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DISTRITO 19D01 YACUAMBI ZAMORA-EDUCACIÓN C04 IMBANA19B00138 UECIB-BE

SCHOOL
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL BILINGÜE “BERNARDINO
YEAR:
ECHEVERRÍA”
2018-2019
ANNUAL PLAN CURRICULUM
1. 1. INFORMATIONAL DATA:
Area: English Subject: English
Teacher: Nataly Serrano Ochoa
Grade: 3th Level: Bachillerato General Unificado

2. TIME
Weekly Numbe Numbers of periods for assessments and Total class weeks Total
working hours r of incidentals periods
weeks
3 40 4 36 108
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
OG.EFL1. Encounter socio-cultural aspects of their own and other countries in a O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with and to
thoughtful and inquisitive manner, maturely and openly experiencing other cultures develop an approach of critical inquiry to a variety of texts.
and languages from the secure standpoint of their own national and cultural identity.
OG.EFL2. Draw on this established propensity for curiosity and tolerance towards O.EFL 3.2 Assess and appreciate English as an international language, as well as the skills and subskills that
different cultures to comprehend the role of diversity in building an intercultural and contribute to communicative and pragmatic competence.
multinational society.
OG.EFL3. Access greater flexibility of mind, creativity, enhanced linguistic O.EFL 3.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment and to access
intelligence and critical thinking skills through an appreciation of linguistic information.
differences. Enjoy an enriched perspective of their own L1 and of language use for
communication and learning. O.EFL 3.4 Develop creative and critical thinking skills to foster problem-solving and independent learning
OG.EFL4. Deploy a range of learning strategies, thereby increasing disposition and using both spoken and written English.
ability to independently access further (language) learning and practice
opportunities. Respect themselves and others within the communication process, O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues, answer questions or solve
cultivating habits of honesty and integrity into responsible academic behavior. problems.

O.EFL 3.6 Read and write short descriptive and informative texts related to personal information or familiar
topics and use them as a means of communication and written expression of thought.

O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as poems,
rhymes, chants, songs, games and graphic short stories in order to foster imagination, curiosity and memory,
while developing a taste for oral and written literary texts.

O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore creative writing
as an outlet to personal expression and intercultural competence.
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O.EFL 3.9 Be able to interact in English using basic, frequently used expressions and short phrases in familiar
and personalized contexts, demonstrating a limited but effective command of the spoken language in simple
and routine tasks which require a direct exchange of information.

O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work cooperatively in
pairs and groups.
4. TRANSVERSAL AXES:  Interculturality
 The environmental protection
 Education for peace
5. DEVELOPMENT OF PLANNING UNITS.
N.º Name of Specific objectives of Contents Methodology orientation Evaluation Time
the unit the planning unit in
week
s
1. CE.EFL.3.2.1 Recognize and exhibit 6
Students learn to: greet; EFL 3.1.2 responsible behaviors at home, at school
introduce themselves and Recognize ways to relate Completing and illustrating statements about socially and towards the environment.
others; ask and tell responsibly to one’s surroundings responsible behaviors. (Example: If you see old people on
Welcome someone’s name. at home and at school by a bus, you can…)
I.EFL.3.2.1. Learners can say ways to
to • Global Benchmarks: exhibiting responsible behaviors Making a useful object out of recycled materials.
take care of the environment and one’s
Startship Students can: respond to towards the environment. (Example: a frame, a pencil holder, etc.)
surroundings. Learners can identify and
English! spoken word (Example: chores at home,
non-verbally; recognize recycling, etc.) exhibit socially responsible behaviors at
own EFL 3.2.1 Listening to a short text and demonstrating understanding home, at school and towards the
name; greet, say please Infer who is speaking and what of it using an accompanying graphic organizer. (Example: environment. (J.3, S.1)
and the situation is when listening to completing a Venn diagram of differences between
thank you with short simple texts, especially whales and sharks, etc.) CE.EFL.3.6. Listening for Meaning:
prompting; when accompanied by pictures or •Listening to a short dialogue and then writing and acting Demonstrate an understanding of the
repeat modeled other visual aids, or sound effects. out a similar dialogue, using some of the same phrases main idea, speaker and situation in
sentences; (Example: shopkeeper speaking and expressions. (Example: a dialogue between two spoken texts set in familiar everyday
convey meaning through to a customer who is buying some friends asking about a homework assignment, etc.) contexts without having to decode every
personal drawings. fruit.) word.
EFL 3.3.1
Students learn to: Understand most of the details of Completing gaps from a reading using words from a box.
introduce the content of a short simple text •Reading a short story from a class blog and underlining I.EFL.3.6.1. Learners can grasp the main
family members; (online or print) the main details, then checking answers with a partner. idea of spoken texts set in familiar
formally EFL 3.3.2 everyday contexts and infer changes in
greet; ask and answer Show understanding of some the topic of discussion as well as who is
questions to identify basic details in short simple Creating a class picture dictionary and adding entries by speaking and what the situation is,
family cross-curricular texts by writing definitions of new words or drawing a picture to without having to decode every word.
members. matching, labeling and answering illustrate the meaning. (I.3, I.4)
• Global Benchmarks: simple questions. •Making flashcards for new words and using them to quiz
Students EFL 3.3.3 a partner. CE.EFL.3.11. Demonstrate
can: recognize own name Identify the meaning of specific •Making a list of new words and then comparing the lists comprehension of most of the details of a
accompanied by photo; content-based words and phrases, in pairs. If one of the members of the pair knows the word, short simple online or print text and
differentiate one with the aid of visual support. he/she teaches the other person. follow short instructions in simple
object/picture/ EFL 3.4.1
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letter/word from another; Make a simple learning resource ••Writing new words and phrases in a vocabulary experiments and projects if illustrated
respond to visual cues/ in order to record and practice notebook. through step-by-step visuals.
gestures/objects to make a new words.
choice verbally or non- (Example: a picture dictionary, a
I.EFL.3.11.1. Learners can understand
verbally word list, set of flashcards, etc.). Role playing scenes from a story.
most details in a short simple online or
••Writing the dialogue and stage directions for a story
print text and can follow short
• Students learn to: from class and performing it for an audience.
instructions in simple experiments and
recognize and pronounce EFL 3.5.1
projects if step-by-step visuals are
words with the short /a/ Use audio, video and pictures to
provided. (I.3, I.4)
and long /a/ sounds. respond to a variety of literary
• Global Benchmarks: texts through online or in-class
Students ICT activities. CE.EFL.3.12. Display an understanding
can: distinguish between, of some basic details in short simple
identify, or repeat sounds. cross-curricular texts from various
sources by matching, labeling and
answering simple questions, and use the
information gathered in order to organize
and discuss relationships between
different academic content areas.

I.EFL.3.12.1. Learners can match, label


and answer simple questions about basic
details in a short simple cross-curricular
text. Learners can organize and discuss
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
distinguish between fact/opinion and
relevant/irrelevant information in in-
formational texts.

I.EFL.3.13.1. Learners can determine the


meaning of specific content-based words
and phrases when accompanied by visual
support and distinguish between fact and
opinion and relevant and irrelevant
information in informational texts
through the use of mind maps and charts.
(I.2, I.3)

CE.EFL.3.16. Create a simple learning


resource in order to record and practice
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new words and demonstrate knowledge


of their meanings.

I.EFL.3.16.1. Learners can make a


simple learning resource in order to
record and practice new words.
(Example: a picture dictionary, a word
list, a set of flashcards, etc.) (I.1, J.4)

CE.EFL.3.21. Elaborate personal


responses to both oral and written literary
texts through pictures, audio/video or
ICT in order to evaluate literary texts
using pre-established criteria,
individually or in groups.

I.EFL.3.21.1. Learners can employ


audio, video, pictures and ICT to respond
to oral and written texts and use pre-
established criteria to evaluate literary
texts individually or in groups. (I.2, I.3,
I.4)

2. Is he Students learn how to: EFL 3.1.8 Completing a short self-evaluation or peer evaluation CE.EFL.3.4. Develop the skills to work 6
happy? name Interpret and demonstrate after a communicative task. collaboratively using a range of verbal
pets, describe knowledge in classroom activities Playing games that practice classroom language and turn- and nonverbal communication features
characteristics and of nonverbal and oral taking. and apply self-correcting and self-mon-
emotions using pets. communication features, and Comparing answers in pairs or small groups. itoring strategies in social and classroom
• Global Benchmarks: understand the contexts in which Working in small groups to complete a cultural project. interactions.
Students can: distinguish they are used appropriately. (Example: different ethnic groups in Latin America,
between,identify, or (Example: gestures, body traditional food in Ecuador, etc.)
repeat sounds;respond to language, volume, etc.) Participating in short dialogues and role plays to practice I.EFL.3.4.1. Learners can demonstrate
sign language or symbols; thanking others. an ability to work in pairs and small
EFL 3.2.2
groups using level-appropriate verbal and
respond to basic questions Be comfortable taking meaning Practicing the language needed to resolve group conflict
nonverbal communication features and
through facial expression from spoken texts containing through mini role plays.
and gestures, words or sections which are not Writing jokes or riddles in pairs in order to share with apply self-correcting and self-monitoring
with prompting use one or understood. Be aware that un- other pairs. strategies in social and classroom
interactions. (J.2, J.3, J.4, I.3)
more words to respond to derstanding spoken texts does not Raising hands when clarification is needed.
simple questions; make require decoding every single
marks word. CE.EFL.3.6. Listening for Meaning:
on paper with a range of EFL 3.2.3 Demonstrate an understanding of the
materials. Record key items of specific main idea, speaker and situation in
information from a heard Listening to a short conversation between two speakers spoken texts set in familiar everyday
Students learn to: message or description, either in and deciding who is speaking, where they are and how
recognize written form or by drawing a they feel. (Example: two friends, at the library doing
picture. (Example: letters of the
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and pronounce words alphabet, numbers, quantities, homework, confused because they don’t understand the contexts without having to decode every
with the short /e/ and long prices and times, days, dates and assignment, etc.) word.
/e/ sounds. months, etc.) Listening to instructions for a short task and carrying them
• Global Benchmarks: EFL 3.3.4 out. (Example: First put the dirt in the cup. Now put the
I.EFL.3.6.1. Learners can grasp the main
Students can: distinguish Distinguish between fact and seed in the dirt. Press down lightly. Give the seed water,
idea of spoken texts set in familiar
between, identify, or opinion and relevant and irrele- etc.)
everyday contexts and infer changes in
repeat sounds. vant information in an
the topic of discussion as well as who is
informational text through the use
of mind maps/charts. speaking and what the situation is,
EFL 3.4.2 without having to decode every word.
Write a short simple paragraph to Reading a text and identifying the facts and the opinions (I.3, I.4)
describe yourself or other people, using a concept map.
animals, places and things, with Reading a text and matching content-based words to their CE.EFL.3.7. Listening for Information:
limited support. (Example: by definition or picture. Follow and identify key information in
answering questions or using key Comparing and contrasting information. (Example: short straightforward audio texts related
words) learners read a text about toads and frogs and identify to areas of immediate need or interest,
EFL 3.5.2 similarities and differences, etc.) provided vocabulary is familiar and
Create picture books and/or other visual support is present, and use these
graphic expressions in pairs in spoken contributions as models for their
class by varying scenes, own.
characters or other elements of
literary texts.
Looking at a picture and writing a description of what you I.EFL.3.7.1. Learners can record and
see or how it makes you feel, then comparing descriptions identify key information from a spoken
in pairs. message of immediate need or interest
when the message contains frequently
used expressions and visual support.
(Example: rules for a game, classroom
instructions, a dialogue in a scene from a
cartoon or movie, etc.) Learners can use
other classmate’s contributions in class as
models for their own. (I.2, I.3)

Drawing pictures to a story and exchanging them with a CE.EFL.3.13. Show an ability to identify
partner, who captions each picture. the meaning of specific content-based
Illustrating a piece of writing. words and phrases, with the aid of visual
support, and use charts/mind maps to
distinguish between fact/opinion and
relevant/irrelevant information in in-
formational texts.

I.EFL.3.13.1. Learners can determine the


meaning of specific content-based words
and phrases when accompanied by visual
support and distinguish between fact and
opinion and relevant and irrelevant
information in informational texts
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through the use of mind maps and charts.


(I.2, I.3)

CE.EFL.3.17. Produce a short simple


paragraph to describe people, places,
things and feelings in order to influence
an audience and use linking words to
write other narratives on familiar
subjects.

I.EFL.3.17.1. Learners can write short


simple paragraphs to describe people,
places, animals, things and feelings, with
limited support, while demonstrating an
ability to effectively influence an audi-
ence and to express everyday activities.
(I.3, S.1)

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,


graphic expressions and personal stories
by adapting elements of literary texts and
adding imaginative details to real-life
stories and situations, using appropriate
vocabulary and features of the literature
learners have read or heard. (I.3, S.3)

3. I want Students learn how to: EFL 3.1.3 •Completing a short survey about favorites or CE.EFL.3.3. Interact with others using a 7
juice, offer food and drink; Exchange basic personal likes/dislikes and then sharing ideas with a partner variety of both verbal and nonverbal
please. politely accept and preferences with peers in order to •Practicing the use of expressions of politeness during communication features and express
decline offers of food and express likes and dislikes. collaborative pair and small group work. likes and dislikes while giving
drink; politely express •Adding expressions of politeness to dialogues. recommendations in basic yet effective
preferences using want. EFL 3.1.7 •Brainstorming ways to help others, at school and in the terms.
• Global Benchmarks: Demonstrate appropriate community.
Students can: respond to classroom behaviors by
spoken word participating in small group or I.EFL.3.3.1. Learners can employ a
non-verbally; whole class discussions. range of verbal and nonverbal
communication features to express likes
differentiate (Example: being courteous,
and dislikes and can give
one object/picture/letter/ respecting the person and Listening to a short dialogue and then writing and acting
property of others, etc.) out a similar dialogue, using some of the same phrases
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word from another; greet, EFL 3.2.7 and expressions. (Example: a dialogue between two recommendations in basic yet effective
say please and thank you Identify the main idea of short, friends asking about a homework assignment, etc.) terms. (I.3, S.4)
with prompting; repeat clear, simple messages and an- Asking classmates to repeat an answer or statement if
modeled sentences; nouncements and understand needed to clarify something. (Example: Can you say that
CE.EFL.3.2. Recognize and exhibit
convey meaning through sentences and frequently used ex- again? Do you mean ?, etc.)
responsible behaviors at home, at school
personal drawings. pressions related to areas of •Asking for help in class when necessary. (Example:
and towards the environment.
immediate relevance. (Example: What’s the answer? How do you say? Do you have an
Students learn how to: follow verbal instructions for a eraser? Can you help me with ?, etc.)
label rooms and describe game, ask for prices at a store, I.EFL.3.2.1. Learners can say ways to
their location within the follow simple classroom Establishing a clear expectation of English use for take care of the environment and one’s
home; ask and answer instructions, describe places classroom functions. (Example: greeting, requesting, surroundings. Learners can identify and
questions about where nearby, etc.) thanking, asking for repetition / clarification, giving exhibit socially responsible behaviors at
rooms are located. EFL 3.2.8 instructions, offering help, comparing answers, taking home, at school and towards the
• Global Benchmarks: Spell out key vocabulary items leave, etc.) Informal assessment could involve personal environment. (J.3, S.1)
Students can: respond to using the English alphabet. notes from the teacher to learners who use L2 regularly.
simple questions or (Example: names, colors,
CE.EFL.3.7. Listening for Information:
directions animals, possessions, etc.)
Follow and identify key information in
supported by visual cues/ EFL 3.2.9
gestures/ objects; React appropriately to what short straightforward audio texts related
understand others say using verbal/non- to areas of immediate need or interest,
basic concepts of print verbal back-channeling, or by provided vocabulary is familiar and
e.g. asking further simple questions to Answering pre-reading questions by inferring visual support is present, and use these
front and back; left to extend the interaction. (Example: information from pictures within a text. spoken contributions as models for their
right; express interest using facial own.
turns pages; make a expression or simple words with
request appropriate intonation: Oh!, Yes! I.EFL.3.7.1. Learners can record and
through visual Thanks. And you? etc.) identify key information from a spoken
cues/gestures/ objects; EFL 3.3.8 message of immediate need or interest
begin to join in with a Make and support inferences Posting a comment to a classmate’s writing on a class when the message contains frequently
familiar rhyme or story; from evidence in a text with refer- blog. used expressions and visual support.
hold writing tools ence to features of written (Example: rules for a game, classroom
effectively. English. (Example: vocabulary, instructions, a dialogue in a scene from a
facts, format, sequence, relevance cartoon or movie, etc.) Learners can use
• Students learn to: of ideas, etc.) other classmate’s contributions in class as
recognize and pronounce EFL 3.4.3 Doing extended writing, in which learners get to choose models for their own. (I.2, I.3)
words with the short /i/ Write a variety of short simple what they write and are not evaluated or tested on it.
and long /i/ sounds. text-types, commonly used in
• Global Benchmarks: print and online, with appropriate CE.EFL.3.8. Production – Accuracy and
Students can: distinguish language and layout. (Example: Intelligibility: Communicate needs
between, identify, or write a greeting on a birthday clearly in class by asking questions or
repeat sounds. card, name and address on an requesting clarification. Demonstrate
envelope, a URL for a website, an acquisition of skills taught in class, such
email address, etc.) as being able to spell out words or use
EFL 3.5.3 some grammatical structures (albeit with
Produce short, creative texts frequent errors)
using ICT and/or other resources
at home or at school in order to I.EFL.3.8.1. Learners can ask others to
repeat themselves or to say something in
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recreate familiar scenes and a different way and ask for common
themes classroom needs. Learners can spell out
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, prepositions,
etc.). (I.3, J.4)

CE.EFL.3.10. Interaction –
Interpersonal: Participate effectively in
familiar and predictable conversational
exchanges by sharing information and
reacting appropriately in basic
interpersonal interactions.

I.EFL.3.10.1. Learners can use back-


channeling to react appropriately to what
others say about familiar topics in pre-
dictable, everyday situations and when
carrying out pair work for a specific task
in class. Learners can ask questions to
extend an interpersonal interaction. (I.3,
J.3)

CE.EFL.3.15. Make and support


inferences from evidence in a text with
reference to features of written English
and apply other learning strategies to
examine and interpret a variety of written
materials.

I.EFL.3.15.1. Learners can make and


support inferences using evidence from
texts and features of written English (e.g.,
vocabulary, format, sequence, etc.) and
apply other learning strategies in order to
examine and interpret a variety of written
materials. (I.2, J.3)

CE.EFL.3.18. Write a variety of short


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


simple familiar text-types – online or in
print – using appropriate language, layout
and linking words

CE.EFL.3.23. Create short, original texts


using a range of resources and other
media, including ICT, in order to recreate
familiar scenes and themes.

I.EFL.3.23.1. Learners can create and


produce short texts using ICT and/or
other resources at home or at school in
order to recreate familiar scenes and
themes. (I.1, I.3)

4. How Students learn how to: EFL 3.1.4 •Singing songs that practice helpful language. CE.EFL.3.5. Demonstrate an ability to 6
many name toys; ask and Use a variety of oral, print and •Writing a weekly journal entry. use a variety of sources for oral and writ-
robots do answer questions about electronic forms for social com- ten communication in order to interact
you have? toys. munication and for writing to with others in social situations.
• Global Benchmarks: oneself. (Example: friendly notes,
Students invitations, diary entries, notes to
I.EFL.3.5.1. Learners can employ var-
can: follow a single step self, electronic messages, etc.)
ious print and digital sources in order to
routine instruction; EFL 3.2.13 •Asking learners simple questions about themselves, their
communicate with others in oral and
respond Respond to simple questions in family or their possessions and noting that their response
written form in social situations. (J.3, S.1,
non-verbally to staff and quite a short time and initiate time is relatively quick (i.e., not so slow that the in-
S.4)
other children within the basic interaction spontaneously teraction becomes uncomfortable for the student or the
classroom setting; with when there are opportunities to teacher, and the response is appropriate although there
prompting use one or speak. Speech is produced a little may be some basic errors) CE.EFL.3.9. Production - Fluency:
more words to respond to less slowly and hesitantly. •Giving learners a picture of a familiar scene and asking Respond to simple questions and familiar
simple questions; make EFL 3.3.9 them to give full statements about what they can see. everyday social situations, such as an
marks on paper with a Identify and use reading (Example: a picture of a classroom: There are ten students invitation or request, relatively quickly.
range of materials. strategies to make text more and one teacher. The teacher is writing on the board. A Spontaneously initiate interactions in
comprehensible and meaningful. boy’s throwing paper, etc.) order to express opinions or give ac-
• Students learn to: (Example: skimming, scanning, counts of personal experiences.
recognize and pronounce previewing, predicting, reading
words with the short /o/ for main ideas and details, etc.)
I.EFL.3.9.1. Learners can answer simple
and long /o/ sounds. EFL 3.4.5 •Skimming a text and accompanying pictures and then
questions quickly and initiate basic in-
• Global Benchmarks: Write a questionnaire or survey predicting the answers to questions found within the text.
Students can: distinguish for friends, family or classmates •Using a dictionary to look up key words in a text. teraction spontaneously when given op-
portunities. (Example: make an
between, identify, or using WH- questions in order to
invitation, give a suggestion, etc.)
repeat sounds. identify things in common and
Learners can describe simple, familiar
preferences.
situations and talk about past
EFL 3.5.5
experiences. (I.3, J.3)
Evaluate literary texts (both •Asking learners to choose a topic and to write questions
written and oral, online, in video for their peers about the topic. (Example: Topic:
or in print) according to pre- Traditional Ecuadorian food. Questions: Do you like
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established criteria. (Example: fritada? Does your mother make guatita? Do you eat soup CE.EFL.3.14. Select and use reading
completing a checklist, a chart, a every day?, etc.) strategies to understand and give mean-
personal response, etc.) ing to written text while employing a
range of everyday reference materials in
order to determine information
appropriate to the purpose of inquiry and
•Determining the reactions all the members of a group to relate ideas between written sources.
have in common after listening to a song. (Example: they
all loved the song, they all liked the rhythm, they all
learned new words, etc.) 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 information
appropriate to the purpose of an inquiry
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 in
order to identify things in common and
preferences while displaying an ability to
convey and organize information using
facts and details.

I.EFL.3.19.1. Learners can write 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)

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
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to oral and written texts and use pre-


established criteria to evaluate literary
texts individually or in groups. (I.2, I.3,
I.4)

5. What time Students learn how to: EFL 3.1.5 •Participating in short role plays using a range of verbal CE.EFL.3.3. Interact with others using a 5
is it, ask Describe, read about, participate and nonverbal communication. variety of both verbal and nonverbal
please? for and tell the time; name in or recommend a favorite ac- communication features and express
daily activities associated tivity, book, song or other interest likes and dislikes while giving
with certain times of the to various audiences. (Example: recommendations in basic yet effective
day. peers, other classes, teachers, terms.
• Global Benchmarks: other adults, etc.) •Conducting a role play between two students on a given
Students EFL 3.2.12 topic. (Example: talking about routines, finding common
can: show awareness of Ask and answer questions and free time activities, playing a guessing game, etc.) I.EFL.3.3.1. Learners can employ a
objects of reference e.g. exchange information on familiar •Playing a game where learners choose a picture and a range of verbal and nonverbal
communication features to express likes
music signifies tidy up topics in predictable everyday partner asks and answers questions in order to guess
and dislikes and can give
time; recognize a situations. (Example: ask for which picture was chosen.
sequence; convey directions, give directions, •Giving learners language prompts to use during recommendations in basic yet effective
immediate needs using express a personal opinion, etc.) pair/group work. (Example: What do you think? I terms. (I.3, S.4)
visual cues, gestures, and EFL 3.2.14 agree/disagree. I think we need to…, It’s your turn to say
objects; repeat modeled Make and respond to invitations, the answer, etc.) CE.EFL.3.10. Interaction –
sentences; convey suggestions, apologies and re- Interpersonal: Participate effectively in
meaning through personal quests. familiar and predictable conversational
drawings. EFL 3.3.10 exchanges by sharing information and
Follow short instructions •Reading a text and answering information questions. reacting appropriately in basic
• Students learn how to: illustrated through step-by-step •Completing gaps from a reading using words from a box. interpersonal interactions.
ask and answer questions visuals in simple experiments and
about birthdays and age; projects. (Example: simple
express birthday science experiments, instructions I.EFL.3.10.1. Learners can use back-
greetings; give and for an art project, etc.) •Completing the gaps in a sentence. (Example: My best channeling to react appropriately to what
receive a gift; name friend is Carol. ----- is ten years old. --- birthday is in May, others say about familiar topics in pre-
EFL 3.4.6
birthday party items. Write a simple narrative with etc.) dictable, everyday situations and when
• Global Benchmarks: linking words on familiar carrying out pair work for a specific task
Students subjects in order to express in class. Learners can ask questions to
can: keep a steady beat; everyday activities. (Example: extend an interpersonal interaction. (I.3,
differentiate one free time, descriptions, what J.3)
object/picture/ happened last weekend, etc.)
letter/word from another; EFL 3.5.6 •Role playing scenes from a story. CE.EFL.3.9. Production - Fluency:
greet, say please and Work in groups to create a Respond to simple questions and familiar
thank brainstorm and/or draw a mind everyday social situations, such as an
you with prompting; map to describe and organize invitation or request, relatively quickly.
make a ideas or organize useful Spontaneously initiate interactions in
request through visual information from literary texts. order to express opinions or give ac-
cues/ gestures/objects; counts of personal experiences.
begin to join in with a
familiar rhyme or story;
hold writing tools
effectively.
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I.EFL.3.9.1. Learners can answer simple


• Students learn to: questions quickly and initiate basic in-
recognize and pronounce teraction spontaneously when given op-
words with the short /u/ portunities. (Example: make an
and long /u/ sounds. invitation, give a suggestion, etc.)
• Global Benchmarks: Learners can describe simple, familiar
Students can: distinguish situations and talk about past
between, identify, or experiences. (I.3, J.3)
repeat sounds.
CE.EFL.3.11. Demonstrate
comprehension of most of the details of a
short simple online or print text and
follow short instructions in simple
experiments and projects 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.3.18. Write a variety of short


simple familiar text-types – online or in
print – using appropriate language, layout
and linking words.

I.EFL.3.18.1. Learners can write short


simple text-types and narratives, online
and in print, using appropriate language,
layout and linking words. (I.3, J.2)

CE.EFL.3.24. Organize ideas and


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

I.EFL.3.24.1. Learners can work in


groups to create brainstorms and/ or draw
mind maps to describe and organize ideas
or useful information from literary texts
and create collaborative responses to
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literature through process writing groups


or literature circles. (I.4, S.4, J.3)

6. What is Students learn how to: EFL 3.1.1 •Writing a short descriptive paragraph about a country of CE.EFL.3.1. Cultivate an awareness of 6
your ask and tell about Ask simple basic questions in the learner’s choosing different cultures and identify similarities
favorite weather; class about the world beyond and differences between them through
season? identify seasons; ask and their own immediate environment •Writing a list of questions about a people or culture and oral and written literary texts.
tell in order to increase their under- using ICT and/or print resources to find the answers.
about seasons and standing of different cultures.
I.EFL.3.1.1. Learners can show an
preferred activities. EFL 3.2.15
awareness of different cultures and
• Global Benchmarks: Provide a simple description
Students can: respond to and/or opinion of a common identify similarities and differences
simple questions or object or a simple account of between them through oral and written
directions supported by something experienced. •Asking learners simple questions about themselves, their literary texts. (I.2, S.2, J.1)
visual cues/ gestures/ (Example: an Ecuadorian family or their possessions and noting that their response
objects; differentiate celebration, a class trip, a party, a time is relatively quick (i.e., not so slow that the in- CE.EFL.3.9. Production - Fluency:
one object / picture / letter game played, etc.) teraction becomes uncomfortable for the student or the Respond to simple questions and familiar
/ EFL 3.4.9 teacher, and the response is appropriate although there everyday social situations, such as an
word from another; Make effective use of a range of may be some basic errors) invitation or request, relatively quickly.
respond to basic questions digital tools to write, edit, revise Spontaneously initiate interactions in
through facial expression and publish written work in a way order to express opinions or give ac-
and gestures; with that supports collaboration. counts of personal experiences.
prompting use one or (Example: add sound or images to •Answering pre-reading questions by inferring
more words to respond to a presentation, use an app to information from pictures within a text.
simple questions; convey collaborate on a mind map, •Reading inferences about a text and then underlining the I.EFL.3.9.1. Learners can answer simple
meaning through personal contribute to a class wiki, etc.) information within the text that gives evidence of where questions quickly and initiate basic in-
drawings EFL 3.5.8 the inference came from. teraction spontaneously when given op-
Create stories, poems, songs, portunities. (Example: make an
• Students learn to: dances and plays including those invitation, give a suggestion, etc.)
recognize and pronounce that reflect traditional and Learners can describe simple, familiar
words with the short /a/ popular Ecuadorian culture, •Adding pictures to a group presentation. situations and talk about past
and long /a/ sounds. observing the conventions of the •Exchanging writing in pairs in order to make suggestions experiences. (I.3, J.3)
• Global Benchmarks: genre. (Example: purpose, about things that could be improved.
Students can: distinguish settings, audience, voice, rhythm, CE.EFL.3.20. Demonstrate an ability to
between, identify, or etc.) use a variety of digital tools during the
repeat sounds. writing process in order to collaborate on
•Creating a crossword puzzle in groups about an well-constructed informational texts.
Ecuadorian story, region, celebrity, etc.
•Discussing similarities between a text and the learners’
personal experiences. I.EFL.3.20.1. Learners can effectively
use a range of digital tools during the
writing process in order to collaborate on
producing well-constructed informa-
tional texts. (I.3, S.4, J.3)

CE.EFL.3.25. Observe and expand on


the conventions of genre in order to
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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.

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.

6. BIBLIOGRAPHY / WEBGRAPHY 7. OBSERVATIONS:


• Villalba, J.& Rosero, I. (Septiembre 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
• Teacher guide starship Pre A1.2
• Blog: Ismara-ismara.blogspot.com
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER: Nataly Serrano PEDAGOGICAL TECHNICAL COMMITTEE PEDAGOGICAL TECHNICAL COMMITTEE
Ochoa
Signature: Signature: Lic. Andreina E. Japón C. (Coordinadora) Signature:Lic. Andreina E. Japón C. (Coordinadora)

Signature: Prof. Mercedes Chalán (Secretaria) Signature: Ing. Ángel Armijos (Rector)

Signature: Lic. Rosa E. Taday (Vocal)

Date: 27/08/2018 Date: Date: