ANNUAL CURRICULUM PLAN

INSTITUTIONAL LOGO NAME OF THE INSTITUTION ACADEMIC YEAR

ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
Area:
Teachers:
Grade / course 7th EGB
2. TIME
Weekly course load No. of Learning evaluation and unexpected
working issues
hours
Según la malla curricular. 40 Semanas Tiempo considerado para evaluación e imprevistos.
3. GENERAL OBJECTIVES
Objectives of the Area
OG.EFL 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.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence,
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
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.
2020-2021
Subject:
Education Level EGB Media
Total class weeks Total periods
40 – las semanas de evaluación e imprevistos. Carga horaria por las semanas
de clase.
Objectives of the level/course
O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with
and to develop an approach of critical inquiry to a variety of texts.
O.EFL 3.2 Assess and appreciate English as an international language, as well as the skills and
subskills that contribute to communicative and pragmatic competence.
O.EFL 3.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment and
to access information.
O.EFL 3.4 Develop creative and critical thinking skills to foster problem-solving and independent
learning using both spoken and written English.
O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues, answer questions
or solve problems.
O.EFL 3.6 Read and write short descriptive and informative texts related to personal information or
familiar topics and use them as a means of communication and written expression of thought.
O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as
poems, rhymes, chants, songs, games and graphic short stories in order to foster imagination,
curiosity and memory, while developing a taste for oral and written literary texts.
O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore creative
writing as an outlet to personal expression and intercultural competence.
O.EFL 3.9Be 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

4. TRANSVERSAL AXES :
5. DEVELOPMENT OF PLANNING UNITS*
N.º Name of Specific objectives of the
the Unit Planning Unit
1. Classroo O.EFL 3.1 Identify the main
m rules ideas and some details of
and written and oral texts, in
language order to interact with and to
develop an approach of
critical inquiry to a variety
of texts.
O.EFL 3.3 Independently
read level-appropriate texts
in English for pure
enjoyment/entertainment
and to access information.
O.EFL 3.6 Read and write
short descriptive and
informative texts related to
personal information or
familiar topics and use
them as a means of
communication and written
expression of thought.
O.EFL 3.7 Appreciate the
use of English language
through spoken and written
literary texts such as
poems, rhymes, chants,
songs, games and graphic
short stories in order to
foster imagination, curiosity
and memory, while
Skills and performance
criteria
EFL 3.1.1 Ask simple basic
questions in class about the
world beyond their own
immediate environment in
order to increase their
understanding of different
cultures.
EFL 3.2.3 Record key items of
specific information from a
heard message or description,
either in written form or by
drawing a picture. (Example:
letters of the alphabet,
numbers, quantities, prices
and times, days, dates and
months, etc.)
EFL 3.2.8 Spell out key
vocabulary items using the
English alphabet.
EFL. 3.3.1 Understand most of
the details of the content of a
short simple text (online or
print)
language in simple and routine tasks which require a direct exchange of information..
J.1. We understand the needs and strengths of our country and commit to building an
equal, inclusive, and democratic society society..
I.1. We have creative initiatives and proceed with passion, open minds, and a vision
of the future. We assume authentic leadership, are responsible and proactive when
making decisions, and prepare ourselves to face the risks brought on by our actions.
S.1.We take on social responsibility and have the ability to interact with
heterogeneous groups from an understanding, tolerant, and empathetic standpoint.
Contents Methodology orientation Evaluation Criteria and Indicators Time
in
weeks
Vocabulary CE.EFL.3.1. Cultivate an awareness of 6
Classroom different cultures and identify similarities
rules and differences between them through oral
Classroom Using question prompts to write and written literary texts.
objects sentences about a classmate I.EFL.3.1.1. Learners can show an
Grammar Writing about a subject using key awareness of different cultures and identify
Modal verbs words given in class similarities and differences between them
May /Can Listening to songs and short through oral and written literary texts. (I.2,
Future will stories S.2, J.1)
Listening and marking and CE.EFL.3.17. Produce a short simple
labeling paragraph to describe people, places,
Dialogues based on questions things and feelings in order to influence an
and answers to describe audience and use linking words to write
Listen to write other narratives on familiar subjects.
I.EFL.3.17.1. Learners can write short
simple paragraphs to describe people,
places, animals, things and feelings, with
limited support, while demonstrating an
ability to effectively influence an audience
and to express everyday activities. (I.3,
S.1)
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
 developing a taste for oral
and written literary texts.
2. The O.EFL 3.1 Identify the main
bathroom ideas and some details of
written and oral texts, in
order to interact with and
to develop an approach of
critical inquiry to a variety
of texts
O.EFL 3.8 Demonstrate an
ability to interact with
written and spoken texts, in
order to explore creative
writing as an outlet to
personal expression and
intercultural competence.
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.
EFL 3.2.3 Record key items of
specific information from a
heard message or description,
either in written form or by
drawing a picture. (Example:
letters of the alphabet,
numbers, quantities, prices
and times, days, dates and
months, etc.)
EFL 3.2.7. Identify the main
idea of short, clear, simple
messages and
announcements and
understand sentences and
frequently used expressions
related to areas of immediate
relevance. (Example: follow
verbal instructions for a game,
ask for prices at a store, follow
simple classroom instructions,
describe places nearby, etc.)
EFL 3.2.8 Spell out key
vocabulary items using the
English alphabet.
EFL. 3.3.1 Understand most of
Vocabulary
Object
bathroom
Using question prompts to write
Grammar sentences about a classmate
And / But Writing about a subject using key
Prepositions words given in class
of place Listening to songs and short
stories
Listening and marking and
labeling
Dialogues based on questions
and answers to describe
Listen to write
Reading a text and answering
information questions.
Completing gaps from a reading
using words from a box.
visuals
I.EFL. 3.11.1. Learners can understand
most details in a short simple print text and
can follow short instructions in simple
projects if step-by-step visuals are
provided.
CE.EFL.3.1. Cultivate an awareness of
different cultures and identify similarities
and differences between them through oral
and written literary texts.
I.EFL.3.1.1. Learners can show an
awareness of different cultures and identify
similarities and differences between them
through oral and written literary texts. (I.2,
S.2, J.1)
CE.EFL.3.17. Produce a short simple
paragraph to describe people, places,
things and feelings in order to influence an
audience and use linking words to write
other narratives on familiar subjects.
I.EFL.3.17.1. Learners can write short
simple paragraphs to describe people,
places, animals, things and feelings, with
limited support, while demonstrating an
ability to effectively influence an audience
and to express everyday activities. (I.3,
S.1)
CE.EFL.3.11. Demonstrate comprehension
of most of the details of a short simple
online or print text and follow short
instructions in simple experiments and
projects if illustrated through step-by-step
visuals
I.EFL. 3.11.1. Learners can understand

3. Numbers O.EFL 3.8 Demonstrate an
colors ability to interact with
written and spoken texts, in
order to explore creative
writing as an outlet to
personal expression and
intercultural competence.
O.EFL 3.9Be 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.
the details of the content of a
short simple text (online or
print)
EFL 3.2.3 Record key items of
specific information from a
heard message or description,
either in written form or by
drawing a picture. (Example:
letters of the alphabet,
numbers, quantities, prices
and times, days, dates and
months, etc.)
EFL 3.2.7. Identify the main
idea of short, clear, simple
messages and
announcements and
understand sentences and
frequently used expressions
related to areas of immediate
relevance. (Example: follow
verbal instructions for a game,
ask for prices at a store, follow
simple classroom instructions,
describe places nearby, etc.)
EFL 3.2.8 Spell out key
vocabulary items using the
English alphabet.
EFL. 3.3.1 Understand most of
the details of the content of a
short simple text (online or
print)
Vocabulary
Numbers
Colors Listening to spoken or recorded
Shapes descriptions of familiar scenes,
and marking the words you hear.
Showing the student some picture
flashcards of familiar situations
Grammar and asking them to describe what
is happening/has happened.
More than Circling by listening
Know how to Matching words and pictures
The same Matching parts of questions to
The same as answers
Describing pictures
Group work activities
Dialogues based on questions
and answers to describe
Listen to write
Reading a text and answering
information questions.
Completing gaps from a reading
using words from a box.
most details in a short simple print text and
can follow short instructions in simple
projects if step-by-step visuals are
provided.
CE.EFL.3.1. Cultivate an awareness of
different cultures and identify similarities
and differences between them through oral
and written literary texts.
I.EFL.3.1.1. Learners can show an
awareness of different cultures and identify
similarities and differences between them
through oral and written literary texts. (I.2,
S.2, J.1)
CE.EFL.3.17. Produce a short simple
paragraph to describe people, places,
things and feelings in order to influence an
audience and use linking words to write
other narratives on familiar subjects.
I.EFL.3.17.1. Learners can write short
simple paragraphs to describe people,
places, animals, things and feelings, with
limited support, while demonstrating an
ability to effectively influence an audience
and to express everyday activities. (I.3,
S.1)
CE.EFL.3.11. Demonstrate comprehension
of most of the details of a short simple
online or print text and follow short
instructions in simple experiments and
projects if illustrated through step-by-step
visuals
I.EFL. 3.11.1. Learners can understand
most details in a short simple print text and
can follow short instructions in simple

4. Character O.EFL 3.1 Identify the main
and ideas and some details of
personalit written and oral texts, in
y order to interact with and
to develop an approach of
critical inquiry to a variety
of texts
O.EFL 3.8 Demonstrate an
ability to interact with
written and spoken texts, in
order to explore creative
writing as an outlet to
personal expression and
intercultural competence.
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.
EFL 3.2.3 Record key items of
specific information from a
heard message or description,
either in written form or by
drawing a picture. (Example:
letters of the alphabet,
numbers, quantities, prices
and times, days, dates and
months, etc.)
EFL 3.2.7. Identify the main
idea of short, clear, simple
messages and
announcements and
understand sentences and
frequently used expressions
related to areas of immediate
relevance. (Example: follow
verbal instructions for a game,
ask for prices at a store, follow
simple classroom instructions,
describe places nearby, etc.)
EFL. 3.3.1 Understand most of
the details of the content of a
short simple text (online or
print)
projects if step-by-step visuals are
provided.
Vocabulary CE.EFL.3.1. Cultivate an awareness of
Adjective different cultures and identify similarities
Verbs and differences between them through oral
Listening to spoken or recorded and written literary texts.
Grammar descriptions of familiar scenes, I.EFL.3.1.1. Learners can show an
Simple present and marking the words you hear. awareness of different cultures and identify
Showing the student some picture similarities and differences between them
flashcards of familiar situations through oral and written literary texts. (I.2,
and asking them to describe what S.2, J.1)
is happening/has happened. CE.EFL.3.17. Produce a short simple
Writing by listening paragraph to describe people, places,
Matching words and pictures things and feelings in order to influence an
Matching questions to answers audience and use linking words to write
Matching parts of questions to other narratives on familiar subjects.
answers I.EFL.3.17.1. Learners can write short
Describing pictures simple paragraphs to describe people,
Group work activities places, animals, things and feelings, with
Making questions to given limited support, while demonstrating an
answers ability to effectively influence an audience
and to express everyday activities. (I.3,
S.1)
CE.EFL.3.11. Demonstrate comprehension
of most of the details of a short simple
online or print text and follow short
instructions in simple experiments and
projects if illustrated through step-by-step
visuals
I.EFL. 3.11.1. Learners can understand
most details in a short simple print text and
can follow short instructions in simple
projects if step-by-step visuals are
provided.
5. Househol O.EFL 3.8 Demonstrate an
d ability to interact with
written and spoken texts, in
order to explore creative
writing as an outlet to
personal expression and
intercultural competence.
O.EFL 3.9Be 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.
6 The living O.EFL3.7Appreciate the
room use of English language
through spoken and writ-
ten literary texts such as
poems, rhymes, chants,
songs, games and
graphic short stories in
order to foster imagination,
curiosity and memory,
while developing a taste for
oral and written literary
texts.
EFL 3.2.3 Record key items of
specific information from a
heard message or description,
either in written form or by
drawing a picture. (Example:
letters of the alphabet,
numbers, quantities, prices
and times, days, dates and
months, etc.)
EFL 3.2.7. Identify the main
idea of short, clear, simple
messages and
announcements and
understand sentences and
frequently used expressions
related to areas of immediate
relevance. (Example: follow
verbal instructions for a game,
ask for prices at a store, follow
simple classroom instructions,
describe places nearby, etc.)
EFL. 3.3.1 Understand most of
the details of the content of a
short simple text (online or
print)
EFL 3.3.1Understand most of
the details of the content of
a short simple text (online or
print)
EFL3.3.2 Show
understanding of some
basic details in short
simple cross-curricular texts
by matching, labeling and
answering simple questions.
EFL 3.3.3 Identify the meaning
of specific content-based
Vocabulary CE.EFL.3.1. Cultivate an awareness of
different cultures and identify similarities
Adjective and differences between them through oral
cheap Listening to spoken or recorded and written literary texts.
Expensive descriptions of familiar scenes, I.EFL.3.1.1. Learners can show an
and marking the words you hear. awareness of different cultures and identify
Showing the student some picture similarities and differences between them
Grammar flashcards of familiar situations through oral and written literary texts. (I.2,
How and asking them to describe what S.2, J.1)
many……..? is happening/has happened. CE.EFL.3.17. Produce a short simple
Writing by listening paragraph to describe people, places,
How Matching words and pictures things and feelings in order to influence an
much…….? Matching questions to answers audience and use linking words to write
Matching parts of questions to other narratives on familiar subjects.
answers I.EFL.3.17.1. Learners can write short
Describing pictures simple paragraphs to describe people,
Group work activities places, animals, things and feelings, with
Making questions to given limited support, while demonstrating an
answers ability to effectively influence an audience
Reading a text and answering and to express everyday activities. (I.3,
information questions. S.1)
Completing gaps from a reading CE.EFL.3.11. Demonstrate comprehension
using words from a box. 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.
Vocabulary Listening to spoken or recorded
descriptions of familiar scenes,
Bedroom thing and marking the words you hear.
Showing the student some picture CE.EFL.3.4. Develop the skills to work
Thing in the flashcards of familiar situations collaboratively using a range of verbal and
bedroom and asking them to describe what nonverbal communication features and
is happening/has happened. apply self-correcting and self-mon-itoring
Grammar Circling by listening strategies in social and classroom
Present Matching words and pictures interactions.
Progressive Matching parts of questions to
Possessive answers
Pronouns Describing pictures
 O.EFL 3.8Demonstrate an
ability to interact with
written and spoken texts, in
order to explore creative
writing as an outlet to
personal ex-press ion and
intercultural competence.
O.EFL3.9Be 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
ex-change of information.
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.)
DONE BY:
TEACHER (S):
Signature:
Date:
words and phras-es, with the Possessive Group work activities
aid of visual support. adjective Dialogues based on questions
EFL 3.3.4Distinguish between and answers to describe
fact and opinion and Listen to write CE.EFL.3.3. Interact with others using a
relevant and irrele-vant Reading a text and answering variety of both verbal and nonverbal
information in an informational information questions. communication features and express likes
text through the use Completing gaps from a reading and dislikes while giving recommen-dations
using words from a box. in basic yet effective terms.
CE.EFL.3.17. Produce a short simple
paragraph to describe people, places,
things and feelings in order to influence an
audience and use linking words to write
other narratives on familiar subjects.
I.EFL.3.17.1. Learners can write short
simple paragraphs to describe people,
places, animals, things and feelings, with
limited support, while demonstrating an
ability to effectively influence an audience
and to express everyday activities. (I.3,
7. OBSERVATIONS:
REVISED BY: APPROVED BY:
NAME: NAME:
Signature: Signature:
Date : Date :