UNIDAD EDUCATIVA

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA

Area: Foreign Language Subject:  English

Teacher(s):

Grade/ Course: Education Level:  A1.1  EGB

2. TIME

Weekly hours Number of working hours Learning Assessment Weeks an unexpected issues Total class weeks Total periods

5 Hours 40 weeks 4 weeks 36 weeks 180 Hours

3. GENERAL AIMS

Objetives of the Area Objectives of the Grade/Course

OG.EFL 1 O.EFL 2.2

Encounter socio-cultural aspects of their own and other countries in a thoughtful and Assess and appreciate English as an international language, as well as the five aspects of English
inquisitive manner, maturely, and openly experiencing other cultures and languages from that contribute to communicative competence.
the secure standpoint of their own national and cultural identity.
O.EFL 2.5
OG.EFL 2
Identify some main ideas and details of written texts, in order to develop an approach of critical
Draw on this established propensity for curiosity and tolerance towards different cultures inquiry to written and oral texts.
to comprehend the role of diversity in building an intercultural and multinational society.
O.EFL 2.7
OG.EFL 3
Use in-class resources and explore the use of ICT to enrich competencies in the four skills.
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 L1 and of language use for communication and learning.
OG.EFL 4 O.EFL 2.8

Deploy a range of learning strategies, thereby increasing disposition and ability to Develop skills of collaboration by working together on projects and sharing materials while
independently access further (language) learning and practice opportunities. Respect expressing personal preferences with peers
themselves and others within the communication process, cultivating habits of honesty
and integrity into responsible academic behavior. O.EFL 2.9

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.
Appreciate the use of English language through spoken and written literary texts such as poems,
rhymes, chants, riddles and songs, in order to foster imagination, curiosity and memory, while
developing a taste for literature.

TRANSVERSAL AXES: Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5.UNITS TO BE DEVELOPED

Nº Title of theunit Contents/skills Methodological Orientations Evaluation Weeks

duration
(Skills and strategies)

Communication and Cultural Communication and Cultural

Awareness Awareness CE.EFL.2.1.

I.EFL.2.1.1.
1 Learners can use other
classmate’s contributions
in class as models for
their own. (I.2, I.3, S.4)
Differentiate between
Talking about different 6
different living situations
nationalities.
in a variety of
Get the students really involved surroundings and express
in the story by asking lots of curiosity about the world
questions (e.g. through simple questions.

I.EFL.2.3.1. Who is he-she? Where do you live? CE.EFL.2.3.

Learners can use basic
personal information and
expressions of politeness
in short dialogues or
conversations. (J.2, J.3)
I.EFL.2.4.1. Learners can
select pictures and/or
short phrases that relate
Make use of basic personal
information and expressions
Participating in short dialogues
using greetings. of politeness in order to
introduce oneself and
Practicing the use of expressions participate in a short
of politeness during conversation.
collaborative pair and small
group work.
CE.EFL.2.4. Develop skills
to collaborating and practice talking about their of collaboration by
sharing and express abilities using "can". Students working together on
personal preferences. learn some action verbs, play fun projects and sharing
(J.2, J.3, S.4) games and activities. materials while expressing
personal preferences with
Oral Communication peers.
Oral Communication:(Listening and
I.EFL.2.6.1. Speaking) CE.EFL.2.6.

This is a good lesson for Listening for Meaning:

Talking about ability, 2. Asking
introducing the students "Can you…?" questions and
to telling the time as it
answering with "I can ...".
contains key vocab and Structures: "Can you ...?", "I
structures. The gestures
can …", "What can you do?"
in the song are easy and
fun – the students will Listening to very short (spoken
enjoy swinging their arms or recorded) descriptions of
around with the times in scenes, and writing, coloring, or
the song. (I.3) drawing some items.
I.EFL.2.8.1. Showing the student some picture
Learners can pronounce flashcards of familiar vocabulary
most familiar vocabulary items and asking them to say the
items accurately and can words. (Example: It’s a house, a
therefore usually be school, a car, a bike, to see if
easily understood. They they are easily understood, etc.)
can also produce some Ask the learner to sing a song or
phrases and short recite a chant together with a
sentences clearly and may group of friends or with the
approximate English rhythm teacher. Record the student’s
and intonation in longer production with the recording
utterances. (I.3) device quite near to the
student’s mouth and listen to the
Reading recording to assess clarity of
sounds, production of phonemes,
I.EFL.2.14.1. rhythm and intonation.
Learners can successfully Reading
use simple online and
Understand the main ideas
in short simple spoken
texts that include familiar
vocabulary and are set in
everyday contexts.
CE.EFL.2.7.
Listening for Information:
Follow short and simple
spoken texts that include
familiar vocabulary and are
set in everyday contexts.
Identify key items of
information within the
text, and record or act
upon them.
CE.EFL.2.8.
Production - Pronunciation:
Produce individual words
and short phrases clearly
enough that other people
can usually understand them
easily.
CE.EFL.2.14.
Demonstrate familiarity
with study resources (both
print and digital).
print learning resources.
Helping learners in the class who
Arts have a different skill set.
Sharing ideas freely and without
I.EFL.2.22.1. jealousy.
Making positive remarks to other
Learners can report
emotions and compose short learners in class.
responses to literary
texts through words and Testing each other on the meaning
images, or other media of flashcards.
(video, audio). Learners
can generate and expand on Writing
personal opinions and
responses to oral and Locating specific words on the
written texts through TPR, page and writing them in a list.
(Example: all the words beginning
playground games, and
with the sound /k/ or all the
songs. (I.3, S.3)
words that contain the long /a:/
sound, etc.)
Language through the Arts
Creating a dance for a song or
rhyme.
Participating in TPR activities
such as acting out the movements
of a character in a story as it
is read aloud.
Moving to the rhythm of a song
or chant.
Communication and Cultural
Awareness
Communication and Cultural
Awareness Role-playing and participating in
short dialogues.
I.EFL.2.5.1.
Singing songs or chants that
(Example: a picture
dictionary, some flashcards
of known words, or a word
list.)
CE.EFL.2.17.
Write simple words,
phrases, and sentences to
demonstrate knowledge of
spelling, punctuation,
capitalization and
handwriting / typography,
and identify their
meanings.
CE.EFL.2.22
Describe and write about
emotions and responses to
literary texts through
words and images, or other
media (video, audio) on
class or school bulletin
boards and expand on ideas
and responses to texts
read/seen/heard in by
participating in
songs/chants, TPR
activities and playground
games.
Communication and Cultural
Awareness
CE.EFL.2.5.
 Learners can apply turn- practice helpful language.
taking and ways to express
to others when something Oral Communication: (Listening
is not understood in short and Speaking)
identifying and saying different
2 conversations. (J.3, S.1,
S.4) objects in the classroom
What's this?" "What color is
Oral Communication:
(Listening and Speaking) this?".
Talking about classroom
I.EFL.2.7.1. stationery and requesting things.
Learners can understand "What's in your bag?”, "Bring me
short and simple spoken the (pencil), please", "Put it /
texts well enough to be them in my bag", "Do you have
able to pick out key items my/a (pencil)?
of information and record
them in writing or Giving learners a picture of a
drawings, or physically familiar scene and asking them to
act upon them. (I.3) tell you what they can see. Some
learners may produce longer
I.EFL.2.9.1. utterances. (Example: a picture
of a classroom where learners
Learners can express basic
ideas, initiate name individual items: table,
chair, clock There are four
conversations, and respond
to simple questions using chairs. The clock says 4
o’clock., etc.)
appropriate words,
phrases, and short Reading
sentences. Responses may
be slow though pauses do Reading a short simple story of
not make the interaction just a few lines and ordering
tedious or uncomfortable simple pictures of familiar
for participants. (I.3) objects.
Reading a short simple text and
Reading circling the correct answer.
(Example: Question: What’s her
I.EFL.2.12.1. name? Answer: Mary / Sandra /
Mia, etc.)
Model turn-taking and ways
to express to others when
something is not understood
to improve comprehension
and/or intelligibility in
conversations. 6
CE.EFL.2.7.
Listening for Information:
Follow short and simple
spoken texts that include
familiar vocabulary and are
set in everyday contexts.
Identify key items of
information within the
text, and record or act
upon them.
CE.EFL.2.9.
Production - Fluency:
Utterances are sometimes
produced slowly but use
appropriate words and
phrases to express basic
ideas, initiate
conversations and respond
to questions, including
some chunks of language and
short sentences.
CE.EFL.2.12.
Understand the gist and
details in short simple
written texts (online or
print).
CE.EFL.2.17.
Write simple words,
Learners can understand a Writing phrases, and sentences to
short simple text on an demonstrate knowledge of
everyday topic and Matching words to pictures. spelling, punctuation,
successfully complete a (Example: under the picture of a capitalization
simple task to show that chair, learners write the word
they have understood most chair with the five letters of and handwriting
or some of it. (I.4) the word on the five lines /typography, and identify
provided, etc.) their meanings.

Writing Unscrambling words or sentences CE.EFL.2.18.

and writing them out correctly.
(Example: Word: veleen = eleven. Writing in order to perform
I.EFL.2.17.1. controlled practice of
Sentence: There’s – under – the
Learners can write words, chair. – a backpack, etc.) vocabulary and grammar
phrases, and short simple items.
sentences using the Writing new words in a picture
dictionary and adding a sticker CE.EFL.2.21.
correct conventions
(spelling, punctuation, or picture. Distinguish key information
capitalization, and Completing simple sentences to in stories and other age-
handwriting or typography, practice a grammar structure by appropriate literary texts,
etc.), for making simple writing words in gapped both oral and written.
learning resources. (I.3) sentences. Support learners by
I.EFL.2.18.1. providing pictures for context
and / or a box of answers, from
Learners can write short which they can choose. (Example:
simple phrases and My best friend is ten --- old.
sentences to show that --- name is Carol. --- birthday
they know how to use is in May, etc.)
simple grammar or
vocabulary items. (I.3, Language through the Arts
I.4) Choosing pictures of or drawing
the scenes of a literary text.
Language through the Arts Standing up every time they
hear the name of a character.
I.EFL.2.21.1.

Learners can recognize,

through pictures or other
 media such as ICT, key
aspects of a story or
literary text (both oral
and written). (J.1, I.2)

Communication and Cultural Communication and Cultural CE.EFL.3.4. Develop the

Awareness Awareness skills to work
I.EFL.3.4.1. Learners can collaboratively using a
demonstrate an ability to Singing songs that practice range of verbal and
work in pairs and small helpful language. nonverbal communication
3 groups using level- features and apply self-
Oral Communication: (Listening
appropriate verbal and and Speaking) correcting and self-
nonverbal communication monitoring strategies in
features and apply self- taking place at the time of social and classroom 7
correcting and self- speaking. They will do lots of interactions.
monitoring strategies in energy burning activities, sing a
social and classroom song about actions and make a CE.EFL.3.7. Listening for
wall poster. Information: Follow and
interactions. (J.2, J.3,
identify key information in
J.4, I.3)
Students practice describing what short straightforward audio
Oral Communication: they do each morning texts related to areas of
(Listening and Speaking) immediate need or interest,
Establishing a clear provided vocabulary is
expectation of English use for familiar and visual support
classroom functions. (Example: is present, and use these
I.EFL.3.7.1. Learners can greeting, requesting, thanking, spoken contributions as
record and identify key asking for repetition / models for their own.
information from a spoken clarification, giving instruc-
message of immediate need tions, offering help, comparing CE.EFL.3.12. Display an
or interest when the answers, taking leave, etc.) understanding of some basic
message contains Informal assessment could details in short simple
frequently used cross-curricular texts from
involve personal
expressions and visual various sources by
support. (Example: rules notes from the teacher to matching, labeling and
for a game, classroom learners who use L2 regularly. answering simple questions,
instructions, a dialogue and use the information
Saying morning routine verbs. gathered in order to
in a scene from a cartoon
Structures: "It’s time to ...", organize and discuss
or movie, etc.) Learners relationships between
"I have to ..."
can use other classmate’s
contributions in class as Present simple tense to talk different academic content
models for their own. about daily routines and areas.
(I.2, I.3) different times of the day.
Students practice describing what CE.EFL.3.17. Produce a
Reading they do on school days, play fun short simple paragraph to
I.EFL.3.12.1. Learners can games and activities. describe people, places,
match, label and answer things and feelings in
Reading order to influence an
simple questions about ba-
sic details in a short audience and use linking
Reading a text and matching words to write other
simple cross-curricular content-based words to their
text. Learners can narratives on familiar
definition or picture. subjects.
organize and discuss
information from different Using the present simple tense to
sources of academic talk about daily routines and CE.EFL.3.25.
content. (I.2, S.1) different times of the day. Observe and expand on the
Structures: "I ... at (8 o'clock conventions of genre in
Writing
in the morning)", "What time do order to create a variety
I.EFL.3.17.1. Learners can you ...?", "When do you ...?" of texts that reflect
write short simple traditional and popular
paragraphs to describe Writing Ecuadorian culture and
people, places, animals, identify select literary
things and feelings, with Looking at a picture and writing elements in order to relate
limited support, while a description of your activities
them to other works,
demonstrating an ability days, then comparing descriptions
in pairs. including the learners’ own
to effectively influence writing.
an audience and to express Write the sentences with time.
everyday activities. (I.3, Use vocabulary of the unit.
S.1)
Language through the Arts
Language through the Arts Creating a crossword puzzle in
groups about an Ecuadorian story,
I.EFL.3.25.1. region, celebrity, etc.
Learners can create
Creating a dance for a popular
stories, poems, songs and song or rhyme.
plays to reflect tra-
ditional and popular Participating in TPR activities
Ecuadorian culture, such as acting out situations in
observing the conventions a story as it is read aloud.
of the genre. Learners can
 find and identify selected
literary elements in texts
to relate them to other
works and personal
experiences. (S.2, J.1)

Communication and Cultural Communication and Cultural Communication and Cultural

Awareness Awareness Awareness

I.EFL.3.3.1. Learners can Playing games that practice

CE.EFL.3.3. Interact with
employ a range of verbal classroom language and turn- others using a variety of
4 and nonverbal taking. both verbal and nonverbal
communication features to communication features and
Raising hands when clarification
express likes and dislikes express likes and dislikes
is needed.
and can give while giving
recommendations in basic Introduced to the present recommendations in basic
yet effective terms. 7
yet effective terms. (I.3, continuous tense for actions
S.4) taking place at the time of
speaking. CE.EFL.3.6. Listening for
They will do lots of Meaning: Demonstrate an
energy burning activities, Oral Communication: (Listening understanding of the main
sing a song about actions and Speaking) idea, speaker and situation
and make a wall poster. in spoken texts set in
Introduced to the present
familiar everyday contexts
Oral Communication: continuous tense for actions
without having to decode
(Listening and Speaking) taking place at the time of
every word.
speaking. They will do lots
I.EFL.3.6.1. Learners can CE.EFL.3.13. Show an
grasp the main idea of "What are you doing?", "I am",
ability to identify the
spoken texts set in "He is", "She is", "They are".
meaning of specific
familiar Listening to a simple, content-based words and
everyday contexts and straightforward story and phrases, with the aid of
infer changes in the topic ordering the pictures showing visual support, and use
of discussion as well as what happens. (Example: Tom and charts/mind maps to
who is speaking and what Mike are playing soccer, the ball distinguish between
the situation is, without goes into the water, Tom’s dog fact/opinion and
having to decode every gets the ball, etc.) relevant/irrelevant
word? (I.3, I.4) information in

Reading
I.EFL.3.13.1. Learners can
determine the meaning of
specific content-based
words and phrases when
accompanied by visual
support and distinguish
between fact and opinion
and relevant and
irrelevant information in
informational texts
through the use of mind
maps and charts. (I.2,
I.3)
Writing
I.EFL.3.16.1.
Learners can make a simple
learning resource in order
to record and practice new
words. (Example: a picture
dictionary, a word list, a
set of flashcards, etc.)
(I.1, J.4)
Language through the Arts
I.EFL.3.21.1.
Learners can employ audio,
video, pictures and ICT to
respond to oral and written
texts and use pre-
established criteria to
evaluate literary texts
Reading informational texts
Using a dictionary to look up key CE.EFL.3.16.
words in a text.
Create a simple learning
Choosing from a list of words to resource in order to record
complete gaps from a reading. and practice new words and
demonstrate knowledge of
Reading a paragraph about The their meanings.
future city and highlighting
interesting CE.EFL.3.21.
facts. Elaborate personal
responses to both oral and
Writing written literary texts
Looking at a picture and writing through pictures,
a description of what you see or audio/video or ICT in order
how it makes you feel, then to evaluate literary texts
comparing descriptions in pairs using pre-established
criteria, individually or
Interviewing classmates, asking in groups.
yes/no questions, and recording
the answers in a chart.
Using the answers to write a
paragraph about similarities and
differences.
Language through the Arts
Explaining through pictures,
physical expression, or charts
(ICT) how a text makes the
learner feel.
Determining the reactions all the
members of a group have in common
after listening to a song.
(Example: they all loved the
song, they all liked the rhythm,
 individually or in groups. they all learned new words, etc.)
(I.2, I.3, I.4)

Communication and Cultural Communication and Cultural CE.EFL.2.1.

Awareness Awareness
Learners can classify
I.EFL.2.1.1. Labeling pictures with the everyday objects and
correct name. familiar names and express
Learners can recognize curiosity about the world
differences between where Participating in short dialogues through simple questions.
5
people live and write or using the family.
talk about their own Learners can classify parts
surroundings, as well as Practicing the use of expressions of the body and express
ask questions about how of politeness during curiosity about the world
other people live. collaborative pair and small through simple
group work. questions.

I.EFL.2.3.1. Helping students learn a series

of important related words before CE.EFL.2.3.
Learners can use basic moving on to new vocabulary.
personal information and Make use of basic personal
expressions of politeness Drawing upon prior knowledge information and expressions
in short dialogues or Matching person with the pictures of politeness in order to
conversations. (Example: Who is he / she? introduce oneself and
participate in a short
I.EFL.2.4.1. Learners can conversation.
select pictures and/or follow simple instructions,
short phrases that relate identify, and recognize personal CE.EFL.2.4. Develop skills
to collaborating and pronouns of communication by working
sharing and express together on projects and
personal preferences. Practice by talking about sharing materials while
different members of the family.
Oral Communication Students play a fun family photos expressing personal
game, make a family tree poster, preferences with peers
I.EFL.2.6.1. make and play with finger
puppets, sing a song and read a
Learners can understand funny story. CE.EFL.2.6.
the main ideas in short
simple spoken texts and Listening to very short (spoken Listening for Meaning:
infer who is speaking and or recorded) descriptions of Understand the main ideas
what the situation is, scenes, and writing, coloring, or
without decoding every
word.
I.EFL.2.7.1.
Learners can understand
short and simple spoken
texts well enough to be
able to pick out key items
of information and record
them in writing or
drawings, or physically
act upon them. (I.3)
I.EFL.2.8.1.
Learners can pronounce
most familiar vocabulary
items accurately, and can
therefore usually be
easily understood. They
can
also produce some phrases
and short sentences
clearly, and may
approximate English rhythm
and intonation in longer
utterances.
Reading
I.EFL.2.14.1.
Learners can successfully
use simple online and
print learning resources.
(Example: flashcards,
picture dictionaries, word
lists, etc.)
drawing items within them.
(Example: learners are given a
simple picture of their mother
They listen to a description of
her and draw.
Showing the student some picture
flashcards of familiar vocabulary
items and asking them to say the
words. (Example: mother, brother,
leg, hand, to see if they are
easily understood, etc.)
Ask the learner to sing a song or
recite a chant together with a
group of friends or with the
teacher. Record the student’s
production with the recording
device quite near to the
student’s mouth and listen to the
recording to assess clarity of
sounds, production of phonemes,
rhythm and intonation.
Reading
Using the alphabet to scan for
particular items in lists.
(Example: finding a word in a
simple dictionary or locating a
boy’s name on a class list.)
Testing each other on the meaning
of flashcards. (Example: a boy
shows a picture on a flashcard
and asks: Who is she? Girl: She
is my mother, etc.)
Brainstorming everything known
about a topic and then reading a
in short simple spoken
texts that include familiar
vocabulary and are set in
everyday contexts.
Saying different parts of
the body.
CE.EFL.2.7.
Listening for Information:
Follow short and simple
spoken texts that include
familiar vocabulary and are
set in everyday contexts.
Identify key items of
information within the
text, and record or act
upon them.
CE.EFL.2.8.
Production - Pronunciation:
Produce individual words
and short phrases clearly
enough that other people
can usually understand them
easily.
CE.EFL.2.14.
Reading a short text and
showing comprehension by
completing the accompanying
graphic organizer.
(Example: learners read
about my family and me in
context.
Reading a short simple
story of just a few lines
and ordering simple
pictures of familiar
 text to check true and false objects.
Writing information. Reading a short simple text
and circling the correct
I.EFL.2.17.1. Reading a text and answering answer. (Example: Question:
information questions. What is her name? Answer:
Learners can write words, Who is this?", "How are you?", Susan
phrases, and short simple "I’m fine thank you", "See you CE.EFL.2.17.
sentences using the soon" Completing simple sentences
correct conventions Choosing from a list of words to to practice a grammar
(spelling, punctuation, complete gaps from a reading. structure by writing words
capitalization, and in gapped sentences.
handwriting or typography, Writing Support learners by
etc.), for making simple providing pictures for
learning resources. Making flashcards for new words context and / or a box of
and using them to quiz a partner. answers, from which they
Language through the Arts can choose. (Example: My
Writing new words and phrases in father is ---. --- name
I.EFL.2.22.1. a vocabulary notebook. is Carol, Who ---- this
etc.)
Learners can report
Writing about a topic and
emotions and compose short Identifying the differences
choosing words for a glossary and
responses to literary between two pictures and
writing the definitions writing simple sentences.
texts through words and
images, or other media (Example: In picture A,
Language through the Arts she is my mother but in
(video, audio). Learners
picture B he is my father
can generate and expand on
Creating a dance for a song or etc.)
personal opinions and
rhyme.
responses to oral and
written texts through TPR, Participating in TPR activities CE.EFL.2.22
playground games, and such as acting out the movements Describe and write about
songs. of a character in a story as it emotions and responses to
Communication and Cultural is read aloud. literary texts through
Awareness
Moving to the rhythm of a song or words and images, or other
chant media (video, audio) on
I.EFL.3.2.1. Learners can
say ways to take care of class or school bulletin
the environment and one’s boards and expand on ideas
surroundings. Learners can and responses to texts
identify and exhibit read/seen/heard in by
participating in
 socially responsible songs/chants, TPR
behaviors at home, at
school and towards the activities and playground
environment. (J.3, S.1) games.

I.EFL.3.4.1. Learners can

demonstrate an ability to
work in pairs and small
groups using level-
appropriate verbal and
nonverbal communication
features and apply self-
correcting and self-
monitoring strategies in
social and classroom
interactions. (J.2, J.3,
J.4, I.3)

Oral Communication: (Listening

and Speaking)

.EFL.3.7.1. Learners can record
and identify key information from a
spoken message of immediate
need or interest when the message
contains frequently used
6
expressions and visual support.
(Example: rules for a game,
classroom instructions, a dialogue
in a scene from a cartoon or movie,
etc.) Learners can use other
classmate’s contributions in class
as models for their own. (I.2, I.3)
Reading
I.EFL.3.12.1. Learners can match,
label and answer simple questions
about basic details in a short simple
Communication and Cultural Awareness
Take care the environmental of the house
and school.
Completing and illustrating statements about
socially responsible behaviors. (Example: If
you see old people on a bus, you can…)
Singing songs that practice helpful language.
Oral Communication: (Listening and
Speaking)
Introduced to the present continuous tense
for actions taking place at the time of
speaking. They will do lots of energy burning
activities, sing a song about actions and
CE.EFL.3.4. Develop the skills to
work collaboratively using a range of
verbaland nonverbal communication
features and apply self-correcting
and self-monitoring strategies in
social and classroom interactions.
CE.EFL.3.7. Listening for
Information: Follow and identify key
information in short straightforward
audio texts related to areas of
immediate need or interest, provided
vocabulary is familiar and visual
support is present, and use these
spoken contributions as models for
their own.
cross-curricular text. Learners can
organize and discuss information
from different sources of academic
content. (I.2, S.1)
Students play gesture and card
games, sing a song, read a funny
story and do doctor role pays
Writing
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 audience
and to express everyday activities.
(I.3, S.1)
Language through the Arts
I.EFL.3.25.1.
Learners can create stories,
poems, songs and plays to reflect
traditional and popular Ecuadorian
culture, observing the conventions
of the genre. Learners can find and
identify selected literary elements in
texts to relate them to other works
and personal experiences. (S.2,
J.1)
make a wall poster.
Using the present continuous tense to
talk about activities you are doing now.
Structures: "What are you doing?", "I am",
"He is", "She is", "They are".
Establishing a clear expectation of English
use for classroom functions. (Example:
greeting, requesting, thanking, asking for
repetition / clarification, giving instructions,
offering help, comparing answers, taking
leave, etc.) Informal assessment could
involve personal notes from the teacher to
learners who use L2 regularly.
talking and asking about health and sickness.
Reading
Reading a text and matching content-based
words to their definition or picture.
Writing
Completing the gaps in a sentence.
(Example: My best friend is Carol. ----- is ten
years old. --- birthday is in May, etc.)
CE.EFL.3.12. Display an
understanding of some basic details
in short simple cross-curricular texts
from various sources by matching,
labeling and answering simple
questions, and use the information
gathered in order to organize and
discuss relationships between
different academic content areas.
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.
CE.EFL.3.25.
Observe and expand on the
conventions of genre in order to
create a variety of texts that reflect
traditional and popular Ecuadorian
culture and identify select literary
elements in order to relate them to
other works, including the learners’
own writing.

Identifying the format of a familiar text-type

and using it as a model for your own writing.
(Example: Text-type: Recipe. Format:
Ingredients, Preparation, etc.)

Language through the Arts

Creating a crossword puzzle in groups about

 an Ecuadorian story, region, celebrity, etc.

Creating a dance for a popular song or

rhyme.

Participating in TPR activities such as acting

out situations in a story as it is read aloud.

Communication and Cultural Communication and Cultural

Awareness Awareness CE.EFL.2.1.
I.EFL.3.2.1. Take care the environmental of Differentiate between
the house and school. different living situations
Learners can say ways to in a variety of
take care of the Completing and illustrating surroundings and express
7 environment and one’s statements about socially curiosity about the world
surroundings. Learners can responsible behaviors. (Example: through simple questions.
identify and exhibit If you see old people on a bus,
socially responsible you can…) CE.EFL.2.10.
behaviors at home, at
school and towards the Talking about likes and dislikes Interaction –
environment. (J.3, S.1) for food. Students sing a song Interpersonal: Participate
about food, do a craft activity, effectively in basic
as well as ask questions read a funny story and play a interpersonal interactions
about what color is your board game. in everyday contexts,
favorite food. (I.2, S.2) provided the interlocutor
speaks slowly and clearly.
Oral Communication: (Listening Example: requesting,
Oral Communication: and Speaking) introducing, responding,
(Listening and Speaking) etc.) CE.EFL.2.16.
Conducting a conversation with
I.EFL.2.10.1. the teacher and learner playing Understand the main ideas
two characters using masks or in short simple written
Learners can interact hand puppets. The learner may be texts on cross-curricular
effectively using a range given the character’s details or subjects, both print and
of basic functional invent them. (Example: name, age, digital. (Example: art,
exponents for favorite food and toy, etc.) The science, music, math,
interpersonal student’s character could history, etc.)
conversations in everyday introduce other puppets or
contexts, providing speech request permission to do
is slow and clear. something. CE.EFL.2.19.

Learners can request R practice saying different fruit
repetition or and talking about likes and
clarification and can dislikes. Students play fun games
react appropriately to and activities, read a funny
responses received. (I.3) story, sing a song, do a coloring
worksheet and taste some real
Reading fruit!
Convey some simple ideas,
facts or opinions in a
simple sentence or short
paragraph, using basic
vocabulary and structures.
CE.EFL.2.23.

I.EFL.2.16.1. Identifying the main ideas in a Display an affinity for a

short simple cross-curricular variety of literary texts
Learners can understand by responding within a
the main ideas and some text. (Example: Text: short
descriptions of my school and range of physical,
basic details from a short cognitive, and attitudinal
simple cross-curricular* friends; Task: circle the correct
photo, etc.) manners, and vary elements
text and successfully of a literary text to
complete a simple task, as Writing create a new text.
well as acquire subject-
specific lexis. (I.2) Reading a short simple paragraph
which serves as a model text,
Writing then write the correct number of
I.EFL.2.19.1. the object and complete the with
words (Example: Topics could
Learners can produce a include: my toys, my family, my
short simple sentence and school, my favorite animal, my
a paragraph – with ample town, etc.)
support - on a variety of
topics, and some learners Language through the Arts
can do so with only Listening to a small song and
limited support. (I.3) rewriting the song lyrics
changing just one aspect.
(Example: choosing and replacing
Language through the Arts the character’s name, age, etc.)
I.EFL.2.23.1.

Learners can demonstrate

an affinity for a variety
of literary texts by
responding within a range
 of physical, cognitive,
and attitudinal manners
and adapt elements of a
literary text to create a
new text. (I.1, I.4)
Communication and Cultural
Awareness
I.EFL.2.1.1.
Learners can recognize
differences between where
8
people live and write or
talk about their own
surroundings, as well as
ask questions about how
other people live. (I.2,
S.2)
I.EFL.2.3.1.
Learners can use basic
personal information and
expressions of politeness
in short dialogues or
conversations. (J.2, J.3)
I.EFL.2.4.1. Learners can
select pictures and/or
short phrases that relate
to collaborating and
sharing and express
personal preferences.
(J.2, J.3, S.4)
Oral Communication
I.EFL.2.6.1.
This lesson covers the
Communication and Cultural
Awareness
Practicing the use of expressions
of politeness during
collaborative pair and small
group work.
Completing a very short, picture-
based self-evaluation or peer
eval students learn words for jobs
and the structure "What do you
do?". "I am a …", "My dream job",
"I want to be a ..."
Identify and recognize greetings.
Participating in short dialogues
using greetings.
Using common adjectives to
describe objects and then make
comparisons using comparative
adjectives. They play comparison
games and complete a comparisons
worksheet.
Practicing the use of expressions
of politeness during
collaborative pair and small
group work.
Oral Communication:(Listening and
Speaking)
CE.EFL.2.1.
Differentiate between
different living situations
in a variety of
surroundings and express
curiosity about the world
through simple questions.
6
CE.EFL.2.3.
Make use of basic personal
information and expressions
of politeness in order to
introduce oneself and
participate in a short
conversation.
CE.EFL.2.4. Develop skills
of collaboration by working
together on projects and
sharing materials while
expressing personal
preferences with peers.
CE.EFL.2.6.
Listening for Meaning:
Understand the main ideas
in short simple spoken
texts that include familiar
vocabulary and are set in
everyday contexts.
main rooms of a house as CE.EFL.2.7.
well as vocab for some Listening to a very short and
common household objects. simple story and ordering the Listening for Information:
(I.3) pictures showing what happens. Follow short and simple
(Example: Jane is taking her dog spoken texts that include
I.EFL.2.7.1. for a walk. They see some birds. familiar vocabulary and are
The birds fly away, etc.) set in everyday contexts.
Learners can understand
short and simple spoken Saying different fruit and Identify key items of
texts well enough to be talking about likes information within the
able to pick out key items text, and record or act
of information and record Structures: "What fruit do you upon them.
them in writing or like (to eat)?", "I like ...", "I
drawings, or physically like them very much."
act upon them. (I.3) CE.EFL.2.8.
Using the past simple tense with
I.EFL.2.8.1. some common regular verbs. Production - Pronunciation:
Students will practice talking Produce individual words
Learners can pronounce about what they did yesterday, and short phrases clearly
most familiar vocabulary conduct a class survey and sing a enough that other people
items accurately, and can song can usually understand them
therefore usually be easily.
easily understood. They Showing the student some picture
can also produce some flashcards of familiar vocabulary CE.EFL.2.14.
phrases and short items and asking them to say the
sentences clearly, and may words. (Example: It’s a house, a Demonstrate familiarity
approximate English rhythm school, a car, a bike, to see if with study resources (both
and intonation in longer they are easily understood, etc.) print and digital).
utterances. (I.3) (Example: a picture
Reading dictionary, some flashcards
Reading of known words, or a word
Using the alphabet to scan for list.)
I.EFL.2.14.1. particular items in lists.
Learners can successfully (Example: finding a word in a CE.EFL.2.17.
use simple online and simple dictionary or locating a
boy’s name on a class list.) Write simple words,
print learning resources. phrases, and sentences to
(Example: flashcards, Reading a text and answering demonstrate knowledge of
picture dictionaries, word information questions. spelling, punctuation,
lists, etc.) (I.2) capitalization and
Choosing from a list of words to handwriting / typography,
 Writing complete gaps from a reading and identify their
meanings.
I.EFL.2.17.1.
Writing CE.EFL.2.22
Learners can write words, Locating specific words on the Describe and write about
phrases, and short simple page and writing them in a list. emotions and responses to
sentences using the (Example: all the words beginning literary texts through
correct conventions with the sound /k/ or all the words and images, or other
(spelling, punctuation, words that contain the long /a:/ media (video, audio) on
capitalization, and sound, etc.) class or school bulletin
handwriting or typography, boards and expand on ideas
etc.), for making simple Language through the Arts and responses to texts
learning resources. (I.3) read/seen/heard in by
Creating a dance for a song or participating in
Language through the Arts rhyme. songs/chants, TPR
activities and playground
I.EFL.2.22.1. Participating in TPR activities games.
such as acting out the movements
Learners can report of a character in a story as it
emotions and compose short is read aloud.
responses to literary
texts through words and
images, or other media
(video, audio). Learners
can generate and expand on
personal opinions and
responses to oral and
written texts through TPR,
playground games, and
songs. (I.3, S.3)

6. BIBLIOGRAPHY/ WEBGRAPHY 7. OBSERVATIONS

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