PLAN CURRICULAR ANUAL AÑO LECTIVO

2020-2021
(PCA)

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:
Area: Foreign Language Subject: English
Teachers: Ana Isabel Sinchiguano
Grade / course 2nd Education EGB 2
Level
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Weekly course load No. of working hours
weeks
7 40 4 7hours 7 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 O.EFL 2.2 Assess and appreciate English as an international language, as well as
countries in a thoughtful and inquisitive manner, maturely, and openly the five aspects of English that contribute to communicative competence.
experiencing other cultures and languages from the secure standpoint
of their own national and cultural identity. O.EFL 2.3 Independently read level-appropriate texts in English for pure
OG.EFL 2 Draw on this established propensity for curiosity and enjoyment/entertainment and to access information.
tolerance towards different cultures to comprehend the role of diversity
in building an intercultural and multinational society. O. EFL 2.5 Use in-class library resources and explore the use of ICT to enrich
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced competencies in the four skills.
linguistic intelligence, and critical thinking skills through an appreciation
of linguistic differences. Enjoy an enriched perspective of their own L1 O. EFL 2.7 Appreciate the use of English language through spoken and written
and of language use for communication and learning. literary texts such as poems, rhymes, chants, riddles and songs, in order to foster
OG.EFL 4 Deploy a range of learning strategies, thereby increasing imagination, curiosity and memory, while developing a taste for literature.
disposition and ability to independently access further (language)
learning and practice opportunities. Respect themselves and others
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within the communication process, cultivating habits of honesty and O. EFL 2.9 Be able to interact in English in a simple way using basic expressions
integrity into responsible academic behavior. and short phrases in familiar contexts to satisfy needs of a concrete type, provided
OG.EFL 5 Directly access the main points and important details of others talk slowly and clearly and are prepared to help.
up-todate 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 :

● Environmental education (natural resources, biodiversity).

● Education for health (nutrition, hygiene).
● Educational values.

5. DEVELOPMENT OF PLANNING UNITS*

N. Name of the Specific objectives
º Unit of the Planning
Unit.
1. First Day - Talking about
school supplies.
- Talking about
school supplies.
Skills and Performance Criteria
EFL.2.1.10. Recognize when to
speak and when to listen while
working in pairs or small groups
in class by following classroom
Methodology orientation Evaluation Time in
weeks
1. Develop Kolb’s cycle of CE.EFL.2.5. Model 6 weeks
experiencial learning: turn-taking and ways to
- Concrete Experience express to others when
- Reflexive bservation. something is not understood
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Vocabulary - Buildling reading instructions and simple
School Supplies and listening skills commands.
and Shapes - Asking and
Grammar It’s a answering about
(pen). What is shapes.
it? It isn’t a
(notebook). Is it
a (circle)? Yes,
it is. No, it isn’t. EFL.2.2.1. Understand meanings
expressed in short dialogues on
familiar topics, as well as basic
spoken instructions and simple
questions about self, people,
animals, or things, especially
when spoken slowly and clearly.
(Example: greetings, short
phrases, basic range of
classroom instructions, common
personal information questions:
What’s your name? etc.)
EFL2.2.3. Recognize familiar
names, words, and short phrases
about simple everyday topics
whether heard in
isolation or within short, simple
spoken texts describing people
- Abstract
conceptualization.
- Active
experimentation.
2. The Direct method.
3. Input before output
4. Total physical response.
5. Suggestopedia,
6. Comunicative Language
Teaching.
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to improve comprehension
and/or intelligibility in
conversations.
I.EFL.2.5.1. Learners can
apply turn-taking and ways to
express to others when
something is not understood
in short conversations. (J.3,
S.1, S.4)
CE.EFL.2.6. Listening for
Meaning: Understand the
main ideas in short simple
spoken texts that include
familiar vocabulary and are
set in everyday contexts.
I.EFL.2.6.1. Learners can
understand the main ideas in
short simple spoken texts
and infer who is speaking
and
what the situation is, without
decoding every word. (I.3)
CE.EFL.2.7. Listening for
Information: Follow short and
simple spoken texts that
include familiar vocabulary
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and objects. (Example:
vocabulary about self, family,
friends and immediate
surroundings at school and
home, adjectives for color and
size, etc.)
EFL.2.3.1. Demonstrate basic
reading comprehension skills by
identifying the meaning of
individual words, phrases, and
sentences, including simple
written instructions.
EFL.2.5.1. Identify key
information such as events,
characters, and objects in stories
and other age-appropriate literary
texts if there is visual support.
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and are set in everyday
contexts. Identify key items
of information within the text,
and record or act upon them.
I.EFL.2.7.1. Learners can
understand short and simple
spoken texts well enough to
be able to pick out key items
of information and record
them in writing or drawings,
or physically act upon them.
(I.3)
CE.EFL.2.11. Identify and
understand individual
every-day words, phrases,
and sentences, including
instructions.
I.EFL.2.11.1. Learners can
understand familiar words,
phrases, and short simple
sentences and can
successfully complete the
simple accompanying task.
(I.4)
CE.EFL.2.21. Distinguish key
information in stories and
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other age-appropriate literary

texts, both oral and written.
I.EFL.2.21.1. Learners can
recognize, through pictures
or other media such as ICT,
key aspects of a story or
literary text (both oral and
written). (J.1, I.2
2. Art Class - Talking about art EFL.2.1.6. Understand and use 1. Develop Kolb’s cycle of CE.EFL.2.3. Make use of 6 weeks
supplies. common expressions of experiencial learning: basic personal information
Vocabulary Art - Asking and politeness in class while working - Concrete Experience and expressions of
Supplies and answering about in pairs or groups on projects. - Reflexive bservation. politeness in order to
Colors colors. (Example: Please, sorry, thank - Abstract introduce oneself and
Grammar This - Building reading you, etc.) conceptualization. participate in a short
is (paint). and listening skills. - Active conversation.
What’s this? - Talking about experimentation. I.EFL.2.3.1. Learners can
What color is it? secondary colors. use basic personal
It’s (red). Blue 2. The Direct method. information and expressions
and yellow 3. Input before output of politeness in short
make green. 4. Total physical response. dialogues or conversations.
Phonics: /b/, EFL2.2.3. Recognize familiar 5. Suggestopedia, (J.2, J.3)
/p/, /t/, /d/, /m/ names, words, and short phrases 6. Comunicative Language
and /n/ about simple everyday topics Teaching. CE.EFL.2.7. Listening for
whether heard in Information: Follow short and
isolation or within short, simple simple spoken texts that
spoken texts describing people include familiar vocabulary
and objects. (Example: and are set in everyday
vocabulary about self, family, contexts. Identify key items
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friends and immediate
surroundings at school and
home, adjectives for color and
size, 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.2.2.8. Imitate individual
English language sounds,
especially those phonemes which
do not exist in the student’s own
L1, both in isolation and within
key vocabulary items.
EFL.2.2.10. Clap, move, chant,
or sing along with short authentic
English language rhymes or
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of information within the text,
and record or act upon them.
I.EFL.2.7.1. Learners can
understand short and simple
spoken texts well enough to
be able to pick out key items
of information and record
them in writing or drawings,
or physically act upon them.
(I.3)
CE.EFL.2.8. Production -
Pronunciation: Produce
individual words and short
phrases clearly enough that
other people can usually
understand them easily.
I.EFL.2.8.1. Learners can
pronounce most familiar
vocabulary items accurately,
and can therefore usually be
easily understood. They can
also produce some phrases
and short sentences clearly,
and may approximate
English rhythm and
intonation in longer
utterances. (I.3)
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songs, approximating English
rhythm and intonation once
familiar with the text. (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.2.2.13. Understand and use
basic greetings, leave-taking
expressions, and other simple
everyday phrases to facilitate
interpersonal interaction, to
introduce others, and to name
things. (Example: Thank-you,
Can I help you? This is [name],
etc.)
EFL.2.2.14. Ask and answer
basic personal information
questions, as well as simple
questions about other people,
animals, and possessions,
provided the interaction is slow
and clear. (Example: Where do
you live? Do you have a bicycle?,
etc.)
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CE.EFL.2.10. Interaction –
Interpersonal: Participate
effectively in basic
interpersonal interactions in
everyday contexts, provided
the interlocutor speaks slowly
and clearly. (Example:
requesting, introducing,
responding, etc.)
I.EFL.2.10.1. Learners can
interact effectively using a
range of basic functional
exponents for interpersonal
conversations in everyday
contexts, providing speech is
slow and clear. Learners can
request repetition or
clarification, and can react
appropriately to responses
received. (I.3)
CE.EFL.2.11. Identify and
understand individual
every-day words, phrases,
and sentences, including
instructions.
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EFL.2.3.1. Demonstrate basic
reading comprehension skills by
identifying the meaning of
individual words, phrases, and
sentences, including simple
written instructions.
EFL.2.4.1 Know how to spell
simple English words correctly,
demonstrating awareness of
sound-letter relationships.
(Example: sea, mean, bee, etc.)
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I.EFL.2.11.1. Learners can
understand familiar words,
phrases, and short simple
sentences and can
successfully complete the
simple accompanying task.
(I.4)
CE.EFL.2.17. Write simple
words, phrases, and
sentences to demonstrate
knowledge of spelling,
punctuation, capitalization
and handwriting / typography,
and identify their meanings.
I.EFL.2.17.1. Learners can
write words, phrases, and
short simple sentences using
the correct conventions
(spelling,
punctuation, capitalization,
and handwriting or
typography, etc.), for making
simple learning resources.
(I.3)
CE.EFL.2.21. Distinguish key
information in stories and
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EFL.2.5.1. Identify key other age-appropriate literary

information such as events, texts, both oral and written.
characters, and objects in stories I.EFL.2.21.1. Learners can
and other age-appropriate literary recognize, through pictures
texts if there is visual support. or other media such as ICT,
key aspects of a story or
literary text (both oral and
written). (J.1, I.2)

3. Birthday Party - Talking about EFL.2.1.1. Exchange basic 1. Develop Kolb’s cycle of CE.EFL.2.3. Make use of 6 weeks
numbers and age. introductions and limited personal experiencial learning: basic personal information
Vocabulary - Asking and information in class using simple - Concrete Experience and expressions of
Numbers and answering about present tense in order to get to - Reflexive bservation. politeness in order to
Toys toys. know their peers. (Example: - Abstract introduce oneself and
Grammar How - Building reading where one lives or conceptualization. participate in a short
old are you? I’m and listening skills. goes to school, etc.) - Active conversation.
(seven). How -Talking about EFL.2.1.6. Understand and use experimentation. I.EFL.2.3.1. Learners can
many dolls? toys. common expressions of use basic personal
(One) (doll). politeness in class while working 2. The Direct method. information and expressions
(Two) (dolls). I in pairs or groups on projects. 3. Input before output of politeness in short
have (one) (Example: Please, sorry, thank 4. Total physical response. dialogues or conversations.
(game). I have you, etc.) 5. Suggestopedia, (J.2, J.3)
(two) (games). 6. Comunicative Language
EFL.2.1.7. Collaborate in a Teaching.
friendly manner by sharing CE.EFL.2.4. Develop skills of
classroom materials and personal collaboration by working
objects while participating in together on projects and
sharing materials while
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games and activities in class and
on the playground.
EFL.2.2.1. Understand meanings
expressed in short dialogues on
familiar topics, as well as basic
spoken instructions and simple
questions about self, people,
animals, or things, especially
when spoken slowly and clearly.
(Example: greetings, short
phrases, basic range of
classroom instructions, common
personal information questions:
What’s your name? etc.)
EFL.2.2.13. Understand and use
basic greetings, leave-taking
expressions, and other simple
everyday phrases to facilitate
interpersonal interaction, to
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expressing personal
preferences with peers.
I.EFL.2.4.1. Learners can
select pictures and/or short
phrases that relate to
collaborating and sharing
and express
personal preferences. (J.2,
J.3, S.4)
CE.EFL.2.6. Listening for
Meaning: Understand the
main ideas in short simple
spoken texts that include
familiar vocabulary and are
set in everyday contexts.
I.EFL.2.6.1. Learners can
understand the main ideas in
short simple spoken texts
and infer who is speaking
and
what the situation is, without
decoding every word. (I.3)
CE.EFL.2.10. Interaction –
Interpersonal: Participate
effectively in basic
interpersonal interactions in
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introduce others, and to name
things. (Example: Thank-you,
Can I help you? This is [name],
etc.)
EFL.2.2.14. Ask and answer
basic personal information
questions, as well as simple
questions about other people,
animals, and possessions,
provided the interaction is slow
and clear. (Example: Where do
you live? Do you have a bicycle?,
etc.)
EFL.2.3.1. Demonstrate basic
reading comprehension skills by
identifying the meaning of
individual words, phrases, and
sentences, including simple
written instructions.
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everyday contexts, provided
the interlocutor speaks slowly
and clearly. (Example:
requesting, introducing,
responding, etc.)
I.EFL.2.10.1. Learners can
interact effectively using a
range of basic functional
exponents for interpersonal
conversations in everyday
contexts, providing speech is
slow and clear. Learners can
request repetition or
clarification, and can react
appropriately to responses
received. (I.3)
CE.EFL.2.11. Identify and
understand individual
every-day words, phrases,
and sentences, including
instructions.
I.EFL.2.11.1. Learners can
understand familiar words,
phrases, and short simple
sentences and can
successfully complete the
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EFL.2.5.1. Identify key simple accompanying task.

information such as events, (I.4)
characters, and objects in stories
and other age-appropriate literary CE.EFL.2.21. Distinguish key
texts if there is visual support. information in stories and
other age-appropriate literary
texts, both oral and written.
I.EFL.2.21.1. Learners can
recognize, through pictures
or other
media such as ICT, key
aspects of a story or literary
text (both
oral and written). (J.1, I.2)

4. Home - Talking about EFL.2.1.6. Understand and use 11. Develop Kolb’s cycle of CE.EFL.2.3. Make use of 6 weeks
family members. common expressions of experiencial learning: basic personal information
Vocabulary - Talking about politeness in class while working - Concrete Experience and expressions of
Family and likes and dislikes in pairs or groups on projects. - Reflexive bservation. politeness in order to
Food with food. (Example: Please, sorry, thank - Abstract introduce oneself and
Grammar - Building reading you, etc.) conceptualization. participate in a short
Who’s this? and listening skills. - Active conversation.
This is my - Asking and experimentation. I.EFL.2.3.1. Learners can
(mother). I like answering about use basic personal
(juice). I don’t food. 2. The Direct method. information and expressions
like (juice). 3. Input before output of politeness in short
What’s this? EFL.2.1.8. Exchange basic 4. Total physical response. dialogues or conversations.
This is (pizza). personal preferences with peers 5. Suggestopedia, (J.2, J.3)
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Phonics short in order to express likes and
/a/, short /e/, dislikes.
short /i/, short/o/
and short /u/
EFL.2.2.1. Understand meanings
expressed in short dialogues on
familiar topics, as well as basic
spoken instructions and simple
questions about self, people,
animals, or things, especially
when spoken slowly and clearly.
(Example: greetings, short
phrases, basic range of
classroom instructions, common
personal information questions:
What’s your name? etc.)
EFL2.2.3. Recognize familiar
names, words, and short phrases
about simple everyday topics
whether heard in
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6. Comunicative Language
Teaching. CE.EFL.2.4. Develop skills of
collaboration by working
together on projects and
sharing materials while
expressing personal
preferences with peers.
I.EFL.2.4.1. Learners can
select pictures and/or short
phrases that relate to
collaborating and sharing
and express
personal preferences. (J.2,
J.3, S.4)
CE.EFL.2.6. Listening for
Meaning: Understand the
main ideas in short simple
spoken texts that include
familiar vocabulary and are
set in everyday contexts.
I.EFL.2.6.1. Learners can
understand the main ideas in
short simple spoken texts
and infer who is speaking
and
what the situation is, without
decoding every word. (I.3)
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isolation or within short, simple
spoken texts describing people
and objects. (Example:
vocabulary about self, family,
friends and immediate
surroundings at school and
home, adjectives for color and
size, etc.)
EFL.2.2.8. Imitate individual
English language sounds,
especially those phonemes which
do not exist in the student’s own
L1, both in isolation and within
key vocabulary items.
EFL.2.2.10. Clap, move, chant,
or sing along with short authentic
English language rhymes or
songs, approximating English
rhythm and intonation once
familiar with the text. (Example:
jump or clap in time to jump-rope
rhymes, do the actions to action
songs or short rhythmic poems,
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CE.EFL.2.7. Listening for
Information: Follow short and
simple spoken texts that
include familiar vocabulary
and are set in everyday
contexts. Identify key items
of information within the text,
and record or act upon them.
I.EFL.2.7.1. Learners can
understand short and simple
spoken texts well enough to
be able to pick out key items
of information and record
them in writing or drawings,
or
physically act upon them.
(I.3)
CE.EFL.2.8. Production -
Pronunciation: Produce
individual words and short
phrases clearly enough that
other people can usually
understand them easily.
I.EFL.2.8.1. Learners can
pronounce most familiar
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enunciating some of words in
time with the rhythm, etc.)
EFL.2.3.1. Demonstrate basic
reading comprehension skills by
identifying the meaning of
individual words, phrases, and
sentences, including simple
written instructions.
EFL.2.3.5. Show the ability to use
a simple learning resource.
(Example: a small set of
flashcards, a picture-based
dictionary (online or print), or a
simple word list).
EFL.2.4.3. Write simple words,
phrases and sentences with
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vocabulary items accurately,
and can therefore usually be
easily understood. They can
also produce some phrases
and short sentences clearly,
and may approximate
English rhythm and
intonation in longer
utterances. (I.3)
CE.EFL.2.11. Identify and
understand individual
every-day words, phrases,
and sentences, including
instructions.
I.EFL.2.11.1. Learners can
understand familiar words,
phrases, and short simple
sentences and can
successfully complete the
simple accompanying task.
(I.4)
CE.EFL.2.14. Demonstrate
familiarity with study
resources (both print and
digital). (Example: a picture
dictionary, some flashcards
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correct use of standard writing
mechanics. (Example: spelling,
punctuation, capitalization, and
writing by hand and/or on the
computer.
EFL.2.5.7. Create picture books
and/or other graphic expressions
in pairs in class by varying
scenes, characters, or other
elements of literary texts.
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of known words, or a word
list.)
I.EFL.2.14.1. Learners can
successfully use simple
online and print learning
resources. (Example:
flashcards, picture
dictionaries, word lists, etc.)
(I.2)
CE.EFL.2.17. Write simple
words, phrases, and
sentences to demonstrate
knowledge of spelling,
punctuation, capitalization
and handwriting / typography,
and identify their meanings.
I.EFL.2.17.1. Learners can
write words, phrases, and
short simple sentences using
the correct conventions
(spelling,
punctuation, capitalization,
and handwriting or
typography, etc.), for making
simple learning resources.
(I.3)
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CE.EFL.2.23. Display an
affinity for a variety of literary
texts by responding within a
range of physical, cognitive,
and attitudinal manners, and
vary elements of a literary
text to create a new text.
I.EFL.2.23.1. Learners can
demonstrate an affinity for a
variety of literary texts by
responding within a range of
physical, cognitive, and
attitudinal manners and
adapt elementsof a literary
text to create a new text. (I.1,
I.4)

The Park - Talking about EFL.2.1.5. Recognize ways to 1. Develop Kolb’s cycle of CE.EFL.2.2. Catalog
nature. relate responsibly to one’s experiencial learning: everyday objects and places
Vocabulary - Talking about surroundings at home and at - Concrete Experience in different cultures and
Nature, abilities and school by exhibiting responsible - Reflexive bservation. recognize ways to act
Playtime and playtime. behaviors towards the - Abstract responsibly towards one’s
Animals - To build reading environment. (Example: chores at conceptualization. environment and
Grammar What and listening skills. home, recycling, etc.) - Active surroundings.
can you see? I - Asking and experimentation. I.EFL.2.2.1. Learners can
can see a answering about classify everyday objects and
(flower). I can animals. 2. The Direct method. familiar places. Learners can
see (flowers). I 3. Input before output compare objects from
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can play
(soccer). I can’t
play (soccer).
Can you see a
turtle? Yes, I EFL.2.2.13. Understand and use
can. No, I can’t. basic greetings, leave-taking
expressions, and other simple
everyday phrases to facilitate
interpersonal interaction, to
introduce others, and to name
things. (Example: Thank-you,
Can I help you? This is [name],
etc.)
EFL.2.2.14. Ask and answer
basic personal information
questions, as well as simple
questions about other people,
animals, and possessions,
provided the interaction is slow
and clear. (Example: Where do
you live? Do you have a bicycle?,
etc.)
4. Total physical response.
5. Suggestopedia,
6. Comunicative Language
Teaching.
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different cultural contexts.
Learners can say and
recognize ways to take care
of the environment and one’s
surroundings. (J.3, S.1)
CE.EFL.2.10. Interaction –
Interpersonal: Participate
effectively in basic
interpersonal interactions in
everyday contexts, provided
the interlocutor speaks slowly
and clearly. (Example:
requesting, introducing,
responding, etc.)
I.EFL.2.10.1. Learners can
interact effectively using a
range of basic functional
exponents for interpersonal
conversations in everyday
contexts, providing speech is
slow and clear. Learners can
request repetition or
clarification, and can react
appropriately to responses
received. (I.3)
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EFL.2.3.1. Demonstrate basic
reading comprehension skills by
identifying the meaning of
individual words, phrases, and
sentences, including simple
written instructions.
EFL.2.3.5. Show the ability to use
a simple learning resource.
(Example: a small set of
flashcards, a picture-based
dictionary (online or print), or a
simple word list).
EFL.2.5.1. Identify key
information such as events,
characters, and objects in stories
and other age-appropriate literary
texts if there is visual support.
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CE.EFL.2.11. Identify and
understand individual
every-day words, phrases,
and sentences, including
instructions.
I.EFL.2.11.1. Learners can
understand familiar words,
phrases, and short simple
sentences and can
successfully complete the
simple accompanying task.
(I.4)
CE.EFL.2.14. Demonstrate
familiarity with study
resources (both print and
digital). (Example: a picture
dictionary, some flashcards
of known words, or a word
list.)
I.EFL.2.14.1. Learners can
successfully use simple
online and print learning
resources. (Example:
flashcards, picture
dictionaries, word lists, etc.)
(I.2)
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(PCA)

CE.EFL.2.21. Distinguish key

information in stories and
other age-appropriate literary
texts, both oral and written.
I.EFL.2.21.1. Learners can
recognize, through pictures
or other media such as ICT,
key aspects of a story or
literary text (both oral and
written). (J.1, I.2
5. The Zoo - . EFL.2.1.6. Understand and use 1. Develop Kolb’s cycle of CE.EFL.2.3. Make use of 6 weeks
common expressions of experiencial learning: basic personal information
Vocabulary politeness in class while working - Concrete Experience and expressions of
Animals and in pairs or groups on projects. - Reflexive bservation. politeness in order to
Abilities (Example: Please, sorry, thank - Abstract introduce oneself and
Grammar you, etc.) conceptualization. participate in a short
Where is the - Active conversation.
(monkey)? The experimentation. I.EFL.2.3.1. Learners can
(monkey) is (in use basic personal
the tree). It’s 2. The Direct method. information and expressions
(one the rock). 3. Input before output of politeness in short
Where are the EFL.2.2.8. Imitate individual 4. Total physical response. dialogues or conversations.
(snakes)? English language sounds, 5. Suggestopedia, (J.2, J.3)
They’re (on the especially those phonemes which 6. Comunicative Language
rock). Can do not exist in the student’s own Teaching. CE.EFL.2.8. Production -
(zebras) (run)? L1, both in isolation and within Pronunciation: Produce
Yes, they can. key vocabulary items. individual words and short
No, they can’t. phrases clearly enough that
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Phonics: /f/, /v/, EFL.2.2.10. Clap, move, chant,
/s/, /z/, /r/ and /l/ or sing along with short authentic
English language rhymes or
songs, approximating English
rhythm and intonation once
familiar with the text. (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.2.3.1. Demonstrate basic
reading comprehension skills by
identifying the meaning of
individual words, phrases, and
sentences, including simple
written instructions.
EFL.2.4.3. Write simple words,
phrases and sentences with
correct use of standard writing
mechanics. (Example: spelling,
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other people can usually
understand them easily.
I.EFL.2.8.1. Learners can
pronounce most familiar
vocabulary items accurately,
and can therefore usually be
easily understood. They can
also produce some phrases
and short sentences clearly,
and may approximate
English rhythm and
intonation in longer
utterances. (I.3)
CE.EFL.2.11. Identify and
understand individual
every-day words, phrases,
and sentences, including
instructions.
I.EFL.2.11.1. Learners can
understand familiar words,
phrases, and short simple
sentences and can
successfully complete the
simple accompanying task.
(I.4)
 PLAN CURRICULAR ANUAL
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punctuation, capitalization, and
writing by hand and/ or on the
computer.
EFL.2.5.1. Identify key
information such as events,
characters, and objects in stories
and other age-appropriate literary
texts if there is visual support.
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CE.EFL.2.17. Write simple
words, phrases, and
sentences to demonstrate
knowledge of spelling,
punctuation, capitalization
and handwriting / typography,
and identify their meanings.
I.EFL.2.17.1. Learners can
write words, phrases, and
short simple sentences using
the correct conventions
(spelling,
punctuation, capitalization,
and handwriting or
typography, etc.), for making
simple learning resources.
(I.3)
CE.EFL.2.21. Distinguish key
information in stories and
other age-appropriate literary
texts, both oral and written.
I.EFL.2.21.1. Learners can
recognize, through pictures
or other media such as ICT,
key aspects of a story or
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(PCA)

literary text (both oral and

written). (J.1, I.2)

Science Day - Asking and EFL.2.1.4. Express curiosity 11. Develop Kolb’s cycle of CE.EFL.2.2. Catalog
answering about about the world and other experiencial learning: everyday objects and places
Vocabulary My body parts. cultures by asking simple WH- - Concrete Experience in different cultures and
Body, My Face - Asking and questions in class after reading - Reflexive bservation. recognize ways to act
and Healthy answering about and/or participating in - Abstract responsibly towards one’s
Habits facial features. presentations or other group conceptualization. environment and
Grammar - To build reading work. - Active surroundings.
What’s this? and listening skills. EFL.2.1.5. Recognize ways to experimentation. I.EFL.2.2.1. Learners can
This is my - Talking about relate responsibly to one’s classify everyday objects and
(arm). What are healthy habits. surroundings at home and at 2. The Direct method. familiar places. Learners can
these ? These school by exhibiting responsible 3. Input before output compare objects from
are my (arms). behaviors towards the 4. Total physical response. different cultural contexts.
Is this my environment. (Example: chores at 5. Suggestopedia, Learners can say and
(eye)? Yes, it is. home, recycling, etc.) 6. Comunicative Language recognize ways to take care
No, it isn’t. Are Teaching. of the environment and one’s
these my surroundings. (J.3, S.1)
(eyes)? Yes,
they are. No,
they aren’t. I EFL.2.1.6. Understand and use CE.EFL.2.3. Make use of
can (wash my common expressions of basic personal information
face). politeness in class while working and expressions of
in pairs or groups on projects. politeness in order to
(Example: Please, sorry, thank introduce oneself and
you, etc.) participate in a short
conversation.
 PLAN CURRICULAR ANUAL
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EFL.2.2.14. Ask and answer
basic personal information
questions, as well as simple
questions about other people,
animals, and possessions,
provided the interaction is slow
and clear. (Example: Where do
you live? Do you have a bicycle?,
etc.)
EFL.2.3.1. Demonstrate basic
reading comprehension skills by
identifying the meaning of
individual words, phrases, and
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2020-2021
I.EFL.2.3.1. Learners can
use basic personal
information and expressions
of politeness in short
dialogues or conversations.
(J.2, J.3)
CE.EFL.2.10. Interaction –
Interpersonal: Participate
effectively in basic
interpersonal interactions in
everyday contexts, provided
the interlocutor speaks slowly
and clearly. (Example:
requesting, introducing,
responding, etc.)
I.EFL.2.10.1. Learners can
interact effectively using a
range of basic functional
exponents for interpersonal
conversations in everyday
contexts, providing speech is
slow and clear. Learners can
request repetition or
clarification, and can react
appropriately to responses
received. (I.3)
 PLAN CURRICULAR ANUAL
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sentences, including simple
written instructions.
EFL.2.3.6. Understand the
content of a simple graphic
organizer (online or print).
(Example, Venn Diagrams,
charts, and labeled diagrams.)
EFL.2.5.1. Identify key
information such as events,
characters, and objects in stories
and other age-appropriate literary
texts if there is visual support.
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CE.EFL.2.11. Identify and
understand individual
every-day words, phrases,
and sentences, including
instructions.
I.EFL.2.11.1. Learners can
understand familiar words,
phrases, and short simple
sentences and can
successfully complete the
simple accompanying task.
(I.4)
CE.EFL.2.15. Learn to read
graphs, diagrams, charts,
and other kinds of graphic
organizer. Demonstrate
understanding of a text
presented in the form of a
graphic organizer (both print
and digital).
I.EFL.2.15.1. Learners can
use simple graphic
organizers to show that they
can understand a short
simple text. (Example: maps,
diagrams, bar charts, Venn
diagrams, etc.) (I.4)
 PLAN CURRICULAR ANUAL AÑO LECTIVO
2020-2021
(PCA)

CE.EFL.2.21. Distinguish key

information in stories and
other age-appropriate literary
texts, both oral and written.
I.EFL.2.21.1. Learners can
recognize, through pictures
or other media such as ICT,
key aspects of a story or
literary text (both oral and
written). (J.1, I.2)

6. The Toy Store - Talking about EFL.2.1.4. Express curiosity 1. Develop Kolb’s cycle of CE.EFL.2.2. Catalog 6 weeks
toys using about the world and other experiencial learning: everyday objects and places
Vocabulary adjectives cultures by asking simple WH- - Concrete Experience in different cultures and
Adjectives and - Asking and questions in class after reading - Reflexive bservation. recognize ways to act
Transportation answering about and/or participating in - Abstract responsibly towards one’s
Grammar toys using presentations or other group conceptualization. environment and
What’s that? adjectives. work. - Active surroundings.
That’s an (old - To build reading EFL.2.1.5. Recognize ways to experimentation. I.EFL.2.2.1. Learners can
bike). What are and listening skills. relate responsibly to one’s classify everyday objects and
those? Those - Asking and surroundings at home and at 2. The Direct method. familiar places. Learners can
are (new bikes). answering about school by exhibiting responsible 3. Input before output compare objects from
Is that a (fast transportation. behaviors towards the 4. Total physical response. different cultural contexts.
car)? Yes, it is. environment. (Example: chores at 5. Suggestopedia, Learners can say and
No, it isn’t. Are home, recycling, etc.) 6. Comunicative Language recognize ways to take care
those (fast Teaching.
 PLAN CURRICULAR ANUAL AÑO LECTIVO
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(PCA)

cars)? Yes, they of the environment and one’s

are. No, they surroundings. (J.3, S.1)
aren’t. What’s EFL2.2.3. Recognize familiar
this/that? It’s names, words, and short phrases CE.EFL.2.7. Listening for
a(n) (old bus). about simple everyday topics Information: Follow short and
What are whether heard in simple spoken texts that
those/these? isolation or within short, simple include familiar vocabulary
They’re (new spoken texts describing people and are set in everyday
buses). and objects. (Example: contexts. Identify key items
Phonics long vocabulary about self, family, of information within the text,
/a/, long /e/, friends and immediate and record or act upon them.
long /i/, long /o/ surroundings at school and I.EFL.2.7.1. Learners can
and long /u/ home, adjectives for color and understand short and simple
size, etc.) spoken texts well enough to
be able to pick out key items
of information and record
them in writing or drawings,
or physically act upon them.
EFL.2.2.8. Imitate individual (I.3)
English language sounds,
especially those phonemes which CE.EFL.2.8. Production -
do not exist in the student’s own Pronunciation: Produce
L1, both in isolation and within individual words and short
key vocabulary items. phrases clearly enough that
EFL.2.2.10. Clap, move, chant, other people can usually
or sing along with short authentic understand them easily.
English language rhymes or I.EFL.2.8.1. Learners can
songs, approximating English pronounce most familiar
 PLAN CURRICULAR ANUAL
(PCA)
rhythm and intonation once
familiar with the text. (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.2.3.1. Demonstrate basic
reading comprehension skills by
identifying the meaning of
individual words, phrases, and
sentences, including simple
written instructions.
EFL.2.3.5. Show the ability to use
a simple learning resource.
(Example: a small set of
flashcards, a picture-based
dictionary (online or print), or a
simple word list).
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vocabulary items accurately,
and can therefore usually be
easily understood. They can
also produce some phrases
and short sentences clearly,
and may approximate
English rhythm and
intonation in longer
utterances. (I.3)
CE.EFL.2.11. Identify and
understand individual
every-day words, phrases,
and sentences, including
instructions.
I.EFL.2.11.1. Learners can
understand familiar words,
phrases,
and short simple sentences
and can successfully
complete
the simple accompanying
task. (I.4)
CE.EFL.2.14. Demonstrate
familiarity with study
resources (both print and
digital). (Example: a picture
 PLAN CURRICULAR ANUAL
(PCA)
EFL.2.3.6. Understand the
content of a simple graphic
organizer (online or print).
(Example, Venn Diagrams,
charts, and labeled diagrams.)
EFL.2.4.3. Write simple words,
phrases and sentences with
correct use of standard writing
mechanics. (Example: spelling,
punctuation, capitalization, and
writing by hand and/or on the
computer.
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dictionary, some flashcards
of known words, or a word
list.)
I.EFL.2.14.1. Learners can
successfully use simple
online and print learning
resources. (Example:
flashcards, picture
dictionaries, word lists, etc.)
(I.2)
CE.EFL.2.15. Learn to read
graphs, diagrams, charts,
and other kinds of graphic
organizer. Demonstrate
understanding of a text
presented in the form of a
graphic organizer (both print
and digital).
I.EFL.2.15.1. Learners can
use simple graphic
organizers to show that they
can understand a short
simple text. (Example:maps,
diagrams, bar charts, Venn
diagrams, etc.) (I.4)
 PLAN CURRICULAR ANUAL
(PCA)
EFL.2.5.1. Identify key
information such as events,
characters, and objects in stories
and other age-appropriate literary
texts if there is visual support.
AÑO LECTIVO
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CE.EFL.2.17. Write simple
words, phrases, and
sentences to demonstrate
knowledge of spelling,
punctuation, capitalization
and handwriting / typography,
and identify their meanings.
I.EFL.2.17.1. Learners can
write words, phrases, and
short simple sentences using
the correct conventions
(spelling,
punctuation, capitalization,
and handwriting or
typography, etc.), for making
simple learning resources.
(I.3)
CE.EFL.2.21. Distinguish key
information in stories and
other age-appropriate literary
texts, both oral and written.
I.EFL.2.21.1. Learners can
recognize, through pictures
or other media such as ICT,
key aspects of a story or
literary text (both oral and
written). (J.1, I.2)
 PLAN CURRICULAR ANUAL AÑO LECTIVO
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(PCA)

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

Jackson, P., & Banman Sileci, S. (2012). Everybody Up Student Book Level 1. Oxford: Oxford University
Press.

Jackson, P., & Banman Sileci, S. (2012). Everybody Up Teacher’s Book Level 1. Oxford: Oxford University
Press.

Jackson, P., & Banman Sileci, S. (2012). Everybody Up Workbook Level 1. Oxford: Oxford University
Press.

DONE BY: REVISED BY: APPROVED BY:

TEACHER (S): ): NAME: ): NAME:
Signature: Signature: Signature:
Date: Signature: Signature: