Pca Ingles de 5y 6

ESCUELA DE EDUCACIÓN BÁSICA CARLOS JULIO AROSEMENA TOLA
PARROQUIA NUEVA TRONCAL-RECINTO LOS ANGELES

CÓDIGO AMIE: 21H00694
2021-2022
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
AREA: FOREING LANGUAGE SUBJECT: English Language

TEACHERS: Jenny Moyon
GRADE/COURSE: 5TO. 6TO. EDUCATION LEVEL EGB
2. TIME
WEEKLY COURSE LOAD Nº OF WORKING LEARNING EVALUATION AND UNEXPECTED ISSUES TOTAL CLASS WEEKS TOTAL PERIODS
HOURS
5 35 10 PERIODS 30 200
3. GENERAL OBJECTIVES
OBJETIVES OF THE AREA OBJECTIVES OF THE LEVEL/COURSE
OG.EFL.1 Encounter socio-cultural aspects of their own and other countries in a O.EFL 3.1 Identify some main ideas and details of written texts, in order to develop
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures an approach of critical inquiry to written and oral texts.
and languages from the secure O.EFL 3.2 Assess and appreciate English as an international language, as well as the
standpoint of their own national and cultural identity. five aspects of English that contribute to communicative competence.
OG.EFL.2 Draw on this established propensity for curiosity and tolerance towards O.EFL 3.3 Independently read level-appropriate texts in English for pure
different cultures to comprehend the role of diversity in building an intercultural and enjoyment/entertainment and to access information.
multinational society. 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 in-class library resources and explore the use of ICT to enrich
competencies in the four skills.
OG.EFL.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, O.EFL 3.6 Write short descriptive and informative texts and use them as a means of
and critical thinking skills through an appreciation of linguistic differences. Enjoy an communication and written expression of thought.
enriched perspective of their L1 and of language use for communication and learning O.EFL 3.7 Appreciate the use of English language through spoken and written literary
. texts such as poems, rhymes, chants, riddles and songs, in order to foster
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and imagination, curiosity and memory, while developing a taste for literature.
ability to O.EFL 3.8 Demonstrate a living relationship with the English language through
independently access further (language) learning and practice opportunities. Respect interaction with written and spoken texts, in order to explore creative writing as an
themselves outlet to personal expression.
and others within the communication process, cultivating habits of honesty and O.EFL 3.9 Be able to interact in English in a simple way using basic expressions and
integrity into short phrases in familiar contexts to satisfy needs of a concrete type, provided
responsible academic behavior. others talk slowly and clearly and are prepared to help.
O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work
OG.EFL 5 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.EFL 6 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  Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5. DEVELOPMENT OF PLANNING UNITS
Nº NAME OF THE UNIT SPECIFIC OBJECTIVES OF THE SKILLS AND METHODOLOGICAL EVALUATION CRITERIA TIME IN WEEKS
PLANNING UNIT PERFORMANCE ORIENTATION AND INDICATORS
CRITERIA
1 What’s your favorite O.EFL 3.1 Identify some main EFL 3.1.6. Apply self- COMMUNICATION AND CE.EFL.3.4. Develop the 6
class? ideas and details of written texts, correcting and self- CULTURAL AWARENESS skills to work
Where’s the gym? in order to develop an approach of monitoring strategies in  Participating in short collaboratively using a
Phonics: bl, br; cl, cr; critical inquiry to written and oral social and classroom dialogues using range of verbal and
fl , fr; dr, tr texts. interactions. (Example: ask- greetings and leave- nonverbal
O.EFL 3.2 Assess and appreciate ing questions, starting taking. communication features
English as an international over, rephrasing, exploring  Listening to or reading and apply self-correcting
language, as well as the five alternative pronunciations short dialogues and and self-monitoring
aspects of English that contribute or wording, etc.) answering questions strategies in social and
to communicative competence. about the speakers’ classroom interactions.
O.EFL 3.3 Independently read EFL 3.2.1. Infer who is names, grades, schools,
level-appropriate texts in English speaking and what the etc. CE.EFL.3.6. Listening for
for pure situation is when listening  Practicing the use of Meaning: Demonstrate an
enjoyment/entertainment and to to short simple texts, expressions of understanding of the
access information. especially when politeness during main idea, speaker and
O.EFL 3.4 Develop creative and accompanied by pictures or collaborative pair and situation in spoken texts
critical thinking skills to foster other visual aids, or sound small group work. set in familiar everyday
problem-solving and independent effects. (Example: contexts without having
learning using both spoken and shopkeeper speaking to a ORAL COMMUNICATION to decode every word.
written English. customer who is buying  Listening to short,
O.EFL 3.5 Use in-class library some fruit.) staged instructions and CE.EFL.3.11. Demonstrate
resources and explore the use of carrying them out. comprehension of most of
ICT to enrich competencies in the (Example: Open the the details of a short sim-
four skills. door. Take this book to ple online or print text and
O.EFL 3.6 Write short descriptive Mr. Davila. Walk, don’t follow short instructions
and informative texts and use run! Etc.) in simple experiments and
them as a means of  Listening to very short projects if illustrated
communication and written (spoken or recorded)
expression of thought.
O.EFL 3.7 Appreciate the use of descriptions of scenes, through step-by-step

English language through spoken and writing, coloring, visuals.
and written literary texts such as or drawing items within
poems, rhymes, chants, riddles them. (Example: CE.EFL.3.17. Produce a
and songs, in order to foster EFL 3.3.1. Understand most learners are given a short simple paragraph to
imagination, curiosity and of the details of the simple picture of a describe people, places,
memory, while developing a taste content of a short simple classroom. They listen things and feelings in
for literature. text (online or print). to a description of it order to influence an
O.EFL 3.8 Demonstrate a living and identify the table audience and use linking
relationship with the English EFL 3.4.2. Write a short where Sara sits and words to write other
language through interaction with simple paragraph to draw 3 pens and a red narratives on familiar
written and spoken texts, in order describe yourself or other book on it, etc. subjects.
to explore creative writing as an people, animals, places and READING
outlet to personal expression. things, with limited  Drawing a line from CE.EFL.3.21. Elaborate
O.EFL 3.9 Be able to interact in support. (Example: by individual words to a personal responses to
English in a simple way using basic answering questions or picture or a scene. both oral and written
expressions and short phrases in using key words) (Example: learners read literary texts through
familiar contexts to satisfy needs a list of farm animals pictures, audio/video or
of a concrete type, provided and draw a line from ICT in order to evaluate
others talk slowly and clearly and each word to the literary texts using pre-
are prepared to help. appropriate animal in established criteria,
EFL 3.5.1. Use audio, video
O.EFL 3.10 Demonstrate an ability the scene, etc.) individually or in groups.
and pictures to respond to
to use English as a means to WRITING
a variety of literary texts
interact socially and work  Writing new words in a INDICATORS
cooperatively in pairs and groups. through online or in-class
picture dictionary and I.EFL.3.4.1. Learners can
ICT activities.
adding a sticker or demonstrate an ability to
picture. work in pairs and small
 Identifying the groups using level-
differences between appropriate verbal and
two pictures and nonverbal communication
writing simple features and apply self-
sentences. (Example: In
picture A, there’s one correcting and self-moni-

car, but in picture B toring strategies in social
there are two cars, and classroom
etc.) interactions. (J.2, J.3, J.4,
I.3).
LANGUAGE THROUGH THE I.EFL.3.6.1. Learners can
ARTS grasp the main idea of
 Putting short captions spoken texts set in familiar
under pictures. everyday contexts and
infer changes in the topic
of discussion as well as
who is speaking and what
the situation is, without
having to decode every
word. (I.3, I.4)
I.EFL.3.11.1. Learners can
understand most details
in a short simple online or
print text and can follow
short instructions in
simple experiments and
projects if step-by-step
visuals are provided. (I.3,
I.4)

write short simple
paragraphs to 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)

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 What do you do in O.EFL 3.1 Identify some main EFL 3.1.2. Recognize ways COMMUNICATION AND CE.EFL.3.2. Recognize and
the library? ideas and details of written texts, to relate responsibly to CULTURAL AWARENESS exhibit responsible
Review in order to develop an approach of one’s surroundings at  Using question words behaviors at home, at
Learn more critical inquiry to written and oral home and at school by (who, what, where) to school and towards the
Phonics: gl, gr; pl, pr; texts. exhibiting responsible ask about places environment.
sc, sk; sl, sp O.EFL 3.2 Assess and appreciate behaviors towards the  Drawing different
English as an international environment. (Example: houses and labeling CE.EFL.3.6. Listening for
language, as well as the five chores at home, recycling, different rooms and Meaning: Demonstrate
aspects of English that contribute etc.) objects in a house. an understanding of the
to communicative competence. ORAL COMMUNICATION main idea, speaker and
O.EFL 3.3 Independently read  Listening to short, situation in spoken texts
level-appropriate texts in English staged instructions and set in familiar everyday
for pure carrying them out. contexts without having
enjoyment/entertainment and to (Example: Open the to decode every word.
access information. door. Take this book to
O.EFL 3.4 Develop creative and EFL 3.2.2. Be comfortable Mr. Davila. Walk, don’t CE.EFL.3.14. Select and
critical thinking skills to foster taking meaning from run! Etc.) use reading strategies to
problem-solving and independent spoken texts containing  Listening to very short understand and give
learning using both spoken and words or sections which (spoken or recorded) meaning to written text
written English. are not understood. Be descriptions of scenes, while employing a range
O.EFL 3.5 Use in-class library aware that understanding and writing, coloring, of everyday reference
resources and explore the use of spoken texts does not or drawing items within materials in order to
ICT to enrich competencies in the require decoding every them. (Example: determine information
four skills. single word. learners are given a appropriate to the
O.EFL 3.6 Write short descriptive simple picture of a purpose of inquiry and to
and informative texts and use EFL 3.3.5. Use everyday classroom. They listen relate ideas between
them as a means of reference material in order to a description of it written sources.
communication and written to select information ap- and identify the table
expression of thought. propriate to the purpose of where Sara sits and CE.EFL.3.16. Create a
O.EFL 3.7 Appreciate the use of an inquiry and to relate draw 3 pens and a red simple learning resource
English language through spoken ideas from one written book on it, etc.) in order to record and
and written literary texts such as source to another.  Listening to a short practice new words and
poems, rhymes, chants, riddles dialogue and filling in a demonstrate knowledge
and songs, in order to foster EFL 3.4.1. Make a simple simple form. (Example: of their meanings.
imagination, curiosity and learning resource in order a conversation
memory, while developing a taste to record and practice new between a boy and a INDICATORS
for literature. words. (Example: a picture teacher meeting for I.EFL.3.2.1. Learners can
O.EFL 3.8 Demonstrate a living dictionary, a word list, set the first time. Learners say ways to take care of
relationship with the English of flashcards, etc.) fill in the boy’s name, the environment and
language through interaction with age, birth date, (part of one’s surroundings.
written and spoken texts, in order his) address (e.g., Learners can identify and
to explore creative writing as an house number or street exhibit socially responsi-
outlet to personal expression. name), favorite subject, ble behaviors at home, at
O.EFL 3.9 Be able to interact in etc. on a simple form.) school and towards the
English in a simple way using basic READING environment. (J.3, S.1
expressions and short phrases in  Using a simple learning I.EFL.3.6.1. Learners can
familiar contexts to satisfy needs resource and locating grasp the main idea of
of a concrete type, provided EFL 3.5.4. C details. (Example: spoken texts set in famil-
others talk slowly and clearly and reate personal stories by finding and circling or iar everyday contexts and
are prepared to help. adding imaginative details coloring three different infer changes in the topic
O.EFL 3.10 Demonstrate an ability to real-life stories and kinds of fruit or three of discussion as well as
to use English as a means to situations, using kinds of drink in an who is speaking and what
interact socially and work appropriate vocabulary and online or print picture the situation is, without
cooperatively in pairs and groups. elements of the literature dictionary, etc.) having to decode every
learners have read or  Using the alphabet to word. (I.3, I.4)
heard. scan for particular I.EFL.3.14.1. Learners can
items in lists. (Example: identify and use reading
finding a word in a strategies to make written
simple dictionary or text more
locating a boy’s name comprehensible and
on a class list.) meaningful. Learners can
 Testing each other on use everyday reference
the meaning of materials to select
flashcards. (Example: a information appropriate
boy shows a picture on to the purpose of an
a flashcard and asks: inquiry and to relate ideas
What’s this? Girl: it’s from one written source
an airplane, etc.) to another. (I.2, S.1)
WRITING I.EFL.3.16.1. Learners can
 Locating specific words make a simple learning
on the page and resource in order to
writing them in a list. record and practice new
(Example: all the words words. (Example: a
beginning with the picture dictionary, a word
sound /k/ or all the list, a set of flashcards,
words that contain the etc.) (I.1, J.4)
long /a:/ sound, etc.) I.EFL.3.22.1. Create
 Matching words to picture books, graphic
pictures. (Example: expressions and personal
under the picture of a stories by adapting

chair, learners write the elements of literary texts
word chair with the and adding imaginative
five letters of the word details to real-life stories
on the five lines and situations, using
provided, etc.) appropriate vocabulary
 Writing new words in a and features of the
picture dictionary and literature learners have
adding a sticker or read or heard. (I.3, S.3)
picture.
LANGUAGE THROUGH THE
ARTS
 Listening to or reading
stories and drawing the
main characters.
 Choosing pictures of or
drawing the scenes of a
literary text.
 Standing up every time
they hear the name of
a character.
3 Let’s paint! O.EFL 3.1 Identify some main EFL 3.1.3. Exchange basic COMMUNICATION AND CE.EFL.3.3. Interact with
What do you want ideas and details of written texts, personal preferences with CULTURAL AWARENESS others using a variety of
to eat? in order to develop an approach of peers in order to express  Drawing different both verbal and
Phonics: sm, sn; st; critical inquiry to written and oral likes and dislikes. houses and labeling nonverbal
sw, tw; scr, str texts. different rooms and communication features
O.EFL 3.2 Assess and appreciate objects in a house. and express likes and
English as an international  Using question words dislikes while giving
language, as well as the five (who, what, where) to recommendations in
aspects of English that contribute ask about places. basic yet effective terms.
to communicative competence. ORAL COMMUNICATION
O.EFL 3.3 Independently read EFL 3.2.6. Use other  Showing the student CE.EFL.3.7. Listening for
level-appropriate texts in English students’ contributions in some picture flashcards Information: Follow and
for pure class as models for their of familiar vocabulary identify key information
enjoyment/entertainment and to own. items and asking them in short straightforward
access information. to say the words. audio texts related to
O.EFL 3.4 Develop creative and EFL 3.3.6. Apply learning (Example: It’s a house, areas of immediate need
critical thinking skills to foster strategies to examine and a school, a car, a bike, or interest, provided
problem-solving and independent interpret a variety of writ- to see if they are easily vocabulary is familiar and
learning using both spoken and ten materials using prior understood, etc.) visual support is present,
written English. knowledge, graphic  Ask the learner to sing and use these spoken
O.EFL 3.5 Use in-class library organizers, context clues, a song or recite a chant contributions as models
resources and explore the use of note taking and finding together with a group for their own.
ICT to enrich competencies in the words in a dictionary. of friends or with the
four skills. teacher. Record the CE.EFL.3.15. Make and
O.EFL 3.6 Write short descriptive EFL 3.4.6. Write a simple student’s production support inferences from
and informative texts and use narrative with linking with the recording evidence in a text with
them as a means of words on familiar subjects device quite near to reference to features of
communication and written in order to express the student’s mouth written English and apply
expression of thought. everyday activities. and listen to the other learning strategies
O.EFL 3.7 Appreciate the use of (Example: free time, recording to assess to examine and interpret
English language through spoken descriptions, what clarity of sounds, a variety of written
and written literary texts such as happened last weekend, production of materials.
poems, rhymes, chants, riddles etc.) phonemes, rhythm and
and songs, in order to foster intonation. CE.EFL.3.18. Write a
imagination, curiosity and  Doing a mingle activity variety of short simple
memory, while developing a taste where learners ask and familiar text-types –
for literature. answer simple online or in print – using
O.EFL 3.8 Demonstrate a living EFL 3.5.6. Work in groups questions about a appropriate language,
relationship with the English to create a brainstorm picture which has been layout and linking words.
language through interaction with and/or draw a mind map to stuck to
written and spoken texts, in order describe and organize ideas their own back.
(Example: for animal
to explore creative writing as an or organize useful picture cards, learners CE.EFL.3.24. Organize
outlet to personal expression. information from literary ask and answer. Is it an ideas and relevant
O.EFL 3.9 Be able to interact in texts. elephant? No. Is it a information from literary
English in a simple way using basic horse? Yes. Is it black or texts using group or class
expressions and short phrases in white? White. Etc.) brainstorms and/or mind
familiar contexts to satisfy needs Observing to see maps in order to enhance
of a concrete type, provided whether each student’s collaborative responses
others talk slowly and clearly and questions and answers to literature.
are prepared to help. are understandable
O.EFL 3.10 Demonstrate an ability by other learners. INDICATORS
to use English as a means to I.EFL.3.3.1. Learners can
interact socially and work READING employ a range of verbal
cooperatively in pairs and groups.  Drawing a line from and nonverbal
individual words to a communication features
picture or a scene. to express likes and
(Example: learners read dislikes and can give
a list of farm animals recommendations in
and draw a line from basic yet effective terms.
each word to the (I.3, S.4)
appropriate animal in
the scene, etc.) I.EFL.3.7.1. Learners can
 Reading a list of four record and identify key
words and crossing out information from a
the word that doesn’t spoken message of
belong. (Example: arm immediate need or
– leg – house – foot, interest when the mes-
etc. sage contains frequently
 Reading a simple used expressions and
sentence, looking at visual support. (Example:
the accompanying rules for a game,
picture, and ticking classroom instructions, a
dialogue in a scene from
yes/no. (Example: This a cartoon or movie, etc.)

is a house. Yes, etc.) Learners can use other
 Completing a gp in a classmate’s contributions
sentence (print or in class as models for
online). (Example: their own. (I.2, I.3)
Words: go, sleep.
Sentence: Every day I -- I.EFL.3.15.1. Learners can
- to school, etc.) make and support
inferences using evidence
WRITING from texts and features of
 Locating specific words written English (e.g.,
on the page and vocabulary, format,
writing them in a list. sequence, etc.) and apply
(Example: all the words other learning strategies
beginning with the in order to examine and
sound /k/ or all the interpret a variety of
words that contain the written materials. (I.2,
long /a:/ sound, etc.) J.3)
 Matching words to
pictures. (Example: I.EFL.3.18.1. Learners can
under the picture of a write short simple text-
chair, learners write the types and narratives,
word chair with the online and in print, using
five letters of the word appropriate language,
on the five lines layout and linking words.
provided, etc.) (I.3, J.2)
 Writing new words in a
picture dictionary and I.EFL.3.24.1. Learners can
adding a sticker or work in groups to create
picture. brainstorms and/ or draw
mind maps to describe
LANGUAGE THROUGH THE and organize ideas or

ARTS useful information from
 Creating a dance for a literary texts and create
song or rhyme collaborative responses
 Moving to the rhythm to literature through
of a song or chant. process writing groups or
 Illustrating a short literature circles. (I.4, S.4,
piece of writing. J.3)
4 Can you play the O.EFL 3.1 Identify some main EFL 3.1.5. Describe, read COMMUNICATION AND CE.EFL.3.3. Interact with
piano? ideas and details of written texts, about, participate in or CULTURAL AWARENESS others using a variety of
Review in order to develop an approach of recommend a favorite  Labeling pictures with both verbal and
Learn more critical inquiry to written and oral activity, book, song or correct names. nonverbal
Phonics: spl, spr, texts. other interest to various  Matching objects with communication features
squ; ct, ft; O.EFL 3.2 Assess and appreciate audiences. (Example: the places where they and express likes and
nd, nt; nk, mp English as an international peers, other classes, can be found. dislikes while giving
language, as well as the five teachers, other adults, etc.) (Example: stove in recommendations in
aspects of English that contribute kitchen, bed in basic yet effective terms.
to communicative competence. EFL 3.2.13. Respond to beroom, etc.)
O.EFL 3.3 Independently read simple questions in quite a  Choosing pictures that CE.EFL.3.9. Production -
level-appropriate texts in English short time and initiate demonstrate Fluency: Respond to
for pure basic interaction responsibility (cleaning simple questions and
enjoyment/entertainment and to spontaneously when there room, watering the familiar everyday social
access information. are opportunities to speak. flowers). situations, such as an
O.EFL 3.4 Develop creative and Speech is produced a little ORAL COMMUNICATION invitation or request,
critical thinking skills to foster less slowly and hesitantly.  Listening to very short relatively quickly.
problem-solving and independent (spoken or recorded) Spontaneously initiate
learning using both spoken and descriptions of scenes, interactions in order to
written English. and writing, coloring, express opinions or give
O.EFL 3.5 Use in-class library or drawing items within accounts of personal
resources and explore the use of them. (Example: experiences.
ICT to enrich competencies in the learners are given a
four skills. simple picture of a CE.EFL.3.11. Demonstrate
O.EFL 3.6 Write short descriptive EFL 3.3.10. Follow short classroom. They listen comprehension of most
and informative texts and use instructions illustrated to a description of it of the details of a short
them as a means of through step-by-step and identify the table simple online or print text
communication and written visuals in simple where Sara sits and and follow short
expression of thought. experiments and projects. draw 3 pens and a red instructions in simple
O.EFL 3.7 Appreciate the use of (Example: simple science book on it, etc.) experiments and projects
English language through spoken experiments, instructions  Listening to a short text if illustrated through
and written literary texts such as for an art project, etc.) and demonstrating step-by-step visuals.
poems, rhymes, chants, riddles understanding of it
and songs, in order to foster EFL 3.4.7. Use the process using an accompanying CE.EFL.3.20. Demonstrate
imagination, curiosity and of prewriting, drafting, graphic organizer. an ability to use a variety
memory, while developing a taste revising, peer editing and (Example: marking the of digital tools during the
for literature. proofreading (i.e., “the route on a map while writing process in order
O.EFL 3.8 Demonstrate a living writing process”) to listening to directions, to collaborate on well-
relationship with the English produce well-constructed etc.) constructed
language through interaction with informational texts. READING informational texts.
written and spoken texts, in order  Reading a list of words
to explore creative writing as an in a Venn diagram and CE.EFL.3.25. Observe and
outlet to personal expression. understanding the expand on the
O.EFL 3.9 Be able to interact in meaning. (Example: conventions of genre in
English in a simple way using basic Venn diagram: order to create a variety
expressions and short phrases in Dog/Cat. Task: Read a of texts that reflect
familiar contexts to satisfy needs sentence and tick traditional and popular
of a concrete type, provided yes/no. Sentence: Dogs Ecuadorian culture and
others talk slowly and clearly and EFL 3.5.7. Locate and and cats have tails, identify select literary
are prepared to help. identify selected literary etc.) elements in order to
O.EFL 3.10 Demonstrate an ability elements and techniques in WRITING relate them to other
to use English as a means to texts and relate those
interact socially and work elements to those in other  Completing simple works, including the
cooperatively in pairs and groups. works and to learners’ own sentences to practice a learners’ own writing.
experiences. (Example: grammar structure by
setting, character, plot, writing words in INDICATORS
theme, point of view, gapped sentences. I.EFL.3.3.1. Learners can
imagery, foreshadowing, Support learners by employ a range of verbal
climax, etc.) providing pictures for and nonverbal
context and / or a box communication features
of answers, from which to express likes and
they can choose. dislikes and can give
(Example: My best recommendations in
friend is ten --- old. --- basic yet effective terms.
name is Carol. --- (I.3, S.4)
birthday is in May, etc.)
 Identifying the I.EFL.3.9.1. Learners can
differences between answer simple questions
two pictures and quickly and initiate basic
writing simple interaction spontaneously
sentences. (Example: In when given op-
picture A, there’s one portunities. (Example:
car, but in picture B make an invitation, give a
there are two cars, suggestion, etc.) Learners
etc.) can describe simple,
 Answering questions familiar situations and
about a scene using full talk about past
sentences. (Example: experiences. (I.3, J.3)
How many boys are
there? There are four I.EFL.3.11.1. Learners can
boys, etc.) understand most details
LANGUAGE THROUGH THE in a short simple online or
ARTS print text and can follow
short instructions in
 Brainstorming ideas for simple experiments and

a writing project projects if step-by-step
together as a class, visuals are provided. (I.3,
using a graphic I.4)
organizer.
 Creating a product for I.EFL.3.20.1. Learners can
another class and effectively use a range of
making a short digital tools during the
advertisement that writing process in order
could be used to sell to collaborate on
the product. producing well-
 Playing games in class constructed informa-
or doing puzzles. tional texts. (I.3, S.4, J.3)
 Discussing mistakes
and how learners (and I.EFL.3.25.1. Learners can
all humans) can learn create stories, poems,
from them. songs and plays to reflect
traditional and popular
Ecuadorian culture,
observing the
conventions of the genre.
1. BIBLIOGRAPHY/WEBGRAPHY (Use APA VI editions OBSERVATIONS

norms)
 Ministry of Education, Curriculum 2016-2017
 Ministry of Education, Teacher´s book – Level 1
 Ministry of Education, the English Languages Learning
Standards.
PREPARED BY: REVISED BY: APPROVED BY:
DOCENTE: Jenny Moyon COMISIÓN PEDAGÓGICA: LIDER EDUCATIVO: JULIO PADILLA
Firma:
Firma: Firma:
Fecha: 23/08/2021
Fecha: 24/08/2021 Fecha: 27/08/2021

Pca Ingles de 5y 6

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Pca Ingles de 5y 6

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ESCUELA DE EDUCACIÓN BÁSICA CARLOS JULIO AROSEMENA TOLA

PARROQUIA NUEVA TRONCAL-RECINTO LOS ANGELES

ANNUAL CURRICULUM PLAN

AREA: FOREING LANGUAGE SUBJECT: English Language

OG.EFL 6 Through selected media, participate in reasonably extended spoken or

4. TRANSVERSAL AXES  Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

O.EFL 3.7 Appreciate the use of descriptions of scenes, through step-by-step

picture A, there’s one correcting and self-moni-

I.EFL.3.17.1. Learners can

I.EFL.3.21.1. Learners can

under the picture of a stories by adapting

yes/no. (Example: This a cartoon or movie, etc.)

LANGUAGE THROUGH THE and organize ideas or

 Brainstorming ideas for simple experiments and

1. BIBLIOGRAPHY/WEBGRAPHY (Use APA VI editions OBSERVATIONS

DOCENTE: Jenny Moyon COMISIÓN PEDAGÓGICA: LIDER EDUCATIVO: JULIO PADILLA

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