ANNUAL CURRICULUM PLAN

NAME OF THE SCHOOL

ACADEMIC YEAR:
“ECUADOR” 2021 – 2022

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA
Area: ENGLISH AS A FOREING LANGUAGE - LENGUA EXTRAJERA Subject:  ENGLISH
Teacher (s): CATHERINE GEOVANNA PAUCAR RIVAS
Grade / course  3rd Education Level  EGB MEDIA
2. TIME
Weekly course load No. of working weeks Learning evaluation and unexpected issues Total class weeks Total periods
1 hour 40 weeks 2 weeks 38 weeks 40 hours
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL.1. Encounter socio-cultural aspects of their own and other countries in a O.EFL 3.1. Identify the main ideas and some details of written and oral texts, in order
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures and to interact with and to develop an approach of critical inquiry to a variety of texts.
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 O.EFL 3.2. Assess and appreciate English as an international language, as well as the
different cultures to comprehend the role of diversity in building an intercultural and skills and subskills that contribute to communicative and pragmatic competence.
multinational society.
O.EFL 3.3. Independently read level-appropriate texts in English for pure enjoyment/
OG.EFL.3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence, entertainment and to access information.
and critical thinking skills through an appreciation of linguistic differences. Enjoy an
enriched perspective of their own L1 and of language use for communication and learning. O.EFL 3.4. Develop creative and critical thinking skills to foster problem-solving and
independent learning using both spoken and written English.
OG.EFL.4. Deploy a range of learning strategies, thereby increasing disposition and ability
to independently access further (language) learning and practice opportunities. Respect O.EFL 3.5. Use print and digital tools and resources to investigate real-world issues,
themselves and others within the communication process, cultivating habits of honesty and answer questions or solve problems.
integrity into responsible academic behavior.
O.EFL 3.6. Read and write short descriptive and informative texts related to personal
OG.EFL.5. Directly access the main points and important details of up-todate English information or familiar topics and use them as a means of communication and written
language texts, such as those published on the web, for professional or general expression of thought.
investigation, through the efficient use of ICT and reference tools where required.
O.EFL 3.7. Appreciate the use of English language through spoken and written literary
OG.EFL.6. Through selected media, participate in reasonably extended spoken or written texts such as poems, rhymes, chants, songs, games and graphic short stories in order to
dialogue with peers from different L1 backgrounds on work, study, or general topics of foster imagination, curiosity and memory, while developing a taste for oral and written
common interest, expressing ideas and opinions effectively and appropriately. literary texts.

OG.EFL.7. Interact quite clearly, confidently, and appropriately in a range of formal and O.EFL 3.8. Demonstrate an ability to interact with written and spoken texts, in order to
informal social situations with a limited but effective command of the spoken language explore creative writing as an outlet to personal expression and intercultural
(CEFR B1 level). competence.

O.EFL 3.9. Be able to interact in English using basic, frequently used expressions and
short phrases in familiar and personalized contexts, demonstrating a limited but
effective command of the spoken language in simple and routine tasks which require a
direct Exchange of information.

O.EFL 3.10. Demonstrate an ability to use English as a means to interact socially and
work cooperatively in pairs and groups

4. TRANSVERSAL AXES : JUSTICE, INNOVATION AND SOLIDARITY

JUSTICE, INNOVATION AND SOLIDARITY Communication and Cultural Awareness

Oral Communication: (Listening and Speaking)
Culture / Citizenship Reading
Communication Writing
Cognition
Language through the Arts
Content
5. DEVELOPMENT OF PLANNING UNITS*
N.º Name of Specific objectives of Skills and performance Contents Methodology Evaluation Criteria Time in weeks
the Unit the Planning Unit. Criteria orientation and Indicators

COMMUNICATION
Vocabulary: associating Students will 1. Finding recipes from AND CULTURAL
images with words EFL 3.1.1. Ask simple basic learn how to: other cultures and AWARENESS
questions in class about the making them share in
Reading: Recognize world beyond their own • introduce class. CE.EFL.3.1.
familiar names, words, immediate environment in themselves and Cultivate an
and short phrases about order to increase their others; ask and 2. Explaining through awareness of different
simple everyday topics understanding of different tell someone’s pictures, physical cultures and identify
8
whether heard in cultures. name. expression or charts similarities and
isolation or within short, (ICT) how a text makes differences between
simple spoken texts the learner feel. them through oral and
describing people and EFL 3.2.1. Infer who is • Introduce family written literary texts.
objects. speaking and what the members; 3. Posting a comment to
--Welcome a classmate’s writing on Indicator
situation is when listening to formally greet;
to Writing: Demonstrate a class blog. I.EFL.3.1.1. Learners
short simple texts, especially ask and answer
1. Starship basic reading when accompanied by questions to can show an
English comprehension skills by pictures or other visual aids, identify family 4. Work in small groups awareness of different
--This is identifying the meaning or sound effects. members and take turns in cultures and identify
my family of individual words, greetings and short similarities and
phrases, and sentences, conversations differences between
including simple written EFL 3.3.1. Understand most them through oral and
instructions. of the details of the content 5. Use resources suchas written literary texts.
of a short simple text. pictures or graphic
organizers to accompany ORAL
Speaking: Understand oral expression COMMUNICATION
meanings expressed in
short dialogues on CE.EFL.3.6.
familiar topics, as well as 6. Recognize basic Listening for
basic spoken instructions phonemes of the alphabet Meaning:
EFL 3.4.1. Make a simple
and simple questions and imitate the sounds Demonstrate an
learning resource in order to
about self, people, understanding of the
record and practice new
animals or things, 7. Use simple resources main idea, speaker
words.
especially when spoken such as flash cards and situation in
slowly and clearly. spoken texts set in
8. Unscramble letters and familiar everyday
EFL 3.5.1. Use audio, video contexts without
and pictures to respond to a write words
having to decode
variety of literary texts every word.
through online or in-class 9. Unscramble words to
ICT activities. write short sentences
Indicator
I.EFL.3.6.1. Learners
can grasp the main
idea of spoken texts
set in familiar
everyday contexts and
infer changes in the
topic of discussion as
well as who is
speaking and what the
situation is, without
having to decode
every word.

READING
CE.EFL.3.11.
Demonstrate
comprehension of
most of the details of
a short simple online
or print text and
follow short
instructions in simple
experiments and
projects if illustrated
through step-by-step
visuals.

Indicator
I.EFL.3.11.1.
Learners can
understand most
details in a short
simple online or print
text and can follow
short instructions in
simple experiments
and projects if step-
by-step visuals are
provided.

WRITING
CE.EFL.3.16. Create
a simple learning
resource in order to
record and practice
new words and
demonstrate
knowledge of their
meanings.

Indicator
I.EFL.3.16.1.
Learners can make a
simple learning
resource in order to
record and practice
new words.

LANGUAGE
THROUGH THE
 ARTS
CE.EFL.3.21.
Elaborate personal
responses to both oral
and written literary
texts through pictures,
audio/video or ICT in
order to evaluate
literary texts using
pre-established
criteria, individually
or in groups.

Indicator
I.EFL.3.21.1.
Learners can employ
audio, video, pictures
and ICT to respond to
oral and written texts
and use pre-
established criteria to
evaluate literary texts
individually or in
groups.

1. Listening to spoken or COMMUNICATION

Vocabulary: associating Students will recorded descriptions of AND CULTURAL
images with words EFL 3.1.2. Recognize ways learn how to: familiar scenes, and AWARENESS
to relate responsibly to one’s marking the words you CE.EFL.3.2.
surroundings at home and at hear. Recognize and exhibit
school by exhibiting • Name pets, responsible behaviors
Reading: Demonstrate responsable behaviors describe at home, at school and
basic reading towards the environment. characteristics and 2. Conducting a class towards the
comprehension skills by emotions using spelling bee. environment.
identifying the meaning pets.
2. -- Is she 3. Drawing pictures to a Indicator
of individual words,
happy? I.EFL.3.2.1. Learners
phrases, and sentences, EFL 3.2.2. Be comfortable story and exchanging
including simple written taking meaning from spoken • Recognize and them with a partner, who can say ways to take 7
instructions. texts containing words or pronounce words captions each picture. care of the
sections which are not with the short /e/ environment and
understood. Be aware that and long /e/ 4. Use resources suchas one’s surroundings.
Learners can identify
 understanding spoken texts sounds. pictures or graphic and exhibit socially
Writing: Ask and does not require decoding organizers to accompany responsable behaviors
answer basic personal every single word. oral expression at home, at school and
information questions, as towards the
well as simple questions 5. Recognize basic environment.
about other people, phonemes of the alphabet
animals, and possessions, EFL 3.3.10. Follow short and imitate the sounds ORAL
provided the interaction instructions illustrated COMMUNICATION
is slow and clear. through step-by-step visuals CE.EFL.3.7.
in simple experiments and 6. Recognize words and Listening for
projects. match words to pictures Information: Follow
and identify key
EFL 3.4.2. Write a short 7.Use simple resources information in short
Speaking: Understand simple paragraph to describe such as flash cards straightforward audio
meanings expressed in yourself or other people, texts related to areas
short dialogues on animals, places and things, 8.Unscramble letters and of immediate need or
familiar topics, as well as with limited support. write words interest, provided
basic spoken instructions vocabulary is familiar
and simple questions and visual support is
9.Unscramble words to
about self, people, present, and use these
EFL 3.5.5. Evaluate literary write short sentences
animals or things, spoken contributions
texts (both written and oral,
especially when spoken as models for their
online, in video or in print)
slowly and clearly. own.
according to pre-established
criteria.
Indicator
I.EFL.3.7.1. Learners
can record and
identify key
information from a
spoken message of
immediate need or
interest when the
message contains
frequently used
expressions and
visual support.

READING
CE.EFL.3.12.
Display an
understanding of
 some basic details in
short simple cross-
curricular texts from
various sources by
matching, labeling
and answering simple
questions, and use the
information gathered
in order to organize
and discuss
relationships between
different academic
content areas.

Indicator
I.EFL.3.12.1.
Learners can match,
label and answer
simple questions
about basic details in
a short simple cross-
curricular text.
Learners can organize
and discuss
information from
different sources of
academic content.

WRITING
CE.EFL.3.17.
Produce a short
simple paragraph to
describe people,
places, things and
feelings in order to
influence an audience
and use linking words
to write other
narratives on familiar
subjects.

Indicator
I.EFL.3.17.1.
 Learners can write
short simple
paragraphs to
describe people,
places, animals,
things and feelings,
with limited support,
while demonstrating
an ability to
effectively influence
an audience and to
express everyday
activities.

LANGUAGE
THROUGH THE
ARTS
CE.EFL.3.22. Design
and produce picture
books, graphic
expressions and/or
personal stories by
varying elements of
literary texts and
adding imaginative
details to real-life
stories and situations
in order to create new,
original texts.

Indicator
I.EFL.3.22.1. Create
picture books, graphic
expressions and
personal stories by
adapting elements of
literary texts and
adding imaginative
details to real-life
stories and situations,
using appropriate
vocabulary and
features of the
 literatura learners
have read or heard.

EFL 3.1.3. Exchange basic personal 1. Talking in pairs about COMMUNICATION

Vocabulary: associating preferences with peers in order to a video that learners have AND CULTURAL
images with words express likes and dislikes. watched. AWARENESS
Students CE.EFL.3.3. Interact
will learn 2. Showing the student with others using a
Reading: Understand EFL 3.2.3. Record key items of how to: some picture flashcards variety of both verbal
--I want
and use basic greetings, specific information from a heard of familiar situations and and nonverbal
3. juice,
leave-taking expressions, message or description, either in • Offer asking them to describe communication
please. 6
and other simple written form or by drawing a picture. food and what is happening/has features and express
Where’s
everyday phrases to drink; happened. likes and dislikes
your
facilitate interpersonal EFL 3.3.2. Show understanding of politely while giving
bedroom?
interaction, to introduce some basic details in short simple accept recommendations in
others, and to name cross-curricular texts by matching, and 3. Work in small groups basic yet effective
things. labeling and answering simple decline and take turns in terms.
questions. offers of greetings and short
food and conversations Indicator
Writing: Write a short drink; I.EFL.3.3.1. Learners
simple paragraph to EFL 3.4.3. Write a variety of short politely 4. Recognize basic can employ a range of
convey some simple simple text-types, commonly used in express phonemes of the alphabet verbal and nonverbal
facts about people, print and online, with appropriate preferenc and imitate the sounds communication
animals, places, things, language and layout. es using features to express
yourself or others, with want. 5. Recognize words and likes and dislikes and
the support of a model match words to pictures can give
EFL 3.5.2. Create picture books and/ recommendations in
text. or other graphic expressions in pairs basic yet effective
in class by varying scenes, characters • Label 6.Use simple resources
terms.
or other elements of literary texts. rooms such as flash cards
Speaking: Understand and
describe ORAL
meanings expressed in 7. Unscramble letters and
their COMMUNICATION
short dialogues on write words
location CE.EFL.3.8.
familiar topics, as well as
within Production –
basic spoken instructions 8. Comparing answers in
the home; Accuracy and
and simple questions pairs or small groups.
ask and Intelligibility:
about self, people,
answer Communicate needs
animals or things, 9. Completing a short
questions clearly in class by
especially when spoken survey about favorites or
about asking questions or
slowly and clearly. likes/dislikes and then
where requesting
sharing ideas with a clarification.
rooms are partner. Demonstrate
located. acquisition of skills
taught in class, such
as being able to spell
out words or use
some grammatical
structures (albeit with
frequent errors).

Indicator
I.EFL.3.8.1. Learners
can ask others to
repeat themselves or
to say something in a
different way and ask
for common
classroom needs.
Learners can spell out
words in English and
can describe matters
of immediate need or
interest using some
grammatical
structures practiced in
class (although there
may be errors with
tenses, personal
pronouns,
prepositions, etc.).

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

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

Indicator
I.EFL.3.18.1.
Learners can write
short simple text-
types and narratives,
online and in print,
using appropriate
language, layout and
linking words.

LANGUAGE
THROUGH THE
ARTS
 CE.EFL.3.23. Create
short, original texts
using a range of
resources and other
media, including ICT,
in order to recreate
familiar scenes and
themes.

Indicator
I.EFL.3.23.1.
Learners can create
and produce short
texts using ICT and/or
other resources at
home or at school in
order to recreate
familiar scenes and
themes.

EFL 3.1.3. Exchange basic personal COMMUNICATION

Vocabulary: associating preferences with peers in order to 1. Reading a text and AND CULTURAL
images with words express likes and dislikes. matching content-based AWARENESS
Students words to their definition CE.EFL.3.5.
4. -- How EFL 3.2.7. Identify the main idea of will learn or picture. Demonstrate an
many Reading: Demonstrate short, clear, simple messages and how to: ability to use a variety
6
robots do basic reading announcements and understand of sources for oral
you have? comprehension skills by sentences and frequently used • Name 2. Reading texts from and written
identifying the meaning expressions related to areas of toys; ask different subject areas communication in
of individual words, immediate relevance. and and choosing the best order to interact with
phrases, and sentences, answer title for each. others in social
including simple written questions situations.
instructions. about
EFL 3.3.3. Identify the meaning of toys. Indicator
specific content-based words and I.EFL.3.5.1. Learners
3. Unscramble letters and
Writing: Ask and phrases, with the aid of visual can employ various
write words
answer basic personal support. print and digital
information questions, as sources in order to
well as simple questions EFL 3.4.6. Write a simple narrative communicate with
4. Unscramble words to others in oral and
about other people, with linking words on familiar write short sentences
animals, and possessions, subjects in order to express everyday written form in social
provided the interaction activities. situations.
5. Create and use puppets
 is slow and clear.
EFL 3.5.3. Produce short, creative 6. Sing songs and recite
texts using ICT and/or other chants while pointing to ORAL
Speaking: Produce resources at home or at school in the words COMMUNICATION
simple, mainly isolated order to recreate familiar scenes and CE.EFL.3.9.
utterances using very themes. 7. Move to the rhythm of Production - Fluency:
short phrases and a song or chant Respond to simple
sometimes individual questions and familiar
words, possibly with 8. Work in small groups everyday social
slow and/or hesitant and take turns in situations, such as an
delivery greetings and short invitation or request,
conversations relatively quickly.
Spontaneously initiate
9. Listening to a short interactions in order
text and demonstrating to express opinions or
understanding of it using give accounts of
an accompanying personal experiences.
graphic organizer.
Indicator
I.EFL.3.9.1. Learners
can answer simple
questions quickly and
initiate basic
interaction
spontaneously when
given opportunities.

READING
CE.EFL.3.14. Select
and use reading
strategies to
understand and give
meaning to written
text while employing
a range of everyday
reference materials in
order to determine
information
appropriate to the
purpose of inquiry
and to relate ideas
between written
sources.
 Indicator
I.EFL.3.14.1.
Learners can identify
and use reading
strategies to make
written text more
comprehensible and
meaningful. Learners
can use everyday
reference materials to
select information
appropriate to the
purpose of an inquirí
and to relate ideas
from one written
source to another.

WRITING
CE.EFL.3.19. Create
a questionnaire or
survey using WH-
question words in
order to identify
things in common and
preferences while
displaying an ability
to convey and
organize information
using facts and
details.

Indicator
I.EFL.3.19.1.
Learners can write
questionnaires and
surveys for peers and
family using WH-
questions in order to
identify things in
common and
 preferences, while
demonstrating an
ability to convey and
organize information
using facts and details
in order to illustrate
diverse patterns and
structures in writing.

LANGUAGE
THROUGH THE
ARTS
CE.EFL.3.24.
Organize ideas and
relevant information
from literary texts
using group or class
brainstorms and/or
mind maps in order to
enhance collaborative
responses to
literature.

Indicator
I.EFL.3.24.1.
Learners can work in
groups to create
brainstorms and/ or
draw mind maps to
describe and organize
ideas or useful
information from
literary texts and
create collaborative
responses to literatura
through process
writing groups or
literature circles.

COMMUNICATION
EFL 3.1.5. Describe, read about, 1. Singing songs that AND CULTURAL
Vocabulary: associating participate in or recommend a practice helpful AWARENESS
images with words favorite activity, book, song or other language. CE.EFL.3.5.
 interest to various audiences. Demonstrate an
ability to use a variety
EFL 3.2.8. Spell out key vocabulary 2. Completing an outline of sources for oral
Reading: Read a variety ítems using the English alphabet. of a story in small groups and written
of simple text-types and (Example: names, colors, animals, and comparing outlines communication in
graphic organizers used possessions, etc.) with another group. order to interact with
Students
to present cross- others in social
will learn
curricular information. EFL 3.3.3. Identify the meaning of situations.
how to:
specific content-based words and 3. Writing questions the
phrases, with the aid of visual learners would like to Indicator
• Ask for
Writing: Write a short support. ask a character in the I.EFL.3.5.1. Learners
and tell
simple paragraph to story and using the can employ various
the time;
convey some simple EFL 3.4.5. Write a questionnaire or imagined answers to print and digital
name
facts about people, survey for friends, family or write a sequel or sources in order to
daily
animals, places, things, classmates using WH- questions in continuation. communicate with
activities
yourself or others, with order to identify things in common others in oral and
associate
the support of a model and preferences. 4. Work in small groups written form in social
d with
text. and take turns in situations.
certain
EFL 3.5.6. Work in groups to create times of greetings and short
Speaking: Recognize a brainstorm and/or draw a mind map the day. conversations ORAL
when to speak and when to describe and organize ideas or COMMUNICATION
--What CE.EFL.3.10.
time is it, to listen while working organize useful information from 5.Use resources suchas
in pairs or small groups literary texts. pictures or graphic Interaction –
5. please? • Ask and 7
in class by following organizers to accompany Interpersonal:
-- Birthday answer Participate effectively
party! classroom instructions. questions oral expression
in familiar and
about predictable
birthdays 6. Describe family using
conversational
and age; pictures or photos
exchanges by sharing
express information and
birthday reacting appropriately
greetings; 7.Recognize basic in basic interpersonal
give and phonemes of the alphabet interactions.
receive a and imitate the sounds
gift;
Indicator
name 8. Recognize words and I.EFL.3.10.1.
birthday match words to pictures Learners can use
party
back-channeling to
items. 9.Use simple resources react appropriately to
such as flash cards what others say about
familiar topics in
predictable, everyday
situations and when
carrying out pair work
for a specific task in
class. Learners can
ask questions to
extend an
interpersonal
interactio

READING
CE.EFL.3.15. Make
and support
inferences from
evidence in a text
with reference to
features of written
English and apply
other learning
strategies to examine
and interpret a variety
of written materials.

Indicator
I.EFL.3.15.1.
Learners can make
and support
inferences using
evidence from texts
and features of
written English (e.g.,
vocabulary, format,
sequence, etc.) and
apply other learning
strategies in order to
examine and interpret
a variety of written
materials.

WRITING
CE.EFL.3.20.
Demonstrate an
ability to use a variety
of digital tools during
the writing process in
 order to collaborate
on well-constructed
informational texts.

Indicator
I.EFL.3.20.1.
Learners can
effectively use a
range of digital tools
during the writing
process in order to
collaborate on
producing well-
constructed
informational texts.

LANGUAGE
THROUGH THE
ARTS
CE.EFL.3.25.
Observe and expand
on the conventions of
genre in order to
create a variety of
texts that reflect
traditional and
popular Ecuadorian
culture and identify
select literary
elements in order to
relate them to other
works, including the
learners’ own writing.

Idicator
I.EFL.3.25.1.
Learners can create
stories, poems, songs
and plays to reflect
traditional and
popular Ecuadorian
culture, observing the
conventions of the

Vocabulary: associating
images with words
Reading: Ask simple
basic questions in class
about the world beyond
their own immediate
environment in order to
increase their
Students will learn how to:
understanding of
6. --What’s different cultures.
your
favorite Writing: Write a short • Ask and tell about weather; identify
season? simple paragraph to seasons; ask and tell about seasons
convey some simple
facts about people,
animals, places, things,
yourself or others, with
the support of a model
text.
Speaking: Write a short
simple paragraph to
convey some simple
facts about people,
animals, places, things,
yourself or others, with
the support of a model
text.
genre.
COMMUNICATION
1. Adding pictures to a AND CULTURAL
group presentation. AWARENESS
CE.EFL.3.1.
Cultivate an
2. Interviewing awareness of different
classmates, asking yes/no cultures and identify
questions and recording similarities and
the answers in a chart. differences between
Using the answers to them through oral and
write a paragraph about written literary texts.
similarities and
differences. Indicator
I.EFL.3.1.1. Learners 8
3. Work in small groups can show an
and take turns in awareness of different
and preferred activities. greetings and short cultures and identify
conversations similarities and
differences between
4. Unscramble letters and them through oral and
write words written literary texts.
5. Unscramble words to ORAL
write short sentences COMMUNICATION
CE.EFL.3.7.
Listening for
6. Create and use puppets
Information: Follow
and identify key
information in short
7. Sing songs and recite straightforward audio
chants while pointing to
texts related to areas
the words of immediate need or
interest, provided
vocabulary is familiar
8. Move to the rhythm of and visual support is
a song or chant present, and use these
spoken contributions
as models for their
own.
Indicator
I.EFL.3.7.1. Learners
can record and
identify key
information from a
spoken message of
immediate need or
interest when the
message contains
frequently used
expressions and
visual support.

READING
CE.EFL.3.13. Show
an ability to identify
the meaning of
specific content-based
words and phrases,
with the aid of visual
support, and use
charts/mind maps to
distinguish between
fact/opinion and
relevant/irrelevant
information in
informational texts.

Indicator
I.EFL.3.13.1.
Learners can
determine the
meaning of specific
content-based words
and phrases when
accompanied by
visual support and
distinguish between
fact and opinion and
relevant and
irrelevant information
in informational texts
through the use of
mind maps and
 charts.

WRITING
CE.EFL.3.19. Create
a questionnaire or
survey using WH-
question words in
order to identify
things in common and
preferences while
displaying an ability
to convey and
organize information
using facts and
details.

Indicator
I.EFL.3.19.1.
Learners can write
questionnaires and
surveys for peers and
family using WH-
questions in order to
identify things in
common and
preferences, while
demonstrating an
ability to convey and
organize information
using facts and details
in order to illustrate
diverse patterns and
structures in writing.

LANGUAGE
THROUGH THE
ARTS
CE.EFL.3.25.
Observe and expand
on the conventions of
genre in order to
create a variety of
texts that reflect
 traditional and
popular Ecuadorian
culture and identify
select literary
elements in order to
relate them to other
works, including the
learners’ own
writing.

Indicator
I.EFL.3.25.1.Learner
s can find and identify
selected literary
elements in texts to
relate them to other
works and personal
experiences.

6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI Edition norms.) 7. OBSERVATIONS:

• Planning-Guidelines-EFL-Agosto TO DEVELOP IN BEST WAY LEARNING
• Planificacion Anual Curricular OF STUDENTS, TEACHER HAVE TO USE
• EFL PreA1.2guía NEXT ELEMENTS:
• EFLPreA1.2  Speaking, Reading, and Written
• UNIT-PLAN_MINEDUC lessons
 Presentation with posters and Flyers 
 English students book
 Workbooks level 3
 English dictionaries
 Pc/ laptop
 Digital board
DONE BY: REVISED BY: APPROVED BY:
TEACHER (S): Catherine Geovanna Paucar Rivas NAME: Lcda. Doris Espinosa NAME: Lcda. Doris Espinosa
Signature: Signature: Signature:

……………………………………. ………………………………………… …………………………………..

Date: Date: Date: