ANNUAL PLAN CURRICULUM (APC)

SCHOOL YEAR:
“ESCUELA DE EDUCACIÓN BÁSICA FISCAL VALDIVIA”
2018 - 2019

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.

Area: Lengua Extranjera Subject : English

Teacher’s Name Ing. Allison González Sierra

Target Group: 6th, 7th EGB Level: PRE A1.1

2. TIME

Weekly working hours Number of weeks Numbers of periods for assessments and Total class weeks Total periods
incidentals

3 hours 40 weeks 4 weeks 36 weeks 108 hours

3. GENERAL OBJECTIVE

Objectives of the area: Objectives of the level/course:

OG.EFL1. Encounter socio-cultural aspects of their own and other countries in O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to
a thoughtful and inquisitive manner, maturely and openly experiencing other interact with and to develop an approach of critical inquiry to a variety of texts.
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 to- O.EFL 3.2 Assess and appreciate English as an international language, as well as the skills
and subskills that contribute to communicative and pragmatic competence.
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wards different cultures to comprehend the role of diversity in building an inter-

cultural and multinational society.
O.EFL 3.3 Independently read level-appropriate texts in English for pure en-
OG.EFL3. Access greater flexibility of mind, creativity, enhanced linguistic joyment/entertainment and to access information.
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.
O.EFL 3.4 Develop creative and critical thinking skills to foster problem-solving and
independent learning using both spoken and written English.
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 pro-
cess, cultivating habits of honesty and integrity into responsible academic be- O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues, answer
havior. questions or solve problems.

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 O.EFL 3.6 Read and write short descriptive and informative texts related to personal
required. information or familiar topics and use them as a means of communication and written
expression of thought.
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. O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts
such as poems, rhymes, chants, songs, games and graphic short stories in order to foster
imagination, curiosity and memory, while developing a taste for oral and written literary texts.
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).
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 competence.

O.EFL 3.9 Be able to interact in English using basic, frequently used expressions and short
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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 ex-
change 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.

Listening, speaking, reading, and writing to build up learners’ communicative language

competence in its linguistic, sociolinguistic, and pragmatic components.

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

5. DEVELOPMENT OF PLANNING UNITS.

N.º Name of the Specific objectives of the Contents Methodology orientation Evaluation Time in weeks
unit planning unit

1. Students learn to: greet; Completing and illustrating statements CE.EFL.3.2.1 Recognize
introduce themselves and about socially responsible behaviors. (Ex- and exhibit responsible
others; ask and tell EFL 3.1.2 ample: If you see old people on a bus, you behaviors at home, at
someone’s name. can…) school and towards the
Recognize ways to environment.
• Global Benchmarks: relate responsibly Making a useful object out of recycled
Students can: respond to to one’s materials. (Example: a frame, a pencil I.EFL.3.2.1. Learners can
spoken word surroundings at holder, etc.) say ways to take care of
What’s your non-verbally; recognize own home and at school the environment and one’s
favorite class? name; greet, say please and by exhibiting Listening to a short text and demonstrating 6 weeks
surroundings. Learners
thank you with prompting; responsible understanding of it using an accompanying can identify and exhibit
repeat modeled sentences; behaviors towards graphic organizer. (Example: completing a socially responsible
convey meaning through the environment. Venn diagram of differences between behaviors at home, at
Where’s the whales and sharks, etc.)
personal drawings.
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gym (Example: chores •Listening to a short dialogue and then school and towards the
at home, recycling, writing and acting out a similar dialogue, us- environment. (J.3, S.1)
Students learn to: introduce etc.) ing some of the same phrases and
expressions. (Example: a dialogue between CE.EFL.3.6. Listening for
Phonics: bl, br; family members; formally EFL 3.2.1 two friends asking about a homework Meaning: Demonstrate an
cl, cr; fl , fr; dr, assignment, etc.) understanding of the main
tr greet; ask and answer Infer who is idea, speaker and
speaking and what situation in spoken texts
questions to identify family the situation is set in familiar everyday
when listening to contexts without having to
members. short simple texts, decode every word.
especially when Completing gaps from a reading using
• Global Benchmarks: accompanied by words from a box.
Students I.EFL.3.6.1. Learners can
pictures or other
•Reading a short story from a class blog grasp the main idea of
visual aids, or
can: recognize own name and underlining the main details, then spoken texts set in familiar
sound effects.
checking answers with a partner. everyday contexts and
accompanied by photo; infer changes in the topic
(Example:
of discussion as well as
shopkeeper
differentiate one who is speaking and what
speaking to a
object/picture/ the situation is, without
customer who is
having to decode every
letter/word from another; buying some fruit.)
Creating a class picture dictionary and word. (I.3, I.4)
EFL 3.3.1 adding entries by writing definitions of new
respond to visual cues/ words or drawing a picture to illustrate the CE.EFL.3.11.
Understand most of meaning. Demonstrate
gestures/objects to make a
the details of the comprehension of most of
content of a short •Making flashcards for new words and the details of a short sim-
choice verbally or non-
simple text (online using them to quiz a partner. ple online or print text and
verbally
or print) follow short instructions in
•Making a list of new words and then simple experiments and
EFL 3.3.2 comparing the lists in pairs. If one of the projects if illustrated
members of the pair knows the word, through step-by-step
• Students learn to: recognize
Show he/she teaches the other person.
and pronounce words with
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the short /a/ and long /a/ understanding of ••Writing new words and phrases in a visuals.
sounds. some basic details vocabulary notebook.
in short simple I.EFL.3.11.1. Learners can
• Global Benchmarks: cross-curricular understand most details in
Students texts by matching, a short simple online or
labeling and print text and can follow
can: distinguish between, answering simple short instructions in simple
identify, or repeat sounds. questions. Role playing scenes from a story.
experiments and projects
if step-by-step visuals are
EFL 3.3.3 ••Writing the dialogue and stage directions
provided. (I.3, I.4)
for a story from class and performing it for
Identify the an audience.
CE.EFL.3.12. Display an
meaning of specific
understanding of some
content-based
basic details in short
words and phrases,
simple cross-curricular
with the aid of
texts from various sources
visual support.
by matching, labeling and
answering simple
EFL 3.4.1
questions, and use the
Make a simple information gathered in
learning resource in order to organize and
order to record and discuss relationships
practice new words. between different
academic content areas.
(Example: a picture
dictionary, a word I.EFL.3.12.1. Learners
list, set of can match, label and
flashcards, etc.). answer simple questions
about basic details in a
short simple cross-curric-
ular text. Learners can
organize and discuss
information from different
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EFL 3.5.1 sources of academic

content. (I.2, S.1)
Use audio, video
and pictures to CE.EFL.3.13. Show an
respond to a variety ability to identify the
of literary texts meaning of specific
through online or content-based words and
in-class ICT phrases, with the aid of
activities. visual support, and use
charts/mind maps to
distinguish between
fact/opinion and
relevant/irrelevant
information in in-
formational 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
between 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.3.16. Create a
simple learning resource
in order to record and
ANNUAL PLAN CURRICULUM (APC)

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
literary texts through
pictures, audio/video or
ICT in order to evaluate
literary texts using pre-
established criteria,
individually 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
individually or in groups.
(I.2, I.3, I.4)
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2. EFL 3.1.8 CE.EFL.3.4. Develop the

skills to work
Students learn how to: name Interpret and collaboratively using a
demonstrate range of verbal and
What do you pets, describe characteristics knowledge in nonverbal communication 6 weeks
do in the and emotions using pets. classroom activities features and apply self-
library? of nonverbal and Completing a short self-evaluation or peer correcting and self-mon-
• Global Benchmarks: oral communication evaluation after a communicative task. itoring strategies in social
Students can: distinguish features, and and classroom
between,identify, or repeat understand the Playing games that practice classroom interactions.
Review Learn sounds;respond to sign contexts in which language and turn-taking.
more language or symbols; they are used I.EFL.3.4.1. Learners can
respond to basic questions appropriately. Comparing answers in pairs or small
demonstrate an ability to
through facial expression and (Example: groups.
work in pairs and small
gestures, gestures, body
Working in small groups to complete a groups using level-
Phonics: gl, gr; language, volume,
cultural project. (Example: different ethnic appropriate verbal and
pl, pr; sc, sk; with prompting use one or etc.)
groups in Latin America, traditional food in nonverbal communication
sl, sp
Ecuador, etc.) features and apply self-
more words to respond to EFL 3.2.2 correcting and self-moni-
simple questions; make Participating in short dialogues and role toring strategies in social
Be comfortable
marks plays to practice thanking others. and classroom
taking meaning
interactions. (J.2, J.3, J.4,
from spoken texts
on paper with a range of Practicing the language needed to resolve I.3)
containing words or
materials. group conflict through mini role plays.
sections which are
CE.EFL.3.6. Listening for
not understood. Be
Writing jokes or riddles in pairs in order to Meaning: Demonstrate an
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Students learn to: recognize aware that un- share with other pairs. understanding of the main
derstanding spoken idea, speaker and
and pronounce words with texts does not Raising hands when clarification is needed. situation in spoken texts
the short /e/ and long /e/ require decoding set in familiar everyday
sounds. every single word. contexts without having to
decode every word.
• Global Benchmarks: EFL 3.2.3
Students can: distinguish I.EFL.3.6.1. Learners can
between, identify, or repeat Record key items of grasp the main idea of
sounds. specific information spoken texts set in familiar
from a heard everyday contexts and
message or infer changes in the topic
description, either Listening to a short conversation between
two speakers and deciding who is speak- of discussion as well as
in written form or by who is speaking and what
drawing a picture. ing, where they are and how they feel.
(Example: two friends, at the library doing the situation is, without
(Example: letters of having to decode every
the alphabet, homework, confused because they don’t
understand the assignment, etc.) word. (I.3, I.4)
numbers,
quantities, prices
Listening to instructions for a short task and CE.EFL.3.7. Listening for
and times, days,
carrying them out. (Example: First put the Information: Follow and
dates and months,
dirt in the cup. Now put the seed in the dirt. identify key information in
etc.)
Press down lightly. Give the seed water, short straightforward
etc.) audio texts related to
EFL 3.3.4
areas of immediate need
Distinguish or interest, provided
between fact and vocabulary is familiar and
opinion and visual support is present,
relevant and irrele- and use these spoken
vant information in contributions as models
an informational for their own.
text through the use
of mind I.EFL.3.7.1. Learners can
Reading a text and identifying the facts and
maps/charts. record and identify key
the opinions using a concept map.
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EFL 3.4.2 Reading a text and matching content-based information from a spoken
words to their definition or picture. message of immediate
Write a short simple need or interest when the
paragraph to Comparing and contrasting information. message contains
describe yourself or (Example: learners read a text about toads frequently used
other people, and frogs and identify similarities and expressions and visual
animals, places and differences, etc.) support. (Example: rules
things, with limited for a game, classroom
support. (Example: instructions, a dialogue in
by answering a scene from a cartoon or
questions or using movie, etc.) Learners can
key words) use other classmate’s
contributions in class as
EFL 3.5.2 models for their own. (I.2,
I.3)
Create picture
books and/or other
CE.EFL.3.13. Show an
graphic
Looking at a picture and writing a ability to identify the
expressions in pairs
description of what you see or how it makes meaning of specific
in class by varying
you feel, then comparing descriptions in content-based words and
scenes, characters
pairs. phrases, with the aid of
or other elements
visual support, and use
of literary texts.
charts/mind maps to
distinguish between
fact/opinion and
relevant/irrelevant
information in in-
formational texts.

I.EFL.3.13.1. Learners
can determine the
meaning of specific
content-based words and
ANNUAL PLAN CURRICULUM (APC)

phrases when
accompanied by visual
support and distinguish
between fact and opinion
Drawing pictures to a story and exchanging and relevant and
them with a partner, who captions each irrelevant information in
picture. informational texts through
the use of mind maps and
Illustrating a piece of writing. 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
audience and to express
everyday activities. (I.3,
S.1)

CE.EFL.3.22. Design and

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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, graphic
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)

3. Students learn how to: offer EFL 3.1.3 CE.EFL.3.3. Interact with
food and drink; politely others using a variety of
Let’s paint! accept and decline offers of Exchange basic •Completing a short survey about favorites both verbal and nonverbal
food and drink; politely personal or likes/dislikes and then sharing ideas with communication features
express preferences using preferences with a partner and express likes and
want. peers in order to dislikes while giving
What do you express likes and •Practicing the use of expressions of recommendations in basic 6 weeks
want to eat? • Global Benchmarks: dislikes. politeness during collaborative pair and yet effective terms.
Students can: respond to small group work.
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Phonics: sm, spoken word EFL 3.1.7 •Adding expressions of politeness to I.EFL.3.3.1. Learners can
sn; st; sw, tw; dialogues. employ a range of verbal
scr, str non-verbally; differentiate Demonstrate and nonverbal
appropriate •Brainstorming ways to help others, at communication features to
one object/picture/letter/ classroom school and in the community. express likes and dislikes
behaviors by and can give
word from another; greet, say participating in recommendations in basic
please and thank you with small group or yet effective terms. (I.3,
prompting; repeat modeled whole class S.4)
sentences; convey meaning discussions.
through personal drawings. (Example: being CE.EFL.3.2. Recognize
courteous, and exhibit responsible
respecting the behaviors at home, at
person and school and towards the
Students learn how to: label Listening to a short dialogue and then
property of others, environment.
rooms and describe their writing and acting out a similar dialogue, us-
etc.)
location within the home; ask ing some of the same phrases and
and answer questions about expressions. (Example: a dialogue between I.EFL.3.2.1. Learners can
EFL 3.2.7
where rooms are located. two friends asking about a homework say ways to take care of
assignment, etc.) the environment and one’s
Identify the main
• Global Benchmarks: surroundings. Learners
idea of short, clear,
Asking classmates to repeat an answer or can identify and exhibit
simple messages
Students can: respond to statement if needed to clarify something. socially responsible
and an-
(Example: Can you say that again? Do you behaviors at home, at
nouncements and
simple questions or mean ?, etc.) school and towards the
understand
directions environment. (J.3, S.1)
sentences and
•Asking for help in class when necessary.
frequently used ex-
supported by visual cues/ (Example: What’s the answer? How do you CE.EFL.3.7. Listening for
pressions related to
say? Do you have an eraser? Can you help Information: Follow and
gestures/ objects; areas of immediate
me with ?, etc.) identify key information in
understand relevance.
(Example: follow short straightforward
verbal instructions audio texts related to
basic concepts of print e.g.
for a game, ask for areas of immediate need
Establishing a clear expectation of English or interest, provided
front and back; left to right; prices at a store,
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turns pages; make a request follow simple use for classroom functions. (Example: vocabulary is familiar and
classroom greeting, requesting, thanking, asking for visual support is present,
through visual cues/gestures/ instructions, repetition / clarification, giving instructions, and use these spoken
objects; begin to join in with a describe places offering help, comparing answers, taking contributions as models
familiar rhyme or story; hold nearby, etc.) leave, etc.) Informal assessment could for their own.
writing tools effectively. involve personal notes from the teacher to
EFL 3.2.8 learners who use L2 regularly. I.EFL.3.7.1. Learners can
record and identify key
Spell out key information from a spoken
• Students learn to: recognize vocabulary items message of immediate
and pronounce words with using the English need or interest when the
the short /i/ and long /i/ alphabet. (Exam- message contains
sounds. ple: names, colors, frequently used
animals, expressions and visual
• Global Benchmarks: possessions, etc.) support. (Example: rules
Students can: distinguish
for a game, classroom
between, identify, or repeat EFL 3.2.9
instructions, a dialogue in
sounds.
a scene from a cartoon or
React appropriately
movie, etc.) Learners can
to what others say
Answering pre-reading questions by use other classmate’s
using verbal/non-
inferring information from pictures within a contributions in class as
verbal back-
text. models for their own. (I.2,
channeling, or by
I.3)
asking further
simple questions to
extend the CE.EFL.3.8. Production –
interaction. Accuracy and Intelligibility:
(Example: express Communicate needs
interest using facial clearly in class by asking
expression or questions or requesting
simple words with clarification. Demonstrate
appropriate acquisition of skills taught
intonation: Oh!, in class, such as being
Yes! Thanks. And able to spell out words or
Posting a comment to a classmate’s writing
 ANNUAL PLAN CURRICULUM (APC)

you? etc.) on a class blog. use some grammatical

structures (albeit with
EFL 3.3.8 frequent errors)

Make and support I.EFL.3.8.1. Learners can

inferences from ask others to repeat
evidence in a text themselves or to say
with reference to something in a different
features of written way and ask for common
English. (Example: classroom needs.
vocabulary, facts, Doing extended writing, in which learners
Learners can spell out
format, sequence, get to choose what they write and are not
words in English and can
relevance of ideas, evaluated or tested on it.
describe matters of
etc.) immediate need or
interest using some
EFL 3.4.3
grammatical structures
practiced in class
Write a variety of
(although there may be
short simple text-
errors with tenses,
types, commonly
personal pronouns,
used in print and
prepositions, etc.). (I.3,
online, with
J.4)
appropriate
language and
layout. (Example: CE.EFL.3.10. Interaction
write a greeting on – Interpersonal:
a birthday card, Participate effectively in
name and address familiar and predictable
on an envelope, a conversational exchanges
URL for a website, by sharing information and
an email address, reacting appropriately in
etc.) basic interpersonal
interactions.
EFL 3.5.3
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Produce short, I.EFL.3.10.1. Learners

creative texts using can use back-channeling
ICT and/or other to react appropriately to
resources at home what others say about
or at school in order familiar topics in pre-
to recreate familiar dictable, everyday
scenes and themes 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.3.15. 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
ANNUAL PLAN CURRICULUM (APC)

interpret a variety of
written materials. (I.2, J.3)

CE.EFL.3.18. Write a
variety of short simple
familiar text-types – online
or in print – using
appropriate language,
layout and linking words

CE.EFL.3.18. Write a
variety of short simple
familiar text-types – online
or in print – using
appropriate language,
layout and linking words

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 familiar scenes
and themes. (I.1, I.3)
 ANNUAL PLAN CURRICULUM (APC)

4. Can you play Students learn how to: name EFL 3.1.4 CE.EFL.3.5. Demonstrate
the piano? toys; ask and answer an ability to use a variety
questions about toys. Use a variety of •Singing songs that practice helpful of sources for oral and
oral, print and language. written communication in
• Global Benchmarks: electronic forms for order to interact with
Review Students social com- •Writing a weekly journal entry. others in social situations.
munication and for 6 weeks
can: follow a single step writing to oneself. I.EFL.3.5.1. Learners can
(Example: friendly employ various print and
Learn more routine instruction; respond notes, invitations, digital sources in order to
diary entries, notes communicate with others
non-verbally to staff and to self, electronic in oral and written form in
other children within the messages, etc.)
Phonics: spl, social situations. (J.3, S.1,
classroom setting; with
spr, squ; ct, ft; S.4)
prompting use one or more EFL 3.2.13
nd, nt; nk, mp. words to respond to simple
questions; make marks on CE.EFL.3.9. Production -
Respond to simple
paper with a range of •Asking learners simple questions about Fluency: Respond to
questions in quite a
materials. themselves, their family or their simple questions and
short time and
possessions and noting that their response familiar everyday social
initiate basic
time is relatively quick (i.e., not so slow that situations, such as an
interaction
the interaction becomes uncomfortable for invitation or request,
spontaneously
• Students learn to: recognize the student or the teacher, and the relatively quickly.
when there are
and pronounce words with response is appropriate although there may Spontaneously initiate
opportunities to
the short /o/ and long /o/ be some basic errors) interactions in order to
speak. Speech is
sounds. express opinions or give
produced a little
•Giving learners a picture of a familiar accounts of personal
less slowly and
• Global Benchmarks: scene and asking them to give full experiences.
hesitantly.
Students can: distinguish statements about what they can see.
between, identify, or repeat (Example: a picture of a classroom: There I.EFL.3.9.1. Learners can
EFL 3.3.9
sounds. are ten students and one teacher. The answer simple questions
Identify and use teacher is writing on the board. A boy’s quickly and initiate basic
reading strategies throwing paper, etc.) interaction spontaneously
to make text more when given opportunities.
 ANNUAL PLAN CURRICULUM (APC)

comprehensible (Example: make an

and meaningful. invitation, give a
(Example: suggestion, etc.) Learners
skimming, can describe simple,
scanning, familiar situations and talk
previewing, about past experiences.
predicting, reading •Skimming a text and accompanying (I.3, J.3)
for main ideas and pictures and then predicting the answers to
details, etc.) questions found within the text.
CE.EFL.3.14. Select and
use reading strategies to
EFL 3.4.5 •Using a dictionary to look up key words in
understand and give
a text.
meaning to written text
Write a while employing a range
questionnaire or of everyday reference
survey for friends, materials in order to
family or determine information
classmates using appropriate to the purpose
WH- questions in of inquiry and to relate
order to identify ideas between written
things in common sources.
and preferences. •Asking learners to choose a topic and to
write questions for their peers about the I.EFL.3.14.1. Learners
EFL 3.5.5
topic. (Example: Topic: Traditional can identify and use
Ecuadorian food. Questions: Do you like reading strategies to make
Evaluate literary
fritada? Does your mother make guatita? written text more
texts (both written
Do you eat soup every day?, etc.) comprehensible and
and oral, online, in
video or in print) meaningful. Learners can
according to pre- use everyday reference
established criteria. materials to select
(Example: information appropriate to
completing a the purpose of an inquiry
checklist, a chart, a and to relate ideas from
personal response, one written source to
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etc.) •Determining the reactions all the members another. (I.2, S.1)
of a group have in common after listening to
a song. (Example: they all loved the song, CE.EFL.3.19. Create a
they all liked the rhythm, they all learned questionnaire or survey
new words, etc.) 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-
questions 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, problem and
solution, general-to-
specific presentation, etc.)
(I.2, S.2)

CE.EFL.3.21. Elaborate
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personal responses to
both oral and written
literary texts through
pictures, audio/video or
ICT in order to evaluate
literary texts using pre-
established criteria,
individually 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
individually or in groups.
(I.2, I.3, I.4)

5. Students learn how to: ask EFL 3.1.5 CE.EFL.3.3. Interact with
others using a variety of
I like to jump! for and tell the time; name Describe, read both verbal and nonverbal
about, participate in communication features
daily activities associated or recommend a •Participating in short role plays using a and express likes and 6 weeks
with certain times of the day. favorite activity, range of verbal and nonverbal communica- dislikes while giving
I hurt my nose book, song or other tion. recommendations in basic
• Global Benchmarks: interest to various yet effective terms.
Students audiences.
(Example: peers, I.EFL.3.3.1. Learners can
Phonics: ang, can: show awareness of other classes, employ a range of verbal
ing, ong, ung; teachers, other and nonverbal
ld, lf, lk, lm, lp, objects of reference e.g. adults, etc.) communication features to
lt; le, el music signifies tidy up time;
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recognize a sequence; EFL 3.2.12 express likes and dislikes

convey immediate needs and can give
using visual cues, gestures, Ask and answer •Conducting a role play between two recommendations in basic
and objects; repeat modeled questions and students on a given topic. (Example: talking yet effective terms. (I.3,
sentences; convey meaning exchange about routines, finding common free time S.4)
through personal drawings. information on activities, playing a guessing game, etc.)
familiar topics in CE.EFL.3.10. Interaction
predictable •Playing a game where learners choose a – Interpersonal:
everyday situations. picture and a partner asks and answers Participate effectively in
• Students learn how to: ask (Example: ask for questions in order to guess which picture familiar and predictable
and answer questions about directions, give was chosen. conversational exchanges
birthdays and age; express directions, express by sharing information and
birthday greetings; give and a personal opinion, •Giving learners language prompts to use
reacting appropriately in
receive a gift; name birthday etc.) during pair/group work. (Example: What do
basic interpersonal
party items. you think? I agree/disagree. I think we need
interactions.
EFL 3.2.14 to…, It’s your turn to say the answer, etc.)
• Global Benchmarks:
I.EFL.3.10.1. Learners
Students Make and respond
can use back-channeling
to invitations,
can: keep a steady beat; to react appropriately to
suggestions,
what others say about
apologies and re-
differentiate one familiar topics in pre-
quests.
object/picture/ dictable, everyday
EFL 3.3.10 •Reading a text and answering information situations and when
letter/word from another; questions. carrying out pair work for a
Follow short specific task in class.
greet, say please and thank instructions •Completing gaps from a reading using Learners can ask
illustrated through words from a box. questions to extend an
you with prompting; make a step-by-step visuals interpersonal interaction.
in simple (I.3, J.3)
request through visual cues/ experiments and
gestures/objects; begin to projects. (Example: CE.EFL.3.9. Production -
join in with a familiar rhyme simple science ex- Fluency: Respond to
or story; hold writing tools periments, simple questions and
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effectively. instructions for an Completing the gaps in a sentence. familiar everyday social
art project, etc.) (Example: My best friend is Carol. ----- is situations, such as an
ten years old. --- birthday is in May, etc.) invitation or request,
EFL 3.4.6 relatively quickly.
• Students learn to: recognize Spontaneously initiate
and pronounce words with Write a simple interactions in order to
the short /u/ and long /u/ narrative with express opinions or give
sounds. linking words on accounts of personal
familiar subjects in experiences.
• Global Benchmarks: order to express
Students can: distinguish everyday activities. I.EFL.3.9.1. Learners can
between, identify, or repeat (Example: free answer simple questions
sounds. time, descriptions, quickly and initiate basic
what happened last interaction spontaneously
weekend, etc.) •Role playing scenes from a story.
when given opportunities.
(Example: make an
EFL 3.5.6
invitation, give a
suggestion, etc.) Learners
Work in groups to
can describe simple,
create a brainstorm
familiar situations and talk
and/or draw a mind
about past experiences.
map to describe
(I.3, J.3)
and organize ideas
or organize useful
information from CE.EFL.3.11.
literary texts. Demonstrate
comprehension of most of
the details of a short sim-
ple online or print text and
follow short instructions in
simple experiments and
projects if illustrated
through step-by-step
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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.3.18. 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 language,
layout and linking words.
(I.3, J.2)

CE.EFL.3.24. Organize
ideas and relevant
information from literary
texts using group or class
brainstorms and/or mind
maps in order to enhance
collaborative responses to
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literature.

I.EFL.3.24.1. Learners
can work in groups to
create brainstorms and/ or
draw mind maps to
describe and organize
ideas or useful information
from literary texts and
create collaborative
responses to literature
through process writing
groups or literature circles.
(I.4, S.4, J.3)

6. EFL 3.1.1 CE.EFL.3.1. Cultivate an

awareness of different
Students learn how to: Ask simple basic cultures and identify
questions in class similarities and differences
Let’s clean up! ask and tell about weather; about the world •Writing a short descriptive paragraph about between them through
beyond their own a country of the learner’s choosing oral and written literary
identify seasons; ask and tell immediate texts. 6 weeks
environment in
Review about seasons and preferred order to increase I.EFL.3.1.1. Learners can
activities. their understanding •Writing a list of questions about a people
show an awareness of
of different cultures. or culture and using ICT and/or print re-
different cultures and
• Global Benchmarks: sources to find the answers.
About me identify similarities and
EFL 3.2.15 differences between them
Students can: respond to
through oral and written
Provide a simple
simple questions or literary texts. (I.2, S.2, J.1)
description and/or
Phonics: ll, rr, directions supported by opinion of a
tt; kn, wr, mb; visual cues/ gestures/ CE.EFL.3.9. Production -
common object or a
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cc, ck, soft c, objects; differentiate simple account of Fluency: Respond to

soft g something simple questions and
one object / picture / letter / experienced. familiar everyday social
(Example: an Ec- situations, such as an
word from another; respond uadorian •Asking learners simple questions about invitation or request,
to basic questions through celebration, a class themselves, their family or their relatively quickly.
facial expression and trip, a party, a game possessions and noting that their response Spontaneously initiate
gestures; with prompting use played, etc.) time is relatively quick (i.e., not so slow that interactions in order to
one or more words to the interaction becomes uncomfortable for express opinions or give
respond to simple questions; EFL 3.4.9 the student or the teacher, and the accounts of personal
convey meaning through response is appropriate although there may experiences.
personal drawings Make effective use be some basic errors)
of a range of digital I.EFL.3.9.1. Learners can
tools to write, edit, answer simple questions
revise and publish quickly and initiate basic
• Students learn to: recognize written work in a interaction spontaneously
and pronounce words with way that supports when given opportunities.
the short /a/ and long /a/ collaboration. (Example: make an
sounds. (Example: add
•Answering pre-reading questions by invitation, give a
sound or images to suggestion, etc.) Learners
• Global Benchmarks: a presentation, use inferring information from pictures within a
text. can describe simple,
Students can: distinguish an app to familiar situations and talk
between, identify, or repeat collaborate on a
•Reading inferences about a text and then about past experiences.
sounds. mind map,
underlining the information within the text (I.3, J.3)
contribute to a
that gives evidence of where the inference
class wiki, etc.)
came from. CE.EFL.3.20.
Demonstrate an ability to
EFL 3.5.8
use a variety of digital
Create stories, tools during the writing
poems, songs, process in order to
dances and plays collaborate on well-
including those that constructed informational
reflect traditional
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and popular •Adding pictures to a group presentation. texts.

Ecuadorian culture,
observing the •Exchanging writing in pairs in order to I.EFL.3.20.1. Learners
conventions of the make suggestions about things that could can effectively use a
genre. (Example: be improved. range of digital tools
purpose, settings, during the writing process
audience, voice, in order to collaborate on
rhythm, etc.) producing well-
constructed informational
texts. (I.3, S.4, J.3)

•Creating a crossword puzzle in groups CE.EFL.3.25. Observe

about an Ecuadorian story, region, celebrity, and expand on the
etc. conventions of genre in
order to create a variety of
•Discussing similarities between a text and texts that reflect traditional
the learners’ personal experiences. and popular Ecuadorian
culture and identify select
literary elements in order
to relate them to other
works, including the
learners’ own writing.

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
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learners’ own writing.

6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

Ministry of Education. (2016, Septiembre 03). Currículo. English as a Foreign Language. Retrieved from Ministerio de
Educación: http://educacion.gob.ec/wp-content/uploads/downloads/2016/03/EFL1.pdf

Nuñez, P. A. (2015). Teacher's book level 1. Quito: Norma.

DONE BY: REVISED BY: APPROVED BY:

TEACHER(S): Ing. Allison González Sierra NAME: NAME:

Signature: Signature: Signature:

Date: June 18th 2018 Date: Date: