2.3.7. Read and understand the main ideas questionnaire. Ref I.EFL.2.20.1.
in a short simple text on a cross-curricular topic. Learners can understand the main
(Example: art, music, history, etc.) ideas in a short simple text on a
EFL.2.2.4. Identify items of specific cross-curricular* topic. Ref.
information within simple messages or from I.EFL.2.16.1. (I.2)
short and simple descriptions about familiar
contexts, especially if visual support is
provided. (Example: letters of the alphabet,
numbers, prices and times, days, dates and
months, etc.)
EFL 2.1.4. Express curiosity about the world and
other cultures by asking simple WH- questions
in class after reading and/or participating in
presentations or other group work

Informative Data:
Subnivel:
Learning Objective
Students will understand that
health, culture and
entertainment are
fundamental axes in the
development of the life
project and their
dissemination is important
through artistic and cultural
manifestations
CURRICULAR MAPS
PROJECT 5
Course Teacher´s name Date:
Subject Essential contents) skills with performance criteria Evaluation indicators
Inglés
Vocabulary: Numbers,Colors,Food Express curiosity about the world and other Learners ask questions about how
Action words cultures by asking simple WH- questions in other people live. REF.
Adjectives to describe a person class after reading and/or participating in I.EFL.2.2.A. (J.3,S.1)
Present simple tense presentations REF EFL.2.1.4. Learners can interact using a range
Nouns (place/ person/ animal/ EFL.2.2.14. Ask and answer basic personal of basic functional exponents for
thing). Singular and Plural. information questions, as well as simple interpersonal conversations in
Articles: a / an questions about other people, animals, and everyday contexts, providing
Noun + verb. possessions, provided the interaction is slow speech is slow and clear. Ref.
Pronouns and clear. (Example: Where do you live? Do I.EFL.2.10.1. (I.3)
Shapes you have a bicycle? Etc.) Learners can understand the main
Short descriptions – paragraphs. EFL 2.3.7. Read and understand the main ideas ideas in a short simple text on a
Possessive pronouns: my, your, his, in a short simple text on a cross-curricular topic. cross-curricular* topic. Ref.
her, their, ours. (Example: art, music, history, etc.) I.EFL.2.16.1. (I.2)
WH – questions (understand the EFL 2.4.8 Complete a basic survey or a Learners can write information in a
use/speaking): what, who, where, questionnaire by providing personal details. simple survey form or
when, why. Apply ICT and/or other resources to questionnaire. Ref I.EFL.2.20.1.
 There is /are and questions
Prepositions
communicate. REF EFL.2.5.5 Learners can communicate
thoughts, feelings, and/or personal
experiences through a range of
resources and other media,
including ICT. Ref I.EFL.2.24.1. (I.2,
I.3, I.4)

Informative Data:
Subnivel:
Learning Objective
Students will understand that
Ecuador is part of a
megadiverse and
multicultural world,
contributing to the
construction and care of a
more just and equitable
human society through
assertive communication in
its near and distant
environment.
CURRICULAR MAPS
PROJECT 6
Course Teacher´s name
Subject Essential contents) skills with performance criteria
"Vocabulary: animals, colors and EFL.2.1.2 Recognize the differences between
numbers, where people live among the regions of the
Means of transportation country in order to appreciate their own
Seasons of the year environment. (Example: house/apartment,
Adjectives Country/city, etc.) "
Present simple tense EFL.2.2.1. Understand meanings expressed in
Pronouns: I, he, she, it, we, you, short dialogues on familiar topics, as well as
they. basic spoken instructions and simple questions
Verb to be: am/is/are about self, people, animals, or things, especially
Present continuous when spoken slowly and clearly. (Example:
Inglés Short descriptions – 2 paragraphs. greetings, short phrases, basic range of
WH – questions (understand the classroom instructions, common personal
use/speaking): what, who, where, information questions: What is your name? etc.)
when, why. EFL 2.3.10. Read a variety of simple text-types
Regular and irregular verbs and graphic organizers used to present cross-
Prepositions curricular information (Example: instructions,
Like/ dislike graphs, diagrams, charts, plans or maps, etc.)
Simple Phrasal verbs EFL 2.4.6 Write a short simple paragraph to
convey some simple facts about people,
animals, places, things, yourself or others, with
the support of a model text. (Example: where
they live, what they do, etc.)
Use creative thinking skills to learn how to
share and respect all ideas through
brainstorming activities. REF EFL.2.5.9
Date:
Evaluation indicators
Learners can recognize differences
between where people live and
write about their own surroundings,
as well ask simple questions. (I.2,
S.2) REF.( I.EFL.2.1.1)
Learners can understand the main
ideas in short simple spoken texts.
Ref.: I.EFL.2.6.1. (I.3) "
Learners can understand the main
ideas in a short simple text on a
cross curricular* topic. Ref.
I.EFL.2.16.1. (I.2)
Learners can produce a short
simple sentence and a paragraph –
with ample support - on a variety
of topics with the support of a
model text. I.EFL.2.19.1 (I.3)
Learners can utilize a range of
creative thinking skills to show a
respect for sharing and accepting
different ideas through
brainstorms REF .EFL.2.25.1. (J3,
S4)