PLAN CURRICULAR ANUAL

(PCA)

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:
Area: Foreign Language Subject:  English 
Teachers:  Ana Isabel Sinchiguano Tupiza
Grade / course    6th Education EGB 3
Level
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods
hours
7 hours 7 hours per week 4 weeks 40 weeks
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL1. Encounter socio-cultural aspects of their own and other O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in
countries in a thoughtful and inquisitive manner, maturely and openly order to interact with and to develop an approach of critical inquiry to a variety of
experiencing other cultures and languages from the secure standpoint texts.
of their own national and cultural identity. O.EFL 3.2 Assess and appreciate English as an international language, as well
OG.EFL2. Draw on this established propensity for curiosity and as the skills and subskills that contribute to communicative and pragmatic
tolerance towards different cultures to comprehend the role of diversity competence.
in building an intercultural and multinational society O.EFL 3.3 Independently read level-appropriate texts in English for pure
OG.EFL3. Access greater flexibility of mind, creativity, enhanced enjoyment/entertainment and to access information.
linguistic intelligence and critical thinking skills through an appreciation O.EFL 3.6 Read and write short descriptive and informative texts related to
of linguistic differences. Enjoy an enriched perspective of their own L1 personal information or familiar topics and use them as a means of communication
and of language use for communication and learning. and written expression of thought.
OG.EFL4. Deploy a range of learning strategies, thereby increasing O.EFL 3.9 Be able to interact in English using basic, frequently used
disposition and ability to independently access further (language) expressions and short phrases in familiar and personalized contexts, demonstrating
learning and practice opportunities. Respect themselves and others a limited but effective command of the spoken language in simple and routine tasks
within the communication process, cultivating habits of honesty and which require a direct exchange of information.
integrity into responsible academic behavior.
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G.EFL5. Directly access the main points and important details of O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially
up-to-date English language texts, such as those published on the web, and work cooperatively in pairs and groups.
for professional or general investigation, through the efficient use of ICT
and reference tools where required.
OG.EFL6. Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 backgrounds on
work, study or general topics of common interest, expressing ideas and
opinions effectively and appropriately.
OG.EFL7. Interact quite clearly, confidently and appropriately in a range
of formal and informal social situations with a limited but effective
command of the spoken language (CEFR B1 level).

4. TRANSVERSAL AXES :
● Environmental education (natural resources, biodiversity).
● Education for health (nutrition, hygiene).
● Educational values.

5. DEVELOPMENT OF PLANNING UNITS*

N.º Name of the Unit Specific objectives of Contents** Methodology Evaluation*** Time in
the Planning Unit. orientation weeks
1. Vacation - talking about vacation EFL 3.1.1. Ask simple basic 1. Develop Kolb’s CE.EFL.3.1. Cultivate an 6 weeks
activities questions in class about the cycle of experiencial awareness of different
Vocabulary: - talking about feelings world beyond their own learning: cultures and identify
Activities, e.g. act in - trying new things immediate environment in - Concrete similarities and differences
a play, learn how to - talking about the life of order to increase their Experience between them through oral
dive, ride a roller Marco Polo and the Silk understanding of different - Reflexive and written literary texts.
coaster, read a lot of Road cultures. bservation. I.EFL.3.1.1. Learners can
books; feelings, e.g. (Example: chores at home, - Abstract show an aware- ness of
relaxed, nervous, recycling, etc.) conceptualizatio different cultures and
confident.; story: n. identi- fy similarities and
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afraid, video games, - Active differences between them

screen, battery is experimentation. through oral and written
dead; Travel and literary texts. (I.2, S.2, J.1)
trade, e.g. silk, 2. The Direct method.
goods, difficult, ruler. 3. Input before output
4. Total physical CE.EFL.3.3. Interact with
Grammar: response. others using a variety of
Simple past EFL 3.1.3. Exchange basic 5. Suggestopedia, both verbal and nonverbal
statements with personal preferences with 6. Comunicative communication features
“when”, e.g. He peers in order to express likes Language Teaching. and express likes and
acted in a play when and dislikes. dislikes while giving
he was on vacation.; recommendations in basic
Simple past EFL 3.1.5 Describe, read yet effective terms.
statements with about, participate in or I.EFL.3.3.1. Learners can
“but” , e.g. I felt recommend a favorite activity, employ a range of verbal
relaxed, but he felt book, song or other interest to and nonverbal
nervous.; Simple various audiences. (Example: communication features to
past questions with peers, other classes, express likes and dislikes
“how”, e.g. How did teachers, other adults, etc.) and can give
you feel when you recommendations in basic
rode a roller yet effective terms. (I.3,
coaster? I felt S.4)
re;axed, but she felt
nervous.; CE.EFL.3.8. Production –
Conversation: Come Accuracy and Intelligibility:
one! Let’s learn how Communicate needs
to surf! No, thanks. clearly in class by asking
I’d rather play video questions or requesting
games. OK./ clarification. Demonstrate
Sounds fun. I’m tired acquisition of skills taught
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of playing video EFL 3.2.8. Spell out key in class, such as being
games. Great!; vocabulary items using the able to spell out words or
Simpel past tense English alphabet. (Example: use some grammatical
questions with names, colors, animals, structures (albeit with
“what”, e.g. What possessions, etc.) frequent errors).
did Marco Polo do I.EFL.3.8.1. Learners can
when he was 17? EFL 3.2.11 Ask for someone ask others to repeat
He traveled on the to repeat themselves or say themselves or to say
Silk Road. something in a different way something in a different
and ask for common way and ask for common
classroom needs. (Example: classroom needs.
getting attention or obtaining Learners can spell out
an object, etc.) words in English and can
describe mat- ters of
immediate need or interest
using some grammatical
structures practiced in
class (although there may
be errors with tenses,
personal pronouns,
preposi- tions, etc.). (I.3,
J.4)

CE.EFL.3.9. Production -
Fluency: Respond to
simple questions and
familiar everyday social
situations, such as an
invitation or request,
relatively quickly.
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Spontaneously initiate
interactions in order to
EFL 3.2.13. Respond to express opinions or give
simple questions in quite a accounts of personal
short time and initiate basic experiences.
interaction spontaneously I.EFL.3.9.1. Learners can
when there are opportunities answer simple questions
to speak. Speech is produced quickly and initiate basic
a little less slowly and in- teraction
hesitantly. spontaneously when given
EFL 3.2.14. Make and op- portunities. (Example:
respond to invitations, make an invitation, give a
suggestions, apologies and suggestion, etc.) Learners
requests. can de- scribe simple,
EFL 3.2.15. Provide a simple familiar situations and talk
description and/or opinion of a about past experiences.
common object or a simple (I.3, J.3)
account of something
experienced. (Example: an CE.EFL.3.14. Select and
Ecuadorian celebration, a use reading strategies to
class trip, a party, a game understand and give
played, etc.) meaning to written text
while employing a range of
everyday reference
materials in order to
determine information
EFL 3.3.9. Identify and use appropriate to the purpose
reading strategies to make of inquiry and to relate
text more comprehensible and ideas between written
meaningful. (Example: sources.
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skimming, scanning, I.EFL.3.14.1. Learners can

previewing, predicting, reading identify and use reading
for main ideas and details, strategies to make written
etc.) text more comprehensible
and mean- ingful.
Learners can use
everyday ref- erence
materials to select
information appropriate to
the purpose of an inqui- ry
and to relate ideas from
one written source to
another. (I.2, S.1)

CE.EFL.3.18. Write a
variety of short simple
familiar text-types – online
or in print – using
appropriate language,
EFL 3.4.3. Write a variety of layout and linking words.
short simple text-types, I.EFL.3.18.1. Learners can
commonly used in print and write short simple
online, with appropriate text-types and narratives,
language and layout. online and in print, using
(Example: write a greeting on appropriate language,
a birthday card, name and layout and linking words.
address on an envelope, a (I.3, J.2)
URL for a website, an email
address, etc.) CE.EFL.3.19. Create a
questionnaire or survey
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using WH- question words

in order to identify things
in common and
EFL 3.4.5. Write a preferences while
questionnaire or survey for displaying an ability to
friends, family or classmates convey and organize
using WH- questions in order information using facts
to identify things in common and details.
and preferences. I.EFL.3.19.1. Learners can
write ques- tionnaires and
surveys for peers and
family using WH-
questions in order to
identify things in common
and prefer- ences, while
demonstrating an ability to
convey and organize
information using facts
and details in order to
illustrate di- verse patterns
and structures in writing.
(Example: cause and
effect, problem and
solution,
general-to-specific pre-
sentation, etc.) (I.2, S.2)

EFL 3.5.1. Use audio, video CE.EFL.3.21. Elaborate

and pictures to respond to a personal responses to
variety of literary texts through both oral and written
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online or in-class ICT literary texts through

activities. pictures, audio/video or
EFL 3.5.5. Evaluate literary ICT in order to evaluate
texts (both written and oral, literary texts using
online, in video or in print) pre-established criteria,
according to pre-established individually or in groups.
criteria. (Example: completing I.EFL.3.21.1. Learners can
a checklist, a chart, a personal employ audio, video,
response, etc.) pictures and ICT to
respond to oral
and written texts and use
pre-established criteria to
evaluate literary texts
individually
or in groups. (I.2, I.3, I.4)
2. Camping - talking about outdoor EFL 3.1.2. Recognize ways to Lesson 1 CE.EFL.3.2. Recognize 6 weeks
activities relate responsibly to one’s 1. Develop Kolb’s and exhibit responsible
Vocabulary: - talking about past surroundings at home and at cycle of experiencial behaviors at home, at
In the woods, e.g. camping activities school by exhibiting learning: school and towards the
study insects, - asking for help with responsible behaviors towards - Concrete environment.
identify trees, pick directions the environment. Experience I.EFL.3.2.1. Learners can
wild strawberries, - identifying and talking (Example: chores at home, - Reflexive say ways to take care of
etc.; Making camp, about parts of a plant recycling, etc.) bservation. the environment and one’s
e.g. set up the tent, - Abstract surroundings. Learners
build a campfire, conceptualizatio can identify and exhibit
roast fish, tell n. socially responsi- ble
stories, etc. ; sotyr: - Active behaviors at home, at
follow, way out, experimentation. school and towards the
shout, far; plants, environment. (J.3, S.1)
e.g. oxygen, seed, 2. The Direct method.
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size, root, EFL 3.1.8. Interpret and 3. Input before output

underground, stem demonstrate knowledge of 4. Total physical CE.EFL.3.4. Develop the
nonverbal and oral response. skills to work
Grammar: communication features in 5. Suggestopedia, collaboratively using a
Questions in past classroom activities, and 6. Comunicative range of verbal and
continuous tense, understand the contexts in Language Teaching. nonverbal communication
with asnwers in which they are used features and apply
simple past tense, appropriately. (Example: self-correcting and
e.g. What was she gestures, body language, self-monitoring strategies
doing in the volume, etc.) in social and classroom
morning? She was interactions.
studying insects.; I.EFL.3.4.1. Learners can
Questions and demonstrate an ability to
answers in past work in pairs and small
continuous, e.g. groups using
Was he studying level-appropriate verbal
instect in the and nonverbal
afternoon? No, he communication features
wasn’t. He was and apply self-correcting
identifying trees. ; and self-moni- toring
ast continuous strategies in social and
statements with EFL 3.2.3. Record key items classroom interactions.
simple past of specific information from a (J.2, J.3, J.4, I.3)
statements, e.g. She heard message or description,
was setting up the either in written form or by CE.EFL.3.7. Listening for
tent when I arrived drawing a picture. (Example: Information: Follow and
at the campsite.; letters of the alphabet, identify key information in
past continuous numbers, quantities, prices short straightforward audio
questions and and times, days, dates and texts related to areas of
answers, e.g. What months, etc.) immediate need or
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were you doing EFL 3.2.7. Identify the main interest, provided
when you saw the idea of short, clear, simple vocabulary is familiar and
deer? I was setting messages and visual support is present,
up the tent.; announcements and and use these spoken
Converstation: understand sentences and contributions as models
Which was is the frequently used expressions for their own.
campsite? Sorry, I related to areas of immediate I.EFL.3.7.1. Learners can
don’t know. Thanks, relevance. (Example: follow record and identify key
anyway./ It’s that verbal instructions for a game, information from a spoken
way. Thanks a lot!; ask for prices at a store, follow message of immediate
Questions with simple classroom instructions, need or interest when the
“these/ those”, e.g. describe places nearby, etc.) mes- sage contains
Which parsts of the frequently used
plant are these? expressions and visual
Those are the support. (Example: rules
seeds.; “what” for a game, classroom
questions with “do”, instructions, a dialogue in
e.g. What do they a scene from a cartoon or
do?They grow and movie, etc.) Learn- ers can
become new plants. use other classmate’s
EFL 3.3.1. Understand most contributions in class as
of the details of the content of models for their own. (I.2,
a short simple text (online or I.3)
print).
CE.EFL.3.11. Demonstrate
EFL 3.3.10 Follow short comprehension of most of
instructions illustrated through the details of a short
step-by-step visuals in simple simple online or print text
experiments and projects. and follow short
(Example: simple science instructions in simple
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experiments, instructions for experiments and projects

an art project, etc.) if illustrated through
step-by-step visuals.
I.EFL.3.11.1. Learners can
understand most details in
a short simple online or
print text and can follow
short instructions in simple
experiments and projects
if step-by-step visuals are
provided. (I.3, I.4)

CE.EFL.3.13. Show an
ability to identify the
EFL 3.3.3. Identify the meaning of specific
meaning of specific content-based words and
content-based words and phrases, with the aid of
phrases, with the aid of visual visual support, and use
support. charts/mind maps to
distinguish between
fact/opinion and
relevant/irrelevant
information in
informational texts.
I.EFL.3.13.1. Learners can
determine the meaning of
specific content-based
words and phrases when
accompanied by visual
support and distinguish
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be- tween fact and opinion

and relevant and irrelevant
information in
informational texts through
the use of mind maps and
EFL 3.4.1. Make a simple charts. (I.2, I.3)
learning resource in order to
record and practice new CE.EFL.3.16. Create a
words. simple learning resource
(Example: a picture dictionary, in order to record and
a word list, set of flashcards, practice new words and
etc.) 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
EFL 3.4.6. Write a simple set of flashcards, etc.) (I.1,
narrative with linking words on J.4)
familiar subjects in order to
express everyday activities. CE.EFL.3.18. Write a
(Example: free time, variety of short simple
descriptions, what happened familiar text-types – online
last weekend, etc.) or in print – using
appropriate language,
layout and linking words.
I.EFL.3.18.1. Learners can
write short simple
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text-types and narratives,

EFL 3.5.1. Use audio, video online and in print, using
and pictures to respond to a appropriate language,
variety of literary texts through layout and linking words.
online or in-class ICT (I.3, J.2)
activities.
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
individu- ally or in groups.
(I.2, I.3, I.4)

3. Class Party - talking about future EFL 3.1.4. Use a variety of Lesson 1 CE.EFL.3.5. Demonstrate 6 weeks
plans oral, print and electronic forms 1. Develop Kolb’s an ability to use a variety
Vocabulary: - talking about planning for social communication and cycle of experiencial of sources for oral and
Planning a party, a party for writing to oneself. learning: written communication in
e.g. order pizzas, (Example: friendly notes,
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bake cupcakes, - talking a bout traffic invitations, diary entries, notes - Concrete order to interact with
bring fruit juice, safety to self, electronic messages, Experience others in social situations.
choose the music; - talking about seasonal etc.) - Reflexive I.EFL.3.5.1. Learners can
starting a party, e.g. celebrations around the bservation. employ var- ious print and
pour the juice, serve world - Abstract digital sources in order to
the pizzas, set conceptualizatio communicate with others
upthemusic, blow up n. in oral and written form in
the balloons.; - Active social situations. (J.3, S.1,
Celebrations, e.g. experimentation. S.4)
celebrate, season,
tradition, delicious, EFL 3.2.5. Understand most 2. The Direct method. CE.EFL.3.6. Listening for
child, samba parade changes in the topic of 3. Input before output Meaning: Demonstrate an
discussion if people speak 4. Total physical understanding of the main
Grammar: slowly. response. idea, speaker and
Simple future tense 5. Suggestopedia, situation in spoken texts
with “will” for 6. Comunicative set in familiar everyday
intention, e.g. I’ll Language Teaching. contexts without having to
order pizzas for the decode every word.
party.; Simple future I.EFL.3.6.1. Learners can
tense with “will” for grasp the main idea of
predictions, e.g. spoken texts set in famil-
What will he do? iar everyday contexts and
He’ll order pizzas?; infer chang- es in the topic
Simple future tense of discussion as well as
questions with “will”, who is speaking and what
e.g. Will she pour the situa- tion is, without
the juice? Yes, she having to decode ev- ery
will. No, she won’t.; EFL 3.2.9. React appropriately word. (I.3, I.4)
Simple future tense to what others say using
questions with verbal/non-verbal
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“who”, e.g. Who will back-channeling, or by asking CE.EFL.3.10. Interaction –

pour the juice? They further simple questions to Interpersonal: Participate
will. Conversation: extend the interaction. effectively in familiar and
We’re out of juice. (Example: express interest predictable conversational
Could you get some using facial expression or exchanges by sharing
more? Sure, no simple words with appropriate information and reacting
problem. Thanks. / I intonation: Oh!, Yes! Thanks. appropriately in basic
can’t right now. I’m And you? etc.) interpersonal interactions.
busy. That’s OK.; EFL 3.2.10. Sustain a I.EFL.3.10.1. Learners can
Simple future tense conversational exchange on a use back-chan- neling to
questions with “will”, familiar, everyday subject react appropriately to what
e.g. What will when carrying out a others say about familiar
peoplein Japan do collaborative/paired learning topics in pre- dictable,
in the spring? activity in which there are everyday situations and
They’lll celebrate specific instructions for a task. when carrying out pair
Children’s Day. EFL 3.2.12. Ask and answer work for a specific task in
questions and exchange class. Learners can ask
information on familiar topics questions to extend an
in predictable everyday interpersonal interaction.
situations. (Example: ask for (I.3, J.3)
directions, give directions,
express a personal opinion,
etc.)

EFL 3.3.5. Use everyday CE.EFL.3.14. Select and

reference material in order to use reading strategies to
select information appropriate understand and give
to the purpose of an inquiry meaning to written text
and to relate ideas from one while employing a range of
written source to another. everyday reference
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materials in order to
determine information
appropriate to the purpose
of inquiry and to relate
ideas between written
sources.
I.EFL.3.14.1. Learners can
identify and use reading
strategies to make written
text more comprehensible
and mean- ingful.
Learners can use
everyday ref- erence
materials to select
EFL 3.4.2. Write a short information appropriate to
simple paragraph to describe the purpose of an inqui- ry
yourself or other people, and to relate ideas from
animals, places and things, one written source to
with limited support. another. (I.2, S.1)
(Example: by answering
questions or using key words) 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.
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I.EFL.3.17.1. Learners can

write short simple
EFL 3.5.2. Create picture paragraphs to describe
books and/or other graphic people, places, animals,
expressions in pairs in class things and feelings, with
by varying scenes, characters limited support, while
or other elements of literary demonstrating an ability to
texts. effectively influence an
EFL 3.5.4. Create personal audi- ence and to express
stories by adding imaginative everyday activities. (I.3,
details to real-life stories and S.1)
situations, using appropriate
vocabulary and elements of CE.EFL.3.22. Design and
the literature learners have produce picture books,
read or heard. 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.
EFL 3.5.8. Create stories, I.EFL.3.22.1. Create
poems, songs, dances and picture books, graph- ic
plays including those that expressions and personal
reflect traditional and popular stories by adapting
Ecuadorian culture, observing elements of literary texts
the conventions of the genre. and adding imaginative
(Example: purpose, settings, details to real-life stories
audience, voice, rhythm, etc.) and situations, using
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appropriate vocabulary
and features of the
literature learners have
read or heard. (I.3, S.3)
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.
I.EFL.3.25.1. Learners can
create stories, poems,
songs and plays to reflect
tra- ditional 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 experienc- es.
(S.2, J.1)
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4. The Amazon - comparing animals EFL 3.1.3. Exchange basic 1. Develop Kolb’s CE.EFL.3.3. Interact with 6 weeks
Rainforest - making comparisons personal preferences with cycle of experiencial others using a variety of
- comparing and peers in order to express likes learning: both verbal and nonverbal
Vocabulary: describing things and dislikes. - Concrete communication features
Comparisons, e.g. - identifying and talking Experience and express likes and
colorful macaw, about biomes - Reflexive dislikes while giving
plain egret, bservation. recommendations in basic
dangerous jaguar, - Abstract yet effective terms.
friendly river conceptualizatio I.EFL.3.3.1. Learners can
dolphin; n. employ a range of verbal
Comparisons, e.g. - Active and nonverbal
easy puzzle, difficult experimentation. communication features to
puzzle, comfortable express likes and dislikes
sandals, 2. The Direct method. and can give
uncomfortable 3. Input before output recommendations in basic
sandals; Biomes: EFL 3.2.4. Follow and 4. Total physical yet effective terms. (I.3,
natural community, understand short, response. S.4)
freshwater, desert, straightforward audio 5. Suggestopedia,
forest, grassland, messages and/or the main 6. Comunicative CE.EFL.3.8. Production –
tundra idea/dialogue of a movie or Language Teaching. Accuracy and Intelligibility:
cartoon (or other Communicate needs
Grammar: age-appropriate audio-visual clearly in class by asking
Comparatives with presentations) if delivered questions or requesting
long and short slowly and visuals provide clarification. Demonstrate
adjectives, e.g. The contextual support. acquisition of skills taught
macaw is more in class, such as being
colorful than the able to spell out words or
egret.; Questions use some grammatical
with comparatives, structures (albeit with
e.g. Is the macaw frequent errors).
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more colorful than I.EFL.3.8.1. Learners can

the egret? Yes, it is./ ask others to repeat
No, it isn’t.; themselves or to say
Superlatives with something in a different
long and short way and ask for common
adjectives, e.g. this classroom needs.
puzzle is the easiest Learners can spell out
one here.; words in English and can
Questions with describe mat- ters of
superlatives and immediate need or interest
“which”, e.g. Which using some grammatical
puzzle is the EFL 3.2.14. Make and structures practiced in
easiest? This respond to invitations, class (although there may
puzzle.; suggestions, apologies and be errors with tenses,
conversation: I want requests. personal pronouns,
that one. How about preposi- tions, etc.). (I.3,
this one instead? It’s J.4)
cheaper. / Good
choice!; Questions CE.EFL.3.9. Production -
with superlatives Fluency: Respond to
and “which”, e.g. simple questions and
Which biome is the familiar everyday social
biggest? The ocean. situations, such as an
invitation or request,
relatively quickly.
Spontaneously initiate
interactions in order to
express opinions or give
accounts of personal
experiences.
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I.EFL.3.9.1. Learners can

answer simple questions
EFL 3.3.2. Show quickly and initiate basic
understanding of some basic in- teraction
details in short simple spontaneously when given
cross-curricular texts by op- portunities. (Example:
matching, labeling and make an invitation, give a
answering simple questions. suggestion, etc.) Learners
can de- scribe simple,
familiar situations and talk
about past experiences.
(I.3, J.3)

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
EFL 3.3.4. Distinguish discuss relationships
between fact and opinion and between different
relevant and irrelevant academic content areas.
information in an informational I.EFL.3.12.1. Learners can
text through the use of mind match, label and answer
maps/charts. simple questions about
ba- sic details in a short
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simple cross-curric- ular

text. Learners can
organize and dis- cuss
information from different
sources of academic
content. (I.2, S.1)

CE.EFL.3.13. 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
EFL 3.4.3. Write a variety of distinguish between
short simple text-types, fact/opinion and
commonly used in print and relevant/irrelevant
online, with appropriate information in
language and layout. informational texts.
(Example: write a greeting on I.EFL.3.13.1. Learners can
a birthday card, name and determine the meaning of
address on an envelope, a specific content-based
URL for a website, an email words and phrases when
address, etc.) accompanied by visual
support and distinguish
be- tween fact and opinion
and relevant and irrelevant
information in
EFL 3.5.2. Create picture informational texts through
books and/or other graphic
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expressions in pairs in class the use of mind maps and

by varying scenes, characters charts. (I.2, I.3)
or other elements of literary
texts. CE.EFL.3.18. Write a
EFL 3.5.4. Create personal variety of short simple
stories by adding imaginative familiar text-types – online
details to real-life stories and or in print – using
situations, using appropriate appropriate language,
vocabulary and elements of layout and linking words.
the literature learners have I.EFL.3.18.1. Learners can
read or heard. write short simple
text-types and narratives,
online and in print, using
appropriate language,
layout and linking words.
(I.3, J.2)

CE.EFL.3.22. Design and

produce picture books,
graphic expressions
and/or personal stories by
varying elements of
literary texts and adding
imaginative details to
real-life stories and
situations in order to
create new, original texts.
I.EFL.3.22.1. Create
picture books, graph- ic
expressions and personal
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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)
Busy students - talking about habits EFL 3.1.2. Recognize ways to 1. Develop Kolb’s CE.EFL.3.2. Recognize
- talking about how we relate responsibly to one’s cycle of experiencial and exhibit responsible
Vocabulary: do things surroundings at home and at learning: behaviors at home, at
Activities, e.g. wash - Talking about meeting school by exhibiting - Concrete school and towards the
my hair, take a commitments responsible behaviors towards Experience environment.
shower, floss my - getting better at the environment. - Reflexive I.EFL.3.2.1. Learners can
teeth, ckeck my something thorugh (Example: chores at home, bservation. say ways to take care of
calendar; Adverbs, practice recycling, etc.) - Abstract the environment and one’s
e.g. clowly, quickly, - talking about healthy EFL 3.1.7. Demonstrate conceptualizatio surroundings. Learners
carefully, carelessly; habits appropriate classroom n. can identify and exhibit
story: recital, almost, behaviors by participating in - Active socially responsi- ble
hour, proud.; Your small group or whole class experimentation. behaviors at home, at
health, e.g. discussions. (Example: being school and towards the
successful, courteous, respecting the 2. The Direct method. environment. (J.3, S.1)
exercise, balanced person and property of others, 3. Input before output
meal. etc.) 4. Total physical
response. CE.EFL.3.6. Listening for
Grammar: 5. Suggestopedia, Meaning: Demonstrate an
Adverbs of EFL 3.2.5. Understand most 6. Comunicative understanding of the main
frequency: I always changes in the topic of Language Teaching. idea, speaker and
wash my hair before situation in spoken texts
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I go to bed.; discussion if people speak set in familiar everyday

Questions with “do” slowly. contexts without having to
and adverbs of decode every word.
frequency, e.g. Do I.EFL.3.6.1. Learners can
you wash your hair grasp the main idea of
before you go to spoken texts set in famil-
bed? Yes, I always I iar everyday contexts and
do. / No, I rarely do. infer chang- es in the topic
; Questions with of discussion as well as
“how” and adverbs who is speaking and what
of manner, e.g. How the situa- tion is, without
is she walking? She having to decode ev- ery
is walking slowly.; word. (I.3, I.4)
Questions with “is”
and adverbs EFL 3.3.6. Apply learning CE.EFL.3.15. Make and
ofmanner, e.g. Is he strategies to examine and support inferences from
walking slowly or interpret a variety of written evidence in a text with
quickly? He’s materials using prior reference to features of
walking slowly. knowledge, graphic written English and apply
Conversation: Are organizers, context clues, note other learning strategies to
you ready for your taking and finding words in a examine and interpret a
recital? No, I’m not. I dictionary. variety of written materials.
still need to I.EFL.3.15.1. Learners can
practice./ Yes, I make and support
think so. I practiced inferences using evidence
all week.; Questions from texts and features of
with “how” and written English (e.g.,
adverbs of vocabulary, format,
frequency, e.g. How sequence, etc.) and apply
often doyougo for a other learning strategies in
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walk? I go for a walk order to examine and

twice a week. interpret a variety of
written materials. (I.2, J.3)
EFL 3.4.1. Make a simple
learning resource in order to CE.EFL.3.16. Create a
record and practice new simple learning resource
words. in order to record and
(Example: a picture dictionary, practice new words and
a word list, set of flashcards, demonstrate knowledge of
etc.) 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,
EFL 3.4.5. Write a J.4)
questionnaire or survey for
friends, family or classmates CE.EFL.3.19. Create a
using WH- questions in order questionnaire or survey
to identify things in common using WH- question words
and preferences. in order to identify things
in common and
preferences while
displaying an ability to
convey and organize
information using facts
and details.
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I.EFL.3.19.1. Learners can

write ques- tionnaires and
surveys for peers and
family using WH-
questions in order to
identify things in common
and prefer- ences, while
demonstrating an ability to
convey and organize
information using facts
and details in order to
EFL 3.5.5. Evaluate literary illustrate di- verse patterns
texts (both written and oral, and structures in writing.
online, in video or in print) (Example: cause and
according to pre-established effect, problem and
criteria. (Example: completing solution,
a checklist, a chart, a personal general-to-specific pre-
response, etc.) sentation, etc.) (I.2, S.2)

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,
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pictures and ICT to

respond to oral and written
texts and use
pre-established criteria to
evaluate literary texts
individu- ally or in groups.
(I.2, I.3, I.4)
5. Making things - asking about EFL 3.1.1. Ask simple basic 1. Develop Kolb’s CE.EFL.3.1. Cultivate an 6 weeks
quantities questions in class about the cycle of experiencial awareness of different
Vocabulary: - makings comparions world beyond their own learning: cultures and identify
Quantities, e.g. a - forgetting and immediate environment in - Concrete similarities and differences
cup of flour, a half remembering where order to increase their Experience between them through oral
cup of water, a you put things understanding of different - Reflexive and written literary texts.
tablespoon of - talking about pyramids cultures. bservation. I.EFL.3.1.1. Learners can
cooking oil, etc.; - Abstract show an aware- ness of
Supplies, e.g. conceptualizatio different cultures and
arpons, toothpick, n. identi- fy similarities and
paper clips, etc.; - Active differences between them
Sotry: Parthenon, experimentation. through oral and written
stops, roof. The literary texts. (I.2, S.2, J.1)
pyramids, e.g. take, 2. The Direct method.
farmer, artisan, 3. Input before output CE.EFL.3.5. Demonstrate
move, pull, site. 4. Total physical an ability to use a variety
EFL 3.1.4. Use a variety of response. of sources for oral and
Grammar: oral, print and electronic forms 5. Suggestopedia, written communication in
Questions with for social communication and 6. Comunicative order to interact with
“how” and coun and for writing to oneself. Language Teaching. others in social situations.
noncount nouns, (Example: friendly notes, I.EFL.3.5.1. Learners can
e.g. How much flour invitations, diary entries, notes employ var- ious print and
does he need? He digital sources in order to
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needs a cup of to self, electronic messages, communicate with others

flour.; questions etc.) in oral and written form in
with”do” and count social situations. (J.3, S.1,
and noncount S.4)
nouns, e.g. Does
she have enough CE.EFL.3.7. Listening for
flour? Yes, she Information: Follow and
does./ No, she identify key information in
doesn’t. ; questions short straightforward audio
with “how much” EFL 3.2.3. Record key items texts related to areas of
and “how many” of specific information from a immediate need or
with count and heard message or description, interest, provided
noncount nouns, either in written form or by vocabulary is familiar and
e.g. How aprons drawing a picture. (Example: visual support is present,
dowe have? We letters of the alphabet, and use these spoken
have three aprons. numbers, quantities, prices contributions as models
How much and times, days, dates and for their own.
cardboard do we months, etc.) I.EFL.3.7.1. Learners can
have? We have six record and identify key
sheets of carboard. ; information from a spoken
conversation: Did message of immediate
we bring the map? I need or interest when the
don’t remember./ I mes- sage contains
remember. It’s under frequently used
the seat/ I’m not expressions and visual
sure./ Never mind, I support. (Example: rules
found it. ; Questions for a game, classroom
with “how many” instructions, a dialogue in
and count and a scene from a cartoon or
noncount nouns, movie, etc.) Learn- ers can
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e.g. Hoe many use other classmate’s

people did it take to contributions in class as
build the Great models for their own. (I.2,
Pyramid of Giza? It I.3)
took around thirty
thousand people. EFL 3.2.1. Infer who is CE.EFL.3.6. Listening for
speaking and what the Meaning: Demonstrate an
situation is when listening to understanding of the main
short simple texts, especially idea, speaker and
when accompanied by situation in spoken texts
pictures or other visual aids, set in familiar everyday
or sound effects. (Example: contexts without having to
shopkeeper speaking to a decode every word.
customer who is buying some I.EFL.3.6.1. Learners can
fruit.) grasp the main idea of
EFL 3.2.2. Be comfortable spoken texts set in famil-
taking meaning from spoken iar everyday contexts and
texts containing words or infer chang- es in the topic
sections which are not of discussion as well as
understood. Be aware that who is speaking and what
understanding spoken texts the situa- tion is, without
does not require decoding having to decode ev- ery
every single word. word. (I.3, I.4)

CE.EFL.3.12. Display an
understanding of some
EFL 3.3.2. Show basic details in short
understanding of some basic simple cross-curricular
details in short simple texts from various sources
cross-curricular texts by by matching, labeling and
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matching, labeling and answering simple

answering simple questions. questions, and use the
information gathered in
order to organize and
discuss relationships
between different
academic content areas.
I.EFL.3.12.1. Learners can
match, label and answer
simple questions about
ba- sic details in a short
simple cross-curric- ular
text. Learners can
organize and dis- cuss
information from different
sources of academic
content. (I.2, S.1)

EFL 3.4.2. Write a short CE.EFL.3.17. Produce a

simple paragraph to describe short simple paragraph to
yourself or other people, describe people, places,
animals, places and things, things and feelings in
with limited support. order to influence an
(Example: by answering audience and use linking
questions or using key words) words to write other
narratives on familiar
subjects.
I.EFL.3.17.1. Learners can
write short simple
paragraphs to describe
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people, places, animals,

things and feelings, with
limited support, while
demonstrating an ability to
effectively influence an
EFL 3.5.6. Work in groups to audi- ence and to express
create a brainstorm and/or everyday activities. (I.3,
draw a mind map to describe S.1)
and organize ideas or
organize useful information
from literary texts. CE.EFL.3.24. Organize
EFL 3.5.9. Engage in ideas and relevant
collaborative activities through information from literary
a variety of student groupings texts using group or class
to create and respond to brainstorms and/or mind
literature and other literary maps in order to enhance
texts. (Example: small groups, collaborative responses to
cooperative learning groups, literature.
literature circles, process I.EFL.3.24.1. Learners can
writing groups, etc.) work in groups to create
brainstorms and/ or draw
mind maps to describe
and organize ideas or
useful informa- tion from
literary texts and create
collaborative responses to
literature through process
writing groups or literature
circles. (I.4, S.4, J.3)
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World Travel - talking about EFL 3.1.8. Interpret and 1. Develop Kolb’s CE.EFL.3.4. Develop the
countries demonstrate knowledge of cycle of experiencial skills to work
Vocabulary: - talking about activities nonverbal and oral learning: collaboratively using a
Countries, e.g India, completed and not communication features in - Concrete range of verbal and
Italy, Kenya,etc.; completed in the past classroom activities, and Experience nonverbal communication
Activities, e.g. go - making new friends understand the contexts in - Reflexive features and apply
rafting, ride a camel, - sharing interests which they are used bservation. self-correcting and
climb a mountain, - talking about appropriately. (Example: - Abstract self-monitoring strategies
hike in a rainforest, explorers gestures, body language, conceptualizatio in social and classroom
etc. ; story, e.g. volume, etc.) n. interactions. I.EFL.3.4.1.
alone, invite, - Active Learners can demonstrate
Taekwondo, each EFL 3.1.6 Apply experimentation. an ability to work in pairs
other; self-correcting and and small groups using
climbingMount self-monitoring strategies in 2. The Direct method. level-appropriate verbal
Everest: high, reach, social and classroom 3. Input before output and nonverbal
British, leave, interactions. (Example: asking 4. Total physical communication features
grateful, lead questions, starting over, response. and apply self-correcting
rephrasing, exploring 5. Suggestopedia, and self-moni- toring
Grammar: alternative pronunciations or 6. Comunicative strategies in social and
Present perfect wording, etc.) Language Teaching. classroom interactions.
statements with (J.2, J.3, J.4, I.3)
“been”, e.g. I’ve
been to India.; CE.EFL.3.6. Listening for
Present perfect Meaning: Demonstrate an
questions with understanding of the main
“been”, e.g. have idea, speaker and
you ever been to situation in spoken texts
India? Yes, I have./ set in familiar everyday
No, I haven’t.; contexts without having to
Present perfect with decode every word.
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irregular verbs, e.g. I.EFL.3.6.1. Learners can

He has gone rafting, EFL 3.2.1. Infer who is grasp the main idea of
bu he hasn’t ridden speaking and what the spoken texts set in famil-
a camel.; Present situation is when listening to iar everyday contexts and
perfect questions, short simple texts, especially infer chang- es in the topic
e.g. Has she gone when accompanied by of discussion as well as
rafting before? Yes, pictures or other visual aids, who is speaking and what
she has./ No, she or sound effects. (Example: the situa- tion is, without
hasn’t.; shopkeeper speaking to a having to decode ev- ery
Conversation: Do customer who is buying some word. (I.3, I.4)
you like fruit.)
skateboarding? I’m EFL 3.2.2. Be comfortable CE.EFL.3.15. Make and
not very good at it. taking meaning from spoken support inferences from
Could you show me texts containing words or evidence in a text with
how? Sure!; Yes, I sections which are not reference to features of
do. Cool! Let’s go understood. Be aware that written English and apply
skateboarding after understanding spoken texts other learning strategies to
school!; past tense, does not require decoding examine and interpret a
e.g.What happened every single word variety of written materials.
in 1924? Geaorge I.EFL.3.15.1. Learners can
Mallory and Anrew make and support
Irvine tried to reach inferences using evidence
the top of Mount EFL 3.3.6. Apply learning from texts and features of
Everest. strategies to examine and written English (e.g.,
interpret a variety of written vocabulary, format,
materials using prior sequence, etc.) and apply
knowledge, graphic other learning strategies in
organizers, context clues, note order to examine and
taking and finding words in a interpret a variety of
dictionary. written materials. (I.2, J.3)
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EFL 3.3.8. Make and support

inferences from evidence in a CE.EFL.3.14. Select and
text with reference to features use reading strategies to
of written English. (Example: understand and give
vocabulary, facts, format, meaning to written text
sequence, relevance of ideas, while employing a range of
etc.) everyday reference
materials in order to
determine information
appropriate to the purpose
of inquiry and to relate
ideas between written
EFL 3.3.9. Identify and use sources.
reading strategies to make I.EFL.3.14.1. Learners can
text more comprehensible and identify and use reading
meaningful. (Example: strategies to make written
skimming, scanning, text more comprehensible
previewing, predicting, reading and mean- ingful.
for main ideas and details, Learners can use
etc.) everyday ref- erence
materials to select
information appropriate to
the purpose of an inqui- ry
and to relate ideas from
one written source to
another. (I.2, S.1)

CE.EFL.3.19. Create a
questionnaire or survey
using WH- question words
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in order to identify things

in common and
preferences while
displaying an ability to
convey and organize
EFL 3.4.5. Write a information using facts
questionnaire or survey for and details.
friends, family or classmates I.EFL.3.19.1. Learners can
using WH- questions in order write ques- tionnaires and
to identify things in common surveys for peers and
and preferences. family using WH-
questions in order to
identify things in common
and prefer- ences, while
demonstrating an ability to
convey and organize
information using facts
and details in order to
illustrate di- verse patterns
and structures in writing.
(Example: cause and
effect, problem and
solution,
general-to-specific pre-
sentation, etc.) (I.2, S.2)

CE.EFL.3.18. Write a
variety of short simple
familiar text-types – online
or in print – using
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EFL 3.4.6. Write a simple appropriate language,

narrative with linking words on layout and linking words.
familiar subjects in order to I.EFL.3.18.1. Learners can
express everyday activities. write short simple
(Example: free time, text-types and narratives,
descriptions, what happened online and in print, using
last weekend, etc.) appropriate language,
layout and linking words.
(I.3, J.2)

CE.EFL.3.24. Organize
ideas and relevant
EFL 3.5.6. Work in groups to information from literary
create a brainstorm and/or texts using group or class
draw a mind map to describe brainstorms and/or mind
and organize ideas or maps in order to enhance
organize useful information collaborative responses to
from literary texts. literature.
EFL 3.5.9. Engage in I.EFL.3.24.1. Learners can
collaborative activities through work in groups to create
a variety of student groupings brainstorms and/ or draw
to create and respond to mind maps to describe
literature and other literary and organize ideas or
texts. (Example: small groups, useful informa- tion from
cooperative learning groups, literary texts and create
literature circles, process collaborative responses to
writing groups, etc.) literature through process
writing groups or literature
circles. (I.4, S.4, J.3)
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6. Computers - talking aboutusing EFL 3.1.2. Recognize ways to 1. Develop Kolb’s CE.EFL.3.2. Recognize 6 weeks
computers relate responsibly to one’s cycle of experiencial and exhibit responsible
Vocabulary: - talking about actions surroundings at home and at learning: behaviors at home, at
Using computers, completed and not school by exhibiting - Concrete school and towards the
e.g.turn on the completed in the past responsible behaviors towards Experience environment.
computer, turn off - sharing the family the environment. - Reflexive I.EFL.3.2.1. Learners can
the computer, turn computer (Example: chores at home, bservation. say ways to take care of
up the volume, turn - talking about clean recycling, etc.) - Abstract the environment and one’s
off the volume, etc.; energy EFL 3.1.7. Demonstrate conceptualizatio surroundings. Learners
using computers appropriate classroom n. can identify and exhibit
cont, e.g. upload the behaviors by participating in - Active socially responsi- ble
photos, print the small group or whole class experimentation. behaviors at home, at
photos, download discussions. (Example: being school and towards the
the music, play the courteous, respecting the 2. The Direct method. environment. (J.3, S.1)
music, write the person and property of others, 3. Input before output
email, send the etc.) 4. Total physical
email; story: report, response.
research, reminds; 5. Suggestopedia,
energy: energy, 6. Comunicative
source, wind Language Teaching.
turbine, electricity,
dam, solar panel. EFL 3.2.7. Identify the main CE.EFL.3.7. Listening for
idea of short, clear, simple Information: Follow and
Grammar: messages and identify key information in
Present perfect announcements and short straightforward audio
statements with understand sentences and texts related to areas of
“just” ad “yet”, e.g. frequently used expressions immediate need or
I’ve just turned on related to areas of immediate interest, provided
the computer. I relevance. (Example: follow vocabulary is familiar and
haven’t turned on verbal instructions for a game, visual support is present,
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the computer yet.; ask for prices at a store, follow and use these spoken
Present perfect simple classroom instructions, contributions as models
questions with “yet”, describe places nearby, etc.) for their own.
e.g. Has he turned I.EFL.3.7.1. Learners can
on the computer record and identify key
yet? Yes, he has./ information from a spoken
No, ha hasn’t.; message of immediate
present perfect need or interest when the
statements and mes- sage contains
questions, e.g. frequently used
She’s already expressions and visual
uploaded the support. (Example: rules
photos, but she for a game, classroom
hasn’t printed them instructions, a dialogue in
yet. / Has she a scene from a cartoon or
uploaded the photos movie, etc.) Learn- ers can
yet? Yes, she’s use other classmate’s
uploaded them. / EFL 3.2.9. React appropriately contributions in class as
No, she hasn’t to what others say using models for their own. (I.2,
uploaded them.; verbal/non-verbal I.3)
Conversation: back-channeling, or by asking
areyou almost done further simple questions to CE.EFL.3.10. Interaction –
with the computer? extend the interaction. Interpersonal: Participate
Just a minute. I (Example: express interest effectively in familiar and
haven’t finished using facial expression or predictable conversational
downloading these simple words with appropriate exchanges by sharing
songs yet.’ Yes, I intonation: Oh!, Yes! Thanks. information and reacting
just finished. Go And you? etc.) appropriately in basic
ahead and use it. EFL 3.2.10. Sustain a interpersonal interactions.
Thanks!; Present conversational exchange on a
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perfect questions familiar, everyday subject I.EFL.3.10.1. Learners can

and answers, e.g. when carrying out a use back-chan- neling to
What have scientists collaborative/paired learning react appropriately to what
designed to use activity in which there are others say about familiar
wind energy? specific instructions for a task. topics in pre- dictable,
Scientists have everyday situations and
designed wind when carrying out pair
turbines that make work for a specific task in
electricity. class. Learners can ask
EFL 3.3.3. Identify the questions to extend an
meaning of specific interpersonal interaction.
content-based words and (I.3, J.3)
phrases, with the aid of visual
support. CE.EFL.3.13. Show an
ability to identify the
meaning of specific
content-based words and
phrases, with the aid of
visual support, and use
charts/mind maps to
distinguish between
fact/opinion and
relevant/irrelevant
information in
informational texts.
I.EFL.3.13.1. Learners can
determine the meaning of
specific content-based
words and phrases when
accompanied by visual
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EFL 3.3.8. Make and support support and distinguish

inferences from evidence in a be- tween fact and opinion
text with reference to features and relevant and irrelevant
of written English. (Example: information in
vocabulary, facts, format, informational texts through
sequence, relevance of ideas, the use of mind maps and
etc.) charts. (I.2, I.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
EFL 3.4.7. Use the process of from texts and features of
prewriting, drafting, revising, written English (e.g.,
peer editing and proofreading vocabulary, format,
(i.e., “the writing process”) to sequence, etc.) and apply
produce well-constructed other learning strategies in
informational texts. order to examine and
interpret a variety of
written materials. (I.2, J.3)

CE.EFL.3.20.
Demonstrate an ability to
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use a variety of digital

tools during the writing
EFL 3.5.6. Work in groups to process in order to
create a brainstorm and/or collaborate on
draw a mind map to describe well-constructed
and organize ideas or informational texts.
organize useful information I.EFL.3.20.1. Learners can
from literary texts. effectively use a range of
EFL 3.5.9. Engage in digital tools during the
collaborative activities through writing process in order to
a variety of student groupings collaborate on producing
to create and respond to well-constructed informa-
literature and other literary tional texts. (I.3, S.4, J.3)
texts. (Example: small groups,
cooperative learning groups, CE.EFL.3.24. Organize
literature circles, process ideas and relevant
writing groups, etc.) information from literary
texts using group or class
brainstorms and/or mind
maps in order to enhance
collaborative responses to
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 informa- tion from
literary texts and create
collaborative responses to
 PLAN CURRICULAR ANUAL
(PCA)

literature through process

writing groups or literature
circles. (I.4, S.4, J.3)
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

 Kampa, K. & Vilina, Ch..(2012). Everybody Up 5 Student’s Book. Oxford: Oxford University Press.

Kampa, K. & Vilina, Ch.. (2012). Everybody Up 5 Teacher’s Book. Oxford: Oxford University Press.

Kampa, K. & Vilina, Ch.. (2012). Everybody Up 5 Workbook. Oxford: Oxford University Press.

DONE BY: REVISED BY: APPROVED BY:

TEACHER (S): NAME: NAME:
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