ACADEMIC YEAR

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:
Area: Lengua Extranjera Subject: Ingles
Teachers:
Grade / course 1 EGB Education EGB ELEMENTAL
Level
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods
hours
2 hours 40 weeks 4 weeks 36 weeks 72
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 2 Draw on this established propensity for curiosity and O.EFL 2.2 Assess and appreciate English as an international language
tolerance towards different cultures to comprehend the role of diversity O.EFL 2.3. Read level-appropriate texts in English for entertainment and joy
in building an intercultural and multinational society. O.EFL 2.5 Use in-class library resources and explore the use of ICT to enrich com-
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced petencies in the four skills
linguistic intelligence, and critical thinking skills through an appreciation O.EFL 2.7 Appreciate the use of English language through spoken and literary texts
of linguistic differences. Enjoy an enriched perspective of their own L1 such as poems, rhymes, chants, riddles and songs, in order to foster imagination,
and of language use for communication and learning and curiosity

4. TRANSVERSAL AXES : J.2. Our actions are carried out with ethics, generosity, integrity, coherence, and
honesty, in mind.
I.2. We are driven by intellectual curiosity, question both local and international
realities, reflect on and apply our interdisciplinary knowledge to cope with problems
in a collaborative and codependent manner, so as to take advantage of all possible
way using all possible resources and information.
S.3. We look for harmony between the physical and the intellectual. We use our
emotional intelligence to be positive, flexible, friendly, and self-critical.

5. DEVELOPMENT OF PLANNING UNITS*

N Name of Specific Skills and Methodology Evaluation Criteria and Indicators Time
.º the Unit objectives of the performance criteria Contents orientation in
 Planning Unit.
1 O.EFL 2.3. Read EFL 2.1.1
. My level-appropriate Exchange basic intro-
classroom texts in English for ductions and limited
entertainment and personal information in
joy class using simple
O.EFL 2.9 Be able present tense to get to
to interact in Eng- know their peers
lish in a simple way EFL 2.2.3.
using basic ex- Recognize familiar
pressions and names , words and
short phrases in fa- short phrases about
miliar contexts to simple everyday topics
satisfy needs of a whether head in isola-
concrete type tion or within simple,
short spoken texts de-
scribing people and ob-
ject
2 My body O.EFL 2.2 Assess EFL.2.1.1 Exchange
. and appreciate basic introductions and
English as an inter- limited personal
national language information in class
O.EFL 2.9 Be able using simple present
to interact in Eng- tense in order to get to
lish in a simple way know their peers
using basic ex- EFL 2.2.4 Identify items
pressions and of specific information
short phrases in fa- within simple messages
miliar contexts to or from short and
satisfy needs of a simple descriptions
concrete type about familiar contexts,
especially if visual
support is provided.
week
s
Vocabulary Color the CE.EFL.2.3. Make use of basic personal
picture information and expressions of politeness in order
Shape to introduce oneself and participate in a short
Recognize the conversation
School bag I.E.F.L. 2.3.1. Learners can use basic personal
object information and expression of politeness in short
Class object dialogues or conversations. (J.2, J.3)
Trace the CE.EFL. 2.7. Listening for information: follow
Grammar picture short simple and spoken texts that include familiar
vocabulary and are set in everyday contexts.
6
What is your Identify key items of information within the text,
and record and act upon them.
name ? I.E.F.L. 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 o drawings, or physical act upon them.
(I.3
Vocabulary Identify parts CE.EFL. 2.7. Listening for information: follow
Part of the of the body short simple and spoken texts that include familiar
vocabulary and are set in everyday contexts.
body Show the Identify key items of information within the text,
numbers and record and act upon them.
Part of the CE. EFL. 2.8. Production-Pronunciation: Produce
Trace the individual words and short phrases clearly enough
face number that other people can usually understand them
easily
Color Count the I.EFL. 2.8.1. Learners can pronounce most
6
pictures of familiar vocabulary items accurately, and can
The numbers each row and therefore usually be easily understood. They can
draw a line also produce some phrases and short sentences
clearly, and may approximate English rhythm and
intonation in longer utterances. (I.3)
3 My family O.EFL 2.3. Read EFL 2.2.3 Recognize Vocabulary CE.EFL. 2.7. Listening for information: follow
. level-appropriate familiar names, words, Members Paint the short simple and spoken texts that include familiar
texts in English for and short phrases family upper bird vocabulary and are set in everyday contexts.
entertainment and about simple everyday Parts of the Identify key items of information within the text,
joy topics whether heard in house Show the and record and act upon them.
O.EFL 2.9 Be able isolation or within short, numbers I.E.F.L. 2.7.1 Learners can understand short and
to interact in Eng- simple spoken texts simple spoken texts well enough to be able to
lish in a simple way describing people and Trace the pick out key items of information and record them 6
using basic ex- objects. number in writing o drawings, or physical act upon them.
pressions and (I.3)
short phrases in fa- EFL 2.3.1 Demonstrate CE. EFL. 2.11. Identify and understand individual
miliar contexts to basic reading every-day words, phrases and sentences,
satisfy needs of a comprehension skills including instructions.
concrete type by identifying the I.EFL. 2.11.1 Learners can understand familiar
meaning of individual words, phrases and short, simple sentences and
words, phrases, can successfully complete the simple
including simple written accompanying task. (I.4)
instructions

4 I like the O.EFL 2.2 Assess EFL 2.2.3 Recognize Vocabulary Paste CE.EFL. 2.7. Listening for information: follow
. animal and appreciate familiar names, words, The animals Identify I like short simple and spoken texts that include familiar
English as an inter- and short phrases and don’t like vocabulary and are set in everyday contexts.
national language about simple everyday The numbers Count and Identify key items of information within the text,
O.EFL 2.9 Be able topics whether heard in recognize the and record and act upon them.
to interact in Eng- isolation or within short, Grammar numbers I.E.F.L. 2.7.1 Learners can understand short and
lish in a simple way simple spoken texts Verbs: fly, simple spoken texts well enough to be able to
using basic ex- describing people and jump, run, pick out key items of information and record them
pressions and objects. swim in writing o drawings, or physical act upon them.
6
short phrases in fa- (I.3)
miliar contexts to EFL. 2.4.4 Write simple I Like CE. EFL. 2.18. Writing in order to perform
satisfy needs of a words, phrases and Don’t like controlled practice of vocabulary and grammar
concrete type sentences for items.
controlled practice of .
5 Food O.EFL 2.2 Assess EFL. 2.4.4 Write simple Vocabulary CE. EFL. 2.18. Writing in order to perform
. and appreciate words, phrases and controlled practice of vocabulary and grammar
English as an inter- sentences for Count and items. 6
national language controlled practice of Favorite food match I.EFL. 2.18.1. Learners can write short simple
O.EFL 2.3. Read language items sentences and phrases to show that they know
level-appropriate The fruits Say the names how to use simple grammar or vocabulary items.
texts in English for EFL 2.4.5 Write simple of the food and (I.3., I.4)
entertainment and sentences on familiar fruit CE. EFL. 2.19. Convey some simple ideas, facts
joy topics to communicate or opinions in a simple sentence or short
O.EFL 2.5 Use in- basic ideas. paragraph, using basic vocabulary and structures.
class library re- I.EFL. 2.19.1 Learners can produce a short
sources and ex- EFL 2.5.1 Identify key simple sentence and a paragraph –with ample
plore the use of information such as support – on a variety of topics, and some
ICT to enrich com- events, characters, and learners can do so with only limited support. (I.3)
petencies in the objects in stories and CE. EFL. 2.21. Distinguish key information in
four skills other age-appropriate stories and other age-appropriate literary texts,
O.EFL 2.7 Appreci- literary texts if there is both oral and written.
ate the use of Eng- visual support I.EFL. 2.21.1. Learners can recognize, through
lish language pictures or other media such as ITC, key aspects
through spoken EFL 2.5.4 Listen to and of a story or literary text. (both oral and written).
and literary texts read short narratives (J.1, J.2)
such as poems, and/or other oral and
rhymes, chants, writ- ten literary texts in
riddles and songs, class (with a preference
in order to foster for authentic texts) in
imagination, and order to stimulate
curiosity imagination, curiosity,
O.EFL 2.9 Be able and a love for literature.

6 Transporta O.EFL 2.2 Assess EFL 2.2.3 Recognize Vocabulary Count and CE.EFL. 2.7. Listening for information: follow
tion and appreciate familiar names, words, short simple and spoken texts that include familiar
English as an inter- and short phrases match vocabulary and are set in everyday contexts.
national language about simple everyday Means of Identify key items of information within the text,
 O.EFL 2.3. Read topics whether heard in
level-appropriate isolation or within short,
texts in English for simple spoken texts The numbers
entertainment and describing people and
joy objects.
EFL 2.3.1 Demonstrate
basic reading
comprehension skills
by identifying the
meaning of individual
words, phrases, and
sentences, including
simple written
instructions
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.)
LM EDICIONES
EDISON ROSERO BURBANO
GINA CISNERO JARAMILLO
DONE BY: REVISED BY:
TEACHER (S): NAME:
Signature: Signature:
Date: Signature:
transport Say the names and record and act upon them. 6
I.E.F.L. 2.7.1 Learners can understand short and
of the transport simple spoken texts well enough to be able to
pick out key items of information and record them
in writing o drawings, or physical 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
7. OBSERVATIONS:
APPROVED BY:
NAME:
Signature:
Signature: