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ANNUAL PLAN CURRICULUM (APC)

SCHOOL YEAR:

"AUGUSTA MORA DE FRANCO " SCHOOL 2017 - 2018

ANNUAL PLAN CURRICULUM


1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject : English
Teacher’s Name Lic. Gladys Torres M.
Target Group: 2nd, 3rd & 4th EGB Level: Pre A1.1
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and incidentals Total class weeks Total periods
2 Hours 40 weeks 4 weeks 36 weeks 108 Hours
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a O.EFL 2.1
thoughtful and inquisitive manner, maturely, and openly experiencing other Identify some main ideas and details of written texts, in order to develop an approach of critical
cultures and languages from the secure standpoint of their own national and inquiry to written and oral texts.
cultural identity. O.EFL 2.2
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards Assess and appreciate English as an international language, as well as the five aspects of
different cultures to comprehend the role of diversity in building an intercultural English that contribute to communicative competence.
and multinational society. O.EFL 2.3
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic Independently read level-appropriate texts in English for pure enjoyment/entertainment and
intelligence, and critical thinking skills through an appreciation of linguistic to access information.
differences. Enjoy an enriched perspective of their own L1 and of language use O.EFL 2.4
for communication and learning. Develop creative and critical thinking skills to foster problem-solving and independent learning
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition using both spoken and written English.
and ability to independently access further (language) learning and practice O.EFL 2.5
opportunities. Respect themselves and others within the communication process, Use in-class library resources and explore the use of ICT to enrich competencies in the four
cultivating habits of honesty and integrity into responsible academic behavior. skills.
OG.EFL 5 Directly access the main points and important details of up-todate O.EFL 2.6
English language texts, such as those published on the web, for professional or

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general investigation, through the efficient use of ICT and reference tools where Write short descriptive and informative texts and use them as a means of communication and
required. written expression of thought.
OG.EFL 6 Through selected media, participate in reasonably extended spoken O.EFL 2.7
or written dialogue with peers from different L1 backgrounds on work, study, or Appreciate the use of English language through spoken and written literary texts such as
general topics of common interest, expressing ideas and opinions effectively and poems, rhymes, chants, riddles and songs, in order to foster imagination, curiosity and
appropriately. memory, while developing a taste for literature.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of O.EFL 2.8
formal and informal social situations with a limited but effective command of the Demonstrate a living relationship with the English language through interaction with written
spoken language (CEFR B1 level). and spoken texts, in order to explore creative writing as an outlet to personal expression.
O.EFL 2.9
Be able to interact in English in a simple way using basic expressions and short phrases in
familiar contexts to satisfy needs of a concrete type, provided others talk slowly and clearly
and are prepared to help.
4. TRANSVERSAL AXES: Listening, speaking, reading, and writing to build up learners’ communicative language
competence in its linguistic, sociolinguistic, and pragmatic components.
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. LESSON 1: Hello! Students learn to: say hello; EFL.2.1.2 Recognize Communication and cultural awareness CE.EFL.2.1. Differentiate
introduce oneself and say the differences Drawing different houses and labeling different between different living
goodbye; follow essential between where rooms and objects in a house. situations in a variety of
directions for learning; ask and people live among • Using question words (who, what, where) to surroundings and express
LESSON 2: Is
answer questions to identify the regions of the ask about places. curiosity about the world
your essential items for learning country in order to • Reflecting on differences between a house and through simple questions.
name Stella? appreciate their own an apartment.
Students learn to: greet someone environment. • Creating a diorama of urban and rural aspects. I.EFL.2.1.1. Learners
they have recently met with (Example:house/apart • Drawing a map of a neighborhood. can recognize 6 weeks
Hi and a question to check men,country/city, • Asking and answering questions about where
knowledge of their name; give etc.) you and others live.
differences between
LESSON 3: I’m a and follow some essential EFL.2.1.3. Ask where people live and
boy. directions for learning and some simple basic Oral communication (listening and speaking) write or talk about their
I’m a girl.
other useful directions; ask questions in class Listening to a very short and simple story and own surroundings, as
questions to check knowledge about the world ordering the pictures showing what happens. well as ask questions
of the words for recently learned beyond one’s own (Example: Jane is taking her dog for a walk.
objects. immediate They see some birds. The birds fly away, etc.)
about how other people
environment in order • Listening to a short and simple conversation live. (I.2, S.2)
Students learn to: identify to increase their between 2 speakers and deciding who is

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themselves and others as a boy understanding of speaking, where they are, and how they feel. CE.EFL.2.6. Listening for
or a girl; give and follow different cultures. (Example: a boy and his Dad, at a soccer game, Meaning: Understand the
essential EFL 2.1.4. Express happy, etc.) main ideas in short simple
classroom instructions; identify curiosity about the • Watching a video clip and selecting the best spoken texts that include
things they see world and other title for it. (Example: Funny monkeys at the familiar vocabulary and are
cultures by asking zoo, etc.) set in everyday contexts.
simple WH- Reading
questions in class • Drawing a line from individual words to a I.EFL.2.6.1. Learners
after reading and/or picture or a scene. (Example: learners read a list can understand the main
participating in of farm animals and draw a line from each word
presentations or other to the appropriate animal in the scene, etc.)
ideas in short simple
group work • Reading a list of four words and crossing out spoken texts and infer
EFL.2.2.1. the word that doesn’t belong. (Example: arm – who is speaking and
Understand meanings leg – house – foot, etc.) what the situation is,
expressed in short • Reading a simple sentence, looking at the without decoding every
dialogues on familiar accompanying picture, and ticking yes/no.
topics, as well as (Example: This is a house. Yes, etc.)
word. (I.3)
basic spoken • Completing a gap in a sentence (print or
instructions and online). (Example: Words: go, sleep. Sentence:
simple questions Every day I --- to school, etc.)
about self, people, Writing. CE.EFL.2.11. Identify and
animals, or things, • Locating specific words on the page and understand individual every-
especially when writing them in a list. (Example: all the words day words, phrases, and
spoken slowly and beginning with the sound /k/ or all the words sentences, including
clearly. (Example: that contain the long /a:/ sound, etc.) instructions.
greetings, short • Matching words to pictures. (Example: under
phrases, basic range the picture of a chair, learners write the word I.EFL.2.11.1. Learners
of classroom chair with the five letters of the word on the five can understand familiar
instructions, lines provided, etc.) words, phrases, and
common personal • Unscrambling words or sentences and writing short simple sentences
information them out correctly. (Example: Word: veleen =
questions: What’s eleven. Sentence: There’s – under – the chair. –
and can successfully
your name? etc.) a backpack, etc.) complete the simple
EFL.2.2.2. Infer who • Finding hidden questions in a box and writing accompanying task.
is speaking and what them down with the correct punctuation and (I.4)
the situation is when capitalization. (Example: does it live on a farm /
listening to short does it have two legs, etc.)
simple texts, • Writing new words in a picture dictionary and CE.EFL.2.17. Write simple
especially when adding a sticker or picture. words, phrases, and

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accompanied by sentences to demonstrate


pictures or other Language through the Arts knowledge of spelling,
visual aids, or sound • Listening to or reading stories and drawing the punctuation, capitalization
effects. (Example: main characters. and handwriting /
shopkeeper speaking • Choosing pictures of or drawing the scenes of typography, and identify
to a customer who is a literary text. their meanings.
buying some fruit.) • Standing up every time they hear the name of I.EFL.2.17.1. Learners
EFL.2.2.6. Enjoy a character. can write words,
extensive listening in • Explaining through pictures or charts (ICT)
English. (Example: the relationships between characters. (Example:
phrases, and short
listen to stories, mom/daughter, friends, etc.) simple sentences using
watch short movies, the correct conventions
experience song (spelling, punctuation,
lyrics or poetry, etc.) capitalization, and
EFL.2.2.7. Be
comfortable taking
handwriting or
meaning from spoken typography, etc.), for
texts containing making simple learning
words or sections resources. (I.3)
which are not
understood. CE.EFL.2.21. Distinguish
Be aware that key information in stories
understanding spoken and other age-appropriate
texts does not require literary texts, both oral and
decoding every word. written.
EFL.2.3.1. I.EFL.2.21.1. Learners
Demonstrate basic
reading
can recognize, through
comprehension skills pictures or other media
by identifying the such as ICT, key aspects
meaning of individual of a story or literary text
words, phrases, and (both oral and written).
sentences, including
simple written
(J.1, I.2)
instructions.
EFL.2.4.1 Know how
to spell simple
English words
correctly,

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demonstrating
awareness of sound-
letter
relationships.(Exampl
e: sea, mean, bee,
etc.)
EFL.2.4.2. Make a
simple learning
resource, in order to
record and practice
new words.
(Example: a picture
dictionary,
a word list, set of
flashcards, etc.)
EFL.2.4.3. Write
simple words,
phrases and sentences
with correct use of
standard writing
mechanics.
(Example: spelling,
punctuation,
capitalization, and
writing by hand and/
or on the computer.
EFL.2.5.1. Identify
key information such
as events, characters,
and objects in stories
and other age-
appropriate literary
texts if there is visual
support.
2. LESSON 4: What Learn to: describe things they EFL.2.1.4. Express Communication and cultural awareness CE.EFL.2.2. Catalog
do you see? see; count from 1 to 10 curiosity about the • Labeling pictures with correct names. everyday objects and places
LESSON 5: Learn to: ask and answer world and other • Creating a poster of things that can be in different cultures and
Where’s the questions about where things cultures by asking recycled. recognize ways to act
crayon? 6 weeks
are; agree. simple WH- questions responsibly towards one’s

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LESSON 6: What Describe the color of things in class after reading • Matching objects with the places where they environment and
color is it? Recognize, pronounce, and form and/or participating in can be found. (Example: stove in kitchen, bed in surroundings.
PHONICS: Aa Bb Aa through Ff; identify anchor presentations or other bedroom, etc.)
Cc Dd Ee Ff words for each letter group work. • Simulating actions through TPR activities I.EFL.2.2.1. Learners
EFL.2.1.5. Recognize where learners follow basic commands. can classify everyday
ways to relate (Example: Put away your book, etc.).
responsibly to one’s • Choosing pictures that demonstrate
objects and familiar
surroundings at home responsibility (cleaning room, watering the places. Learners can
and at school by flowers). compare objects from
exhibiting different cultural
responsible behaviors Oral communication (listening and speaking) contexts. Learners can
towards the • Listening to short, staged instructions and
environment. carrying them out. (Example: Open the door.
say and recognize ways
(Example: chores at Take this book to Mr. Davila. Walk, don’t run! to take care of the
home, recycling, etc.) etc.) environment and one’s
EFL2.2.3. Recognize • Listening to very short (spoken or recorded) surroundings. (J.3, S.1)
familiar names, descriptions of scenes, and writing, coloring, or
words, and short drawing items within them. (Example: learners CE.EFL.2.7. Listening for
phrases about simple are given a simple picture of a classroom. They Information: Follow short
everyday topics listen to a description of it and identify the table and simple spoken texts that
whether heard where Sara sits and draw 3 pens and a red book include familiar vocabulary
isolation or within on it, etc.) and are set in everyday
short, simple spoken • Listening to a short dialogue and filling in a contexts. Identify key items
texts describing simple form. (Example: a conversation between of information within the text,
people and objects. a boy and a teacher meeting for the first time. and record or act upon them.
(Example: vocabulary Learners fill in the boy’s name, age, birth date,
about self, family, (part of his) address (e.g., house number I.EFL.2.7.1. Learners
friends and immediate or street name), favorite subject, etc. on a
surroundings at simple form.)
can understand short and
school and home, • Listening to a short text and demonstrating simple spoken texts well
adjectives for color understanding of it using an accompanying enough to be able to pick
and size, etc.) graphic organizer. (Example: marking the route out key items of
EFL.2.2.4. Identify on a map while listening to directions, etc.) information and record
items of specific
information within Reading
them in writing or
simple messages or • Reading a short text and showing drawings, or physically
from short and simple comprehension by completing the act upon them. (I.3)
descriptions about accompanying graphic organizer. (Example:
familiar contexts,

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especially if visual learners read about the location of a house and CE.EFL.2.12. Understand
support is provided. mark the point X on a map.) the gist and details in short
(Example: letters of • Reading a short simple story of just a few lines simple written texts (online or
the alphabet, and ordering simple pictures of familiar objects. print).
numbers, prices and • Reading a short simple text and coloring a
times, days, dates and picture. (Example: This is Ben’s room. His bed
months, etc.) is green. Learners draw a green bed, etc.) EFL.2.12.1. Learners
EFL.2.2.5. Record • Reading a short simple text and circling the can understand a short
key items of specific correct answer. (Example: Question: What’s her
information from a name? Answer: Mary / Sandra / Mia, etc.)
simple text on an
heard message or everyday topic and
description, either in Writing. successfully complete a
written form or by • Completing simple sentences to practice a simple task to show that
drawing picture. grammar structure by writing words in gapped they have understood
(Example: letters of sentences. Support learners by providing
the alphabet, pictures for context and / or a box of answers,
most or some of it. (I.4)
numbers, quantities, from which they can choose. (Example: My best
prices and times, friend is ten --- old. --- name is Carol. ---
days, dates and birthday is in May, etc.)
months, etc.) • Identifying the differences between two CE.EFL.2.18. Writing in
EFL.2.3.2. Read a pictures and writing simple sentences. order to perform controlled
short simple text (Example: In picture A, there’s one car, but in practice of vocabulary and
(online or print) and picture B there are two cars, etc.) grammar items.
demonstrate • Answering questions about a scene using full I.EFL.2.18.1. Learners
understanding of the sentences. (Example: How many boys are can write short simple
gist and some basic there? There are four boys, etc.) phrases and sentences to
details of the content. show that they know
EFL.2.3.3. Language through the Arts
Understand most of • Creating a dance for a song or rhyme.
how to use simple
the details of the • Illustrating a short piece of writing. grammar or vocabulary
content of a short • Participating in TPR activities such as acting items. (I.3, I.4)
simple text (online or out the movements of a character in a story as it
print). is read aloud.
EFL.2.4.3. Write • Discussing things learners have done that are
simple words, similar to those the characters in the story have
phrases, and done. (Example: gone on vacation to the beach,
sentences with correct got into a fight with a parent or friend, etc.) CE.EFL.2.22. Describe and
use of standard • Moving to the rhythm of a song or chant. write about emotions and
writing mechanics. responses to literary texts

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(Example: spelling, • Creating an audio message or short video that through words and images, or
punctuation, tells what the student thought about the text. other media (video, audio) on
capitalization, and • Writing short weekly journal entries. class or school bulletin
writing by hand boards and expand on ideas
and/or on the and responses to texts
computer. read/seen/heard in by
EFL.2.4.4. Write participating in songs/chants,
simple words, TPR activities and
phrases, and playground games.
sentences for I.EFL.2.22.1. Learners
controlled practice of can report emotions and
language items.
EFL.2.5.2. Express
compose short responses
emotions and feelings to literary texts through
using basic adjectives words and images, or
and related images other media (video,
through written work audio). Learners can
on the school or class
bulletin board.
generate and expand on
EFL.2.5.3. Use audio, personal opinions and
video, and pictures to responses to oral and
respond to a variety of written texts through
literary texts through TPR, playground games,
online or in-class ICT
activities.
and songs. (I.3, S.3)
EFL.2.5.6. Generate
and expand ideas by
responding in a fun
and playful manner to
oral and written texts
in order to increase
enjoyment of the
language through
TPR, playground
games, and songs and
chants.
3. LESSON 7: Who Learn to: ask and answer EFL.2.1.1. Exchange Communication and Cultural Awareness CE.EFL.2.3. Make use of
do you see? questions about who they see basic introductions • Participating in short dialogues using greetings basic personal information
and limited personal and leave-taking. and expressions of politeness

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LESSON 8: What learn to: ask and answer information in class • Listening to or reading short dialogues and in order to introduce oneself
shape questions about shapes using simple present answering questions about the speakers’ names, and participate in a short
is it? learn to: ask and answer tense in order to get to grades, schools, etc. conversation.
LESSON 9: Is it a
light?
questions about rooms and know their peers. • Practicing the use of expressions of politeness I.EFL.2.3.1. Learners 6 weeks

PHONICS: Gg Hh
furniture. (Example: where one during collaborative pair and small group work. can use basic personal
learn to: recognize, pronounce, lives or goes to • Adding expressions of politeness to dialogues.
Ii Jj Kk Ll
and form the letters Gg through school, etc.) • Completing a short questionnaire or form
information and
Ll; identify anchor words for EFL.2.1.6. about one’s basic personal information. expressions of
each letter Understand and use (Example: name, school, age, address, etc.) politeness in short
common expressions • Responding to pictures or short texts by dialogues or
of politeness in class circling the corresponding emoticon. (Example: conversations. (J.2, J.3)
while working in pairs happy face, sad face, confused face, etc.)
or groups on projects. Oral Communication: (Listening and
(Example: Please, Speaking)
sorry, thank you, etc.) • Asking the student simple questions about CE.EFL.2.8. Production -
EFL.2.2.8. Imitate themselves, their family, or their possessions Pronunciation: Produce
individual English and checking whether the responses are individual words and short
language sounds, comprehensible. (Example: What’s your name? phrases clearly enough that
especially those Juan. How do you spell Juan? J-U-A-N. How other people can usually
phonemes which do old are you? I’m eight /aɪm eɪt /, etc.) understand them easily.
not exist in the • Showing the student some picture flashcards
student’s own L1, of familiar vocabulary items and asking them to
both in isolation and say the words. (Example: It’s a house, a school,
within key vocabulary a car, a bike, to see if they are easily understood,
I.EFL.2.8.1. Learners
items. (Example: /ŋ/ etc.) can pronounce most
/ð/ /ʌ/ /i:/ and in words • Doing a mingle activity where learners ask and familiar vocabulary
like singing, these, up, answer simple questions about a picture which items accurately, and can
sea, etc.) has been stuck to their own back. (Example: for therefore usually be
EFL.2.2.9. Spell out animal picture cards, learners ask and answer Is
key vocabulary items it an elephant? No. Is it a horse? Yes. Is it black
easily understood. They
using the English or white? White. etc.) Observing to see whether can also produce some
alphabet. (Example: each student’s questions and answers are phrases and short
names, colors, understandable by other learners. sentences clearly, and
animals, possessions, • Ask the learner to sing a song or recite a chant may approximate
etc.) together with a group of friends or with the
EFL.2.2.10 Clap, teacher. Record the student’s production with
English rhythm and
move, chant, or sing the recording device quite near to the student’s intonation in longer
along with short mouth and listen to the recording to assess utterances. (I.3)
authentic English

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language rhymes or clarity of sounds, production of phonemes,


songs, approximating rhythm and intonation..
English rhythm and Reading
intonation once • Matching common signs to their meanings.
familiar with the text. (Example: a simple classroom sign or a notice
(Example: jump or in the park, Silence please, No eating, etc.)
clap in time to jump- • Studying an environmental print text type and
rope rhymes, do the drawing a line from the word to the artwork.
actions to action (Example: from the word cloud to a cloud
songs or short weather symbol, or from the word stop to a
rhythmic poems, “red” stop light, etc.) CE.EFL.2.13. Understand
enunciating some of • Circling an emoticon to match to a picture. the content in a variety of
words in time with the (Example: Amy feels sick / Amy is happy /, well-known text types, both
rhythm, etc.) etc.) print and online, using the
EFL.2.3.4. • Comparing and contrasting information. layout and artwork for
Understand the (Example: learners read simple price tags and support; recognize typical
content in simple match them to the correct sentences: This toy is signs and symbols found in
short written cheap. Those shoes are expensive, etc.) the text types.
environmental print I.EFL.2.13.1. Learners
text types, using Writing can understand a short
artwork, symbols, and • Completing the gaps in a sentence. (Example:
layout for support. My best friend is ten --- old. --- name is Carol. -
simple environmental
(Example: price tags, -- birthday is in May,etc.) print text type and
signs, notices (No • Completing a simple open-ended sentence. successfully complete a
eating, etc.), candy (Example: For breakfast I eat _______; In my simple task. (Example: a
wrappers, etc.). bedroom there is ______,etc.) sign, notice, menu, etc.)
EFL.2.4.5. Write • Writing a description of yourself by
simple sentences on completing the outline of a paragraph. Each
(I.3)
familiar topics to sentence in the paragraph contains a sentence
communicate basic opener. (Example: My name’s…, My hair is…,
ideas. My eyes are…, etc.)
EFL.2.4.6. Write a • Reading a short simple paragraph which CE.EFL.2.19. Convey some
short simple serves as a model text, then writing a similar simple ideas, facts or
paragraph to convey paragraph on the same topic. opinions in a simple sentence
some simple facts (Example: Topics could include: my best friend, or short paragraph, using
about people, my family, my house, my favorite animal, my basic vocabulary and
animals, places, town, etc.) structures.
things, yourself or • Writing a short simple paragraph on a familiar
others, with the topic. Learners must write the answer to specific

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support of a model questions or use specific vocabulary. (Example: I.EFL.2.19.1. Learners


text. (Example: where Topic: describe your clothes. Opening phrase: can produce a short
they live, what they I’m wearing…Words: t-shirt, pants, shoes,etc.)
do, etc.) • Writing a short simple paragraph, using key
simple sentence and a
EFL.2.4.7. Write a words for support. (Example: Draw a town and paragraph – with ample
short simple write about it using these words: hospital, pet support - on a variety of
paragraph to describe store, park, bookstore, etc.) topics, and some
yourself or other learners can do so with
people, animals, Language through the Arts
places and things, • Doing extended reading, in which learners get
only limited support.
with limited support. to choose what they read and are not evaluated (I.3)
(Example: by or tested on it.
answering questions • Sharing in small groups or pairs the learners’
or using key words). favorite stories, songs, poems, etc., and saying
EFL.2.5.4. Listen to why.
and read short • Responding to a poem by drawing how it
narratives and/or makes the learner feel.
other oral and written • Writing questions the learners would like to
literary texts in class ask a character in the story, or the author of the
(with a preference for story.
authentic texts) in • Inviting authors as guest speakers into the CE.EFL.2.23. Display an
order to stimulate classroom so learners can share their responses affinity for a variety of
imagination, curiosity to the story with them. literary texts by responding
and a love for • Interviewing family members about their within a range of physical,
literature. favorite book or poem, and then sharing their cognitive, and attitudinal
EFL.2.5.7. Create findings in class. manners, and vary elements
picture books and/or • Keeping a small class library and allowing fast of a literary text to create a
other graphic finishers to choose a book or magazine to read new text.
expressions in pairs in while the rest of the class completes the task.
class by varying • Listening to a song and rewriting the song I.EFL.2.23.1. Learners
scenes, characters, or lyrics changing just one aspect. (Example: can demonstrate an
other elements of choosing and replacing the character’s name, affinity for a variety of
literary texts. age, etc.)
literary texts by
responding within a
range of physical,
cognitive, and attitudinal
manners and adapt

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elements of a literary
text to create a new text.
(I.1, I.4)
4. LESSON 10: What Students learn to: ask and answer EFL.2.1.7. Communication and Cultural Awareness CE.EFL.2.4. Develop skills
day is it today? questions about the days of the Collaborate in a • Completing a very short, picture-based self- of collaboration by working
LESSON 11: What week friendly manner by evaluation or peer evaluation form. together on projects and
are these? Students learn to: ask and answer sharing classroom • Playing games in which learners must pass sharing materials while
PHONICS: Mm
Nn Oo Pp
questions to identify different materials and objects around the room. (Example: hot potato, expressing personal
clothing items personal objects while etc.) preferences with peers.
• Students learn to: recognize, participating in games • Practicing helpful classroom language in mini 6 weeks
pronounce, and form the letters and activities in class dialogues and/or chants (Example: Can I borrow I.EFL.2.4.1. Learners
Mm through Pp; identify anchor and on the your eraser? Do you have a pencil? etc.) can select pictures
words for each letter playground. • Completing a short survey about favorites or
EFL.2.1.8. Exchange likes/dislikes and then sharing ideas with a
and/or short phrases that
basic personal partner. relate to collaborating
preferences with • Making a pie chart about the things that are and sharing and express
peers in order to most liked in the class. personal preferences.
express likes and (J.2, J.3, S.4)
dislikes. Oral Communication: (Listening and
EFL.2.2.11. Produce Speaking)
simple, mainly • Asking learners simple questions about
isolated utterances themselves, their family, or their possessions CE.EFL.2.9. Production -
using very short and noting whether their response time is Fluency: Utterances are
phrases and acceptable (i.e. may be slow, but not so slow sometimes produced slowly
sometimes individual that the interaction becomes uncomfortable for but use appropriate words and
words, possibly with the student or the teacher), and whether their phrases to express basic
slow and/or hesitant response is appropriate. Some learners may ideas, initiate conversations
delivery. (Example: produce short sentences in response to basic and respond to questions,
words, phrases and questions. (Example: What color are your including some chunks of
short sentences about shoes? Yes What color are your shoes? Blue or language and short sentences.
people, animals, They’re blue, etc.)
things, etc.) • Giving learners a picture of a familiar scene
I.EFL.2.9.1. Learners
EFL.2.2.12. Respond and asking them to tell you what they can see. can express basic ideas,
to simple questions in Some learners may produce longer utterances. initiate conversations,
quite a short time and (Example: a picture of a classroom where and respond to simple
initiate basic learners name individual items: table, chair, questions using
interaction clock There are four chairs. The clock says 4
spontaneously when o’clock., etc.)
appropriate words,

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there are • Running a mingle activity where each learner phrases, and short
opportunities to has a different simple question to ask the others. sentences. Responses
speak. Speech is Learners move around the room asking their
produced a little less question and listening to the answers received.
may be slow though
slowly and hesitantly. Observing to see whether each student asks the pauses do not make the
EFL.2.3.5. Show the question fluidly and answers using individual interaction tedious or
ability to use a simple words only or short sentences. (Example uncomfortable for
learning questions: What’s your favorite food? Chicken / participants. (I.3)
resource.(Example: a It’s chicken and rice / Do you like oranges? Yes.
small set of / Yes, I do. / I love oranges!, etc.)
flashcards, a picture- Reading
based dictionary • Using a simple learning resource and locating
(online or print), or a details. (Example: finding and circling or
simple word list). coloring three different kinds of fruit or three
EFL.2.4.8. Complete kinds of drink in an online or print picture
a basic survey or a dictionary, etc.) CE.EFL.2.14. Demonstrate
questionnaire by • Using the alphabet to scan for particular items familiarity with study
providing personal in lists. (Example: finding a word in a simple resources (both print and
details. dictionary or locating a boy’s name on a class digital). (Example: a picture
EFL.2.4.9. Write a list.) dictionary, some flashcards of
variety of short • Testing each other on the meaning of known words, or a word list.)
simple text types, flashcards. (Example: a boy shows a picture on
commonly used in a flashcard and asks: What’s this? Girl: it’s an
I.EFL.2.14.1. Learners
print and online, with airplane, etc.) can successfully use
appropriate language simple online and print
and layout. Writing learning resources.
(Example: write a • Having learners complete a short simple (Example: flashcards,
greeting on a birthday questionnaire about themselves. Learners read
card, name and open-ended questions and write the answers on
picture dictionaries,
address on an the form. (Example: What time do you get up? word lists, etc.) (I.2)
envelope, a URL for What time do you go to school? At 6 o’clock,
a website, an email etc.)
address, etc.) • Interviewing a partner, asking yes/no CE.EFL.2.20. Complete a
EFL.2.5.5. Apply ICT questions and writing yes/no on the survey simple survey form or
and/or other form. (Example: Do you live in an apartment? questionnaire by providing
resources to Yes, etc.) personal details. Write a
communicate simple • Writing a variety of simple text types, using variety of simple written text
thoughts in small the appropriate language and layout: types, used in print or online,
groups. • Listen to a URL address and write it down. with appropriate layout and

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EFL.2.5.8. Produce (Example: www.cambridge.org, etc.) language. (Examples:


short, creative texts • Write your own email address or invent one. message on a greeting card,
using ICT and/or (Example: mydog@gmail.com for your pet, name and address on an
other resources at etc.) envelope, an email address,
home or at school in • Write a simple print/online message to a friend etc.)
order to recreate for their birthday. (Example: Happy Valentine’s
familiar scenes and Day, Juan!, Have a wonderful birthday, Kate!,
themes. etc.) I.EFL.2.20.1. Learners
EFL.2.5.5. Apply ICT Language through the Arts can write information in
and/or other • Writing a text message to a friend.
resources to • Producing an audio clip stating the student’s
a simple survey form or
communicate simple daily routine. questionnaire, and can
thoughts in small • Using ICT resources to organize and edit a type or write some
groups. short piece of creative or informational writing. simple digital text-types,
EFL.2.5.8. Produce • Taking pictures of or drawing what the such as a URL and an
short, creative texts learners usually eat for breakfast, then using the
using ICT and/or picture as a prompt for conversation in class.
email address. (I.3)
other resources at • Writing a short, fictional story about a family
home or at school in member. CE.EFL.2.24. Communicate
order to recreate • Putting short captions under pictures. ideas and experiences and
familiar scenes and create short original texts
themes. through a range of resources
and other media, including
ICT.

I.EFL.2.24.1. Learners
can communicate
thoughts, feelings,
and/or personal
experiences and create
short original texts
through a range of
resources and other
media, including ICT.
(I.2, I.3, I.4)
5. EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5. Model turn-
Communicate to taking and ways to express to

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LESSON 12: Can Students learn to: ask and answer peers and teacher • Role-playing and participating in short others when something is not
you swim? questions to identify different when something is not dialogues. understood to improve
LESSON 13: family members understood in class • Playing games that practice classroom comprehension and/or 6 weeks
Who’s she? Who’s Students learn to: ask and answer through the use of language and turn-taking. intelligibility in
he?
LESSON 14: She’s
questions to identify different simple basic • Singing songs or chants that practice helpful conversations.
my friend people they know questions. language.
PHONICS: Qq Rr Students learn to: recognize, EFL.2.1.10. • Working in pairs and groups on a small
Ss Tt Uu Vv pronounce, and form the letters Recognize when to project. I.EFL.2.5.1. Learners
Qq through Vv; identify anchor speak and when to Oral Communication: (Listening and can apply turn-taking
words for each letter listen while working Speaking)
in pairs or small • Conducting a conversation with the teacher
and ways to express to
groups in class by and learner playing two characters using masks others when something
following classroom or hand puppets. The learner may be given the is not understood in
instructions and character’s details or invent them. (Example: short conversations.
simple commands. name, age, favorite color, etc.) The student’s (J.3, S.1, S.4)
EFL.2.2.13. character could introduce other puppets or
Understand and use request permission to do something. (Example: CE.EFL.2.10. Interaction –
basic greetings, leave- This is Sebastian. He’s 11. Can I borrow a Interpersonal: Participate
taking expressions, pencil, please?, etc.) effectively in basic
and other simple • Doing a mingle activity where learners meet interpersonal interactions in
everyday phrases to and greet each other and ask and answer simple everyday contexts,
facilitate questions. Observing to see whether the learner provided the interlocutor
interpersonal can interact effectively, and whether they are speaks slowly and clearly.
interaction, to able to ask for repetition when required, and / or (Example: requesting,
introduce others, and react appropriately to responses received. introducing, responding, etc.)
to name things. (Example: Find someone who…. Do you have a
(Example: Thank- red car? Yes?
you, Can I help you? Great! – writes down name of person.)
I.EFL.2.10.1. Learners
This is [name], etc.) • Establishing a clear expectation of English use can interact effectively
EFL.2.2.14. Ask and for classroom functions. (Example: greeting, using a range of basic
answer basic personal requesting, thanking, asking for repetition / functional exponents for
information clarification, offering help, taking leave, etc.) interpersonal
questions, as well as Informal assessment could involve a star chart,
simple questions with points for learners who use L2 regularly.
conversations in
about other people, Reading everyday contexts,
animals, and • Reading a list of words in a Venn diagram and providing speech is
possessions, provided understanding the meaning. (Example: Venn slow and clear. Learners
the interaction is slow diagram: Dog/Cat. Task: can request repetition or
and clear. (Example:

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Where do you live? Read a sentence and tick yes/no. Sentence: clarification, and can
Do you have a Dogs and cats have tails , etc.) react appropriately to
bicycle?, etc.) • Matching a simple short text to the correct
EFL.2.2.16. Say when plan. (Example: Text: a short simple description
responses received. (I.3)
they do not about a zoo: The giraffes are next to the pandas.
understand and ask Plan: a simple map of the zoo, etc.)
for slower or clearer • Reading a short simple text and coloring a
repetition where simple bar chart. (Example: a description of
required. (Example: some children’s favorite ice cream. Task: color
Sorry? Could you say the chart accordingly, etc.)
that again, etc.) Writing
EFL.2.2.17. React • Having learners complete a short simple
appropriately to what questionnaire about themselves. Learners read
others say using open-ended questions and write the answers on
verbal/non-verbal the form. (Example: What time do you get up?
back channeling, or What time do you go to school? At 6 o’clock,
by asking further etc.)
simple questions to • Interviewing a partner, asking yes/no questions
extend the interaction. and writing yes/no on the survey form.
(Example: express (Example: Do you live in an apartment? Yes,
interest using facial etc.)
expression or simple • Writing a variety of simple text types, using
words with the appropriate language and layout:
appropriate • Listen to a URL address and write it down.
intonation: Oh!, Yes! (Example: www.cambridge.org, etc.) CE.EFL.2.15. Learn to read
Thanks. And you? • Write your own email address or invent one. graphs, diagrams, charts, and
etc.) (Example: mydog@gmail.com for your pet, other kinds of graphic
EFL.2.3.6. etc.) organizer. Demonstrate
Understand the • Write a simple print/online message to a friend understanding of a text
content of a simple for their birthday. (Example: Happy Valentine’s presented in the form of a
graphic organizer Day, Juan!, Have a wonderful birthday, Kate!, graphic organizer (both print
(online or print). etc.) and digital).
(Example, Venn Language through the Arts
Diagrams, charts, and • Working on a project in small groups of 4-5
labeled diagrams.) and discussing what the group is doing well and
EFL.2.4.8. Complete what it could do to improve. I.EFL.2.15.1. Learners
a basic survey or a • Brainstorming ideas for a writing project can use simple graphic
questionnaire by together as a class, using a graphic organizer. organizers to show that

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providing personal • Creating a product for another class and they can understand a
details. making a short advertisement that could be used short simple text.
EFL.2.4.9. Write a to sell the product.
variety of short simple • Playing games in class or doing puzzles.
(Example: maps,
text types, commonly • Discussing mistakes and how learners (and all diagrams, bar charts,
used in print and humans) can learn from them. Venn diagrams, etc.)
online, with (I.4)
appropriate language
and layout. (Example:
write a greeting on a
birthday card, name CE.EFL.2.20. Complete a
and address on an simple survey form or
envelope, a URL for a questionnaire by providing
website, an email personal details. Write a
address, etc.) variety of simple written text
EFL.2.5.9. Use types, used in print or online,
creative thinking with appropriate layout and
skills to learn how to language. (Examples:
share and respect all message on a greeting card,
ideas through name and address on an
brainstorming envelope, an email address,
activities and pair etc.)
work in class.

I.EFL.2.20.1. Learners
can write information in
a simple survey form or
questionnaire, and can
type or write some
simple digital text-
types, such as a URL
and an email address.
(I.3)

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CE.EFL.2.25. Implement a
range of creative thinking
skills to show a respect for
sharing and accepting
different ideas in brainstorms
and pair work.

I.EFL.2.25.1. Learners
can utilize a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas while
working in pairs and
through brainstorms.
(J.3, S.4)
6. EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5. Model turn-
LESSON 15: Can Students learn to: ask and answer Communicate to • Role-playing and participating in short taking and ways to express to
you questions about ability peers and teacher dialogues. others when something is not
sing? Students learn to: state their when something is not • Playing games that practice classroom understood to improve
LESSON 16: I’m mood and the speed at which
happy.
understood in class language and turn-taking. comprehension and/or
PHONICS: Ww
they can move through the use of • Singing songs or chants that practice helpful intelligibility in
Students learn to: recognize, simple basic language. conversations. 6 weeks
Xx
Yy Zz pronounce, and form the letters questions. • Working in pairs and groups on a small
Ww through Zz; identify anchor EFL.2.1.10. project.
words for each letter Recognize when to Oral Communication: (Listening and I.EFL.2.5.1. Learners
speak and when to Speaking) can apply turn-taking
listen while working • Conducting a conversation with the teacher
in pairs or small and learner playing two characters using masks
and ways to express to
groups in class by or hand puppets. The learner may be given the others when something
following classroom character’s details or invent them. (Example: is not understood in
instructions and name, age, favorite color, etc.) The student’s short conversations.
simple commands. character could introduce other puppets or (J.3, S.1, S.4)
EFL.2.2.13. request permission to do something. (Example:
Understand and use

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basic greetings, leave- This is Sebastian. He’s 11. Can I borrow a CE.EFL.2.10. Interaction –
taking expressions, pencil, please?, etc.) Interpersonal: Participate
and other simple • Doing a mingle activity where learners meet effectively in basic
everyday phrases to and greet each other and ask and answer simple interpersonal interactions in
facilitate questions. Observing to see whether the learner everyday contexts,
interpersonal can interact effectively, and whether they are provided the interlocutor
interaction, to able to ask for repetition when required, and / or speaks slowly and clearly.
introduce others, and react appropriately to responses received. (Example: requesting,
to name things. (Example: Find someone who…. Do you have a introducing, responding, etc.)
(Example: Thank- red car? Yes?
you, Can I help you? Great! – writes down name of person.) I.EFL.2.10.1. Learners
This is [name], etc.) • Establishing a clear expectation of English use can interact effectively
EFL.2.2.14. Ask and for classroom functions. (Example: greeting,
answer basic personal requesting, thanking, asking for repetition /
using a range of basic
information clarification, offering help, taking leave, etc.) functional exponents for
questions, as well as Informal assessment could involve a star chart, interpersonal
simple questions with points for learners who use L2 regularly. conversations in
about other people, Reading everyday contexts,
animals, and • Reading a list of words in a Venn diagram and
possessions, provided understanding the meaning. (Example: Venn
providing speech is
the interaction is slow diagram: Dog/Cat. Task: slow and clear. Learners
and clear. (Example: Read a sentence and tick yes/no. Sentence: can request repetition or
Where do you live? Dogs and cats have tails , etc.) clarification, and can
Do you have a • Matching a simple short text to the correct react appropriately to
bicycle?, etc.) plan. (Example: Text: a short simple description
EFL.2.2.16. Say when about a zoo: The giraffes are next to the pandas.
responses received. (I.3)
they do not Plan: a simple map of the zoo, etc.)
understand and ask • Reading a short simple text and coloring a
for slower or clearer simple bar chart. (Example: a description of
repetition where some children’s favorite ice cream. Task: color
required. (Example: the chart accordingly, etc.)
Sorry? Could you say Writing
that again, etc.) • Having learners complete a short simple
EFL.2.2.17. React questionnaire about themselves. Learners read
appropriately to what open-ended questions and write the answers on
others say using the form. (Example: What time do you get up?
verbal/non-verbal What time do you go to school? At 6 o’clock,
back channeling, or etc.)
by asking further

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simple questions to • Interviewing a partner, asking yes/no questions


extend the interaction. and writing yes/no on the survey form.
(Example: express (Example: Do you live in an apartment? Yes,
interest using facial etc.)
expression or simple • Writing a variety of simple text types, using
words with the appropriate language and layout:
appropriate • Listen to a URL address and write it down.
intonation: Oh!, Yes! (Example: www.cambridge.org, etc.) CE.EFL.2.15. Learn to read
Thanks. And you? • Write your own email address or invent one. graphs, diagrams, charts, and
etc.) (Example: mydog@gmail.com for your pet, other kinds of graphic
EFL.2.3.6. etc.) organizer. Demonstrate
Understand the • Write a simple print/online message to a friend understanding of a text
content of a simple for their birthday. (Example: Happy Valentine’s presented in the form of a
graphic organizer Day, Juan!, Have a wonderful birthday, Kate!, graphic organizer (both print
(online or print). etc.) and digital).
(Example, Venn Language through the Arts
Diagrams, charts, and • Working on a project in small groups of 4-5
labeled diagrams.) and discussing what the group is doing well and
EFL.2.4.8. Complete what it could do to improve. I.EFL.2.15.1. Learners
a basic survey or a • Brainstorming ideas for a writing project can use simple graphic
questionnaire by together as a class, using a graphic organizer.
providing personal • Creating a product for another class and
organizers to show that
details. making a short advertisement that could be used they can understand a
EFL.2.4.9. Write a to sell the product. short simple text.
variety of short simple • Playing games in class or doing puzzles. (Example: maps,
text types, commonly • Discussing mistakes and how learners (and all diagrams, bar charts,
used in print and humans) can learn from them.
online, with
Venn diagrams, etc.)
appropriate language (I.4)
and layout. (Example:
write a greeting on a
birthday card, name
and address on an CE.EFL.2.20. Complete a
envelope, a URL for a simple survey form or
website, an email questionnaire by providing
address, etc.) personal details. Write a
EFL.2.5.9. Use variety of simple written text
creative thinking types, used in print or online,
skills to learn how to with appropriate layout and

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share and respect all language. (Examples:


ideas through message on a greeting card,
brainstorming name and address on an
activities and pair envelope, an email address,
work in class. etc.)

I.EFL.2.20.1. Learners
can write information in
a simple survey form or
questionnaire, and can
type or write some
simple digital text-
types, such as a URL
and an email address.
(I.3)

CE.EFL.2.25. Implement a
range of creative thinking
skills to show a respect for
sharing and accepting
different ideas in brainstorms
and pair work.

I.EFL.2.25.1. Learners
can utilize a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas while
working in pairs and

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through brainstorms.
(J.3, S.4)
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
• Ministerio de educacion, julio de 2016. Teacher´s book. Pre A11 It will use the English Book Pre A1.1, the which is directed to 2th,
• Muñoz, O. J. (2015). TEACHER´S BOOK - LEVEL 1. Quito: Norma. 3th and 4th of EGB.
• Villalba, J., & Rosero, I. (Septiembre de 2012). Ministerio de Educación del Ecuador - MinEduc. Obtenido de http://educacion.gob.ec/wp-
content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): Lic. Gladys Torres Mejía NAME: Lic. Mayra Robles NAME: Lic. Gloria Barreto I. Mgs.
Signature: Signature: Signature:

Date: Monday, May 23rd, 2017 Date: Monday, June 26th , 2017 Date:

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