ANNUAL CURRICULUM PLAN

SCHOOL YEAR:

2019 - 2020

ANNUAL CURRICULUM PLAN

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject :  English
Teacher’s Name
Target Group: 3rd of EGB Level:  Pre A1.2
2. TIME
Weekly No. of working Learning evaluation and unexpected issues Total class weeks Total periods
 course hours
 load
3 Hours 40 weeks 4 weeks 36 weeks 108 Hours
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
OG.EFL 1 O.EFL 2.1
Encounter socio-cultural aspects of their own and other countries in a thoughtful and in- Identify some main ideas and details of written texts, in order to develop an approach of critical in-
quisitive manner, maturely, and openly experiencing other cultures and languages from quiry to written and oral texts.
the secure standpoint of their own national and cultural identity. O.EFL 2.2
OG.EFL 2 Assess and appreciate English as an international language, as well as the five aspects of English that
Draw on this established propensity for curiosity and tolerance towards different cul- contribute to communicative competence.
tures to comprehend the role of diversity in building an intercultural and multinational O.EFL 2.3
society, so improving their understanding of the world and engendering socially respon- Independently read level-appropriate texts in English for pure enjoyment/entertainment and to access
sible global citizens. information.
OG.EFL 3 O.EFL 2.4
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and criti- Develop creative and critical thinking skills to foster problem-solving and independent learning using
cal thinking skills through an appreciation of linguistic differences. Enjoy an enriched both spoken and written English.
perspective of their own L1 and of language use for communication and learning. O.EFL 2.5
OG.EFL 4 Use in-class library resources and explore the use of ICT to enrich competencies in the four skills.
Deploy a range of learning strategies, thereby increasing disposition and ability to inde- O.EFL 2.6
pendently access further (language) learning and practice opportunities. Respect them- Write short descriptive and informative texts and use them as a means of communication and written
selves and others within the communication process, cultivating habits of honesty and expression of thought.
integrity into responsible academic behavior.

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OG.EFL 5 O.EFL 2.7

Directly access the main points and important details of up-to date English language Appreciate the use of English language through spoken and written literary texts such as poems,
texts, such as those published on the web, for professional or general investigation, rhymes, chants, riddles and songs, in order to foster imagination, curiosity and memory, while devel -
through the efficient use of ICT and reference tools where required. oping a taste for literature.
OG.EFL 6 O.EFL 2.8
Through selected media, participate in reasonably extended spoken or written dialogue Demonstrate a living relationship with the English language through interaction with written and spo-
with peers from different L1 backgrounds on work, study, or general topics of common ken texts, in order to explore creative writing as an outlet to personal expression.
interest, expressing ideas and opinions effectively and appropriately. O.EFL 2.9
OG.EFL 7 Be able to interact in English in a simple way using basic expressions and short phrases in familiar
Interact quite clearly, confidently, and appropriately in a range of formal and informal contexts to satisfy needs of a concrete type, provided others talk slowly and clearly and are prepared
social situations with a limited but effective command of the spoken language (CEFR to help.
B1 level).

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: Students learn to: introduce EFL.2.1.2 Communication and cultural awareness CE.EFL.2.1.
Welcome to themselves and others; ask and Recognize the Differentiate between
Starship tell someone’s name differences between . Drawing different houses and labeling different living situations in a
English. where people live different rooms and objects in a house. variety of surroundings and
among the regions of express curiosity about the
the country in order • Using question words (who, what, where) to world through simple
to appreciate their ask about places. questions.
Students learn to: introduce own environment.
LESSON 2: themselves and others; ask and (Example: • Reflecting on differences between a house and I.EFL.2.1.1.
6 weeks
This is my tell someone’s name house/apartment, an apartment. Learners can recognize
family. country/city, etc.) differences between where
• Creating a diorama of urban and rural aspects. people live and write or talk
EFL.2.1.3. • Drawing a map of a neighborhood. about their own
Ask simple basic surroundings, as well as ask
questions in class • Asking and answering questions about where questions about how other
about the world you and others live. people live. (I.2, S.2)
beyond one’s own

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Students learn to: recognize and immediate
PHONICS: pronounce words with the short environment in order
Short a, Long a /a/and long /a/ to increase their
(a_e, ai, ay) sounds. understanding of
different cultures.
EFL 2.1.4.
Express curiosity
about the world and
other cultures by
asking simple WH-
questions in class
after reading and/or
participating in
presentations or other
group work.
EFL.2.2.1. Oral communication (listening and speaking)
Understand meanings CE.EFL.2.6.
expressed in short • Listening to a very short and simple story and Listening for Meaning:
dialogues on familiar ordering the pictures showing what happens. Understand the main ideas in
topics, as well as (Example: Jane is taking her dog for a walk. short simple spoken texts
basic spoken They see some birds. The birds fly away, etc.) that include familiar
instructions and vocabulary and are set in
simple questions • Listening to a short and simple conversation everyday contexts.
about self, people, between 2 speakers and deciding who is
animals, or things, speaking, where they are, and how they feel. I.EFL.2.6.1.
especially when (Example: a boy and his Dad, at a soccer game, Learners can understand the
spoken slowly and happy, etc.) main ideas in short simple
clearly. (Example: spoken texts and infer who is
greetings, short • Watching a video clip and selecting the best speaking and what the
phrases, basic range title for it. (Example: Funny monkeys at the situation is, without decoding
of classroom zoo, etc.) every word. (I.3)
instructions,
common personal
information
questions: What’s
your name? etc.)

EFL.2.2.2.
Infer who is speaking

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and what the situation
is when listening to
short simple texts,
especially when
accompanied by
pictures or other
visual aids, or sound
effects. (Example:
shopkeeper speaking
to a customer who is
buying some fruit.)
EFL.2.2.6.
Enjoy extensive
listening in English.
(Example: listen to
stories, watch short
movies, experience
song lyrics or poetry,
etc.)
EFL.2.2.7.
Be comfortable
taking meaning from
spoken texts
containing words or
sections which are
not understood.
Be aware that
understanding spoken
texts does not require
decoding every word.

EFL.2.3.1.
Demonstrate basic Reading
reading
comprehension skills • Drawing a line from individual words to a
by identifying the picture or a scene. (Example: learners read a list CE.EFL.2.11.
meaning of individual of farm animals and draw a line from each word Identify and understand
words, phrases, and to the appropriate animal in the scene, etc.) individual every-day words,

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sentences, including phrases, and sentences,
simple written • Reading a list of four words and crossing out including instructions.
instructions. the word that doesn’t belong. (Example: arm –
leg – house – foot, etc.) I.EFL.2.11.1.
Learners can understand
• Reading a simple sentence, looking at the familiar words, phrases, and
accompanying picture, and ticking yes/no. short simple sentences and
(Example: This is a house. Yes, etc.) can successfully complete
the simple accompanying
• Completing a gap in a sentence (print or task. (I.4)
online). (Example: Words: go, sleep. Sentence:
Every day I --- to school, etc.)

EFL.2.4.1 Writing.
Know how to spell
simple English words • Locating specific words on the page and
correctly, writing them in a list. (Example: all the words
demonstrating beginning with the sound /k/ or all the words CE.EFL.2.17.
awareness of sound- that contain the long /a:/ sound, etc.) Write simple words,
letter relationships. phrases, and sentences to
(Example: sea, mean, • Matching words to pictures. (Example: under demonstrate knowledge of
bee, etc.) the picture of a chair, learners write the word spelling, punctuation,
EFL.2.4.2. chair with the five letters of the word on the five capitalization and
Make a simple lines provided, etc.) handwriting / typography,
learning resource, in and identify their meanings.
order to record and • Unscrambling words or sentences and writing
practice new words. them out correctly. (Example: Word: veleen = I.EFL.2.17.1.
(Example: a picture eleven. Sentence: There’s – under – the chair. – Learners can write words,
dictionary, a backpack, etc.) phrases, and short simple
a word list, set of sentences using the correct
flashcards, etc.) • Finding hidden questions in a box and writing conventions (spelling,
EFL.2.4.3. them down with the correct punctuation and punctuation, capitalization,
Write simple words, capitalization. (Example: does it live on a farm / and handwriting or
phrases and sentences does it have two legs, etc.) typography, etc.), for making
with correct use of simple learning resources.
standard writing • Writing new words in a picture dictionary and (I.3)
mechanics. adding a sticker or picture.
(Example: spelling,
punctuation,

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capitalization, and
writing by hand and/
or on the computer.

EFL.2.5.1.
Identify key Language through the Arts
information such as
events, characters, • Listening to or reading stories and drawing the
and objects in stories main characters.
and other age- CE.EFL.2.21.
appropriate literary • Choosing pictures of or drawing the scenes of Distinguish key information
texts if there is visual a literary text. in stories and other age-
support. appropriate literary texts,
• Standing up every time they hear the name of both oral and written.
a character.
I.EFL.2.21.1.
• Explaining through pictures or charts (ICT) Learners can recognize,
the relationships between characters. (Example: through pictures or other
mom/daughter, friends, etc.) media such as ICT, key
aspects of a story or literary
text (both oral and written).
(J.1, I.2)
2. LESSON 1: Students learn how to: name EFL.2.1.4. Communication and cultural awareness CE.EFL.2.2.
Is she happy? pets, describe characteristics Express curiosity • Labeling pictures with correct names. Catalog everyday objects and
and emotions using pets about the world and places in different cultures
other cultures by • Creating a poster of things that can be and recognize ways to act
asking simple WH- recycled. responsibly towards one’s 6 weeks
questions in class environment and
after reading and/or • Matching objects with the places where they surroundings.
participating in can be found. (Example: stove in kitchen, bed in
presentations or other bedroom, etc.)
group work. • Simulating actions through TPR activities I.EFL.2.2.1.
EFL.2.1.5. where learners follow basic commands. Learners can classify
PHONICS: Student learn to: recognize and Recognize ways to (Example: Put away your book, etc.). everyday objects and
Short e, Long e pronounce words with the short relate responsibly to familiar places. Learners can
(ee, ea, ey/y) /e/and long /e/ one’s surroundings at • Choosing pictures that demonstrate compare objects from
sounds. home and at school responsibility (cleaning room, watering the different cultural contexts.
by exhibiting flowers). Learners can say and
responsible behaviors recognize ways to take care

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towards the of the environment and one’s
environment. surroundings. (J.3, S.1)
(Example: chores at
home, recycling, etc.)

EFL2.2.3. Oral communication (listening and speaking) CE.EFL.2.7.

Recognize familiar • Listening to short, staged instructions and Listening for Information:
names, words, and carrying them out. (Example: Open the door. Follow short and simple
short Take this book to Mr. Davila. Walk, don’t run! spoken texts that include
phrases about simple etc.) familiar vocabulary and are
everyday topics set in everyday contexts.
whether heard • Listening to very short (spoken or recorded) Identify key items of
isolation or within descriptions of scenes, and writing, coloring, or information within the text,
short, simple spoken drawing items within them. (Example: learners and record or act upon them.
texts describing are given a simple picture of a classroom. They
people and objects. listen to a description of it and identify the table I.EFL.2.7.1.
(Example: where Sara sits and draw 3 pens and a red book Learners can understand
vocabulary about on it, etc.) short and simple spoken texts
self, family, friends well enough to be able to
and immediate • Listening to a short dialogue and filling in a pick out key items of
surroundings at simple form. (Example: a conversation between information and record them
school and home, a boy and a teacher meeting for the first time. in writing or drawings, or
adjectives for color Learners fill in the boy’s name, age, birth date, physically act upon them.
and size, etc.) (part of his) address (e.g., house number (I.3)
EFL.2.2.4. or street name), favorite subject, etc. on a
Identify items of simple form.)
specific information
within simple • Listening to a short text and demonstrating
messages or from understanding of it using an accompanying
short and simple graphic organizer. (Example: marking the route
descriptions about on a map while listening to directions, etc.)
familiar contexts,
especially if visual
support is provided.
(Example: letters of
the alphabet,
numbers, prices and
times, days, dates and

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months, etc.)

EFL.2.2.5.
Record key items of
specific information
from a heard message
or description, either
in written form or by
drawing picture.
(Example: letters of
the alphabet,
numbers, quantities,
prices and times,
days, dates and
months, etc.)
EFL.2.3.2. CE.EFL.2.12.
Read a short simple Reading Understand the gist and
text (online or print) • Reading a short text and showing details in short simple
and demonstrate comprehension by completing the written texts (online or
understanding of the accompanying graphic organizer. (Example: print).
gist and some basic learners read about the location of a house and
details of the content. mark the point X on a map.) EFL.2.12.1.
EFL.2.3.3. • Reading a short simple story of just a few lines Learners can understand a
Understand most of and ordering simple pictures of familiar objects. short simple text on an
the details of the • Reading a short simple text and coloring a everyday topic and
content of a short picture. (Example: This is Ben’s room. His bed successfully complete a
simple text (online or is green. Learners draw a green bed, etc.) simple task to show that they
print). • Reading a short simple text and circling the have understood most or
correct answer. (Example: Question: What’s her some of it. (I.4)
name? Answer: Mary / Sandra / Mia, etc.)
EFL.2.4.3.
Write simple words, Writing. CE.EFL.2.18.
phrases, and • Completing simple sentences to practice a Writing in order to perform
sentences with grammar structure by writing words in gapped controlled practice of
correct use of sentences. Support learners by providing vocabulary and grammar
standard writing pictures for context and / or a box of answers, items.
mechanics. from which they can choose. (Example: My best
(Example: spelling, friend is ten --- old. --- name is Carol. --- I.EFL.2.18.1.
punctuation, birthday is in May, etc.) Learners can write short

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capitalization, and simple phrases and sentences
writing by hand • Identifying the differences between two to show that they know how
and/or on the pictures and writing simple sentences. to use simple grammar or
computer. (Example: In picture A, there’s one car, but in vocabulary items. (I.3, I.4)
EFL.2.4.4. picture B there are two cars, etc.)
Write simple words,
phrases, and • Answering questions about a scene using full
sentences for sentences. (Example: How many boys are
controlled practice of there? There are four boys, etc.)
language items. CE.EFL.2.22.
EFL.2.5.2. Language through the Arts Describe and write about
Express emotions and • Creating a dance for a song or rhyme. emotions and responses to
feelings using basic literary texts through words
adjectives and related • Illustrating a short piece of writing. and images, or other media
images through (video, audio) on class or
written work on the • Participating in TPR activities such as acting school bulletin boards and
school or class out the movements of a character in a story as it expand on ideas and
bulletin board. is read aloud. responses to texts
EFL.2.5.3. read/seen/heard in by
Use audio, video, and • Discussing things learners have done that are participating in songs/chants,
pictures to respond to similar to those the characters in the story have TPR activities and
a variety of literary done. (Example: gone on vacation to the beach, playground games.
texts through online got into a fight with a parent or friend, etc.) I.EFL.2.22.1.
or in-class ICT Learners can report emotions
activities. • Moving to the rhythm of a song or chant. and compose short responses
EFL.2.5.6. to literary texts through
Generate and expand • Creating an audio message or short video that words and images, or other
ideas by responding tells what the student thought about the text. media (video, audio).
in a fun and playful Learners can generate and
manner to oral and • Writing short weekly journal entries. expand on personal opinions
written texts in order and responses to oral and
to increase enjoyment written texts through TPR,
of the language playground games, and
through TPR, songs. (I.3, S.3)
playground games,
and songs and chants.
3. LESSON 1: Students learn how to: label EFL.2.1.1. Communication and Cultural Awareness CE.EFL.2.3.
I want juice, rooms and describe their Exchange basic Make use of basic personal
please. location within the home; ask introductions and • Participating in short dialogues using greetings information and expressions

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and answer questions about limited personal and leave-taking. of politeness in order to
where rooms are located. information in class introduce oneself and
using simple present • Listening to or reading short dialogues and participate in a short
tense in order to get answering questions about the speakers’ names, conversation. 6 weeks
to know their peers. grades, schools, etc.
(Example: where one I.EFL.2.3.1.
LESSON 2: Students learn how to: lives or goes to • Practicing the use of expressions of politeness Learners can use basic
Where’s your recognize and pronounce words school, etc.) during collaborative pair and small group work. personal information and
bedroom? with the short /i/ and EFL.2.1.6. • Adding expressions of politeness to dialogues. expressions of politeness in
long /i/ Understand and use • Completing a short questionnaire or form short dialogues or
sounds. common expressions about one’s basic personal information. conversations. (J.2, J.3)
of politeness in class (Example: name, school, age, address, etc.)
PHONICS: while working in
Short i, Long i Students learn to: recognize and pairs or groups on • Responding to pictures or short texts by
(i_e, igh, ie/y) pronounce words with the short projects. (Example: circling the corresponding emoticon. (Example:
/i/ and long /i/ Please, sorry, thank happy face, sad face, confused face, etc.)
sounds. you, etc.)
EFL.2.2.8. Oral Communication: (Listening and CE.EFL.2.8.
Imitate individual Speaking) Production - Pronunciation:
English language • Asking the student simple questions about Produce individual words
sounds, especially themselves, their family, or their possessions and short phrases clearly
those phonemes and checking whether the responses are enough that other people can
which do not exist in comprehensible. (Example: What’s your name? usually understand them
the student’s own L1, Juan. How do you spell Juan? J-U-A-N. How easily.
both in isolation and old are you? I’m eight /aɪm eɪt /, etc.)
within key I.EFL.2.8.1.
vocabulary items. • Showing the student some picture flashcards Learners can pronounce most
(Example: /ŋ/ /ð/ of familiar vocabulary items and asking them to familiar vocabulary items
/ʌ/ /i:/ and in words say the words. (Example: It’s a house, a school, accurately, and can therefore
like singing, these, a car, a bike, to see if they are easily usually be easily understood.
up, sea, etc.) understood, etc.) They can also produce some
EFL.2.2.9. phrases and short sentences
Spell out key • Doing a mingle activity where learners ask clearly, and may
vocabulary items and answer simple questions about a picture approximate English rhythm
using the English which has been stuck to their own back. and intonation in longer
alphabet. (Example: (Example: for animal picture cards, learners ask utterances. (I.3)
names, colors, and answer Is it an elephant? No. Is it a horse?
animals, possessions, Yes. Is it black or white? White. etc.) Observing
etc.) to see whether each student’s questions and

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EFL.2.2.10 answers are understandable by other learners.
Clap, move, chant, or
sing along with short • Ask the learner to sing a song or recite a chant
authentic English together with a group of friends or with the
language rhymes or teacher. Record the student’s production with
songs, approximating the recording device quite near to the student’s
English rhythm and mouth and listen to the recording to assess
intonation once clarity of sounds, production of phonemes,
familiar with the text. rhythm and intonation..
(Example: jump or
clap in time to jump-
rope rhymes, do the
actions to action
songs or short
rhythmic poems,
enunciating some of
words in time with
the rhythm, etc.)

EFL.2.3.4. CE.EFL.2.13.
Understand the Reading Understand the content in a
content in simple • Matching common signs to their meanings. variety of well-known text
short written (Example: a simple classroom sign or a notice types, both print and online,
environmental print in the park, Silence please, No eating, etc.) using the layout and artwork
text types, using for support; recognize typical
artwork, symbols, • Studying an environmental print text type and signs and symbols found in
and layout for drawing a line from the word to the artwork. the text types.
support. (Example: (Example: from the word cloud to a cloud
price tags, signs, weather symbol, or from the word stop to a I.EFL.2.13.1.
notices (No eating, “red” stop light, etc.) Learners can understand a
etc.), candy wrappers, short simple environmental
etc.). • Circling an emoticon to match to a picture. print text type and
(Example: Amy feels sick / Amy is happy /, successfully complete a
etc.) simple task. (Example: a
• Comparing and contrasting information. sign, notice, menu, etc.) (I.3)
(Example: learners read simple price tags and
match them to the correct sentences: This toy is
EFL.2.4.5. cheap. Those shoes are expensive, etc.)
Write simple CE.EFL.2.19.

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sentences on familiar Writing Convey some simple ideas,
topics to • Completing the gaps in a sentence. (Example: facts or opinions in a simple
communicate basic My best friend is ten --- old. --- name is Carol. sentence or short paragraph,
ideas. --- birthday is in May,etc.) using basic vocabulary and
EFL.2.4.6. • Completing a simple open-ended sentence. structures.
Write a short simple (Example: For breakfast I eat _______; In my
paragraph to convey bedroom there is ______,etc.) I.EFL.2.19.1.
some simple facts Learners can produce a short
about people, • Writing a description of yourself by simple sentence and a
animals, places, completing the outline of a paragraph. Each paragraph – with ample
things, yourself or sentence in the paragraph contains a sentence support - on a variety of
others, with the opener. (Example: My name’s…, My hair is…, topics, and some learners can
support of a model My eyes are…, etc.) do so with only limited
text. (Example: support. (I.3)
where they live, what • Reading a short simple paragraph which
they do, etc.) serves as a model text, then writing a similar
paragraph on the same topic.
EFL.2.4.7. (Example: Topics could include: my best friend,
Write a short simple my family, my house, my favorite animal, my
paragraph to describe town, etc.)
yourself or other • Writing a short simple paragraph on a familiar
people, animals, topic. Learners must write the answer to specific
places and things, questions or use specific vocabulary. (Example:
with limited support. Topic: describe your clothes. Opening phrase:
(Example: by I’m wearing…Words: t-shirt, pants, shoes,etc.)
answering questions
or using key words). • Writing a short simple paragraph, using key
words for support. (Example: Draw a town and
write about it using these words: hospital, pet
EFL.2.5.4. store, park, bookstore, etc.)
Listen to and read CE.EFL.2.23.
short narratives Language through the Arts Display an affinity for a
and/or other oral and • Doing extended reading, in which learners get variety of literary texts by
written literary texts to choose what they read and are not evaluated responding within a range of
in class (with a or tested on it. physical, cognitive, and
preference for attitudinal manners, and vary
authentic texts) in • Sharing in small groups or pairs the learners’ elements of a literary text to
order to stimulate favorite stories, songs, poems, etc., and saying create a new text.
imagination, curiosity why.

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and a love for I.EFL.2.23.1.
literature. • Responding to a poem by drawing how it Learners can demonstrate an
EFL.2.5.7. Create makes the learner feel. affinity for a variety of
picture books and/or literary texts by responding
other graphic • Writing questions the learners would like to within a range of physical,
expressions in pairs ask a character in the story, or the author of the cognitive, and attitudinal
in class by varying story. manners and adapt elements
scenes, characters, or of a literary text to create a
other elements of • Inviting authors as guest speakers into the new text. (I.1, I.4)
literary texts. classroom so learners can share their responses
to the story with them.

• Interviewing family members about their

favorite book or poem, and then sharing their
findings in class.

• Keeping a small class library and allowing fast

finishers to choose a book or magazine to read
while the rest of the class completes the task.
• Listening to a song and rewriting the song
lyrics changing just one aspect. (Example:
choosing and replacing the character’s name,
age, etc.)

4. LESSON 1: Students learn how to: name EFL.2.1.7. Communication and Cultural Awareness CE.EFL.2.4.
How many toys; ask and answer questions Collaborate in a • Completing a very short, picture-based self- Develop skills of
robots do you about toys. friendly manner by evaluation or peer evaluation form. collaboration by working
have? sharing classroom together on projects and
materials and • Playing games in which learners must pass sharing materials while
personal objects objects around the room. (Example: hot potato, expressing personal
while participating in etc.) preferences with peers. 6 weeks
PHONICS: Students learn to: recognize and games and activities
Short o, Long o pronounce words with the in class and on the • Practicing helpful classroom language in mini I.EFL.2.4.1.
(o_e/oe, oa, ow short /o/ and long /o/ sounds. playground. dialogues and/or chants (Example: Can I borrow Learners can select pictures
EFL.2.1.8. your eraser? Do you have a pencil? etc.) and/or short phrases that
Exchange basic relate to collaborating and
personal preferences • Completing a short survey about favorites or sharing and express personal
with peers in order to likes/dislikes and then sharing ideas with a preferences. (J.2, J.3, S.4)
express likes and partner.

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dislikes.
• Making a pie chart about the things that are
most liked in the class.

Oral Communication: (Listening and

EFL.2.2.11. Speaking) CE.EFL.2.9.
Produce simple, • Asking learners simple questions about Production - Fluency:
mainly isolated themselves, their family, or their possessions Utterances are sometimes
utterances using very and noting whether their response time is produced slowly but use
short phrases and acceptable (i.e. may be slow, but not so slow appropriate words and
sometimes individual that the interaction becomes uncomfortable for phrases to express basic
words, possibly with the student or the teacher), and whether their ideas, initiate conversations
slow and/or hesitant response is appropriate. Some learners may and respond to questions,
delivery. produce short sentences in response to basic including some chunks of
(Example: words, questions. (Example: What color are your language and short
phrases and short shoes? Yes What color are your shoes? Blue or sentences.
sentences about They’re blue, etc.)
people, animals, I.EFL.2.9.1.
things, etc.) • Giving learners a picture of a familiar scene Learners can express basic
EFL.2.2.12. and asking them to tell you what they can see. ideas, initiate conversations,
Respond to simple Some learners may produce longer utterances. and respond to simple
questions in quite a (Example: a picture of a classroom where questions using appropriate
short time and initiate learners name individual items: table, chair, words, phrases, and short
basic interaction clock There are four chairs. The clock says 4 sentences. Responses may be
spontaneously when o’clock., etc.) slow though pauses do not
there are make the interaction tedious
opportunities to • Running a mingle activity where each learner or uncomfortable for
speak. Speech is has a different simple question to ask the others. participants. (I.3)
produced a little less Learners move around the room asking their
slowly and hesitantly. question and listening to the answers received.
Observing to see whether each student asks the
question fluidly and answers using individual
words only or short sentences. (Example
questions: What’s your favorite food? Chicken /
It’s chicken and rice / Do you like oranges?
Yes. / Yes, I do. / I love oranges!, etc.)

EFL.2.3.5.
Show the ability to Reading CE.EFL.2.14.

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use a simple learning • Using a simple learning resource and locating Demonstrate familiarity with
resource.(Example: a details. (Example: finding and circling or study resources (both print
small set of coloring three different kinds of fruit or three and digital). (Example: a
flashcards, a picture- kinds of drink in an online or print picture picture dictionary, some
based dictionary dictionary, etc.) flashcards of known words,
(online or print), or a or a word list.)
simple word list). • Using the alphabet to scan for particular items
in lists. (Example: finding a word in a simple I.EFL.2.14.1.
dictionary or locating a boy’s name on a class Learners can successfully
list.) use simple online and print
• Testing each other on the meaning of learning resources.
flashcards. (Example: a boy shows a picture on (Example: flashcards, picture
a flashcard and asks: What’s this? Girl: it’s an dictionaries, word lists, etc.)
airplane, etc.) (I.2)

EFL.2.4.8.
Complete a basic Writing CE.EFL.2.20.
survey or a • Having learners complete a short simple Complete a simple survey
questionnaire by questionnaire about themselves. Learners read form or questionnaire by
providing personal open-ended questions and write the answers on providing personal details.
details. the form. (Example: What time do you get up? Write a variety of simple
EFL.2.4.9. What time do you go to school? At 6 o’clock, written text types, used in
Write a variety of etc.) print or online, with
short simple text appropriate layout and
types, commonly • Interviewing a partner, asking yes/no language. (Examples:
used in print and questions and writing yes/no on the survey message on a greeting card,
online, with form. (Example: Do you live in an apartment? name and address on an
appropriate language Yes, etc.) envelope, an email address,
and layout. etc.)
(Example: write a • Writing a variety of simple text types, using
greeting on a birthday the appropriate language and layout: I.EFL.2.20.1.
card, name and Learners can write
address on an • Listen to a URL address and write it down. information in a simple
envelope, a URL for (Example: www.cambridge.org, etc.) survey form or questionnaire,
a website, an email • Write your own email address or invent one. and can type or write some
address, etc.) (Example: mydog@gmail.com for your pet, simple digital text-types,
etc.) such as a URL and an email
address. (I.3)
• Write a simple print/online message to a friend

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for their birthday. (Example: Happy Valentine’s
Day, Juan!, Have a wonderful birthday, Kate!,
etc.)

EFL.2.5.5. Language through the Arts CE.EFL.2.24.

Apply ICT and/or • Writing a text message to a friend. Communicate ideas and
other resources to experiences and create short
communicate simple • Producing an audio clip stating the student’s original texts through a range
thoughts in small daily routine. of resources and other media,
groups. • Using ICT resources to organize and edit a including ICT.
EFL.2.5.8. short piece of creative or informational writing.
Produce short, I.EFL.2.24.1.
creative texts using • Taking pictures of or drawing what the Learners can communicate
ICT and/or other learners usually eat for breakfast, then using the thoughts, feelings, and/or
resources at home or picture as a prompt for conversation in class. personal experiences and
at school in order to create short original texts
recreate familiar • Writing a short, fictional story about a family through a range of resources
scenes and themes. member. and other media, including
ICT. (I.2, I.3, I.4)
• Putting short captions under pictures.

5. EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5.

LESSON 1: Students learn how to: ask for Communicate to Model turn-taking and ways
What time is it, and tell the time; name daily peers and teacher • Role-playing and participating in short to express to others when
please? activities associated with certain when something is dialogues. something is not understood
times of the day. not understood in to improve comprehension 6 weeks
class through the use • Playing games that practice classroom and/or intelligibility in
of simple basic language and turn-taking. conversations.
questions.
EFL.2.1.10. • Singing songs or chants that practice helpful I.EFL.2.5.1.
Recognize when to language. Learners can apply turn-
LESSON 2: Students learn how to: ask and speak and when to taking and ways to express to
Birthday party! answer questions about listen while working • Working in pairs and groups on a small others when something is not
birthdays and age; express in pairs or small project. understood in short
birthday greetings; give and groups in class by conversations. (J.3, S.1, S.4)
receive a gift; name birthday following classroom
party items. instructions and
simple commands.

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EFL.2.2.13. Oral Communication: (Listening and CE.EFL.2.10.
PHONICS: Students learn to: recognize and Understand and use Speaking) Interaction – Interpersonal:
Short u, Long u pronounce words with the short basic greetings, • Conducting a conversation with the teacher Participate effectively in
(u_e, ue, ui) /u/and long /u/ leave-taking and learner playing two characters using masks basic interpersonal
sounds. expressions, and or hand puppets. The learner may be given the interactions in everyday
other simple character’s details or invent them. (Example: contexts, provided the
everyday phrases to name, age, favorite color, etc.) The student’s interlocutor speaks slowly
facilitate character could introduce other puppets or and clearly. (Example:
interpersonal request permission to do something. (Example: requesting, introducing,
interaction, to This is Sebastian. He’s 11. Can I borrow a responding, etc.)
introduce others, and pencil, please?, etc.)
to name things. I.EFL.2.10.1.
(Example: Thank- • Doing a mingle activity where learners meet Learners can interact
you, Can I help you? and greet each other and ask and answer simple effectively using a range of
This is [name], etc.) questions. Observing to see whether the learner basic functional exponents
EFL.2.2.14. can interact effectively, and whether they are for interpersonal
Ask and answer basic able to ask for repetition when required, and / or conversations in everyday
personal information react appropriately to responses received. contexts, providing speech is
questions, as well as (Example: Find someone who…. Do you have a slow and clear. Learners can
simple questions red car? Yes? request repetition or
about other people, Great! – writes down name of person.) clarification, and can react
animals, and appropriately to responses
possessions, provided • Establishing a clear expectation of English use received. (I.3)
the interaction is slow for classroom functions. (Example: greeting,
and clear. (Example: requesting, thanking, asking for repetition /
Where do you live? clarification, offering help, taking leave, etc.)
Do you have a Informal assessment could involve a star chart,
bicycle?, etc.) with points for learners who use L2 regularly.
EFL.2.2.16.
Say when they do not
understand and ask
for slower or clearer
repetition where
required. (Example:
Sorry? Could you say
that again, etc.)
EFL.2.2.17.
React appropriately
to what others say

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using verbal/non-
verbal back
channeling, or by
asking further simple
questions to extend
the interaction.
(Example: express
interest using facial
expression or simple
words with
appropriate
intonation: Oh!, Yes!
Thanks. And you?
etc.)
EFL.2.3.6.
Understand the CE.EFL.2.15.
content of a simple Reading. Learn to read graphs,
graphic organizer • Reading a list of words in a Venn diagram and diagrams, charts, and other
(online or print). understanding the meaning. (Example: Venn kinds of graphic organizer.
(Example, Venn diagram: Dog/Cat. Task: Demonstrate understanding
Diagrams, charts, and Read a sentence and tick yes/no. Sentence: of a text presented in the
labeled diagrams.) Dogs and cats have tails , etc.) form of a graphic organizer
(both print and digital).
• Matching a simple short text to the correct
plan. (Example: Text: a short simple description I.EFL.2.15.1.
about a zoo: The giraffes are next to the pandas. Learners can use simple
Plan: a simple map of the zoo, etc.) graphic organizers to show
that they can understand a
• Reading a short simple text and coloring a short simple text. (Example:
simple bar chart. (Example: a description of maps, diagrams, bar charts,
some children’s favorite ice cream. Task: color Venn diagrams, etc.) (I.4)
the chart accordingly, etc.)
EFL.2.4.8.
Complete a basic CE.EFL.2.20.
survey or a Writing Complete a simple survey
questionnaire by • Having learners complete a short simple form or questionnaire by
providing personal questionnaire about themselves. Learners read providing personal details.
details. open-ended questions and write the answers on Write a variety of simple
the form. (Example: What time do you get up? written text types, used in

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What time do you go to school? At 6 o’clock, print or online, with
EFL.2.4.9. etc.). appropriate layout and
Write a variety of language. (Examples:
short simple text • Interviewing a partner, asking yes/no message on a greeting card,
types, commonly questions and writing yes/no on the survey name and address on an
used in print and form. (Example: Do you live in an apartment? envelope, an email address,
online, with Yes, etc.). etc.)
appropriate language
and layout. • Writing a variety of simple text types, using I.EFL.2.20.1.
(Example: write a the appropriate language and layout: Learners can write
greeting on a birthday • Listen to a URL address and write it down. information in a simple
card, name and (Example: www.cambridge.org, etc.) survey form or questionnaire,
address on an and can type or write some
envelope, a URL for • Write your own email address or invent one. simple digital text-types,
a website, an email (Example: mydog@gmail.com for your pet, such as a URL and an email
address, etc.) etc.) address. (I.3)

• Write a simple print/online message to a friend

for their birthday. (Example: Happy Valentine’s
Day, Juan!, Have a wonderful birthday, Kate!,
etc.)
EFL.2.5.9. CE.EFL.2.25.
Use creative thinking Language through the Arts Implement a range of
skills to learn how to • Working on a project in small groups of 4-5 creative thinking skills to
share and respect all and discussing what the group is doing well and show a respect for sharing
ideas through what it could do to improve. and accepting different ideas
brainstorming in brainstorms and pair work.
activities and pair • Brainstorming ideas for a writing project
work in class. together as a class, using a graphic organizer. I.EFL.2.25.1.
• Creating a product for another class and Learners can utilize a range
making a short advertisement that could be used of creative thinking skills to
to sell the product. show a respect for sharing
and accepting different ideas
• Playing games in class or doing puzzles. while working in pairs and
through brainstorms. (J.3,
• Discussing mistakes and how learners (and all S.4)
humans) can learn from them.

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6. LESSON 1: Students learn how to: ask and EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5.
What’s your tell about weather; identify Communicate to • Role-playing and participating in short Model turn-taking and ways
favorite season? seasons; ask and tell about peers and teacher dialogues. to express to others when
seasons and preferred activities. when something is something is not understood
not understood in • Playing games that practice classroom to improve comprehension
Students learn to: recognize and class through the use language and turn-taking. and/or intelligibility in
PHONICS: pronounce words with the short of simple basic conversations. 6 weeks
Short a, Long a /a/and long /a/ questions. • Singing songs or chants that practice helpful
(a_e, ai, ay) sounds. EFL.2.1.10. language. I.EFL.2.5.1.
Recognize when to Learners can apply turn-
speak and when to • Working in pairs and groups on a small taking and ways to express to
listen while working project. others when something is not
in pairs or small understood in short
groups in class by conversations. (J.3, S.1, S.4)
following classroom
instructions and
simple commands.

EFL.2.2.13. Oral Communication: (Listening and CE.EFL.2.10.

Understand and use Speaking) Interaction – Interpersonal:
basic greetings, • Conducting a conversation with the teacher Participate effectively in
leave-taking and learner playing two characters using masks basic interpersonal
expressions, and or hand puppets. The learner may be given the interactions in everyday
other simple character’s details or invent them. (Example: contexts,
everyday phrases to name, age, favorite color, etc.) The student’s provided the interlocutor
facilitate character could introduce other puppets or speaks slowly and clearly.
interpersonal request permission to do something. (Example: (Example: requesting,
interaction, to This is Sebastian. He’s 11. Can I borrow a introducing, responding, etc.)
introduce others, and pencil, please?, etc.)
to name things. I.EFL.2.10.1.
(Example: Thank- • Doing a mingle activity where learners meet Learners can interact
you, Can I help you? and greet each other and ask and answer simple effectively using a range of
This is [name], etc.) questions. Observing to see whether the learner basic functional exponents
can interact effectively, and whether they are for interpersonal

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ANNUAL CURRICULUM PLAN
EFL.2.2.14. able to ask for repetition when required, and / or conversations in everyday
Ask and answer basic react appropriately to responses received. contexts, providing speech is
personal information (Example: Find someone who…. Do you have a slow and clear. Learners can
questions, as well as red car? Yes? request repetition or
simple questions Great! – writes down name of person.) clarification, and can react
about other people, appropriately to responses
animals, and • Establishing a clear expectation of English use received. (I.3)
possessions, provided for classroom functions. (Example: greeting,
the interaction is slow requesting, thanking, asking for repetition /
and clear. (Example: clarification, offering help, taking leave, etc.)
Where do you live? Informal assessment could involve a star chart,
Do you have a with points for learners who use L2 regularly.
bicycle?, etc.)
EFL.2.2.16.
Say when they do not
understand and ask
for slower or clearer
repetition where
required. (Example:
Sorry? Could you say
that again, etc.)
EFL.2.2.17.
React appropriately
to what others say
using verbal/non-
verbal back
channeling, or by
asking further simple
questions to extend
the interaction.
(Example: express
interest using facial
expression or simple
words with
appropriate
intonation: Oh!, Yes!
Thanks. And you?
etc.)

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EFL.2.3.7. CE.EFL.2.16.
Read and understand Understand the main ideas in
the main ideas in a Reading short simple written texts on
short simple text on a • Identifying the main ideas in a short simple cross-curricular subjects,
cross-curricular topic. cross-curricular text. (Example: Text: short both print and digital.
(Example: art, music, descriptions of towns in Ecuador; Task: circle (Example: art, science,
history, etc.) the correct photo, etc.) music, math, history, etc.)
EFL.2.3.8.
Show understanding • Reading short simple instructions on a cross- I.EFL.2.16.1.
of some basic details curricular subject and making something. Learners can understand the
in short simple cross- (Example: a sandwich, origami, or a mask, etc.) main ideas and some basic
curricular texts by details from a short simple
matching, labeling, • Studying simple cross-curricular information cross-curricular* text and
and answering simple presented in the form of a graph, diagram, map, successfully complete a
questions. or chart and answering the yes / no questions. simple task, as well as
EFL.2.3.9. (Example: a graph showing how long different acquire subject-specific
Identify the meaning animals live, and answering yes or no to lexis. (I.2)
of specific content- questions about them, etc.)
based words and
phrases, with the aid
of visual support.
EFL.2.3.10.
Read a variety of
simple text types and
graphic organizers
used to present cross-
curricular
information
(Example:
instructions, graphs,
diagrams, charts,
plans or maps, etc.)

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EFL.2.4.8. CE.EFL.2.20.
Complete a basic Writing Complete a simple survey
survey or a • Having learners complete a short simple form or questionnaire by
questionnaire by questionnaire about themselves. Learners read providing personal details.
providing personal open-ended questions and write the answers on Write a variety of simple
details. the form. (Example: What time do you get up? written text types, used in
EFL.2.4.9. What time do you go to school? At 6 o’clock, print or online, with
Write a variety of etc.) appropriate layout and
short simple text language. (Examples:
types, commonly • Interviewing a partner, asking yes/no message on a greeting card,
used in print and questions and writing yes/no on the survey name and address on an
online, with form. (Example: Do you live in an apartment? envelope, an email address,
appropriate language Yes, etc.) etc.)
and layout.
(Example: write a • Writing a variety of simple text types, using I.EFL.2.20.1.
greeting on a birthday the appropriate language and layout: Learners can write
card, name and information in a simple
address on an • Listen to a URL address and write it down. survey form or questionnaire,
envelope, a URL for (Example: www.cambridge.org, etc.) and can type or write some
a website, an email simple digital text-types,
address, etc.) • Write your own email address or invent one. such as a URL and an email
(Example: mydog@gmail.com for your pet, address. (I.3)
etc.)

• Write a simple print/online message to a friend

for their birthday. (Example: Happy Valentine’s
Day, Juan!, Have a wonderful birthday, Kate!,
etc.)
CE.EFL.2.25.
EFL.2.5.9. Language through the Arts Implement a range of
Use creative thinking • Working on a project in small groups of 4-5 creative thinking skills to
skills to learn how to and discussing what the group is doing well and show a respect for sharing
share and respect all what it could do to improve. and accepting different ideas
ideas through in brainstorms and pair work.

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 ANNUAL CURRICULUM PLAN
brainstorming • Brainstorming ideas for a writing project
activities and pair together as a class, using a graphic organizer.
work in class. I.EFL.2.25.1.
• Creating a product for another class and Learners can utilize a range
making a short advertisement that could be used of creative thinking skills to
to sell the product. show a respect for sharing
and accepting different ideas
• Playing games in class or doing puzzles. while working in pairs and
through brainstorms. (J.3,
• Discussing mistakes and how learners (and all S.4)
humans) can learn from them.
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
• Ministerio de educacion, julio de 2016. Teacher´s book. Pre A1.2 It will use the English Book Pre A1.2, which is directed to
• Muñoz, O. J. (2015). TEACHER´S BOOK - LEVEL 1. Quito: Norma. 3rd 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): NAME: NAME:
Signature: Signature: Signature:

Date: Monday, April 15th, 2019 Date: Date:

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