CURRICULAR ANNUAL PLAN

UNIDAD EDUCATIVA DEL MILENIO SCHOOL YEAR

“CANCHAGUA” 2017 - 2018
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): Ing. Luis Velásquez
Grade/ Course: 2do EGB Education Level: Pre A1.1

2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
work
3 Hours 36 weeks 4 weeks 40 weeks 120 Hours

3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course

OG.EFL 1 O.EFL 2.1

Encounter socio-cultural aspects of their own and other
countries in a thoughtful and inquisitive manner, maturely,
and openly experiencing other cultures and languages from
the secure standpoint of their own national and cultural
identity.
OG.EFL 2
Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the role
of diversity in building an intercultural and multinational
society.
Identify some main ideas and detail of written text, in order to
develop an approach of critical inquiry to written and oral texts.
O.EFL 2.2
Assess and appreciate English as an international language, as well
as the five aspects of English that contribute to communicative
competence.
O.EFL 2.3
Independently read level-appropriate texts in English for pure
enjoyment/entertainment and to access information.

OG.EFL 3 O.EFL 2.4

Access greater flexibility of mind, creativity, enhanced Develop creative and critical thinking skills to foster problem-
linguistic intelligence, and critical thinking skills solving and independent learning using both spoken and written
through an appreciation of linguistic differences. Enjoy an English.
enriched perspective of their L1 and of language use for
communication and learning.
OG.EFL 4
Deploy a range of learning strategies, thereby increasing
disposition and ability to independently access further
(language) learning and practice opportunities. Respect
themselves and others within the communication process,
cultivating habits of honesty and integrity into responsible
academic behavior.
OG.EFL 5
Directly access the main points and important details of up-
to date. English language texts, such as those published on
the web, for professional or general investigation, through
the efficient use of ICT and reference tools where required.
OG.EFL 6
Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1
backgrounds on work, study, or general topics of common
interest, expressing ideas and opinions effectively and
appropriately.
OG.EFL 7
Interact quite clearly, confidently, and appropriately in a
range of formal and informal social situations with a limited
but effective command of the spoken language (CEFR B1 level).
4.TRANSVERSAL AXES:
5.UNITS TO BE DEVELOPED*
Nº Title of Unit Specific Contents/skills **
the unit Objectives
O.EFL 2.5
Use in-class library resources and explore the use of ICT to enrich
competencies in the four skills.
O.EFL 2.6
Write short descriptive and informative texts and use them as a means
of communication and written expression of thought.
O.EFL 2.7
Appreciate the use of English language through spoken and written
literary texts such as poems, rhymes, chants, riddles and songs, in
order to foster imagination, curiosity and memory, while developing
a taste for literature.
O.EFL 2.8
Demonstrate a living relationship with the English language through
interaction with written and spoken texts, in order to explore
creative writing as an outlet to personal expression.
O.EFL 2.9
Be able to interact in English in a simple way using basic expressions
and short phrases in familiar contexts to satisfy needs of a concrete
type, provided others talk slowly and clearly and are prepared to
help.
Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.
Methodological Evaluation*** Weeks
Orientations duration
(Skills and strategies)
 - Students learn to: EFL 2.1.6 Communication and CE.EFL.2.3
1 Hello! say hello; introduce Understand and use Cultural Awareness Make use of basic personal 6
oneself and say common expressions of information and expressions
goodbye; follow politeness in class Working cooperatively of politeness in order to
essential directions while working in pairs in pairs while introduce oneself and
for learning; ask and or groups on projects. participating in short participate in a short
answer questions to (Example: please, dialogues using conversation.
identify essential sorry, thank you, greetings
items for learning. etc.) I.EFL.2.3.1
Practicing the use of Learners can use basic
- Global Benchmarks: EFL 2.1.7 basic expression of personal information and
Students can: respond Collaborate in a politeness and how to expressions of politeness in
to a spoken word non- friendly manner by say hello and good-bye. short dialogues or
verbally; respond to sharing classroom conversations. (J.2,J.3)
sign language or materials and personal Working cooperatively
symbols; respond objects while in groups while CE.EFL.2.4
non-verbally to staff participating in games participating in games. Develop skills of
and other children and activities in collaboration by working
within the classroom class and on the Responding to pictures together on projects and
setting; repeat playground. by circling the sharing materials while
modeled sentences; corresponding emoticon. expressing personal
hold writing tools EFL 2.2.1 (Example: happy face, preferences with peers.
effectively. Understand meanings sad face, etc.)
expressed in short I.EFL.2.4.1
- Students learn to: dialogues on familiar Practicing helpful Learners can select pictures
greet someone they topics, as well as classroom language in and/or short phrases that
have recently met with basic spoken mini dialogues. relate to collaborating and
Hi and a question to instructions and sharing and express personal
check knowledge of simple questions about Playing games in which preferences. (J.2, J.3, S.4)
their name; give and self, people, animals learners must pass
follow some essential or things, especially objects around the CE.EFL.2.6
directions for when spoken slowly and room. (Example: hot Listening for Meaning:
learning and some clearly. (Example: potatoes) Understand the main ideas in
other useful greetings, short short simple spoken texts
directions; ask phrases, basic range Completing a very that include familiar
questions to check of classroom short, picture-based vocabulary and are set in
knowledge of the words instructions, common self evaluation form. everyday contexts.
for recently learned personal information
objects. questions: What is Oral Communication: I.EFL.2.6.1
 your name? How old are Listening and Speaking) Learners can understand the
- Global Benchmarks: you?, etc.) main ideas in short simple
Students can: follow a Listening to a very spoken texts and infer who
single step routine EFL 2.2.10 short story and is speaking and what the
instruction; Clap, move, chant or ordering the pictures situation is, without
differentiate one sing along with short showing what happens. decoding every word. (I.3)
object/picture/letter/ authentic English
word from another; language rhymes or Saying clapping rhymes, CE.EFL.2.8
greet, say please and songs, approximating playing playground Production - Pronunciation:
thank you with English rhythm and games, and singing Produce individual words and
prompting; use one or intonation once traditional songs short phrases clearly enough
more words to respond familiar with the that other people can
to simple questions; text. (Example: jump Showing the student usually understand them
make marks on paper or clap in time to some picture flashcards easily.
with a range of jump-rope rhymes, do of familiar vocabulary
materials. the actions to action items and asking them I.EFL.2.8.1
songs or short to say the words to see Learners can pronounce most
- Students learn to: rhythmic poems, if they easily familiar vocabulary items
identify themselves enunciation some of understood. accurately, and can
and others as a boy words in time with the therefore usually be easily
or a girl; give and rhythm, etc.) Reading understood. They can also
follow essential produce some phrases and
classroom EFL 2.3.5 Studying environmental short sentences clearly, and
instructions; identify Show the ability to print culture with may approximate English
things they see. use a simple learning signs and classroom rhythm and intonation in
resource. (Example: a materials. longer utterances.
- Global Benchmarks: small set of
Students can: respond flashcards, etc.) Using simple learning CE.EFL.2.14
to simple questions resource and locating Demonstrate familiarity with
or directions EFL 2.5.6 details. study resources (both print
supported by visual Generate and expand and digital), (Example: a
cues/gestures/objects; ideas by responding in Testing each other on picture dictionary, some
differentiate one a fun and playful the meaning of flashcards of known words,
object/picture/letter/ manner to oral and flashcards. or a word list.)
word from another; written texts in order
respond to basic to increase enjoyment Writing I.EFL.2.14.1
questions through of the language Learners can successfully
facial expression and through TPR, Writing is been taught use simple online and print
gestures; begin to since Unit No. 2. learning resources.
 join in with a playground games, (Example: flashcards,
familiar rhyme or songs and chants. picture dictionaries, word
story; make marks on Language through the list. etc.) (I.2)
paper with a range of Arts
materials. CE.EFL.2.22
Responding to a text by Describe and write about
using small pictures emotions and responses to
about the class literary texts through words
objects. and images, or other media
(video, audio) on class or
Creating a dance for a school bulletin boards and
song or rhyme. expand on ideas and
responses to texts
Participating in TPR read/seen/heard in by
activities such as participating in
acting out the songs/chants, TPR activities
movements of a and playground games.
character in a story as
it is read aloud. I.EFL.2.22.1
Learners can report emotions
Moving to the rhythm of and compose short responses
a song or chant. to literary texts through
words and images, or other
media (video, audio).
Learners can generate and
expand on personal opinions
and responses to oral and
written texts through TPR,
playground games, and songs.
(I.3,S.3)

2 What do - Students learn to: EFL 2.1.2 Communication and CE.EFL.2.1. 6

you see? describe things they Recognize the Cultural Awareness Differentiate between
see; count from 1 to differences between different living situations
10 where people live among Drawing different in a variety of surroundings
the regions of the houses and labeling and express curiosity about
- Global Benchmarks: country in order to different rooms and the world through simple
Students can: respond appreciate their own objects in a house. questions.
to simple questions or environment. (Example:
directions supported house/apartment, Reflecting on I.EFL.2.1.1.
by visual cues/ country/city, etc.) differences between a Learners can recognize
gestures/objects; house and an apartment. differences between where
recognize a sequence; EFL 2.1.6 people live and write or
greet, say please and Understand and use Creating a diorama of talk about their own
thank you with common expressions of urban and rural surroundings, as well as ask
prompting; repeat politeness in class aspects. questions about how other
modeled sentences; while working in pairs people live. (I.2, S.2)
hold writing tools or groups on projects. Participating in short
effectively (Example: please, dialogues using CE.EFL.2.3.
sorry, thank you, etc.) greetings. Make use of basic personal
- Students learn to: information and expressions
ask and answer EFL 2.1.7 Practicing the use of of politeness in order to
questions about where Collaborate in a expressions of introduce oneself and
things are. friendly manner by politeness during participate in a short
sharing classroom collaborative pair and conversation.
- Global Benchmarks: materials and personal small group work.
Students can: respond objects while I.EFL.2.3.1.
to simple questions or participating in games Responding to pictures Learners can use basic
directions supported and activities in class or short texts by personal information and
by visual cues/ and on the playground. circling the expressions of politeness in
gestures/ corresponding emoticon. short dialogues or
objects; respond to EFL 2.2.1 (Example: happy face, conversations. (J.2, J.3)
basic questions Understand meanings sad face, confused
through facial expressed in short face, etc.) CE.EFL.2.4. Develop skills
expression and dialogues on familiar of collaboration by working
gestures; convey topics, as well as Completing a very together on projects and
meaning through basic spoken short, picture-based sharing materials while
personal drawings instructions and simple self-evaluation or peer expressing personal
questions about self, evaluation form. preferences with peers.
- Students learn to: people, animals or
describe the color of things, especially when Playing games in which I.EFL.2.4.1. Learners can
things spoken slowly and learners must pass select pictures and/or short
clearly. (Example: objects around the phrases that relate to
- Global Benchmarks: greetings, short room. (Example: hot collaborating and sharing
Students can: keep a phrases, basic range of potato, etc.) and express personal
steady beat; respond classroom instructions, preferences. (J.2, J.3, S.4)
to visual cues/ common personal Oral Communication:
gestures/ information questions: Listening and Speaking) CE.EFL.2.6.
objects to make a What’s your name? How Listening for Meaning:
choice verbally or old are you? Where do Listening to a very Understand the main ideas in
non-verbally; use one you live? etc.) short and simple story short simple spoken texts
or more words to and ordering the that include familiar
respond to simple EFL 2.2.4 pictures showing what vocabulary and are set in
questions Identify items of happens. (Example: Jane everyday contexts.
specific information is taking her dog for a
- Students learn to: within simple messages walk. They see some I.EFL.2.6.1.
recognize, pronounce, or from short and birds. The birds fly Learners can understand the
and form Aa through simple descriptions away, etc.) main ideas in short simple
Ff; identify anchor about familiar spoken texts and infer who
words for each letter contexts, especially if Listening to short, is speaking and what the
visual support is staged instructions and situation is, without
- Global Benchmarks: provided. (Example: carrying them out. decoding every word. (I.3)
Students can: letters of the (Example: Open the
distinguish between, alphabet, numbers, door. Take this book to CE.EFL.2.7.
identify or repeat prices and times, days, Mr. Davila. Walk, don’t Listening for Information:
sounds; understand dates and months, etc.) run! etc.) Follow short and simple
basic concepts of spoken texts that include
print. EFL 2.2.8 Listening to very short familiar vocabulary and are
Imitate individual (spoken or recorded) set in everyday contexts.
English language descriptions of scenes, Identify key items of
sounds, especially and writing, coloring, information within the text,
those phonemes which do or drawing items within and record or act upon them.
not exist in the them. (Example:
student’s own L1, both learners are given a I.EFL.2.7.1.
in isolation and within simple picture of a Learners can understand
key vocabulary items. classroom. They listen short and simple spoken
(Example: /ŋ/ /ð/ /ʌ/ to a description of it texts well enough to be able
/i:/ and in words like and identify the table to pick out key items of
singing, these, up, where Sara sits and information and record them
sea, etc.) draw 3 pens and a red in writing or drawings, or
book on it, etc.) physically act upon them.
EFL 2.2.10 (I.3)
Clap, move, chant or Showing the student
sing along with short some picture flashcards CE.EFL.2.8.
authentic English of familiar vocabulary Production - Pronunciation:
language rhymes or items and asking them Produce individual words and
songs, approximating to say the words. short phrases clearly enough
English rhythm and (Example: It’s a house, that other people can
intonation once a school, a car, a usually understand them
familiar with the bike, to see if they easily.
text.(Example: jump or are easily understood,
clap in time to jump- etc.) I.EFL.2.8.1.
rope rhymes, do the Learners can pronounce most
actions to action songs Ask the learner to sing familiar vocabulary items
or short rhythmic a song or recite a accurately, and can
poems, enunciating some chant together with a therefore usually be easily
of words in time with group of friends or understood. They can also
the rhythm, etc. with the teacher. produce some phrases and
Record the student’s short sentences clearly, and
EFL 2.3.5 production with the may approximate English
Show the ability to use recording device quite rhythm and intonation in
a simple learning near to the student’s longer utterances. (I.3)
resource. (Example: a mouth and listen to the
small set of recording to assess CE.EFL.2.14.
flashcards, a picture- clarity of sounds, Demonstrate familiarity with
based dictionary production of phonemes, study resources (both print
(online or print), or a rhythm and intonation. and digital). (Example: a
simple word list). picture dictionary, some
Reading flashcards of known words,
EFL 2.4.1 or a word list.)
Know how to spell Using the alphabet to
simple English words scan for particular I.EFL.2.14.1.
correctly, items in lists. Learners can successfully
demonstrating awareness (Example: finding a use simple online and print
of sound-letter word in a simple learning resources.
relationships. dictionary or locating (Example: flashcards,
(Example: sea, mean, a boy’s name on a class picture dictionaries, word
bee, etc.) list.) lists, etc.) (I.2)

EFL 2.5.6 Testing each other on CE.EFL.2.17.

Generate and expand the meaning of Write simple words, phrases,
ideas by responding in a flashcards. (Example: a and sentences to demonstrate
fun and playful manner boy shows a picture on knowledge of spelling,
to oral and written a flashcard and asks: punctuation, capitalization
texts in order to and handwriting /
increase enjoyment of What’s this? Girl: it’s typography, and identify
the language through an airplane, etc.) their meanings.
TPR, playground games,
and songs and chants. Writing I.EFL.2.17.1.
Learners can write words,
Locating specific words phrases, and short simple
on the page and writing sentences using the correct
them in a list. conventions (spelling,
(Example: all the words punctuation, capitalization,
beginning with the and handwriting or
sound /k/ or all the typography, etc.), for
words that contain the making simple learning
long /a:/ sound, etc.) resources. (I.3)

CE.EFL.2.22.
Language through the
Describe and write about
Arts
emotions and responses to
literary texts through words
Creating a dance for a and images, or other media
song or rhyme. (video, audio) on class or
school bulletin boards and
Participating in TPR expand on ideas and
activities such as responses to texts
acting out the read/seen/heard in by
movements of a participating in
character in a story as songs/chants, TPR activities
it is read aloud. and playground games.
Moving to the rhythm of I.EFL.2.22.1.
a song or chant. Learners can report emotions
and compose short responses
to literary texts through
words and images, or other
media (video, audio).
Learners can generate and
expand on personal opinions
and responses to oral and
written texts through TPR,
 playground games, and songs.
(I.3, S.3)

3 Who do - Students learn to: EFL 2.1.2 Communication and CE.EFL.2.1. 6

you see? ask and answer Recognize the Cultural Awareness Differentiate between
questions about who differences between different living situations
they see where people live among Drawing different in a variety of surroundings
the regions of the houses and labeling and express curiosity about
- Global Benchmarks: country in order to different rooms and the world through simple
Students can: respond appreciate their own objects in a house. questions.
to simple questions or environment. (Example:
directions supported house/apartment, Reflecting on I.EFL.2.1.1.
by visual cues/ country/city, etc.) differences between a Learners can recognize
gestures/objects; house and an apartment. differences between where
differentiate one EFL 2.1.6 people live and write or
Understand and use Creating a diorama of talk about their own
object/picture/letter/ common expressions of urban and rural surroundings, as well as ask
word from another; politeness in class aspects. questions about how other
respond non-verbally while working in pairs people live. (I.2, S.2)
to staff and other or groups on projects. Participating in short
children within the (Example: please, dialogues using CE.EFL.2.3.
classroom setting; sorry, thank you, etc.) greetings. Make use of basic personal
begin to join in with information and expressions
a familiar rhyme or EFL 2.1.7 Practicing the use of of politeness in order to
story; make marks on Collaborate in a expressions of introduce oneself and
paper with a range friendly manner by politeness during participate in a short
of materials sharing classroom collaborative pair and conversation.
materials and personal small group work.
- Students learn to: objects while I.EFL.2.3.1.
ask and answer participating in games Responding to pictures Learners can use basic
questions about shapes and activities in class or short texts by personal information and
and on the playground. circling the expressions of politeness in
- Global Benchmarks: corresponding emoticon. short dialogues or
Students can: respond EFL 2.2.1 (Example: happy face, conversations. (J.2, J.3)
to spoken word Understand meanings sad face, confused
non-verbally; expressed in short face, etc.) CE.EFL.2.4. Develop skills
differentiate one dialogues on familiar of collaboration by working
topics, as well as together on projects and
object/picture/letter/ basic spoken Completing a very sharing materials while
word from another; instructions and simple short, picture-based expressing personal
respond to basic questions about self, self-evaluation or peer preferences with peers.
questions through people, animals or evaluation form.
facial expression and things, especially when I.EFL.2.4.1. Learners can
gestures; with spoken slowly and Playing games in which select pictures and/or short
prompting use one or clearly. (Example: learners must pass phrases that relate to
more words to respond greetings, short objects around the collaborating and sharing
to simple questions; phrases, basic range of room. (Example: hot and express personal
make marks on paper classroom instructions, potato, etc.) preferences. (J.2, J.3, S.4)
with a range of common personal
materials information questions: Oral Communication: CE.EFL.2.6.
What’s your name? How Listening and Speaking) Listening for Meaning:
- Students learn to: old are you? Where do Understand the main ideas in
ask and answer you live? etc.) Listening to a very short simple spoken texts
questions about rooms short and simple story that include familiar
and furniture. EFL 2.2.4 and ordering the vocabulary and are set in
Identify items of pictures showing what everyday contexts.
- Global Benchmarks: specific information happens. (Example: Jane
Students can: within simple messages is taking her dog for a I.EFL.2.6.1.
differentiate one or from short and walk. They see some Learners can understand the
object/picture/letter/ simple descriptions birds. The birds fly main ideas in short simple
word from another; about familiar away, etc.) spoken texts and infer who
respond to visual contexts, especially if is speaking and what the
cues/gestures/objects visual support is Listening to short, situation is, without
to make a choice provided. (Example: staged instructions and decoding every word. (I.3)
verbally or non- letters of the carrying them out.
verbally; use one or alphabet, numbers, (Example: Open the CE.EFL.2.7.
more words to respond prices and times, days, door. Take this book to Listening for Information:
to simple questions; dates and months, etc.) Mr. Davila. Walk, don’t Follow short and simple
make marks on paper run! etc.) spoken texts that include
with a range of EFL 2.2.8 familiar vocabulary and are
materials Imitate individual Listening to very short set in everyday contexts.
English language (spoken or recorded) Identify key items of
- Students learn to: sounds, especially descriptions of scenes, information within the text,
recognize, pronounce, those phonemes which do and writing, coloring, and record or act upon them.
and form the letters not exist in the or drawing items within
Gg through Ll; student’s own L1, both them. (Example: I.EFL.2.7.1.
identify anchor in isolation and within learners are given a
words for each letter key vocabulary items. simple picture of a Learners can understand
(Example: /ŋ/ /ð/ /ʌ/ classroom. They listen short and simple spoken
- Global Benchmarks: /i:/ and in words like to a description of it texts well enough to be able
Students can: singing, these, up, and identify the table to pick out key items of
distinguish between, sea, etc.) where Sara sits and information and record them
identify or repeat draw 3 pens and a red in writing or drawings, or
sounds; hold writing EFL 2.2.10 book on it, etc.) physically act upon them.
tools effectively. Clap, move, chant or (I.3)
sing along with short Showing the student
authentic English some picture flashcards CE.EFL.2.8.
language rhymes or of familiar vocabulary Production - Pronunciation:
songs, approximating items and asking them Produce individual words and
English rhythm and to say the words. short phrases clearly enough
intonation once (Example: It’s a house, that other people can
familiar with the a school, a car, a usually understand them
text.(Example: jump or bike, to see if they easily.
clap in time to jump- are easily understood,
rope rhymes, do the etc.) I.EFL.2.8.1.
actions to action songs Learners can pronounce most
or short rhythmic Ask the learner to sing familiar vocabulary items
poems, enunciating some a song or recite a accurately, and can
of words in time with chant together with a therefore usually be easily
the rhythm, etc. group of friends or understood. They can also
with the teacher. produce some phrases and
EFL 2.3.5 Record the student’s short sentences clearly, and
Show the ability to use production with the may approximate English
a simple learning recording device quite rhythm and intonation in
resource. (Example: a near to the student’s longer utterances. (I.3)
small set of mouth and listen to the
flashcards, a picture- recording to assess CE.EFL.2.14.
based dictionary clarity of sounds, Demonstrate familiarity with
(online or print), or a production of phonemes, study resources (both print
simple word list). rhythm and intonation. and digital). (Example: a
picture dictionary, some
EFL 2.4.1 Reading flashcards of known words,
Know how to spell or a word list.)
simple English words Using the alphabet to
correctly, scan for particular I.EFL.2.14.1.
demonstrating awareness items in lists.
of sound-letter (Example: finding a Learners can successfully
relationships. word in a simple use simple online and print
(Example: sea, mean, dictionary or locating learning resources.
bee, etc.) a boy’s name on a class (Example: flashcards,
list.) picture dictionaries, word
EFL 2.5.6 lists, etc.) (I.2)
Generate and expand Testing each other on
ideas by responding in a the meaning of CE.EFL.2.17.
fun and playful manner flashcards. (Example: a Write simple words, phrases,
to oral and written boy shows a picture on and sentences to demonstrate
texts in order to a flashcard and asks: knowledge of spelling,
increase enjoyment of What’s this? Girl: it’s punctuation, capitalization
the language through an airplane, etc.) and handwriting /
TPR, playground games, typography, and identify
and songs and chants. Writing their meanings.

Locating specific words I.EFL.2.17.1.

on the page and writing Learners can write words,
them in a list. phrases, and short simple
(Example: all the words sentences using the correct
beginning with the conventions (spelling,
sound /k/ or all the punctuation, capitalization,
words that contain the and handwriting or
long /a:/ sound, etc.) typography, etc.), for
making simple learning
Language through the resources. (I.3)
Arts
CE.EFL.2.22.
Creating a dance for a Describe and write about
song or rhyme. emotions and responses to
literary texts through words
Participating in TPR and images, or other media
activities such as (video, audio) on class or
acting out the school bulletin boards and
movements of a expand on ideas and
character in a story as responses to texts
it is read aloud. read/seen/heard in by
participating in
 Moving to the rhythm of songs/chants, TPR activities
a song or chant. and playground games.

I.EFL.2.22.1.
Learners can report emotions
and compose short responses
to literary texts through
words and images, or other
media (video, audio).
Learners can generate and
expand on personal opinions
and responses to oral and
written texts through TPR,
playground games, and songs.
(I.3, S.3)

4 What day - Students learn to: EFL 2.1.6 Communication and CE.EFL.2.3. 6
is today? ask and answer Understand and use Cultural Awareness Make use of basic personal
questions about the common expressions of Drawing different information and expressions
days of the week politeness in class houses and labeling of politeness in order to
- Global Benchmarks: while working in pairs different rooms and introduce oneself and
Students can: respond or groups on projects. objects in a house. participate in a short
to spoken word (Example: please, conversation.
non-verbally; sorry, thank you, etc.) Participating in short
recognize a sequence; dialogues using I.EFL.2.3.1.
respond non-verbally EFL 2.1.7 greetings. Learners can use basic
to staff and other Collaborate in a personal information and
children within the friendly manner by Practicing the use of expressions of politeness in
classroom setting; sharing classroom expressions of short dialogues or
repeat modeled materials and personal politeness during conversations. (J.2, J.3)
sentences; make marks objects while collaborative pair and
on paper with a participating in games small group work. CE.EFL.2.4. Develop skills
range of materials and activities in class of collaboration by working
and on the playground. Responding to pictures together on projects and
- Students learn to: or short texts by sharing materials while
ask and answer EFL 2.2.1 circling the expressing personal
questions to identify Understand meanings corresponding emoticon. preferences with peers.
expressed in short (Example: happy face,
different clothing dialogues on familiar sad face, confused I.EFL.2.4.1. Learners can
items. topics, as well as face, etc.) select pictures and/or short
basic spoken phrases that relate to
- Global Benchmarks: instructions and simple Completing a very collaborating and sharing
Students can: respond questions about self, short, picture-based and express personal
to spoken word people, animals or self-evaluation or peer preferences. (J.2, J.3, S.4)
non-verbally; things, especially when evaluation form.
understand basic spoken slowly and CE.EFL.2.6.
concepts of print; clearly. (Example: Playing games in which Listening for Meaning:
respond non-verbally greetings, short learners must pass Understand the main ideas in
to staff and other phrases, basic range of objects around the short simple spoken texts
children within the classroom instructions, room. (Example: hot that include familiar
classroom setting; common personal potato, etc.) vocabulary and are set in
with prompting use one information questions: everyday contexts.
or more words to What’s your name? How Oral Communication:
respond to simple old are you? Where do Listening and Speaking) I.EFL.2.6.1.
questions; hold you live? etc.) Learners can understand the
writing tools Listening to a very main ideas in short simple
effectively EFL 2.2.4 short and simple story spoken texts and infer who
Identify items of and ordering the is speaking and what the
- Students learn to: specific information pictures showing what situation is, without
recognize, pronounce, within simple messages happens. (Example: Jane decoding every word. (I.3)
and form the letters or from short and is taking her dog for a
Mm through Pp; simple descriptions walk. They see some CE.EFL.2.7.
identify anchor words about familiar birds. The birds fly Listening for Information:
for each letter contexts, especially if away, etc.) Follow short and simple
visual support is spoken texts that include
- Global Benchmarks: provided. (Example: Listening to short, familiar vocabulary and are
Students can: letters of the staged instructions and set in everyday contexts.
distinguish between, alphabet, numbers, carrying them out. Identify key items of
identify or repeat prices and times, days, (Example: Open the information within the text,
sounds; differentiate dates and months, etc.) door. Take this book to and record or act upon them.
one object/picture/ Mr. Davila. Walk, don’t
letter/word from EFL 2.2.8 run! etc.) I.EFL.2.7.1.
another; make marks on Imitate individual Learners can understand
paper with a range English language Listening to very short short and simple spoken
of materials sounds, especially (spoken or recorded) texts well enough to be able
those phonemes which do descriptions of scenes, to pick out key items of
not exist in the and writing, coloring, information and record them
student’s own L1, both or drawing items within in writing or drawings, or
in isolation and within them. (Example: physically act upon them.
key vocabulary items. learners are given a (I.3)
(Example: /ŋ/ /ð/ /ʌ/ simple picture of a
/i:/ and in words like classroom. They listen CE.EFL.2.8.
singing, these, up, to a description of it Production - Pronunciation:
sea, etc.) and identify the table Produce individual words and
where Sara sits and short phrases clearly enough
EFL 2.2.10 draw 3 pens and a red that other people can
Clap, move, chant or book on it, etc.) usually understand them
sing along with short easily.
authentic English Showing the student
language rhymes or some picture flashcards I.EFL.2.8.1.
songs, approximating of familiar vocabulary Learners can pronounce most
English rhythm and items and asking them familiar vocabulary items
intonation once to say the words. accurately, and can
familiar with the (Example: It’s a house, therefore usually be easily
text.(Example: jump or a school, a car, a understood. They can also
clap in time to jump- bike, to see if they produce some phrases and
rope rhymes, do the are easily understood, short sentences clearly, and
actions to action songs etc.) may approximate English
or short rhythmic rhythm and intonation in
poems, enunciating some Ask the learner to sing longer utterances. (I.3)
of words in time with a song or recite a
the rhythm, etc. chant together with a CE.EFL.2.14.
group of friends or Demonstrate familiarity with
EFL 2.3.5 with the teacher. study resources (both print
Show the ability to use Record the student’s and digital). (Example: a
a simple learning production with the picture dictionary, some
resource. (Example: a recording device quite flashcards of known words,
small set of near to the student’s or a word list.)
flashcards, a picture- mouth and listen to the
based dictionary recording to assess I.EFL.2.14.1.
(online or print), or a clarity of sounds, Learners can successfully
simple word list). production of phonemes, use simple online and print
rhythm and intonation. learning resources.
EFL 2.4.1 (Example: flashcards,
Know how to spell Reading picture dictionaries, word
simple English words lists, etc.) (I.2)
correctly, Using the alphabet to
demonstrating awareness scan for particular CE.EFL.2.17.
of sound-letter items in lists. Write simple words, phrases,
relationships. (Example: finding a and sentences to demonstrate
(Example: sea, mean, word in a simple knowledge of spelling,
bee, etc.) dictionary or locating punctuation, capitalization
a boy’s name on a class and handwriting /
EFL 2.5.6 list.) typography, and identify
Generate and expand their meanings.
ideas by responding in a Testing each other on
fun and playful manner the meaning of I.EFL.2.17.1.
to oral and written flashcards. (Example: a Learners can write words,
texts in order to boy shows a picture on phrases, and short simple
increase enjoyment of a flashcard and asks: sentences using the correct
the language through What’s this? Girl: it’s conventions (spelling,
TPR, playground games, an airplane, etc.) punctuation, capitalization,
and songs and chants. and handwriting or
Writing typography, etc.), for
making simple learning
Locating specific words resources. (I.3)
on the page and writing
them in a list. CE.EFL.2.22.
(Example: all the words Describe and write about
beginning with the emotions and responses to
sound /k/ or all the literary texts through words
words that contain the and images, or other media
long /a:/ sound, etc.) (video, audio) on class or
school bulletin boards and
expand on ideas and
Language through the
responses to texts
Arts
read/seen/heard in by
participating in
Creating a dance for a songs/chants, TPR activities
song or rhyme. and playground games.
Participating in TPR I.EFL.2.22.1.
activities such as Learners can report emotions
acting out the and compose short responses
movements of a to literary texts through
 character in a story as words and images, or other
it is read aloud. media (video, audio).
Learners can generate and
Moving to the rhythm of expand on personal opinions
a song or chant. and responses to oral and
written texts through TPR,
playground games, and songs.
(I.3, S.3)

5 Can you - Students learn to: EFL 2.1.6 Communication and CE.EFL.2.3. 6
swim? ask and answer Understand and use Cultural Awareness Make use of basic personal
questions about common expressions of information and expressions
Ability politeness in class Drawing different of politeness in order to
while working in pairs houses and labeling introduce oneself and
- Global Benchmarks: or groups on projects. different rooms and participate in a short
Students can: keep a (Example: please, objects in a house. conversation.
steady beat; recognize sorry, thank you, etc.)
a sequence; respond Participating in short I.EFL.2.3.1.
to visual EFL 2.1.7 dialogues using Learners can use basic
cues/gestures/objects Collaborate in a greetings. personal information and
to make a choice friendly manner by expressions of politeness in
verbally or non- sharing classroom Practicing the use of short dialogues or
verbally; use one or materials and personal expressions of conversations. (J.2, J.3)
more words to respond objects while politeness during
to simple questions; participating in games collaborative pair and CE.EFL.2.4. Develop skills
hold writing tools and activities in class small group work. of collaboration by working
effectively and on the playground. together on projects and
Responding to pictures sharing materials while
- Students learn to: EFL 2.2.1 or short texts by expressing personal
ask and answer Understand meanings circling the preferences with peers.
questions to identify expressed in short corresponding emoticon.
different family dialogues on familiar (Example: happy face, I.EFL.2.4.1. Learners can
members topics, as well as sad face, confused select pictures and/or short
basic spoken face, etc.) phrases that relate to
- Global Benchmarks: instructions and simple collaborating and sharing
Students can: respond questions about self, Completing a very and express personal
to simple questions or people, animals or short, picture-based preferences. (J.2, J.3, S.4)
things, especially when
directions supported spoken slowly and self-evaluation or peer CE.EFL.2.6.
by visual cues/ clearly. (Example: evaluation form. Listening for Meaning:
gestures/objects; greetings, short Understand the main ideas in
recognize a sequence; phrases, basic range of Playing games in which short simple spoken texts
respond to basic classroom instructions, learners must pass that include familiar
questions through common personal objects around the vocabulary and are set in
facial expression and information questions: room. (Example: hot everyday contexts.
gestures; repeat What’s your name? How potato, etc.)
modeled sentences; old are you? Where do I.EFL.2.6.1.
convey meaning through you live? etc.) Oral Communication: Learners can understand the
personal drawings Listening and Speaking) main ideas in short simple
EFL 2.2.4 spoken texts and infer who
- Students learn to: Identify items of Listening to a very is speaking and what the
ask and answer specific information short and simple story situation is, without
questions to identify within simple messages and ordering the decoding every word. (I.3)
different people they or from short and pictures showing what
know simple descriptions happens. (Example: Jane CE.EFL.2.7.
about familiar is taking her dog for a Listening for Information:
- Global Benchmarks: contexts, especially if walk. They see some Follow short and simple
Students can: show visual support is birds. The birds fly spoken texts that include
awareness of objects provided. (Example: away, etc.) familiar vocabulary and are
of reference; letters of the set in everyday contexts.
recognize a sequence; alphabet, numbers, Listening to short, Identify key items of
respond to basic prices and times, days, staged instructions and information within the text,
questions through dates and months, etc.) carrying them out. and record or act upon them.
facial expression and (Example: Open the
gestures; use one or EFL 2.2.8 door. Take this book to I.EFL.2.7.1.
more words to respond Imitate individual Mr. Davila. Walk, don’t Learners can understand
to simple questions; English language run! etc.) short and simple spoken
convey meaning through sounds, especially texts well enough to be able
personal drawings those phonemes which do Listening to very short to pick out key items of
not exist in the (spoken or recorded) information and record them
- Students learn to: student’s own L1, both descriptions of scenes, in writing or drawings, or
recognize, pronounce, in isolation and within and writing, coloring, physically act upon them.
and form the letters key vocabulary items. or drawing items within (I.3)
Qq through Vv; (Example: /ŋ/ /ð/ /ʌ/ them. (Example:
identify anchor words /i:/ and in words like learners are given a CE.EFL.2.8.
for each letter singing, these, up, simple picture of a Production - Pronunciation:
sea, etc.) classroom. They listen Produce individual words and
- Global Benchmarks: to a description of it short phrases clearly enough
Students can: EFL 2.2.10 and identify the table that other people can
distinguish between, Clap, move, chant or where Sara sits and usually understand them
identify or repeat sing along with short draw 3 pens and a red easily.
sounds; make marks on authentic English book on it, etc.)
paper with a range of language rhymes or I.EFL.2.8.1.
materials songs, approximating Showing the student Learners can pronounce most
English rhythm and some picture flashcards familiar vocabulary items
intonation once of familiar vocabulary accurately, and can
familiar with the items and asking them therefore usually be easily
text.(Example: jump or to say the words. understood. They can also
clap in time to jump- (Example: It’s a house, produce some phrases and
rope rhymes, do the a school, a car, a short sentences clearly, and
actions to action songs bike, to see if they may approximate English
or short rhythmic are easily understood, rhythm and intonation in
poems, enunciating some etc.) longer utterances. (I.3)
of words in time with
the rhythm, etc. Ask the learner to sing CE.EFL.2.14.
a song or recite a Demonstrate familiarity with
EFL 2.3.5 chant together with a study resources (both print
Show the ability to use group of friends or and digital). (Example: a
a simple learning with the teacher. picture dictionary, some
resource. (Example: a Record the student’s flashcards of known words,
small set of production with the or a word list.)
flashcards, a picture- recording device quite
based dictionary near to the student’s I.EFL.2.14.1.
(online or print), or a mouth and listen to the Learners can successfully
simple word list). recording to assess use simple online and print
clarity of sounds, learning resources.
EFL 2.4.1 production of phonemes, (Example: flashcards,
Know how to spell rhythm and intonation. picture dictionaries, word
simple English words lists, etc.) (I.2)
correctly, Reading
demonstrating awareness CE.EFL.2.17.
of sound-letter Using the alphabet to Write simple words, phrases,
relationships. scan for particular and sentences to demonstrate
(Example: sea, mean, items in lists. knowledge of spelling,
bee, etc.) (Example: finding a punctuation, capitalization
word in a simple and handwriting /
EFL 2.5.6 dictionary or locating typography, and identify
Generate and expand a boy’s name on a class their meanings.
ideas by responding in a list.)
fun and playful manner I.EFL.2.17.1.
to oral and written Testing each other on Learners can write words,
texts in order to the meaning of phrases, and short simple
increase enjoyment of flashcards. (Example: a sentences using the correct
the language through boy shows a picture on conventions (spelling,
TPR, playground games, a flashcard and asks: punctuation, capitalization,
and songs and chants. What’s this? Girl: it’s and handwriting or
an airplane, etc.) typography, etc.), for
making simple learning
Writing resources. (I.3)

Locating specific words CE.EFL.2.22.

on the page and writing Describe and write about
them in a list. emotions and responses to
(Example: all the words literary texts through words
beginning with the and images, or other media
sound /k/ or all the (video, audio) on class or
words that contain the school bulletin boards and
long /a:/ sound, etc.) expand on ideas and
responses to texts
read/seen/heard in by
Language through the
participating in
Arts
songs/chants, TPR activities
and playground games.
Creating a dance for a
song or rhyme.
I.EFL.2.22.1.
Learners can report emotions
Participating in TPR
and compose short responses
activities such as
to literary texts through
acting out the
words and images, or other
movements of a
media (video, audio).
character in a story as
Learners can generate and
it is read aloud.
expand on personal opinions
and responses to oral and
Moving to the rhythm of
written texts through TPR,
a song or chant.
 playground games, and songs.
(I.3, S.3)

6 Can you - Students learn to: EFL 2.1.6 Communication and CE.EFL.2.3. 6
sing? ask and answer Understand and use Cultural Awareness Make use of basic personal
questions about common expressions of information and expressions
ability politeness in class Drawing different of politeness in order to
while working in pairs houses and labeling introduce oneself and
- Global Benchmarks: or groups on projects. different rooms and participate in a short
Students can: respond (Example: please, objects in a house. conversation.
to spoken word non- sorry, thank you, etc.)
verbally; recognize Participating in short I.EFL.2.3.1.
own name accompanied EFL 2.1.7 dialogues using Learners can use basic
by photo; make a Collaborate in a greetings. personal information and
request through visual friendly manner by expressions of politeness in
cues/gestures/objects; sharing classroom Practicing the use of short dialogues or
repeat modeled materials and personal expressions of conversations. (J.2, J.3)
sentences; make marks objects while politeness during
on a paper with a participating in games collaborative pair and CE.EFL.2.4. Develop skills
range of materials and activities in class small group work. of collaboration by working
and on the playground. together on projects and
- Students learn to: Responding to pictures sharing materials while
state their mood and EFL 2.2.1 or short texts by expressing personal
the speed at which Understand meanings circling the preferences with peers.
they can move expressed in short corresponding emoticon.
dialogues on familiar (Example: happy face, I.EFL.2.4.1. Learners can
- Global Benchmarks: topics, as well as sad face, confused select pictures and/or short
Students can: show basic spoken face, etc.) phrases that relate to
awareness of objects instructions and simple collaborating and sharing
of reference; questions about self, Completing a very and express personal
recognize own name; people, animals or short, picture-based preferences. (J.2, J.3, S.4)
convey immediate things, especially when self-evaluation or peer
needs using visual spoken slowly and evaluation form. CE.EFL.2.6.
cues/gestures/objects; clearly. (Example: Listening for Meaning:
begin to join in with greetings, short Playing games in which Understand the main ideas in
a familiar rhyme or phrases, basic range of learners must pass short simple spoken texts
story; hold writing classroom instructions, objects around the that include familiar
tools effectively common personal
 information questions: room. (Example: hot vocabulary and are set in
- Students learn to: What’s your name? How potato, etc.) everyday contexts.
recognize, pronounce, old are you? Where do
and form the letters you live? etc.) Oral Communication: I.EFL.2.6.1.
Ww through Zz; Listening and Speaking) Learners can understand the
identify anchor words EFL 2.2.4 main ideas in short simple
for each letter Identify items of Listening to a very spoken texts and infer who
specific information short and simple story is speaking and what the
- Global Benchmarks: within simple messages and ordering the situation is, without
Students can: or from short and pictures showing what decoding every word. (I.3)
distinguish between, simple descriptions happens. (Example: Jane
identify or repeat about familiar is taking her dog for a CE.EFL.2.7.
sounds; differentiate contexts, especially if walk. They see some Listening for Information:
one object/picture/ visual support is birds. The birds fly Follow short and simple
letter/word from provided. (Example: away, etc.) spoken texts that include
another; make marks on letters of the familiar vocabulary and are
paper with a range alphabet, numbers, Listening to short, set in everyday contexts.
of materials. prices and times, days, staged instructions and Identify key items of
dates and months, etc.) carrying them out. information within the text,
(Example: Open the and record or act upon them.
EFL 2.2.8 door. Take this book to
Imitate individual Mr. Davila. Walk, don’t I.EFL.2.7.1.
English language run! etc.) Learners can understand
sounds, especially short and simple spoken
those phonemes which do Listening to very short texts well enough to be able
not exist in the (spoken or recorded) to pick out key items of
student’s own L1, both descriptions of scenes, information and record them
in isolation and within and writing, coloring, in writing or drawings, or
key vocabulary items. or drawing items within physically act upon them.
(Example: /ŋ/ /ð/ /ʌ/ them. (Example: (I.3)
/i:/ and in words like learners are given a
singing, these, up, simple picture of a CE.EFL.2.8.
sea, etc.) classroom. They listen Production - Pronunciation:
to a description of it Produce individual words and
EFL 2.2.10 and identify the table short phrases clearly enough
Clap, move, chant or where Sara sits and that other people can
sing along with short draw 3 pens and a red usually understand them
authentic English book on it, etc.) easily.
language rhymes or
songs, approximating Showing the student I.EFL.2.8.1.
English rhythm and some picture flashcards Learners can pronounce most
intonation once of familiar vocabulary familiar vocabulary items
familiar with the items and asking them accurately, and can
text.(Example: jump or to say the words. therefore usually be easily
clap in time to jump- (Example: It’s a house, understood. They can also
rope rhymes, do the a school, a car, a produce some phrases and
actions to action songs bike, to see if they short sentences clearly, and
or short rhythmic are easily understood, may approximate English
poems, enunciating some etc.) rhythm and intonation in
of words in time with longer utterances. (I.3)
the rhythm, etc. Ask the learner to sing
a song or recite a CE.EFL.2.14.
EFL 2.3.5 chant together with a Demonstrate familiarity with
Show the ability to use group of friends or study resources (both print
a simple learning with the teacher. and digital).
resource. (Example: a Record the student’s (Example: a picture
small set of production with the dictionary, some flashcards
flashcards, a picture- recording device quite of known words, or a word
based dictionary near to the student’s list.)
(online or print), or a mouth and listen to the
simple word list). recording to assess I.EFL.2.14.1.
clarity of sounds, Learners can successfully
EFL 2.3.6 production of phonemes, use simple online and print
Understand the content rhythm and intonation. learning resources.
of a simple graphic (Example: flashcards,
organizer (online or Reading picture dictionaries, word
print). (Example, Venn lists, etc.) (I.2)
Diagrams, charts, and Using the alphabet to
labeled diagrams.) scan for particular CE.EFL.2.15.
items in lists. Learn to read graphs,
EFL 2.4.1 (Example: finding a diagrams, charts, and other
Know how to spell word in a simple kinds of graphic organizer.
simple English words dictionary or locating Demonstrate understanding of
correctly, a boy’s name on a class a text presented in the form
demonstrating awareness list.) of a graphic organizer (both
of sound-letter print and digital).
relationships. Testing each other on
the meaning of I.EFL.2.15.1.
(Example: sea, mean, flashcards. (Example: a Learners can use simple
bee, etc.) boy shows a picture on graphic organizers to show
a flashcard and asks: that they can understand a
EFL 2.5.6 What’s this? Girl: it’s short simple text. (Example:
Generate and expand an airplane, etc.) maps, diagrams, bar charts,
ideas by responding in Venn diagrams, etc.) (I.4)
a fun and playful Reading a list of words
manner to oral and in a Venn diagram and CE.EFL.2.17.
written texts in order understanding the Write simple words, phrases,
to increase enjoyment meaning. (Example: Venn and sentences to demonstrate
of the language through diagram: Dog/Cat. Task: knowledge of spelling,
TPR, playground games, Read a sentence and punctuation, capitalization
and songs and chants. tick yes/no. Sentence: and handwriting /
Dogs and cats have typography, and identify
tails , etc.) their meanings.

Writing I.EFL.2.17.1.
Learners can write words,
Locating specific words phrases, and short simple
on the page and writing sentences using the correct
them in a list. conventions (spelling,
(Example: all the words punctuation, capitalization,
beginning with the and handwriting or
sound /k/ or all the typography, etc.), for
words that contain the making simple learning
long /a:/ sound, etc.) resources. (I.3)

Language through the CE.EFL.2.22.

Arts Describe and write about
emotions and responses to
literary texts through words
Creating a dance for a
and images, or other media
song or rhyme.
(video, audio) on class or
school bulletin boards and
Participating in TPR
expand on ideas and
activities such as
responses to texts
acting out the
read/seen/heard in by
movements of a
participating in
character in a story as
it is read aloud.
 songs/chants, TPR activities
Moving to the rhythm of and playground games.
a song or chant.
I.EFL.2.22.1.
Learners can report emotions
and compose short responses
to literary texts through
words and images, or other
media (video, audio).
Learners can generate and
expand on personal opinions
and responses to oral and
written texts through TPR,
playground games, and songs.
(I.3, S.3)

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

Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United States:
Teachers College Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States: Pearson
Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language
Curriculum for Educación General Básica Elemental. Quito, Ecuador: MinEdu.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). Starship English Pre A1.1.
Quito, Ecuador: MinEdu.

ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): COORDINATOR: VICERECTOR:
Ing. Luis Velásquez Lic. Mariana Caicedo Lic. Manuel Oña
Firm: Firm: Firm:

Date: September 30th, 2017 Date: Date: