PLAN CURRICULAR ANUAL

(PCA)

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:
Area: Foreign Language Subject:  English 
Teachers:   Ana Isabel Sinchiguano Tupiza
Grade / course  5 Education  EGB 3
Level
2. TIME
Weekly course load No. of weeks Learning evaluation and unexpected issues Weekly course load No. of working hours

7 hours 40 4 7 hours
3. GENERAL OBJECTIVES
Objectives of the Area
OG.EFL1. Encounter socio-cultural aspects of their own and other
countries in a thoughtful and inquisitive manner, maturely and openly
experiencing other cultures and languages from the secure standpoint
of their own national and cultural identity.
OG.EFL2. Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the role of diversity
in building an intercultural and multinational society.
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.
Objectives of the level/course
O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in
order to interact with and to develop an approach of critical inquiry to a variety of
texts.
O.EFL 3.3 Independently read level-appropriate texts in English for pure
enjoyment/entertainment and to access information.
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.
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OG.EFL5. Directly access the main points and important details of

up-to-date English language texts, such as those published on the web,
for professional or general investigation, through the efficient use of ICT
and reference tools where required.
OG.EFL6. Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 backgrounds on
work, study or general topics of common interest, expressing ideas and
opinions effectively and appropriately.
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 Contents Methodology Evaluation*** Time in weeks
the Planning Unit. orientation
1. Fun Outdoors - asking and answering EFL 3.1.2. Recognize ways to 1. Develop Kolb’s CE.EFL.3.2. Recognize 6 weeks
with gerunds relate responsibly to one’s cycle of experiencial and exhibit responsible
Vocabulary: - building reading and surroundings at home and at learning: behaviors at home, at
Camping activities, listening skills school by exhibiting - Concrete school and towards the
e.g. climb, hike, - imperatives for safety responsible behaviors towards Experience environment.
canoe; Sports, e.g. advice the environment. - Reflexive I.EFL.3.2.1. Learners
ski, snowboard, ice - (Example: chores at home, bservation. can say ways to take
skate, in-line skate; recycling, etc.) - Abstract care of the environment
safety advice, e.g. conceptualizatio and
wear helmet, put on n. one’s surroundings.
sunscreen, wear a - Active Learners can identify
life jacket. experimentation. and exhibit socially
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responsible behaviors
2. The Direct method. at home, at school and
Grammar: 3. Input before output towards the
Questions with 4. Total physical environment. (J.3, S.1)
“What” , e.g. What response.
does he/she like EFL 3.1.3. Exchange basic 5. Suggestopedia,
doing? He/She likes personal preferences with 6. Comunicative CE.EFL.3.3. Interact
climbing.; Simple peers in order to express likes Language Teaching. with others using a
present statements and dislikes. variety of both verbal
with is/ isn’t, e.g. and nonverbal
He’s good at skiing. communication features
She isn’t good at and express likes and
skiing.; Yes/ No dislikes while giving
questions with “is”, recommendations in
e.g. Is she/he good basic yet effective
at skiing? Yes/No, terms.
she/he isn’t very I.EFL.3.3.1. Learners
good at it.; trying can employ a range of
something new: I’m verbal and nonverbal
not very good at communication features
(ice-skting). Don’t to express likes and
worry. I can help EFL 3.2.3. Record key items dislikes and
you.; time clauses of specific information from a can give
with “When”, e.g. heard message or description, recommendations in
When you go either in written form or by basic yet effective
snowboarding, drawing a picture. (Example: terms. (I.3, S.4)
always wear a letters of the alphabet,
helmet. numbers, quantities, prices CE.EFL.3.7. Listening
and times, days, dates and for Information: Follow
months, etc.) and identify key
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EFL 3.2.4. Follow and information in short

understand short, straightforward audio
straightforward audio texts related to areas of
messages and/or the main immediate need or
idea/dialogue of a movie or interest, provided
cartoon (or other vocabulary is familiar
age-appropriate audio-visual and visual support is
presentations) if delivered present, and use these
slowly and visuals provide spoken contributions as
contextual support. (Example: models for their own.
an announcement of a bus I.EFL.3.7.1. Learners
delay, an intercom can record and identify
announcement at school, a key information from a
dialogue supported by facial spoken message of
expressions/gestures and immediate need or
appropriate intonation, etc.) interest when the
EFL 3.2.7. Identify the main message
idea of short, clear, simple contains frequently
messages and used expressions and
announcements and visual support.
understand sentences and (Example: rules for a
frequently used expressions game, classroom
related to areas of imme-diate instructions, a dialogue
relevance. (Example: follow in a scene from a
verbal instructions for a game, cartoon or movie, etc.)
ask for prices at a store, follow Learners
simple classroom instructions, can use other
describe places nearby, etc.) classmate’s
contributions in class as
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EFL 3.2.13. Respond to models for their own.

simple questions in quite a (I.2, I.3)
short time and initiate basic
interaction spontaneously
when there are opportunities CE.EFL.3.9. Production
to speak. Speech is produced - Fluency: Respond to
a little less slowly and simple questions and
hesitantly. familiar everyday social
situations, such as an
invitation or request,
relatively quickly.
Spontaneously initiate
interactions in order to
express opinions or
give accounts of
personal experiences.
I.EFL.3.9.1. Learners
can answer simple
questions quickly and
initiate basic in-
teraction spontaneously
when given op-
portunities. (Example:
make an invitation, give
a suggestion, etc.)
Learners can de- scribe
EFL 3.3.1. Understand most simple, familiar
of the details of the content of situations and talk
a short simple text (online or about past experiences.
print). (I.3, J.3)
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EFL 3.3.8. Make and support
inferences from evidence in a
text with reference to features
of written English. (Example:
vocabulary, facts, format,
sequence, relevance of ideas,
etc.)
EFL 3.3.6. Apply learning
strategies to examine and
interpret a variety of written
materials using prior
knowledge, graphic
organizers, context clues, note
taking and finding words in a
dictionary.
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.3.15. Make and
support inferences from
evidence in a text with
reference to features of
written English and
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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
EFL 3.4.5. Write a English (e.g.,
questionnaire or survey for vocabulary, format,
friends, family or classmates sequence, etc.) and
using WH- questions in order apply other learning
to identify things in common strategies in order to
and preferences. examine and interpret a
variety of written
materials. (I.2, J.3)

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 ability to
convey and organize
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information using facts

and details.
I.EFL.3.19.1. Learners
can write ques-
tionnaires and surveys
for peers and family
using WH- questions in
order to identify things
in common and prefer-
ences, while
demonstrating an ability
to convey and organize
information using facts
and details in order to
illustrate di- verse
patterns and structures
in writing. (Example:
cause and effect,
problem and solution,
general-to-specific pre-
sentation, etc.) (I.2, S.2)

2. Land and Sea - Comparatives EFL 3.1.1. Ask simple basic 1. Develop Kolb’s CE.EFL.3.1. Cultivate 6 weeks
andsuperlatives questions in class about the cycle of experiencial an awareness of
Vocabulary: - building reading and world beyond their own learning: different cultures and
Animals and insects, listening skills immediate environment in - Concrete identify similarities and
e.g. hippopotamus, - Measuring and order to increase their Experience differences between
gorilla, panda.; sea weighing things understanding of different - Reflexive them through oral and
creatures, e.g. eel, - cultures. bservation. written literary texts.
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seal, dolphin; - Abstract I.EFL.3.1.1. Learners

animals, e.g. lizard, conceptualizatio can show an aware-
beetle, crab. n. ness of different
- Active cultures and identi- fy
Grammar:Regular experimentation. similarities and
comapratives with differences between
“than”, e.g. The 2. The Direct method. them through oral and
hippopotamus is 3. Input before output written literary texts.
bigger thanthe 4. Total physical (I.2, S.2, J.1)
panda. ; regular response.
superlatives, .e.g EFL 3.1.7. Demonstrate 5. Suggestopedia,
The hippopotamus appropriate classroom 6. Comunicative CE.EFL.3.2. Recognize
is the biggest.; behaviors by participating in Language Teaching. and exhibit responsible
questions with small group or whole class behaviors at home, at
“which” and the discussions. (Example: being school and towards the
superlative, e.g. courteous, respecting the environment.
Which one is the person and property of others, I.EFL.3.2.1. Learners
smallest? The bee is etc.) can say ways to take
the smallest. ; care of the environment
Comparisons with and one’s surroundings.
“as (adjecive) as”, Learners can identify
e.g. The eel isn’t as and exhibit socially
long as a the seal.s; responsi- ble behaviors
Yes/ No questions at home, at school and
with comparisons, towards the
e.g. Is the eel as environment. (J.3, S.1)
long as the seal?
No, it isn’t. it’s
shorter.; Asking for a EFL 3.2.1. Infer who is
specific item using speaking and what the
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“which”, e.g.Which situation is when listening to CE.EFL.3.6. Listening

one would you like? short simple texts, especially for Meaning:
I’d like the longest when accompanied by Demonstrate an
one, please.; pictures or other visual aids, understanding of the
Wuestions with or sound effects. (Example: main idea, speaker and
“How much”, e..g shopkeeper speaking to a situation in spoken texts
How much does the customer who is buying some set in familiar everyday
lizard weigh? It fruit.) contexts without having
weighs 150 EFL 3.2.2. Be comfortable to decode every word.
kilograms.; taking meaning from spoken I.EFL.3.6.1. Learners
Questions with “How texts containing words or can grasp the main idea
long”, e.g. How long sections which are not of spoken texts set in
is the lizard? It’s understood. Be aware that famil- iar everyday
three meters long. understanding spoken texts contexts and infer
does not require decoding chang- es in the topic of
every single word. discussion as well as
who is speaking and
what the situa- tion is,
without having to
decode ev- ery word.
EFL 3.3.1. Understand most (I.3, I.4)
of the details of the content of
a short simple text (online or CE.EFL.3.11.
print). Demonstrate
comprehension of most
EFL 3.3.10 Follow short of the details of a short
instructions illustrated through simple online or print
step-by-step visuals in simple text and follow short
experiments and projects. instructions in simple
(Example: simple science experiments and
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experiments, instructions for projects if illustrated

an art project, etc.) 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.3.14. Select
and use reading
strategies to
EFL 3.3.5. Use everyday understand and give
reference material in order to meaning to written text
select information appropriate while employing a
to the purpose of an inquiry range of everyday
and to relate ideas from one reference materials in
written source to another. order to determine
information appropriate
to the purpose of
inquiry and to relate
ideas between written
sources.
I.EFL.3.14.1. Learners
can identify and use
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EFL 3.4.2. Write a short
simple paragraph to describe
yourself or other people,
animals, places and things,
with limited support.
(Example: by answering
questions or using key words)
EFL 3.5.2. Create picture
books and/or other graphic
expressions in pairs in class
reading strategies to
make written text more
comprehensible and
mean- ingful. Learners
can use everyday ref-
erence materials to
select information
appropriate to the
purpose of an inqui- ry
and to relate ideas from
one written source to
another. (I.2, S.1)
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 describe
people, places,
animals, things and
feelings, with limited
support, while
demonstrating an ability
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by varying scenes, characters
or other elements of literary
texts.
EFL 3.5.4. Create personal
stories by adding imaginative
details to real-life stories and
situations, using appropriate
vocabulary and elements of
the literature learners have
read or heard.
to effectively influence
an audi- ence 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,
graph- ic 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)
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3. Appearance - people’s appearance EFL 3.1.4. Use a variety of 1. Develop Kolb’s CE.EFL.3.5. 6 weeks
- asking/ answering oral, print and electronic forms cycle of experiencial Demonstrate an ability
Vocabulary: about appearances for social communication and learning: to use a variety of
Hairstyles, e.g. short - building reading and for writing to oneself. - Concrete sources for oral and
hair, shoulder-length listening skills (Example: friendly notes, Experience written communication
hair, curly hair, wavy - describing invitations, diary entries, notes - Reflexive in order to interact with
hair; accessories, appearnaces to self, electronic messages, bservation. others in social
e.g. watch, etc.) - Abstract situations.
necklace, belt; conceptualizatio I.EFL.3.5.1. Learners
camouflage, e.g. n. can employ var- ious
stock, leaf, sand, - Active print and digital sources
grass. experimentation. in order to
communicate with
Grammar: 2. The Direct method. others in oral and
Questions with 3. Input before output written form in social
“What” (3rd person), 4. Total physical situations. (J.3, S.1,
e.g. What does she response. S.4)
look like? She has 5. Suggestopedia,
short, black hair and EFL 3.1.7. Demonstrate 6. Comunicative
brown eyes.; appropriate classroom Language Teaching.
Questions with behaviors by participating in
“Which” (3rd person), small group or whole class CE.EFL.3.2. Recognize
e.g. Which one is discussions. (Example: being and exhibit responsible
your borther? He’s courteous, respecting the behaviors at home, at
the one with short, person and property of others, school and towards the
straight, black hair etc.) environment.
and brown eyes. ; I.EFL.3.2.1. Learners
Wuestions with can say ways to take
“What”, e.g. What care of the environment
does the watch look and one’s surroundings.
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like? It’s new and Learners can identify

black. ; wishing and exhibit socially
someone good luck, responsi- ble behaviors
e.g. Good luck (with at home, at school and
the play). Thanks, EFL 3.2.3. Record key items towards the
You, too!; of specific information from a environment. (J.3, S.1)
comaprisons with heard message or description,
“the same (color/ either in written form or by CE.EFL.3.7. Listening
shape) as”, e.g. The drawing a picture. (Example: for Information: Follow
caterpillar is the letters of the alphabet, and identify key
same cholor as the numbers, quantities, prices information in short
stick. and times, days, dates and straightforward audio
months, etc.) texts related to areas of
EFL 3.2.4. Follow and immediate need or
understand short, interest, provided
straightforward audio vocabulary is familiar
messages and/or the main and visual support is
idea/dialogue of a movie or present, and use these
cartoon (or other spoken contributions as
age-appropriate audio-visual models for their own.
presentations) if delivered I.EFL.3.7.1. Learners
slowly and visuals provide can record and identify
contextual support. (Example: key information from a
an announcement of a bus spoken message of
delay, an intercom immediate need or
announcement at school, a interest when the mes-
dialogue supported by facial sage contains
expressions/gestures and frequently used
appropriate intonation, etc.) expressions and visual
support. (Example:
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EFL 3.2.7. Identify the main rules for a game,

idea of short, clear, simple classroom instructions,
messages and a dialogue in a scene
announcements and from a cartoon or
understand sentences and movie, etc.) Learn- ers
frequently used expressions can use other
related to areas of imme-diate classmate’s
relevance. (Example: follow contributions in class as
verbal instructions for a game, models for their own.
ask for prices at a store, follow (I.2, I.3)
simple classroom instructions,
describe places nearby, etc.)

EFL 3.3.2. Show

understanding of some basic
details in short simple CE.EFL.3.12. Display
cross-curricular texts by an understanding of
matching, labeling and some basic details in
answering simple questions. short simple
EFL 3.3.7 cross-curricular texts
Read, gather, view and listen from various sources by
to information from various matching, labeling and
sources answering simple
in order to organize and questions, and use the
discuss relationships between information gathered in
academic order to organize and
content areas. (Example: discuss relationships
nonfiction books for young between different
adults, the
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Internet, audio and media
presentations, oral interviews,
maps, diagrams, reference
books, magazines, etc.)
EFL 3.3.8. Make and support
inferences from evidence in a
text with reference to features
of written English. (Example:
vocabulary, facts, format,
sequence, relevance of ideas,
etc.)
academic content
areas.
I.EFL.3.12.1. Learners
can match, label and
answer simple
questions about ba- sic
details in a short simple
cross-curric- ular text.
Learners can organize
and dis- cuss
information from
different sources of
academic content. (I.2,
S.1)
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
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EFL 3.3.6. Apply learning English (e.g.,

strategies to examine and vocabulary, format,
interpret a variety of written sequence, etc.) and
materials using prior apply other learning
knowledge, graphic strategies in order to
organizers, context clues, note examine and interpret a
taking and finding words in a variety of written
dictionary. materials. (I.2, J.3)

CE.EFL.3.20.
Demonstrate an ability
to use a variety of
digital tools during the
writing process in order
to collaborate on
EFL 3.4.7. Use the process of well-constructed
prewriting, drafting, revising, informational texts.
peer editing and proofreading I.EFL.3.20.1. Learners
(i.e., “the writing process”) to can effectively use a
produce well-constructed range of digital tools
informational texts. during the writing
process in order to
EFL 3.4.9 collaborate on
Make effective use of a range producing
of digital tools to write, edit, well-constructed
revise informa- tional texts.
and publish written work in a (I.3, S.4, J.3)
way that supports
collaboration. CE.EFL.3.14. Select
and use reading
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(Example: add sound or strategies to

images to a presentation, use understand and give
an app to mean- ing to written text
collaborate on a mind map, while employing a
contribute to a class wiki, etc.) range of everyday
reference materials in
order to determine
information appropriate
to the purpose of
inquiry and to relate
ideas between written
sources.
I.EFL.3.14.1. Learners
EFL 3.3.9. Identify and use can identify and use
reading strat- egies to make reading strategies to
text more comprehen- sible make written text more
and meaningful. (Example: comprehensible and
skim- ming, scanning, mean- ingful. Learners
previewing, predicting, reading can use everyday ref-
for main ideas and details, erence materials to
etc.) select information
appropriate to the
purpose of an inqui- ry
and to relate ideas from
one written source to
another. (I.2, S.1)

4. Last Week - talking about past EFL 3.1.1. Ask simple basic 1. Develop Kolb’s CE.EFL.3.1. Cultivate 6 weeks
activities questions in class about the cycle of experiencial an awareness of
Vocabulary: world beyond their own learning: different cultures and
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Sports, e.g. - new regular verbs with immediate environment in - Concrete identify similarities and
baseball, basketball, new activities order to increase their Experience differences between
volleyball; activities, - Building reading and understanding of different - Reflexive them through oral and
e.g. practice the listening skills cultures. bservation. written literary texts.
piano, use the - talking about ancient EFL 3.1.9 Compare and - Abstract I.EFL.3.1.1. Learners
computer, talk on Rome contrast oral traditions, myths, conceptualizatio can show an aware-
the phone; Ancient folktales and literature from n. ness of different
Rome, e.g. stone, Ecuador and international - Active cultures and identi- fy
clay, glass, metal regions/cultures and identify experimentation. similarities and
similarities and differences, as differences between
Grammar: well as universal cultural 2. The Direct method. them through oral and
Simple past themes, through the use of 3. Input before output written literary texts.
statements with graphic organizers and 4. Total physical (I.2, S.2, J.1)
known regular verbs dramatic enactments in class. response.
and new nouns, 5. Suggestopedia,
questions with 6. Comunicative CE.EFL.3.2. Recognize
“what”, e.g. She Language Teaching. and exhibit responsible
played baseball behaviors at home, at
yesterday., What did school and towards the
she do yesterday? environment.
She played baseball I.EFL.3.2.1. Learners
yesterday.; Simple can say ways to take
past questions with care of the environment
“what” and time EFL 3.1.2. Recognize ways to and one’s surroundings.
expressions (1st relate responsibly to one’s Learners can identify
person), e.g. what surroundings at home and at and exhibit socially
did you do last school by exhibiting responsi- ble behaviors
weekend? I responsible behaviors towards at home, at school and
practiced the piano. the environment. towards the
Did you practice the environment. (J.3, S.1)
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piano on Monday? ; (Example: chores at home,

offering assistance, recycling, etc.)
e.g. I can’t find my CE.EFL.3.6. Listening
(gloves). Don’t for Meaning:
worry. You can Demonstrate an
borrow mine.; understanding of the
Simple past main idea, speaker and
questions with situation in spoken texts
“what”; the verb set in familiar everyday
“use” with the EFL 3.2.1. Infer who is contexts without having
infinitive “to make”, speaking and what the to decode every word.
e.g. what did they situation is when listening to I.EFL.3.6.1. Learners
use to make homes short simple texts, especially can grasp the main idea
in Rome? They when accompanied by of spoken texts set in
used stones. pictures or other visual aids, famil- iar everyday
or sound effects. (Example: contexts and infer
shopkeeper speaking to a chang- es in the topic of
customer who is buying some discussion as well as
fruit.) who is speaking and
EFL 3.2.2. Be comfortable what the situa- tion is,
taking meaning from spoken without having to
texts containing words or decode ev- ery word.
sections which are not (I.3, I.4)
understood. Be aware that
understanding spoken texts CE.EFL.3.8. Production
does not require decoding – Accuracy and
every single word. Intelligibility:
Communicate needs
clearly in class by
asking questions or
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requesting clarification.
EFL 3.2.8. Spell out key Demonstrate
vocabulary items using the acquisition of skills
English alphabet. (Example: taught in class, such as
names, colors, animals, being able to spell out
possessions, etc.) words or use some
grammatical structures
(albeit with frequent
errors).
I.EFL.3.8.1. Learners
can ask others to
repeat themselves or to
say something in a
different way and ask
for common classroom
needs. Learners can
spell out words in
English and can
describe mat- ters of
immediate need or
interest using some
grammatical structures
practiced in class
(although there may be
errors with tenses,
personal pronouns,
preposi- tions, etc.).
(I.3, J.4)
EFL 3.2.15. Provide a simple
description and/or opinion of a
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common object or a simple CE.EFL.3.9. Production

account of something - Fluency: Respond to
experienced. (Example: an simple questions and
Ecuadorian celebration, a familiar everyday social
class trip, a party, a game situations, such as an
played, etc.) invitation or request,
relatively quickly.
Spontaneously initiate
interactions in order to
express opinions or
give accounts of
personal experiences.
I.EFL.3.9.1. Learners
can answer simple
questions quickly and
initiate basic in-
teraction spontaneously
when given op-
portunities. (Example:
make an invitation, give
a suggestion, etc.)
Learners can de- scribe
simple, familiar
EFL 3.3.3. Identify the situations and talk
meaning of specific about past experiences.
content-based words and (I.3, J.3)
phrases, with the aid of visual
support.
EFL 3.3.4. Distinguish CE.EFL.3.13. Show an
between fact and opinion and ability to identify the
PLAN CURRICULAR ANUAL
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relevant and irrelevant meaning of specific

information in an informational content-based words
text through the use of mind and phrases, with the
maps/charts. 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
be- tween fact and
opinion and relevant
EFL 3.4.5. Write a and irrelevant
questionnaire or survey for information in
friends, family or classmates informational texts
using WH- questions in order through the use of mind
to identify things in common maps and charts. (I.2,
and preferences. I.3)

EFL 3.4.8 Convey and CE.EFL.3.19. Create a

organize information using questionnaire or survey
facts and details in order to using WH- question
illustrate diverse patterns and words in order to
PLAN CURRICULAR ANUAL
(PCA)

structures in writing. identify things in

(Example: cause and effect,
problem and solution,
general-to-specific
presentation, etc.)
EFL 3.4.6. Write a simple
narrative with linking words on
familiar subjects in order to
express everyday activities.
(Example: free time,
common and
preferences while
displaying an ability to
convey and organize
information using facts
and details.
I.EFL.3.19.1. Learners
can write ques-
tionnaires and surveys
for peers and family
using WH- questions in
order to identify things
in common and prefer-
ences, while
demonstrating an ability
to convey and organize
information using facts
and details in order to
illustrate di- verse
patterns and structures
in writing. (Example:
cause and effect,
problem and solution,
general-to-specific pre-
sentation, etc.) (I.2, S.2)
CE.EFL.3.18. Write a
variety of short simple
familiar text-types –
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descriptions, what happened
last weekend, etc.)
EFL 3.5.2. Create picture
books and/ or other graphic
expressions in pairs in class
by varying scenes, characters
or other elements of literary
texts.
EFL 3.5.4. Create personal
stories by adding imaginative
details to real-life stories and
situations, using appropriate
vocabulary and elements of
the litera- ture learners have
read or heard.
online or in print – using
appropriate language,
layout and linking
words.
I.EFL.3.18.1. Learners
can write short simple
text-types and
narratives, online and in
print, using appropriate
language, layout and
linking words. (I.3, J.2)
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, graph- ic
expressions and
personal stories by
adapting elements of
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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)

A Day Out - asking and answering EFL 3.1.8. Interpret and 1. Develop Kolb’s CE.EFL.3.4. Develop
about what people ate demonstrate knowledge of cycle of experiencial the skills to work
Vocabulary: - what people did nonverbal and oral learning: collaboratively using a
Food, e.g. noodles, - building reading and communication features in - Concrete range of verbal and
curry, sushi.; Things listening skills classroom activities, and Experience nonverbal
to do, e.g. go - describing/ comparing understand the contexts in - Reflexive communication features
bowling, take a using past tense which they are used bservation. and apply
picture, see a appropriately. (Example: - Abstract self-correcting and
parade; dinosours: gestures, body language, conceptualizatio self-monitoring
feather, tail, claw, volume, etc.) n. strategies in social and
wing. - Active classroom interactions.
EFL 3.1.6 Apply experimentation. I.EFL.3.4.1. Learners
Grammar: self-correcting and can demonstrate an
Known irregular self-monitoring strategies in 2. The Direct method. ability to work in pairs
verbs with new social and classroom 3. Input before output and small groups using
foods, e.g. He ate interactions. (Example: asking 4. Total physical level-appropriate verbal
noodles, She drank questions, starting over, response. and nonverbal
lemonade.; Verbs rephrasing, exploring 5. Suggestopedia, communication features
with prepositions alternative pronunciations or 6. Comunicative and apply
“for” and “with”, e.g. wording, etc.) Language Teaching self-correcting and
What did she eat for self-moni- toring
 PLAN CURRICULAR ANUAL
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lunch? She ate strategies in social and

noodles. What did classroom interactions.
she drink with (J.2, J.3, J.4, I.3)
lunch? She drank
lemonade.; CE.EFL.3.6. Listening
questions with for Meaning:
“what” and “when”+ Demonstrate an
irregular verbs, e.g. understanding of the
What did she do main idea, speaker and
yesterday? She situation in spoken texts
went bowling.; EFL 3.2.1. Infer who is set in familiar everyday
Helping someone speaking and what the contexts without having
find something, e.g. situation is when listening to to decode every word.
What happened? I short simple texts, especially I.EFL.3.6.1. Learners
lsot my backpack. when accompanied by can grasp the main idea
Let’s look for it pictures or other visual aids, of spoken texts set in
together.; past tense or sound effects. (Example: famil- iar everyday
statements, “Some” shopkeeper speaking to a contexts and infer
with plural nouns, customer who is buying some chang- es in the topic of
e.g. Some dinosours fruit.) discussion as well as
had feathers. EFL 3.2.2. Be comfortable who is speaking and
taking meaning from spoken what the situa- tion is,
texts containing words or without having to
sections which are not decode ev- ery word.
understood. Be aware that (I.3, I.4)
understanding spoken texts
does not require decoding CE.EFL.3.9. Production
every single word. - Fluency: Respond to
simple questions and
familiar everyday social
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(PCA)

situations, such as an
invitation or request,
EFL 3.2.13. Respond to relatively quickly.
simple questions in quite a Spontaneously initiate
short time and initiate basic interactions in order to
interaction spontaneously express opinions or
when there are opportunities give accounts of
to speak. Speech is produced personal experiences.
a little less slowly and I.EFL.3.9.1. Learners
hesitantly. can answer simple
EFL 3.2.15. Provide a simple questions quickly and
description and/or opinion of a initiate basic in-
common object or a simple teraction spontaneously
account of something when given op-
experienced. (Example: an portunities. (Example:
Ecuadorian celebration, a make an invitation, give
class trip, a party, a game a suggestion, etc.)
played, etc.) Learners can de- scribe
simple, familiar
situations and talk
about past experiences.
(I.3, J.3)

CE.EFL.3.10.
Interaction –
Interpersonal:
Participate effectively in
familiar and predictable
EFL 3.2.9. React appropriately conversational
to what others say using exchanges by sharing
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verbal/non-verbal information and

back-channeling, or by asking reacting appropriately in
further simple questions to basic interpersonal
extend the interaction. interactions.
(Example: express interest I.EFL.3.10.1. Learners
using facial expression or can use back-chan-
simple words with appropriate neling to react
intonation: Oh!, Yes! Thanks. appropriately to what
And you? etc.) others say about
familiar topics in pre-
dictable, 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.3.13. Show an
ability to identify the
meaning of specific
EFL 3.3.3. Identify the content-based words
meaning of specific and phrases, with the
content-based words and aid of visual support,
phrases, with the aid of visual and use charts/mind
support. maps to distinguish
between fact/opinion
and relevant/irrelevant
PLAN CURRICULAR ANUAL
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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
be- tween fact and
opinion and relevant
and irrelevant
information in
informational texts
through the use of mind
EFL 3.3.9. Identify and use maps and charts. (I.2,
reading strategies to make I.3)
text more comprehensible and
meaningful. (Example: CE.EFL.3.14. Select
skimming, scanning, and use reading
previewing, predicting, reading strategies to
for main ideas and details, understand and give
etc.) meaning to written text
while employing a
range of everyday
reference materials in
order to determine
information appropriate
to the purpose of
inquiry and to relate
PLAN CURRICULAR ANUAL
(PCA)
EFL 3.4.1. Make a simple
learning resource in order to
record and practice new
words.
(Example: a picture dictionary,
a word list, set of flashcards,
etc.)
EFL 3.5.2. Create picture
books and/or other graphic
expressions in pairs in class
by varying scenes, characters
or other elements of literary
texts.
ideas between written
sources.
I.EFL.3.14.1. Learners
can identify and use
reading strategies to
make written text more
comprehensible and
mean- ingful. Learners
can use everyday ref-
erence materials to
select information
appropriate to the
purpose of an inqui- ry
and to relate ideas from
one written source to
another. (I.2, S.1)
CE.EFL.3.16. Create a
simple learning
resource in order to
record and practice new
words and demonstrate
knowledge of their
meanings.
I.EFL.3.16.1. Learners
can make a simple
learning resource in
order to record and
practice new words.
(Example: a picture
PLAN CURRICULAR ANUAL
(PCA)
EFL 3.5.4. Create personal
stories by adding imaginative
details to real-life stories and
situations, using appropriate
vocabulary and elements of
the literature learners have
read or heard.
dictionary, a word list, a
set of flashcards, etc.)
(I.1, J.4)
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, graph- ic
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)
 PLAN CURRICULAR ANUAL
(PCA)

5. Being Creative - What people like to EFL 3.1.3. Exchange basic 1. Develop Kolb’s CE.EFL.3.3. Interact 6 weeks
do in their free time personal preferences with cycle of experiencial with others using a
Vocabulary: - doing things for peers in order to express likes learning: variety of both verbal
The arts, e.g. sing people and dislikes. - Concrete and nonverbal
songs, make - building reading and EFL 3.1.5. Describe, read Experience communication features
movies, write listening skills about, participate in or - Reflexive and express likes and
stories, design - describing different recommend a favorite activity, bservation. dislikes while giving
clothes.; making kinds of art book, song or other interest to - Abstract recommendations in
things, e.g. cook various audiences. (Example: conceptualizatio basic yet effective
dinner, make peers, other classes, n. terms.
cookies, make teachers, other adults, etc.) - Active I.EFL.3.3.1. Learners
jewellery, make a experimentation. can employ a range of
card, knit a scarf; verbal and nonverbal
art, e.g. painting, 2. The Direct method. communication features
photograph, mosaic, 3. Input before output to express likes and
sculpture. 4. Total physical dislikes and can give
response. recommendations in
Grammar: EFL 3.1.7. Demonstrate 5. Suggestopedia, basic yet effective
Simple present appropriate classroom 6. Comunicative terms. (I.3, S.4)
questions with “like” behaviors by participating in Language Teaching
and infinitive “to”, small group or whole class CE.EFL.3.2. Recognize
e.g. What does he discussions. (Example: being and exhibit responsible
like to do in their courteous, respecting the behaviors at home, at
free time? He likes person and property of others, school and towards the
to sing songs. Does etc.) environment.
he like to sing songs I.EFL.3.2.1. Learners
in his free time? can say ways to take
Yes, he does. No, care of the environment
he doesn’t. ; and one’s surroundings.
preposition “for”+ Learners can identify
 PLAN CURRICULAR ANUAL
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object pronouns, and exhibit socially

e.g. He cooked responsi- ble behaviors
dinner for him.; at home, at school and
Questions with what EFL 3.2.3. Record key items towards the
+ object pronouns, of specific information from a environment. (J.3, S.1)
e.g. What did he heard message or description,
cook for her? ; being either in written form or by CE.EFL.3.7. Listening
kind to someone in drawing a picture. (Example: for Information: Follow
need of assistance, letters of the alphabet, and identify key
e.g. Could you carry numbers, quantities, prices information in short
these bags for me? and times, days, dates and straightforward audio
Sure. No problem. ; months, etc.) texts related to areas of
Simple present EFL 3.2.4. Follow and immediate need or
statements, understand short, interest, provided
preposition “of” for straightforward audio vocabulary is familiar
subject matter, e.g. messages and/or the main and visual support is
This is a painting of idea/dialogue of a movie or present, and use these
a bedroom. cartoon (or other spoken contributions as
age-appropriate audio-visual models for their own.
presentations) if delivered I.EFL.3.7.1. Learners
slowly and visuals provide can record and identify
contextual support. (Example: key information from a
an announcement of a bus spoken message of
delay, an intercom immediate need or
announcement at school, a interest when the mes-
dialogue supported by facial sage contains
expressions/gestures and frequently used
appropriate intonation, etc.) expressions and visual
EFL 3.2.7. Identify the main support. (Example:
idea of short, clear, simple rules for a game,
PLAN CURRICULAR ANUAL
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messages and classroom instructions,

announcements and a dialogue in a scene
understand sentences and from a cartoon or
frequently used expressions movie, etc.) Learn- ers
related to areas of imme-diate can use other
relevance. (Example: follow classmate’s
verbal instructions for a game, contributions in class as
ask for prices at a store, follow models for their own.
simple classroom instructions, (I.2, I.3)
describe places nearby, etc.)

EFL 3.2.9. React appropriately

to what others say using
verbal/non-verbal
back-channeling, or by asking CE.EFL.3.10.
further simple questions to Interaction –
extend the interaction. Interpersonal:
(Example: express interest Participate effectively in
using facial expression or familiar and predictable
simple words with appropriate conversational
intonation: Oh!, Yes! Thanks. exchanges by sharing
And you? etc.) information and
EFL 3.2.10. Sustain a reacting appropriately in
conversational exchange on a basic interpersonal
familiar, everyday subject interactions.
when carrying out a I.EFL.3.10.1. Learners
collaborative/paired learning can use back-chan-
activity in which there are neling to react
specific instructions for a task. appropriately to what
PLAN CURRICULAR ANUAL
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others say about

familiar topics in pre-
dictable, everyday
situations and when
carrying out pair work
for a specific task in
EFL 3.3.3. Identify the class. Learners can ask
meaning of specific questions to extend an
content-based words and interpersonal
phrases, with the aid of visual interaction. (I.3, J.3)
support.
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
PLAN CURRICULAR ANUAL
(PCA)
EFL 3.4.2. Write a short
simple paragraph to describe
yourself or other people,
animals, places and things,
with limited support.
(Example: by answering
questions or using key words)
EFL 3.4.7. Use the process of
prewriting, drafting, revising,
peer editing and proofreading
(i.e., “the writing process”) to
produce well-constructed
informational texts.
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.
be- tween 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 describe
people, places,
animals, things and
feelings, with limited
support, while
demonstrating an ability
to effectively influence
an audi- ence and to
express everyday
activities. (I.3, S.1)
PLAN CURRICULAR ANUAL
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(Example: add sound or

images to a presentation, use CE.EFL.3.20.
an app to collaborate on a Demonstrate an ability
mind map, contribute to a to use a variety of
class wiki, etc.) digital 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
EFL 3.5.2. Create picture process in order to
books and/ or other graphic collaborate on
expressions in pairs in class producing
by varying scenes, characters well-constructed
or other elements of literary informa- tional texts.
texts. (I.3, S.4, J.3)
EFL 3.5.4. Create personal
stories by adding imaginative CE.EFL.3.22. Design
details to real-life stories and and produce picture
situations, using appropriate books, graphic
vocabulary and elements of expressions and/or
the litera- ture learners have personal stories by
read or heard. varying elements of
literary texts and adding
imaginative details to
real-life stories and
situations in order to
 PLAN CURRICULAR ANUAL
(PCA)

create new, original

texts.
I.EFL.3.22.1. Create
picture books, graph- ic
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)

Things to Be - future careers EFL 3.1.4. Use a variety of 1. Develop Kolb’s CE.EFL.3.5.
- things to do in the oral, print and electronic forms cycle of experiencial Demonstrate an ability
Vocabulary: future for social communication and learning: to use a variety of
Careers, e.g. actor, - building reading and for writing to oneself. - Concrete sources for oral and
artist, musician; listening skills (Example: friendly notes, Experience written communication
activities, e.g. go to - talking about invitations, diary entries, notes - Reflexive in order to interact with
space, fly a astronauts and space to self, electronic messages, bservation. others in social
helicopter, work with etc.) - Abstract situations.
animals.; in space, conceptualizatio I.EFL.3.5.1. Learners
e.g. space shuttle, n. can employ var- ious
space station, space - Active print and digital sources
suit. experimentation. in order to
communicate with
Grammar: 2. The Direct method. others in oral and
 PLAN CURRICULAR ANUAL
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Future time 3. Input before output written form in social

expression “when”+ EFL 3.1.8. Interpret and 4. Total physical situations. (J.3, S.1,
questions with demonstrate knowledge of response. S.4)
what/want + to be, nonverbal and oral 5. Suggestopedia,
e.g. What do you communication features in 6. Comunicative CE.EFL.3.4. Develop
want to be when you classroom activities, and Language Teaching the skills to work
grow up? I want to understand the contexts in collaboratively using a
be an actor.; future which they are used range of verbal and
time expression appropriately. (Example: nonverbal
“when”+ questions gestures, body language, communication features
with what/want+ to volume, etc.) and apply
do, e.g. What do self-correcting and
you want to do when EFL 3.1.6 self-monitoring
you’re older? I want Apply self-correcting and strategies in social and
to go to space. ; self-monitoring strategies in classroom interactions.
reading and obeying social and classroom I.EFL.3.4.1. Learners
signs, e.g. what interactions. (Example: asking can demonstrate an
does this sign questions, starting over, ability to work in pairs
mean? It mans you rephrasing, exploring and small groups using
can’t run here.; alternative pronunciations or level-appropriate verbal
Statements with wording, etc.) and nonverbal
“have to/ don’t communication features
have”, e.g. and apply
Astronauts have to self-correcting and
take the space self-moni- toring
shuttle to get to the strategies in social and
space station. classroom interactions.
Astronauts don’t (J.2, J.3, J.4, I.3)
have to wear a
 PLAN CURRICULAR ANUAL
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space suit in the CE.EFL.3.6. Listening

space station. EFL 3.2.1. Infer who is for Meaning:
speaking and what the Demonstrate an
situation is when listening to understanding of the
short simple texts, especially main idea, speaker and
when accompanied by situation in spoken texts
pictures or other vi- sual aids, set in familiar everyday
or sound effects. (Example: contexts without having
shopkeeper speaking to a to decode every word.
customer who is buying some I.EFL.3.6.1. Learners
fruit.) can grasp the main idea
EFL 3.2.2. Be comfortable of spoken texts set in
taking mean- ing from spoken famil- iar everyday
texts containing words or contexts and infer
sections which are not chang- es in the topic of
understood. Be aware that discussion as well as
understanding spoken texts who is speaking and
does not require decoding what the situa- tion is,
every single word. without having to
decode ev- ery word.
(I.3, I.4)

CE.EFL.3.10.
EFL 3.2.10. Sustain a Interaction –
conversational exchange on a Interpersonal:
familiar, everyday subject Participate effectively in
when carrying out a familiar and predictable
collaborative/paired learning conversational
activity in which there are exchanges by sharing
specific instructions for a task. information and
PLAN CURRICULAR ANUAL
(PCA)

EFL 3.2.12. Ask and answer reacting appropriately in

questions and exchange basic interpersonal
information on familiar topics interactions.
in predictable everyday I.EFL.3.10.1. Learners
situations. (Example: ask for can use back-chan-
directions, give directions, neling to react
express a personal opinion, appropriately to what
etc.) others say about
familiar topics in pre-
dictable, 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)
EFL 3.3.2. Show
understanding of some basic
details in short simple CE.EFL.3.12. Display
cross-curricular texts by an understanding of
matching, labeling and some basic details in
answering simple questions. short simple
cross-curricular texts
EFL 3.3.7 Read, gather, view from various sources by
and listen to information from matching, labeling and
various sources in order to answering simple
organize and discuss questions, and use the
relationships between information gathered in
academic content areas. order to organize and
PLAN CURRICULAR ANUAL
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(Example: nonfiction books for discuss relationships

young adults, the Internet, between different
audio and media academic content
presentations, oral interviews, areas.
maps, diagrams, reference I.EFL.3.12.1. Learners
books, magazines, etc.) can match, label and
answer simple
questions about ba- sic
details in a short simple
cross-curric- ular text.
Learners can organize
and dis- cuss
information from
different sources of
academic content. (I.2,
S.1)

CE.EFL.3.14. Select
and use reading
strategies to
understand and give
meaning to written text
while employing a
EFL 3.3.9. Identify and use range of everyday
reading strategies to make reference materials in
text more comprehensible and order to determine
meaningful. (Example: information appropriate
skimming, scanning, to the purpose of
previewing, predicting, reading inquiry and to relate
PLAN CURRICULAR ANUAL
(PCA)
for main ideas and details,
etc.)
EFL 3.4.6. Write a simple
narrative with linking words on
familiar subjects in order to
express everyday activities.
(Example: free time,
descriptions, what happened
last weekend, etc.)
ideas between written
sources.
I.EFL.3.14.1. Learners
can identify and use
reading strategies to
make written text more
comprehensible and
mean- ingful. Learners
can use everyday ref-
erence materials to
select information
appropriate to the
purpose of an inqui- ry
and to relate ideas from
one written source to
another. (I.2, S.1)
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 short simple
text-types and
narratives, online and in
print, using appropriate
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language, layout and

linking words. (I.3, J.2)

6. On Vacation - vacation activities EFL 3.1.10. Recognize and 1. Develop Kolb’s CE.EFL.3.1. Cultivate 6 weeks
- taking things on demonstrate an appreciation cycle of experiencial an awareness of
Vocabulary: vacation of some commonalities and learning: different cultures and
Activities, e.g. take a - building reading and distinctions across cultures - Concrete identify similarities and
boat ride, see a listening skills and groups (differentiated by Experience differences between
show, go on a bus - talking about gender, ability, generations, - Reflexive them through oral and
tour, ride a horse; transportation etc.) including the students’ bservation. written literary texts.
Things for a trip, e.g. own, by asking WH- questions - Abstract I.EFL.3.1.1. Learners
swimsuit, towel, and formulating simple, conceptualizatio can show an aware-
money, tent.; culturally aware statements. n. ness of different
transportation, e.g. - Active cultures and identi- fy
taxi, ferry, subway, experimentation. similarities and
gondola. differences between
2. The Direct method. them through oral and
Grammar: 3. Input before output written literary texts.
Future questions 4. Total physical (I.2, S.2, J.1)
with “going to” + do/ EFL 3.1.4. Use a variety of response.
take, e.g. What’s oral, print and electronic forms 5. Suggestopedia, CE.EFL.3.5.
she going to do on for social communication and 6. Comunicative Demonstrate an ability
vacation? She’s for writing to oneself. Language Teaching to use a variety of
going to take a boat (Example: friendly notes, sources for oral and
ride. When is she invitations, diary entries, notes written communication
going to take a boat to self, electronic messages, in order to interact with
ride? She is going to etc.) others in social
take a boat ride situations
tomorrow. ; Future I.EFL.3.5.1. Learners
questions with can employ var- ious
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“what”; going to+ print and digital sources

take, e.g. What’s he in order to
going to take with communicate with
him? He’s going to others in oral and
take a swimsuit. Are EFL 3.2.1. Infer who is written form in social
they going to take speaking and what the situations. (J.3, S.1,
swimsuits with situation is when listening to S.4)
them? Yes, the are.; short simple texts, especially
talking about when accompanied by CE.EFL.3.6. Listening
vacation plans; pictures or other vi- sual aids, for Meaning:
saying good-bye, or sound effects. (Example: Demonstrate an
e.g. Bye! Have a shopkeeper speaking to a understanding of the
great time. Thank customer who is buying some main idea, speaker and
you. See you next fruit.) situation in spoken texts
month.; future EFL 3.2.2. Be comfortable set in familiar everyday
questions with taking mean- ing from spoken contexts without having
“how+ going to+ texts containing words or to decode every word.
get”, e.g. How’s she sections which are not I.EFL.3.6.1. Learners
going to get to the understood. Be aware that can grasp the main idea
department store? understanding spoken texts of spoken texts set in
She’s going to take does not require decoding famil- iar everyday
taxi. every single word. contexts and infer
chang- es in the topic of
discussion as well as
who is speaking and
what the situa- tion is,
without having to
decode ev- ery word.
EFL 3.2.9. React appropriately (I.3, I.4)
to what others say using
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verbal/non-verbal
back-channeling, or by asking
further simple questions to CE.EFL.3.10.
extend the interaction. Interaction –
(Example: express interest Interpersonal:
using facial expression or Participate effectively in
simple words with appropriate familiar and predictable
intonation: Oh!, Yes! Thanks. conversational
And you? etc.) exchanges by sharing
EFL 3.2.10. Sustain a information and
conversational exchange on a reacting appropriately in
familiar, everyday subject basic interpersonal
when carrying out a interactions.
collaborative/paired learning I.EFL.3.10.1. Learners
activity in which there are can use back-chan-
specific instructions for a task. neling to react
EFL 3.2.12. Ask and answer appropriately to what
questions and exchange others say about
information on familiar topics familiar topics in pre-
in predictable everyday dictable, everyday
situations. (Example: ask for situations and when
directions, give directions, carrying out pair work
express a personal opinion, for a specific task in
etc.) class. Learners can ask
questions to extend an
interpersonal
interaction. (I.3, J.3)
EFL 3.3.2. Show
understanding of some basic
details in short simple
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cross-curricular texts by
matching, labeling and CE.EFL.3.12. Display
answering simple questions. an understanding of
some basic details in
EFL 3.3.7 Read, gather, view short simple
and listen to information from cross-curricular texts
various sources in order to from various sources by
organize and discuss matching, labeling and
relationships between answering simple
academic content areas. questions, and use the
(Example: nonfiction books for information gathered in
young adults, the Internet, order to organize and
audio and media discuss relationships
presentations, oral interviews, between different
maps, diagrams, reference academic content
books, magazines, etc.) areas.
EFL.3.12.1. Learners
can match, label and
answer simple
questions about ba- sic
details in a short simple
cross-curric- ular text.
Learners can organize
and dis- cuss
information from
different sources of
academic content. (I.2,
S.1)
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EFL 3.3.6. Apply learning
strategies to examine and
interpret a variety of written
materials using prior
knowledge, graphic
organizers, context clues, note
taking and finding words in a
dictionary.
EFL 3.4.2. Write a short
simple paragraph to describe
yourself or other people,
animals, places and things,
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.3.17. Produce
a short simple
paragraph to describe
people, places, things
and feelings in order to
influence an audience
and use linking words
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with limited support.
(Example: by answering
questions or using key words)
EFL 3.5.2. Create picture
books and/ or other graphic
expressions in pairs in class
by varying scenes, characters
or other elements of literary
texts.
EFL 3.5.4. Create personal
stories by adding imaginative
details to real-life stories and
situations, using appropriate
vocabulary and elements of
the litera- ture learners have
read or heard.
to write other narratives
on familiar subjects.
I.EFL.3.17.1. Learners
can write short simple
paragraphs to describe
people, places,
animals, things and
feelings, with limited
support, while
demonstrating an ability
to effectively influence
an audi- ence 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, graph- ic
expressions and
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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)
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

 Jackson, P. & Banman Sileci, S.. (2012). Everybody Up 4 Student’s Book. Oxford: Oxford University
Press.

Jackson, P. & Banman Sileci, S.. (2012). Everybody Up 4 Teacher’s Book. Oxford: Oxford University
Press.

Jackson, P. & Banman Sileci, S.. (2012). Everybody Up 4 Workbook. Oxford: Oxford University Press.

DONE BY: REVISED BY: APPROVED BY:

TEACHER (S): ): NAME: NAME:
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