UNIDAD EDUCATIVA FISCAL

DR. ALFREDO BAQUERIZO MORENO

Periodo 2024 – 2025

ANNUAL CURRICULUM PLAN

1. INFORMATIVE DATA
Area: ENGLISH FOR LEARNING Subject: ENGLISH FOR LEARNING
Teacher(s):
Grade/curse: 5 GRADE Level: MEDIA
2. TIME
Weekly hourly load No. weekly work hours Learning evaluation and Total weeks of classes Total class periods Number of curricular
contingencies units

40 4 36 8

3. OBJECTIVES OF THE DEGREE / 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 3.6. Read and write short descriptive and informative texts related to personal information or familiar topics and use them as a means of communication and written ex-
pression of thought.
O.EFL 3.8. Demonstrate an ability to interact with written and spoken texts, in order to explore creative writing as an outlet to personal expression and intercultural compe-
tence.
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.

1. Citizen education and for democracy

4. CROSSCUTTING: 2. Environmental protection
3. The correct development of health and recreation of students
4. Sex education in childhood and adolescence

5. DEVELOPMENT OF PLANNING UNITS

N.º Unit tittle Specific Contents Methodological orientations Evaluation Duration
objectives of the in weeks
planning unit

1 One O. EFL. 3.1 Skills with performance criteria:

O. EFL. 3.3 Motivation
O. EFL. 3.8 COMMUNICATION AND CULTURAL Read and comprehension of many CE.EFL.3.1. Cultivate an aware-
AWARENESS
EFL 3.1.1 Ask simple basic ques-
tions in class about the world be-
yond their own immediate environ-
ment in order to increase their un-
derstanding of different cultures.
EFL 3.1.2 Recognize ways to relate
responsibly to one’s surroundings at
home and at school by exhibiting
responsible behaviors towards
the environment. (Example: chores
at home, recycling, etc.)
ORAL COMMUNICATION
EFL 3.2.1 Infer who is speaking
and what the situation is when lis-
tening to short simple texts, espe-
cially when accompanied by pic-
tures or
other visual aids, or sound effects.
(Example: shopkeeper speaking to a
customer who is buying some fruit.)
EFL 3.2.2 Be comfortable taking
meaning from spoken texts contain-
ing words or sections which are not
understood. Be aware that under-
standing spoken texts does not re-
quire decoding every single
word.
EFL 3.2.3 Record key items of spe-
cific information from a heard mes-
sage or description, either in written
form or by drawing a picture. (Ex-
ample: letters of the alphabet, num-
bers, quantities, prices and times,
days, dates and months, etc.)
READING
EFL 3.3.1 Understand most of the
details of the content of a short sim-
ple text (online or print)
EFL 3.3.2 Show understanding of
some basic details in short simple
words that be approached in the
unit.
Observation and understanding
Present Places around the city and
read with de students.
Repeat the use of next to / behind /
between/ across from with the
teacher.
Complete the sentences with use
of in / on / at.
Repeat the sentences.
Linguistic resources
Read and learn.
Practice the dialogues with Places
around the city, the use of next to /
behind / between/ across from,
with use of in / on / at.
Read sentences and short
paragraphs
Produce and communicate
Look the graphics. Listen the read
Places around the city, the use of
next to / behind / between/ across
from, with use of in / on / at.
Repeat any sentences.
Look at the pictures and pronounce
the sentences.
Personal Production
Write simple paragraph with places
around the city, the use of next to /
behind / between/ across from,
with use of in / on / at.
Read in class.
Develop Literacy activities.
Develop the progress test.
ness of different cultures and
identify similarities
and differences between them
through oral and written literary
texts.
I.EFL.3.1.1. Learners can show an
awareness of different cultures and
identify similarities and differences
between them through oral and
written literary texts. (I.2, S.2, J.1)
CE.EFL.3.6. Listening for Mean-
ing: Demonstrate an understand-
ing of the main idea, speaker and
situation in spoken texts set in fa-
miliar everyday contexts
without having to decode every
word.
I.EFL.3.6.1. Learners can grasp
the main idea of spoken texts set
in familiar everyday contexts and
infer changes in the topic of dis-
cussion as well as who is speaking
and what the situation
is, without having to decode every
word. (I.3, I.4)
CE.EFL.3.11. Demonstrate com-
prehension of most of the details
of a short simple
online or print text and follow
short instructions in simple exper-
iments and projects if illustrated
through step-by-step visuals.
I.EFL.3.11.1. Learners can under-
stand 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.3.16. Create a simple
learning resource in order to
 cross-curricular texts by matching,
labeling and answering simple
questions.
EFL 3.3.3 Identify the meaning of
specific content-based words and
phrases, with the aid of visual sup-
port.
WRITING
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 3.4.2 Write a short simple
paragraph to describe yourself or
other people, animals, places and
things, with limited support. (Ex-
ample: by answering questions or
using key words)
EFL 3.4.4 Write to describe feel-
ings/opinions in order to effectively
influence an audience. (Example:
persuade, negotiate, argue, etc.)
record and practice
Evaluation new words and demonstrate
Heteroevaluation knowledge of their meanings.
Co-evaluation I.EFL.3.16.1. Learners can make a
Self-appraisal simple learning resource in order to
record and practice new words.
(Example: a picture dictionary, a
word list, a set of flashcards,
etc.) (I.1, J.4)
CE.EFL.3.21. Elaborate personal
responses to both oral and written
literary texts through pictures, au-
dio/video or ICT in order to eval-
uate literary texts
using pre-established criteria, in-
dividually or in groups.
I.EFL.3.21.1. Learners can employ
audio, video, pictures and ICT to
respond to oral and written texts
and use pre-established
criteria to evaluate literary texts in-
dividually or in groups. (I.2, I.3,
I.4)

LANGUAGE THROUGH THE ARTS

EFL 3.5.1 Use audio, video and
pictures to respond to a variety of
literary texts through online or in-
class ICT activities.
EFL 3.5.2 Create picture books
and/or other graphic expressions in
pairs in class by varying scenes,
characters or other elements of lit-
erary texts.

2 TWO O. EFL. 3.1 Skills with performance criteria:

O. EFL. 3.3
O. EFL. 3.8 COMMUNICATION AND CULTURAL
AWARENESS
EFL 3.1.1 Ask simple basic ques-
tions in class about the world be-
yond their own immediate environ-
Motivation
Read and comprehension of many
words that be approached in the
unit.
Observation and understanding
CE.EFL.3.1. Cultivate an aware-
ness of different cultures and
identify similarities
and differences between them
through oral and written literary
ment in order to increase their un-
derstanding of different cultures.
EFL 3.1.2 Recognize ways to relate
responsibly to one’s surroundings at
home and at school by exhibiting
responsible behaviors towards
the environment. (Example: chores
at home, recycling, etc.)
ORAL COMMUNICATION
EFL 3.2.1 Infer who is speaking
and what the situation is when lis-
tening to short simple texts, espe-
cially when accompanied by pic-
tures or
other visual aids, or sound effects.
(Example: shopkeeper speaking to a
customer who is buying some fruit.)
EFL 3.2.2 Be comfortable taking
meaning from spoken texts contain-
ing words or sections which are not
understood. Be aware that under-
standing spoken texts does not re-
quire decoding every single
word.
EFL 3.2.3 Record key items of spe-
cific information from a heard mes-
sage or description, either in written
form or by drawing a picture. (Ex-
ample: letters of the alphabet, num-
bers, quantities, prices and times,
days, dates and months, etc.)
READING
EFL 3.3.1 Understand most of the
details of the content of a short sim-
ple text (online or print)
EFL 3.3.2 Show understanding of
some basic details in short simple
cross-curricular texts by matching,
labeling and answering simple
questions.
EFL 3.3.3 Identify the meaning of
Present the list of some verbs and
read with de students.
Repeat the use of simple present
tense with the teacher.
Complete the affirmative, negative,
interrogative sentences and short
answers.
Read some sentences and short
paragraphs.
Linguistic resources
Read and learn.
Practice the dialogues with some
verbs, simple present tense,
affirmative, negative, interrogative
sentences and short answers.
Read sentences and short
paragraphs.
Produce and communicate
Look the graphics. Listen the read.
Repeat activities in vacation with
dialogues with some verbs, simple
present tense, affirmative,
negative, interrogative sentences
and short answers.
Look at the pictures and pronounce
the sentences.
Personal Production
Write simple paragraph with
dialogues with some verbs, simple
present tense, affirmative,
negative, interrogative sentences
and short answers.
Read in class.
Develop Literacy activities.
Develop the progress test
texts.
I.EFL.3.1.1. Learners can show an
awareness of different cultures and
identify similarities and differences
between them through oral and
written literary texts. (I.2, S.2, J.1)
CE.EFL.3.6. Listening for Mean-
ing: Demonstrate an understand-
ing of the main idea, speaker and
situation in spoken texts set in fa-
miliar everyday contexts
without having to decode every
word.
I.EFL.3.6.1. Learners can grasp
the main idea of spoken texts set
in familiar everyday contexts and
infer changes in the topic of dis-
cussion as well as who is speaking
and what the situation
is, without having to decode every
word. (I.3, I.4)
CE.EFL.3.11. Demonstrate com-
prehension of most of the details
of a short simple
online or print text and follow
short instructions in simple exper-
iments and projects if illustrated
through step-by-step visuals.
I.EFL.3.11.1. Learners can under-
stand 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.3.16. 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
 specific content-based words and
phrases, with the aid of visual sup-
port.
WRITING
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 3.4.2 Write a short simple
paragraph to describe yourself or
other people, animals, places and
things, with limited support. (Ex-
ample: by answering questions or
using key words)
EFL 3.4.4 Write to describe feel-
ings/opinions in order to effectively
influence an audience. (Example:
persuade, negotiate, argue, etc.)
Evaluation simple learning resource in order to
Heteroevaluation record and practice new words.
Co-evaluation (Example: a picture dictionary, a
Self-appraisal word list, a set of flashcards,
etc.) (I.1, J.4)
CE.EFL.3.21. Elaborate personal
responses to both oral and written
literary texts through pictures, au-
dio/video or ICT in order to eval-
uate literary texts
using pre-established criteria, in-
dividually or in groups.
I.EFL.3.21.1. Learners can employ
audio, video, pictures and ICT to
respond to oral and written texts
and use pre-established
criteria to evaluate literary texts in-
dividually or in groups. (I.2, I.3,
I.4)

LANGUAGE THROUGH THE ARTS

EFL 3.5.1 Use audio, video and
pictures to respond to a variety of
literary texts through online or in-
class ICT activities.
EFL 3.5.2 Create picture books
and/or other graphic expressions in
pairs in class by varying scenes,
characters or other elements of lit-
erary texts.

3. THREE O. EFL. 3.1 Skills with performance criteria:

O. EFL. 3.3
O. EFL. 3.8 COMMUNICATION AND CULTURAL
AWARENESS
EFL 3.1.1 Ask simple basic ques-
tions in class about the world be-
yond their own immediate environ-
ment in order to increase their un-
derstanding of different cultures.
EFL 3.1.2 Recognize ways to relate
responsibly to one’s surroundings at
Motivation
Read and comprehension of many
words and chores that be
approached in the unit.
Observation and understanding
Present any chores and talk with
students.
CE.EFL.3.1. Cultivate an aware-
ness of different cultures and
identify similarities
and differences between them
through oral and written literary
texts.
I.EFL.3.1.1. Learners can show an
awareness of different cultures and
identify similarities and differences
home and at school by exhibiting
responsible behaviors towards
the environment. (Example: chores
at home, recycling, etc.)
ORAL COMMUNICATION
EFL 3.2.1 Infer who is speaking
and what the situation is when lis-
tening to short simple texts, espe-
cially when accompanied by pic-
tures or
other visual aids, or sound effects.
(Example: shopkeeper speaking to a
customer who is buying some fruit.)
EFL 3.2.2 Be comfortable taking
meaning from spoken texts contain-
ing words or sections which are not
understood. Be aware that under-
standing spoken texts does not re-
quire decoding every single
word.
EFL 3.2.3 Record key items of spe-
cific information from a heard mes-
sage or description, either in written
form or by drawing a picture. (Ex-
ample: letters of the alphabet, num-
bers, quantities, prices and times,
days, dates and months, etc.)
READING
EFL 3.3.1 Understand most of the
details of the content of a short sim-
ple text (online or print)
EFL 3.3.2 Show understanding of
some basic details in short simple
cross-curricular texts by matching,
labeling and answering simple
questions.
EFL 3.3.3 Identify the meaning of
specific content-based words and
phrases, with the aid of visual sup-
port.
Read the dialogue and complete
the fact file.
Complete the sentences with
should / shouldn’t.
Read the use of can / can’t & do /
does / .
Repeat the sentences.
Linguistic resources
Read and learn.
Practice the dialogues with chores
the fact file, should / shouldn’t
can / can’t & do / does.
Read sentences and short
paragraphs.
Develop graphic organizers.
Produce and communicate
Look the graphics. Listen the read.
Repeat activities with chores, the
fact file, should / shouldn’t,
can / can’t, do / does.
Look at the pictures and pronounce
the sentences.
Personal Production
Write simple paragraph with
chores, the fact file, should /
shouldn’t, can / can’t, do / does /
Read in the classroom.
Develop Literacy activities.
Develop the progress test
Evaluation
Heteroevaluation
Co-evaluation
Self-appraisal
between them through oral and
written literary texts. (I.2, S.2, J.1)
CE.EFL.3.6. Listening for Mean-
ing: Demonstrate an understand-
ing of the main idea, speaker and
situation in spoken texts set in fa-
miliar everyday contexts
without having to decode every
word.
I.EFL.3.6.1. Learners can grasp
the main idea of spoken texts set
in familiar everyday contexts and
infer changes in the topic of dis-
cussion as well as who is speaking
and what the situation
is, without having to decode every
word. (I.3, I.4)
CE.EFL.3.11. Demonstrate com-
prehension of most of the details
of a short simple
online or print text and follow
short instructions in simple exper-
iments and projects if illustrated
through step-by-step visuals.
I.EFL.3.11.1. Learners can under-
stand 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.3.16. 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 dictionary, a
word list, a set of flashcards,
 WRITING
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 3.4.2 Write a short simple
paragraph to describe yourself or
other people, animals, places and
things, with limited support. (Ex-
ample: by answering questions or
using key words)
EFL 3.4.4 Write to describe feel-
ings/opinions in order to effectively
influence an audience. (Example:
persuade, negotiate, argue, etc.)
LANGUAGE THROUGH THE ARTS
EFL 3.5.1 Use audio, video and
pictures to respond to a variety of
literary texts through online or in-
class ICT activities.
EFL 3.5.2 Create picture books
and/or other graphic expressions in
pairs in class by varying scenes,
characters or other elements of lit-
erary texts.
4. FOUR O. EFL. 3.1 Skills with performance criteria:
O. EFL. 3.3
O. EFL. 3.8 COMMUNICATION AND CULTURAL
AWARENESS
EFL 3.1.1 Ask simple basic ques-
tions in class about the world be-
yond their own immediate environ-
ment in order to increase their un-
derstanding of different cultures.
EFL 3.1.2 Recognize ways to relate
responsibly to one’s surroundings at
home and at school by exhibiting
responsible behaviors towards
the environment. (Example: chores
at home, recycling, etc.)
Motivation
Read and comprehension of many
words that be approached in the
unit.
Observation and understanding
Present possessive adjectives and
read with de students.
Repeat and match some sick forms
with the teacher.
Complete the sentences with new
vocabulary.
Repeat the sentences.
etc.) (I.1, J.4)
CE.EFL.3.21. Elaborate personal
responses to both oral and written
literary texts through pictures, au-
dio/video or ICT in order to eval-
uate literary texts
using pre-established criteria, in-
dividually or in groups.
I.EFL.3.21.1. Learners can employ
audio, video, pictures and ICT to
respond to oral and written texts
and use pre-established
criteria to evaluate literary texts in-
dividually or in groups. (I.2, I.3,
I.4)
CE.EFL.3.1. Cultivate an aware-
ness of different cultures and
identify similarities
and differences between them
through oral and written literary
texts.
I.EFL.3.1.1. Learners can show an
awareness of different cultures and
identify similarities and differences
between them through oral and
written literary texts. (I.2, S.2, J.1)
CE.EFL.3.6. Listening for Mean-

ORAL COMMUNICATION
EFL 3.2.1 Infer who is speaking
and what the situation is when lis-
tening to short simple texts, espe-
cially when accompanied by pic-
tures or
other visual aids, or sound effects.
(Example: shopkeeper speaking to a
customer who is buying some fruit.)
EFL 3.2.2 Be comfortable taking
meaning from spoken texts contain-
ing words or sections which are not
understood. Be aware that under-
standing spoken texts does not re-
quire decoding every single
word.
EFL 3.2.3 Record key items of spe-
cific information from a heard mes-
sage or description, either in written
form or by drawing a picture. (Ex-
ample: letters of the alphabet, num-
bers, quantities, prices and times,
days, dates and months, etc.)
READING
EFL 3.3.1 Understand most of the
details of the content of a short sim-
ple text (online or print)
EFL 3.3.2 Show understanding of
some basic details in short simple
cross-curricular texts by matching,
labeling and answering simple
questions.
EFL 3.3.3 Identify the meaning of
specific content-based words and
phrases, with the aid of visual sup-
port.
WRITING
EFL 3.4.1 Make a simple learning
resource in order to record and
practice new words. (Example: a
Linguistic resources
Read and learn.
Practice the dialogues with
possessive adjectives, some
sickness forms and new
vocabulary.
Read sentences and short
paragraphs.
Produce and communicate
Look the graphics. Listen the read.
Repeat activities with possessive
adjectives, sickness forms and new
vocabulary.
Look at the pictures and pronounce
the sentences.
Personal Production
Write simple paragraph with
possessive adjectives, sickness
forms and new vocabulary.
Read in the classroom.
Develop Literacy activities.
Develop the progress test.
Evaluation
Heteroevaluation
Co-evaluation
Self-appraisal
ing: Demonstrate an understand-
ing of the main idea, speaker and
situation in spoken texts set in fa-
miliar everyday contexts
without having to decode every
word.
I.EFL.3.6.1. Learners can grasp
the main idea of spoken texts set
in familiar everyday contexts and
infer changes in the topic of dis-
cussion as well as who is speaking
and what the situation
is, without having to decode every
word. (I.3, I.4)
CE.EFL.3.11. Demonstrate com-
prehension of most of the details
of a short simple
online or print text and follow
short instructions in simple exper-
iments and projects if illustrated
through step-by-step visuals.
I.EFL.3.11.1. Learners can under-
stand 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.3.16. 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 dictionary, a
word list, a set of flashcards,
etc.) (I.1, J.4)
CE.EFL.3.21. Elaborate personal
responses to both oral and written
 picture dictionary, a word list, set of
flashcards, etc.).
EFL 3.4.2 Write a short simple
paragraph to describe yourself or
other people, animals, places and
things, with limited support. (Ex-
ample: by answering questions or
using key words)
EFL 3.4.4 Write to describe feel-
ings/opinions in order to effectively
influence an audience. (Example:
persuade, negotiate, argue, etc.)
LANGUAGE THROUGH THE ARTS
EFL 3.5.1 Use audio, video and
pictures to respond to a variety of
literary texts through online or in-
class ICT activities.
EFL 3.5.2 Create picture books
and/or other graphic expressions in
pairs in class by varying scenes,
characters or other elements of lit-
erary texts.
5. FIVE O. EFL. 3.2 Skills with performance criteria:
O. EFL. 3.5
O. EFL. 3.8 COMMUNICATION AND CULTURAL
AWARENESS
EFL 3.1.2
Recognize ways to relate responsibly
to one’s surroundings at home and
at school by exhibiting responsible
behaviors towards
the environment. (Example: chores
at home, recycling, etc.)
EFL 3.1.4
Use a variety of oral, print and elec-
tronic forms for social communica-
tion and for writing to oneself. (Ex-
ample: friendly notes,
invitations, diary entries, notes to
self, electronic messages, etc.)
Motivation
Read and comprehension of many
words that be approached in the
unit.
Observation and understanding
Verb to be in past tense read with
de students.
Repeat the use of was / were /
wasn’t / weren’t, with the teacher.
Complete the sentences with
units / hundreds.
Read the affirmative / negative
questions and answers.
Repeat the sentences.
Linguistic resources
literary texts through pictures, au-
dio/video or ICT in order to eval-
uate literary texts
using pre-established criteria, in-
dividually or in groups.
I.EFL.3.21.1. Learners can employ
audio, video, pictures and ICT to
respond to oral and written texts
and use pre-established
criteria to evaluate literary texts in-
dividually or in groups. (I.2, I.3,
I.4)
Evaluation criteria
CE.EFL.3.2. Recognize and exhibit
responsible behaviors at home, at
school and towards the environ-
ment.
I.EFL.3.2.1. Learners can say ways
to take care of the environment
and one’s surroundings. Learners
can identify and exhibit socially re-
sponsible behaviors at home, at
school and towards the environ-
ment. (J.3, S.1)
CE.EFL.3.7. Listening for Informa-
tion: Follow and identify key infor-
mation in short straightforward au-

ORAL COMMUNICATION
EFL 3.2.3
Record key items of specific informa-
tion from a heard message or de-
scription, either in written form or by
drawing a picture. (Example: letters
of the alphabet, numbers, quantities,
prices and times, days, dates and
months, etc.).
EFL 3.2.7 Identify the main idea of
short, clear, simple messages and an-
nouncements and understand sen-
tences and frequently used expres-
sions related to areas of immediate
relevance. (Example: follow verbal
instructions for a game, ask for prices
at a store, follow simple classroom
instructions, describe places nearby,
etc.)
EFL 3.2.8 Spell out key vocabulary
items using the English alphabet. (Ex-
ample: names, colors, animals, pos-
sessions, etc.)
READING
EFL 3.3.4 Distinguish between fact
and opinion and relevant and irrele-
vant information in an informational
text through the use of mind maps/
charts.
EFL 3.3.7 Read, gather, view and lis-
ten to information from various
sources in order to organize and dis-
cuss relationships between academic
content areas. (Example: nonfiction
books for young adults, the Internet,
audio and media presentations, oral
interviews, maps, diagrams, refer-
ence books, magazines, etc.)
WRITING
Read and learn.
Practice the dialogues with Verb to
be in past tense, was / were /
wasn’t / weren’t, units / hundreds.
affirmative / negative questions
and answers.
Read sentences and short
paragraphs.
Produce and communicate
Look the graphics. Listen the read.
Repeat Verb to be in past tense
was / were / wasn’t / weren’t,
units / hundreds.
affirmative / negative questions
and answers.
Look at the pictures and pronounce
the sentences.
Match sentences.
Personal Production
Write simple paragraph with Verb
to be in past tense, was / were /
wasn’t / weren’t, units / hundreds.
affirmative / negative questions
and answers.
Read in the classroom.
Develop Literacy activities.
Develop the progress test.
Evaluation
Heteroevaluation
Co-evaluation
Self-appraisal
dio texts related to areas of imme-
diate need or interest, provided vo-
cabulary is familiar and visual sup-
port is present, and use these
spoken contributions as models for
their own.
I.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 expres-
sions and visual support. (Example:
rules for a game, classroom instruc-
tions, a dialogue in a scene from a
cartoon or movie, etc.) Learners
can use other classmate’s contribu-
tions
in class as models for their own.
(I.2, I.3)
CE.EFL.3.13. Show an ability to
identify the meaning of specific
content-based words and phrases,
with the aid of visual support, and
use charts/mind maps to distin-
guish between fact/opinion and
relevant/
irrelevant information in informa-
tional texts.
I.EFL.3.13.1. Learners can deter-
mine the meaning of specific con-
tent-based words and phrases
when accompanied by visual sup-
port and distinguish between
fact and opinion and relevant and
irrelevant information in informa-
tional texts through the use.
CE.EFL.3.19. Create a questionnaire
or survey using WH- question
words in
order to identify things in common
 EFL 3.4.5 Write a questionnaire or
survey for friends, family or class-
mates using WH- questions in order
to identify things in common and
preferences.
EFL 3.4.6 Write a simple narrative
with linking words on familiar sub-
jects in order to express everyday ac-
tivities. (Example: free time, descrip-
tions, what happened last weekend,
etc.)
LANGUAGE THROUGH THE ARTS
EFL 3.5.3 Produce short, creative
texts using ICT and/or other re-
sources at home or at school in order
to recreate familiar scenes and
themes.
EFL 3.5.4 Create personal stories by
adding imaginative details to real-life
stories and situations, using appro-
priate vocabulary and elements of
the literature learners have read or
heard.
6. O. EFL. 3.2 Skills with performance criteria:
O. EFL. 3.5
O. EFL. 3.8 COMMUNICATION AND CULTURAL
AWARENESS
EFL 3.1.2
Recognize ways to relate responsibly
to one’s surroundings at home and
at school by exhibiting responsible
behaviors towards
the environment. (Example: chores
at home, recycling, etc.)
EFL 3.1.4
Motivation
Read and comprehension of many
words that be approached in the
unit.
Observation and understanding
Look graphics about the five senses
read with de students.
Repeat the Math’s connection with
the teacher.
and preferences while displaying
an ability
to convey and organize information
using facts and details.
I.EFL.3.19.1. Learners can write
questionnaires and surveys for
peers and family using WH- ques-
tions in order to
identify things in common and
preferences, while demonstrating
an ability to convey and organize
information using facts and details
in order to illustrate diverse
patterns and structures in writing.
(Example: cause and effect, prob-
lem and solution, general-to-spe-
cific presentation, etc.) (I.2, S.2)
CE.EFL.3.23. Create short, original
texts using a range of resources
and other media, including ICT, in
order to recreate familiar scenes
and themes.
I.EFL.3.23.1. Learners can create
and produce short texts using ICT
and/or other resources at home or
at school in order to recreate famil-
iar scenes and themes. (I.1, I.3)
Evaluation criteria
CE.EFL.3.2. Recognize and exhibit
responsible behaviors at home, at
school and towards the environ-
ment.
I.EFL.3.2.1. Learners can say ways
to take care of the environment
and one’s surroundings. Learners
can identify and exhibit socially re-
sponsible behaviors at home, at
school and towards the environ-
Use a variety of oral, print and elec-
tronic forms for social communica-
tion and for writing to oneself. (Ex-
ample: friendly notes,
invitations, diary entries, notes to
self, electronic messages, etc.)
ORAL COMMUNICATION
EFL 3.2.3
Record key items of specific informa-
tion from a heard message or de-
scription, either in written form or by
drawing a picture. (Example: letters
of the alphabet, numbers, quantities,
prices and times, days, dates and
months, etc.).
EFL 3.2.7 Identify the main idea of
short, clear, simple messages and an-
nouncements and understand sen-
tences and frequently used expres-
sions related to areas of immediate
relevance. (Example: follow verbal
instructions for a game, ask for prices
at a store, follow simple classroom
instructions, describe places nearby,
etc.)
EFL 3.2.8 Spell out key vocabulary
items using the English alphabet. (Ex-
ample: names, colors, animals, pos-
sessions, etc.)
READING
EFL 3.3.4 Distinguish between fact
and opinion and relevant and irrele-
vant information in an informational
text through the use of mind maps/
charts.
EFL 3.3.7 Read, gather, view and lis-
ten to information from various
sources in order to organize and dis-
cuss relationships between academic
content areas. (Example: nonfiction
Complete the sentences with
irregular verbs.
Read the use of any vocabulary
Repeat the sentences.
Linguistic resources
Read and learn.
Practice the dialogues with the five
senses, Math’s connection
fractions. sentences with irregular
verbs and any vocabulary.
Read sentences and short
paragraphs.
Produce and communicate
Look the graphics. Listen the read.
Do activities with the five senses,
Math’s connection fractions,
sentences with irregular verbs and
any vocabulary.
Look at the pictures and pronounce
the sentences.
Personal Production
Write simple paragraph the five
senses, Math’s connection
fractions. sentences with irregular
verbs and any vocabulary.
Read in the classroom.
Develop Literacy activities.
Develop the progress test.
Evaluation
Heteroevaluation
Co-evaluation
Self-appraisal
ment. (J.3, S.1)
CE.EFL.3.7. Listening for Informa-
tion: Follow and identify key infor-
mation in short straightforward au-
dio texts related to areas of imme-
diate need or interest, provided vo-
cabulary is familiar and visual sup-
port is present, and use these
spoken contributions as models for
their own.
I.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 expres-
sions and visual support. (Example:
rules for a game, classroom instruc-
tions, a dialogue in a scene from a
cartoon or movie, etc.) Learners
can use other classmate’s contribu-
tions
in class as models for their own.
(I.2, I.3)
CE.EFL.3.13. Show an ability to
identify the meaning of specific
content-based words and phrases,
with the aid of visual support, and
use charts/mind maps to distin-
guish between fact/opinion and
relevant/
irrelevant information in informa-
tional texts.
I.EFL.3.13.1. Learners can deter-
mine the meaning of specific con-
tent-based words and phrases
when accompanied by visual sup-
port and distinguish between
fact and opinion and relevant and
irrelevant information in informa-
 books for young adults, the Internet, tional texts through the use.
audio and media presentations, oral
interviews, maps, diagrams, refer- CE.EFL.3.19. Create a questionnaire
ence books, magazines, etc.) or survey using WH- question
words in
WRITING order to identify things in common
EFL 3.4.5 Write a questionnaire or and preferences while displaying
survey for friends, family or class- an ability
mates using WH- questions in order to convey and organize information
to identify things in common and using facts and details.
preferences. I.EFL.3.19.1. Learners can write
EFL 3.4.6 Write a simple narrative questionnaires and surveys for
with linking words on familiar sub- peers and family using WH- ques-
jects in order to express everyday ac- tions in order to
tivities. (Example: free time, descrip- identify things in common and
tions, what happened last weekend, preferences, while demonstrating
etc.) an ability to convey and organize
information using facts and details
LANGUAGE THROUGH THE ARTS in order to illustrate diverse
EFL 3.5.3 Produce short, creative patterns and structures in writing.
texts using ICT and/or other re- (Example: cause and effect, prob-
sources at home or at school in order lem and solution, general-to-spe-
to recreate familiar scenes and cific presentation, etc.) (I.2, S.2)
themes.
EFL 3.5.4 Create personal stories by
adding imaginative details to real-life CE.EFL.3.23. Create short, original
stories and situations, using appro- texts using a range of resources
priate vocabulary and elements of and other media, including ICT, in
the literature learners have read or order to recreate familiar scenes
heard. and themes.
I.EFL.3.23.1. Learners can create
and produce short texts using ICT
and/or other resources at home or
at school in order to recreate famil-
iar scenes and themes. (I.1, I.3)

7 SEVEN O. EFL. 3.2 Skills with performance criteria: Evaluation criteria

O. EFL. 3.5 Motivation
O. EFL. 3.8 COMMUNICATION AND CULTURAL Read and comprehension of many CE.EFL.3.2. Recognize and exhibit
AWARENESS words that be approached in the responsible behaviors at home, at
EFL 3.1.2 Recognize ways to relate unit. school and towards the environ-
responsibly to one’s surroundings at ment.
home and at school by exhibiting re-
sponsible behaviors towards
the environment. (Example: chores
at home, recycling, etc.)
EFL 3.1.4 Use a variety of oral, print
and electronic forms for social com-
munication and for writing to one-
self. (Example: friendly notes,
invitations, diary entries, notes to
self, electronic messages, etc.)
ORAL COMMUNICATION
EFL 3.2.3 Record key items of specific
information from a heard message or
description, either in written form or
by drawing a picture. (Example: let-
ters of the alphabet, numbers, quan-
tities, prices and times, days, dates
and months, etc.).
EFL 3.2.7 Identify the main idea of
short, clear, simple messages and an-
nouncements and understand sen-
tences and frequently used expres-
sions related to areas of immediate
relevance. (Example: follow verbal
instructions for a game, ask for prices
at a store, follow simple classroom
instructions, describe places nearby,
etc.)
EFL 3.2.8 Spell out key vocabulary
items using the English alphabet. (Ex-
ample: names, colors, animals, pos-
sessions, etc.)
READING
EFL 3.3.4 Distinguish between fact
and opinion and relevant and irrele-
vant information in an informational
text through the use of mind maps/
charts.
Observation and understanding
Read the simple past tense with de
students.
Repeat the vertebrate and
invertebrate animals with the
teacher.
Complete the sentences with
Math’s connection. Division.
Read the use of new vocabulary.
Repeat the sentences.
Linguistic resources
Read and learn.
Practice the dialogues with simple
past tense, vertebrate and
invertebrate animals, division, new
vocabulary.
Read sentences and short
paragraphs
Produce and communicate
Look the graphics. Listen the read.
Repeat activities simple past tense,
vertebrate and invertebrate
animals, division, new vocabulary.
Look at the pictures and pronounce
the sentences.
Personal Production
Write simple paragraph simple past
tense, vertebrate and invertebrate
animals, division, new vocabulary.
Read in the classroom.
Develop Literacy activities.
Develop project. Green haired egg.
Develop the progress test.
Evaluation
Heteroevaluation
I.EFL.3.2.1. Learners can say ways
to take care of the environment
and one’s surroundings. Learners
can identify and exhibit socially re-
sponsible behaviors at home, at
school and towards the environ-
ment. (J.3, S.1)
CE.EFL.3.7. Listening for Informa-
tion: Follow and identify key infor-
mation in short straightforward au-
dio texts related to areas of imme-
diate need or interest, provided vo-
cabulary is familiar and visual sup-
port is present, and use these
spoken contributions as models for
their own.
I.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 expres-
sions and visual support. (Example:
rules for a game, classroom instruc-
tions, a dialogue in a scene from a
cartoon or movie, etc.) Learners
can use other classmate’s contribu-
tions
in class as models for their own.
(I.2, I.3)
CE.EFL.3.13. Show an ability to
identify the meaning of specific
content-based words and phrases,
with the aid of visual support, and
use charts/mind maps to distin-
guish between fact/opinion and
relevant/ irrelevant information in
informational texts.
I.EFL.3.13.1. Learners can deter-
mine the meaning of specific con-
 EFL 3.3.7 Read, gather, view and lis-
ten to information from various
sources in order to organize and dis-
cuss relationships between academic
content areas. (Example: nonfiction
books for young adults, the Internet,
audio and media presentations, oral
interviews, maps, diagrams, refer-
ence books, magazines, etc.)
WRITING
EFL 3.4.5 Write a questionnaire or
survey for friends, family or class-
mates using WH- questions in order
to identify things in common and
preferences.
EFL 3.4.6 Write a simple narrative
with linking words on familiar sub-
jects in order to express everyday ac-
tivities. (Example: free time, descrip-
tions, what happened last weekend,
etc.)
LANGUAGE THROUGH THE ARTS
EFL 3.5.3 Produce short, creative
texts using ICT and/or other re-
sources at home or at school in order
to recreate familiar scenes and
themes.
EFL 3.5.4 Create personal stories by
adding imaginative details to real-life
stories and situations, using appro-
priate vocabulary and elements of
the literature learners have read or
heard.
8 EIGHT O. EFL. 3.2 Skills with performance criteria:
O. EFL. 3.5
Co-evaluation tent-based words and phrases
Self-appraisal when accompanied by visual sup-
port and distinguish between
fact and opinion and relevant and
irrelevant information in informa-
tional texts through the use.
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 information using facts
and details.
I.EFL.3.19.1. Learners can write
questionnaires and surveys for
peers and family using WH- ques-
tions in order to identify things in
common and preferences, while
demonstrating an ability to convey
and organize information using
facts and details in order to illus-
trate diverse patterns and struc-
tures in writing. (Example: cause
and effect, problem and solution,
general-to-specific presentation,
etc.) (I.2, S.2)
CE.EFL.3.23. Create short, original
texts using a range of resources
and other media, including ICT, in
order to recreate familiar scenes
and themes.
I.EFL.3.23.1. Learners can create
and produce short texts using ICT
and/or other resources at home or
at school in order to recreate famil-
iar scenes and themes. (I.1, I.3)
Evaluation criteria
Motivation
O. EFL. 3.8 COMMUNICATION AND CULTURAL
AWARENESS
EFL 3.1.2
Recognize ways to relate responsi-
bly to one’s surroundings at home
and at school by exhibiting respon-
sible behaviors towards
the environment. (Example: chores
at home, recycling, etc.)
EFL 3.1.4
Use a variety of oral, print and elec-
tronic forms for social communica-
tion and for writing to oneself. (Ex-
ample: friendly notes,
invitations, diary entries, notes to
self, electronic messages, etc.)
ORAL COMMUNICATION
EFL 3.2.3
Record key items of specific infor-
mation from a heard message or de-
scription, either in written form or
by drawing a picture. (Example: let-
ters of the alphabet, numbers, quan-
tities, prices and times, days, dates
and months, etc.).
EFL 3.2.7 Identify the main idea of
short, clear, simple messages and
announcements and understand sen-
tences and frequently used expres-
sions related to areas of immediate
relevance. (Example: follow verbal
instructions for a game, ask for
prices at a store, follow simple
classroom instructions, describe
places nearby, etc.)
EFL 3.2.8 Spell out key vocabulary
items using the English alphabet.
(Example: names, colors, animals,
possessions, etc.)
READING
EFL 3.3.4 Distinguish between fact
Read and comprehension of many
words that be approached in the
unit.
Observation and understanding
Read with the students about
future tense.
Repeat the sentences about the
water with the teacher.
Complete the sentences with the
time.
Read the use of new vocabulary.
Repeat the sentences.
Linguistic resources
Read and learn.
Practice the dialogues with future
tense, water, the time, new
vocabulary.
Read sentences and short
paragraphs.
Produce and communicate
Look the graphics. Listen the read.
Repeat sentences and dialogues
with future tense, water, the time,
new vocabulary.
Look at the pictures and pronounce
the sentences.
Match sentences.
Personal Production
Write simple paragraph with a
future tense, water, the time, new
vocabulary.
Read in class.
Develop Literacy activities.
Develop the progress test.
CE.EFL.3.2. Recognize and ex-
hibit responsible behaviors at
home, at school and towards the
environment.
I.EFL.3.2.1. Learners can say
ways
to take care of the environment
and one’s surroundings. Learners
can identify and exhibit socially
responsible behaviors at home, at
school and towards the environ-
ment. (J.3, S.1)
CE.EFL.3.7. Listening for Infor-
mation: Follow and identify key
information in short straightfor-
ward 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.
I.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 expres-
sions and visual support. (Example:
rules for a game, classroom instruc-
tions, a dialogue in a scene from a
cartoon or movie, etc.) Learners
can use other classmate’s contribu-
tions in class as models for their
own. (I.2, I.3)
CE.EFL.3.13. Show an ability to
identify the meaning of specific
content-based words and phrases,
with the aid of visual support, and
use charts/mind maps to distin-
guish between fact/opinion and
relevant/
and opinion and relevant and irrele-
vant information in an informa-
tional text through the use of mind
maps/charts.
EFL 3.3.7 Read, gather, view and
listen to information from various
sources in order to organize and
discuss relationships between aca-
demic content areas. (Example:
nonfiction books for young adults,
the Internet, audio and media pre-
sentations, oral interviews, maps,
diagrams, reference books, maga-
zines, etc.)
WRITING
EFL 3.4.5 Write a questionnaire or
survey for friends, family or class-
mates using WH- questions in order
to identify things in common and
preferences.
EFL 3.4.6 Write a simple narrative
with linking words on familiar sub-
jects in order to express everyday
activities. (Example: free time, de-
scriptions, what happened last
weekend, etc.)
LANGUAGE THROUGH THE ARTS
EFL 3.5.3 Produce short, creative
texts using ICT and/or other re-
sources at home or at school in or-
der to recreate familiar scenes and
themes.
EFL 3.5.4 Create personal stories
by adding imaginative details to
real-life stories and situations, using
appropriate vocabulary and ele-
ments of the literature learners have
read or heard.
Evaluation irrelevant information in informa-
Heteroevaluation tional texts.
Co-evaluation I.EFL.3.13.1. Learners can deter-
Self-appraisal mine the meaning of specific con-
tent-based words and phrases when
accompanied by visual support and
distinguish between
fact and opinion and relevant and
irrelevant information in informa-
tional texts through the use.
CE.EFL.3.19. Create a question-
naire or survey using WH- ques-
tion words in
order to identify things in com-
mon and preferences while dis-
playing an ability
to convey and organize informa-
tion using facts and details.
I.EFL.3.19.1. Learners can write
questionnaires and surveys for
peers and family using WH- ques-
tions in order to
identify things in common and pref-
erences, while demonstrating an
ability to convey and organize in-
formation using facts and details in
order to illustrate diverse
patterns and structures in writing.
(Example: cause and effect, prob-
lem and solution, general-to-spe-
cific presentation, etc.) (I.2, S.2)
CE.EFL.3.23. Create short, origi-
nal texts using a range of re-
sources and other media, includ-
ing ICT, in order to recreate fa-
miliar scenes and themes.
I.EFL.3.23.1. Learners can create
and produce short texts using ICT
and/or other resources at home or at
school in order to recreate familiar
scenes and themes. (I.1, I.3)

6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition standards)
MINEDUC. Documento de Ajustes Curriculares 2016.
EDIPCENTRO. I Speak 5
7. OBSERVATIONS
The novelties in the fulfillment of the planning will be consigned. In
addition, you can suggest adjustments for the best compliance with what
is planned in the instrument.

PREPARED REVISED APROVED

TEACHER(S): NAME: NAME:
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