Pca - 2nd, 3rd & 4th Egb English Pre A1.1

ANNUAL PLAN CURRICULUM (APC)
SCHOOL YEAR:
“UNIDAD EDUCATIVA SINAÍ” HIGH SCHOOL 2016 - 2017
ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject : English
Teacher’s Name Ing. Jaime Patricio Lliguicota
Target Group: 2nd, 3rd & 4th EGB Level: Pre A1.1
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and incidentals Total class weeks Total periods
3 Hours 40 weeks 4 weeks 36 weeks 108 Hours
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in O.EFL 2.1
a thoughtful and inquisitive manner, maturely, and openly experiencing other Identify some main ideas and details of written texts, in order to develop an approach of
cultures and languages from the secure standpoint of their own national and critical inquiry to written and oral texts.
cultural identity. O.EFL 2.2
OG.EFL 2 Draw on this established propensity for curiosity and tolerance Assess and appreciate English as an international language, as well as the five aspects of
towards different cultures to comprehend the role of diversity in building an English that contribute to communicative competence.
intercultural and multinational society. O.EFL 2.3
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic Independently read level-appropriate texts in English for pure enjoyment/entertainment and
intelligence, and critical thinking skills through an appreciation of linguistic to access information.
differences. Enjoy an enriched perspective of their own L1 and of language use O.EFL 2.4
for communication and learning. Develop creative and critical thinking skills to foster problem-solving and independent
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition learning using both spoken and written English.
and ability to independently access further (language) learning and practice O.EFL 2.5
opportunities. Respect themselves and others within the communication Use in-class library resources and explore the use of ICT to enrich competencies in the four
process, cultivating habits of honesty and integrity into responsible academic skills.
behavior. O.EFL 2.6
OG.EFL 5 Directly access the main points and important details of up-todate Write short descriptive and informative texts and use them as a means of communication
English language texts, such as those published on the web, for professional or and written expression of thought.
general investigation, through the efficient use of ICT and reference tools where O.EFL 2.7
Educamos para tener Patria

required. Appreciate the use of English language through spoken and written literary texts such as
OG.EFL 6 Through selected media, participate in reasonably extended spoken poems, rhymes, chants, riddles and songs, in order to foster imagination, curiosity and
or written dialogue with peers from different L1 backgrounds on work, study, or memory, while developing a taste for literature.
general topics of common interest, expressing ideas and opinions effectively O.EFL 2.8
and appropriately. Demonstrate a living relationship with the English language through interaction with written
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of and spoken texts, in order to explore creative writing as an outlet to personal expression.
formal and informal social situations with a limited but effective command of the O.EFL 2.9
spoken language (CEFR B1 level). Be able to interact in English in a simple way using basic expressions and short phrases in
familiar contexts to satisfy needs of a concrete type, provided others talk slowly and clearly
and are prepared to help.
4. TRANSVERSAL AXES: Listening, speaking, reading, and writing to build up learners’ communicative language
competence in its linguistic, sociolinguistic, and pragmatic components.
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
5. DEVELOPMENT OF PLANNING UNITS.
N.º Name of the Specific objectives of the Contents Methodology orientation Evaluation Time in weeks
unit planning unit
1. LESSON 1: Hello! Students learn to: say hello; EFL.2.1.2 Recognize Communication and cultural awareness CE.EFL.2.1. Differentiate
introduce oneself and say the differences Drawing different houses and labeling different between different living
goodbye; follow essential between where rooms and objects in a house. situations in a variety of
directions for learning; ask and people live among • Using question words (who, what, where) to surroundings and express
LESSON 2: Is
answer questions to identify the regions of the ask about places. curiosity about the world
your essential items for learning country in order to • Reflecting on differences between a house and through simple questions.
name Stella? appreciate their own an apartment.
Students learn to: greet someone environment. • Creating a diorama of urban and rural aspects. I.EFL.2.1.1. Learners
they have recently met with (Example:house/apart • Drawing a map of a neighborhood. can recognize 6 weeks
Hi and a question to check men,country/city, • Asking and answering questions about where
knowledge of their name; give etc.) you and others live.
differences between
LESSON 3: I’m a and follow some essential EFL.2.1.3. Ask where people live and
boy. directions for learning and some simple basic write or talk about their
Oral communication (listening and speaking)
I’m a girl.
other useful directions; ask questions in class Listening to a very short and simple story and own surroundings, as
questions to check knowledge about the world ordering the pictures showing what happens. well as ask questions
of the words for recently learned beyond one’s own (Example: Jane is taking her dog for a walk.
objects. immediate They see some birds. The birds fly away, etc.)
about how other people
environment in order • Listening to a short and simple conversation live. (I.2, S.2)
Students learn to: identify to increase their between 2 speakers and deciding who is CE.EFL.2.6. Listening for
themselves and others as a boy understanding of speaking, where they are, and how they feel. Meaning: Understand the
or a girl; give and follow different cultures. (Example: a boy and his Dad, at a soccer game, main ideas in short simple
essential EFL 2.1.4. Express happy, etc.) spoken texts that include

classroom instructions; identify curiosity about the • Watching a video clip and selecting the best familiar vocabulary and are
things they see world and other title for it. (Example: Funny monkeys at the set in everyday contexts.
cultures by asking zoo, etc.)
simple WH- Reading I.EFL.2.6.1. Learners
questions in class • Drawing a line from individual words to a can understand the main
after reading and/or picture or a scene. (Example: learners read a list
participating in of farm animals and draw a line from each word
ideas in short simple
presentations or other to the appropriate animal in the scene, etc.) spoken texts and infer
group work • Reading a list of four words and crossing out who is speaking and
EFL.2.2.1. the word that doesn’t belong. (Example: arm – what the situation is,
Understand meanings leg – house – foot, etc.) without decoding every
expressed in short • Reading a simple sentence, looking at the
dialogues on familiar accompanying picture, and ticking yes/no.
word. (I.3)
topics, as well as (Example: This is a house. Yes, etc.)
basic spoken • Completing a gap in a sentence (print or
instructions and online). (Example: Words: go, sleep. Sentence:
simple questions Every day I --- to school, etc.) CE.EFL.2.11. Identify and
about self, people, Writing. understand individual every-
animals, or things, • Locating specific words on the page and day words, phrases, and
especially when writing them in a list. (Example: all the words sentences, including
spoken slowly and beginning with the sound /k/ or all the words instructions.
clearly. (Example: that contain the long /a:/ sound, etc.)
greetings, short • Matching words to pictures. (Example: under I.EFL.2.11.1. Learners
phrases, basic range the picture of a chair, learners write the word can understand familiar
of classroom chair with the five letters of the word on the five words, phrases, and
instructions, lines provided, etc.) short simple sentences
common personal • Unscrambling words or sentences and writing
information them out correctly. (Example: Word: veleen =
and can successfully
questions: What’s eleven. Sentence: There’s – under – the chair. – complete the simple
your name? etc.) a backpack, etc.) accompanying task.
EFL.2.2.2. Infer who • Finding hidden questions in a box and writing (I.4)
is speaking and what them down with the correct punctuation and
the situation is when capitalization. (Example: does it live on a farm /
listening to short does it have two legs, etc.) CE.EFL.2.17. Write simple
simple texts, • Writing new words in a picture dictionary and words, phrases, and
especially when adding a sticker or picture. sentences to demonstrate
accompanied by knowledge of spelling,
pictures or other Language through the Arts punctuation, capitalization
visual aids, or sound • Listening to or reading stories and drawing the and handwriting /

effects. (Example: main characters. typography, and identify

shopkeeper speaking • Choosing pictures of or drawing the scenes of their meanings.
to a customer who is a literary text. I.EFL.2.17.1. Learners
buying some fruit.) • Standing up every time they hear the name of can write words,
EFL.2.2.6. Enjoy a character.
extensive listening in • Explaining through pictures or charts (ICT)
phrases, and short
English. (Example: the relationships between characters. (Example: simple sentences using
listen to stories, mom/daughter, friends, etc.) the correct conventions
watch short movies, (spelling, punctuation,
experience song capitalization, and
lyrics or poetry, etc.)
EFL.2.2.7. Be
handwriting or
comfortable taking typography, etc.), for
meaning from spoken making simple learning
texts containing resources. (I.3)
words or sections
which are not CE.EFL.2.21. Distinguish
understood. key information in stories
Be aware that and other age-appropriate
understanding spoken literary texts, both oral and
texts does not require written.
decoding every word. I.EFL.2.21.1. Learners
EFL.2.3.1.
Demonstrate basic
can recognize, through
reading pictures or other media
comprehension skills such as ICT, key aspects
by identifying the of a story or literary text
meaning of individual (both oral and written).
words, phrases, and
sentences, including
(J.1, I.2)
simple written
instructions.
EFL.2.4.1 Know how
to spell simple
English words
correctly,
demonstrating
awareness of sound-
letter

relationships.(Exampl
e: sea, mean, bee,
etc.)
EFL.2.4.2. Make a
simple learning
resource, in order to
record and practice
new words.
(Example: a picture
dictionary,
a word list, set of
flashcards, etc.)
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.
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.
2. LESSON 4: What Learn to: describe things they EFL.2.1.4. Express Communication and cultural awareness CE.EFL.2.2. Catalog
do you see? see; count from 1 to 10 curiosity about the • Labeling pictures with correct names. everyday objects and places
LESSON 5: Learn to: ask and answer world and other • Creating a poster of things that can be in different cultures and
Where’s the questions about where things cultures by asking recycled. recognize ways to act
crayon? 6 weeks
LESSON 6: What
are; agree. simple WH- • Matching objects with the places where they responsibly towards one’s
color is it? Describe the color of things questions in class can be found. (Example: stove in kitchen, bed in environment and
PHONICS: Aa Bb Recognize, pronounce, and form after reading and/or bedroom, etc.) surroundings.
Cc Dd Ee Ff Aa through Ff; identify anchor participating in • Simulating actions through TPR activities

words for each letter presentations or other where learners follow basic commands. I.EFL.2.2.1. Learners
group work. (Example: Put away your book, etc.). can classify everyday
EFL.2.1.5. Recognize • Choosing pictures that demonstrate
ways to relate responsibility (cleaning room, watering the
objects and familiar
responsibly to one’s flowers). places. Learners can
surroundings at home compare objects from
and at school by Oral communication (listening and speaking) different cultural
exhibiting • Listening to short, staged instructions and contexts. Learners can
responsible behaviors carrying them out. (Example: Open the door.
towards the Take this book to Mr. Davila. Walk, don’t run!
say and recognize ways
environment. etc.) to take care of the
(Example: chores at • Listening to very short (spoken or recorded) environment and one’s
home, recycling, etc.) descriptions of scenes, and writing, coloring, or surroundings. (J.3, S.1)
EFL2.2.3. Recognize drawing items within them. (Example: learners
familiar names, are given a simple picture of a classroom. They CE.EFL.2.7. Listening for
words, and short listen to a description of it and identify the table Information: Follow short
phrases about simple where Sara sits and draw 3 pens and a red book and simple spoken texts that
everyday topics on it, etc.) include familiar vocabulary
whether heard • Listening to a short dialogue and filling in a and are set in everyday
isolation or within simple form. (Example: a conversation between contexts. Identify key items
short, simple spoken a boy and a teacher meeting for the first time. of information within the
texts describing Learners fill in the boy’s name, age, birth date, text, and record or act upon
people and objects. (part of his) address (e.g., house number them.
(Example: or street name), favorite subject, etc. on a
vocabulary about simple form.) I.EFL.2.7.1. Learners
self, family, friends • Listening to a short text and demonstrating
and immediate understanding of it using an accompanying
can understand short
surroundings at graphic organizer. (Example: marking the route and simple spoken texts
school and home, on a map while listening to directions, etc.) well enough to be able
adjectives for color to pick out key items of
and size, etc.) Reading information and record
EFL.2.2.4. Identify • Reading a short text and showing
items of specific comprehension by completing the
them in writing or
information within accompanying graphic organizer. (Example: drawings, or physically
simple messages or learners read about the location of a house and act upon them. (I.3)
from short and simple mark the point X on a map.)
descriptions about • Reading a short simple story of just a few lines
familiar contexts, and ordering simple pictures of familiar objects. CE.EFL.2.12. Understand
especially if visual • Reading a short simple text and coloring a the gist and details in short

support is provided. picture. (Example: This is Ben’s room. His bed simple written texts (online
(Example: letters of is green. Learners draw a green bed, etc.) or print).
the alphabet, • Reading a short simple text and circling the
numbers, prices and correct answer. (Example: Question: What’s her
times, days, dates and name? Answer: Mary / Sandra / Mia, etc.) EFL.2.12.1. Learners
months, etc.) can understand a short
EFL.2.2.5. Record Writing.
key items of specific • Completing simple sentences to practice a
simple text on an
information from a grammar structure by writing words in gapped everyday topic and
heard message or sentences. Support learners by providing successfully complete a
description, either in pictures for context and / or a box of answers, simple task to show that
written form or by from which they can choose. (Example: My best they have understood
drawing picture. friend is ten --- old. --- name is Carol. ---
(Example: letters of birthday is in May, etc.)
most or some of it. (I.4)
the alphabet, • Identifying the differences between two
numbers, quantities, pictures and writing simple sentences.
prices and times, (Example: In picture A, there’s one car, but in
days, dates and picture B there are two cars, etc.) CE.EFL.2.18. Writing in
months, etc.) • Answering questions about a scene using full order to perform controlled
EFL.2.3.2. Read a sentences. (Example: How many boys are practice of vocabulary and
short simple text there? There are four boys, etc.) grammar items.
(online or print) and I.EFL.2.18.1. Learners
demonstrate Language through the Arts can write short simple
understanding of the • Creating a dance for a song or rhyme. phrases and sentences to
gist and some basic • Illustrating a short piece of writing. show that they know
details of the content. • Participating in TPR activities such as acting
EFL.2.3.3. out the movements of a character in a story as it
how to use simple
Understand most of is read aloud. grammar or vocabulary
the details of the • Discussing things learners have done that are items. (I.3, I.4)
content of a short similar to those the characters in the story have
simple text (online or done. (Example: gone on vacation to the beach,
print). got into a fight with a parent or friend, etc.)
EFL.2.4.3. Write • Moving to the rhythm of a song or chant.
simple words, • Creating an audio message or short video that
phrases, and tells what the student thought about the text. CE.EFL.2.22. Describe and
sentences with • Writing short weekly journal entries. write about emotions and
correct use of responses to literary texts
standard writing through words and images,
mechanics. or other media (video, audio)

(Example: spelling, on class or school bulletin

punctuation, boards and expand on ideas
capitalization, and and responses to texts
writing by hand read/seen/heard in by
and/or on the participating in songs/chants,
computer. TPR activities and
EFL.2.4.4. Write playground games.
simple words, I.EFL.2.22.1. Learners
phrases, and can report emotions and
sentences for
controlled practice of
compose short
language items. responses to literary
EFL.2.5.2. Express texts through words and
emotions and feelings images, or other media
using basic adjectives (video, audio). Learners
and related images
through written work
can generate and expand
on the school or class on personal opinions
bulletin board. and responses to oral
EFL.2.5.3. Use audio, and written texts
video, and pictures to through TPR,
respond to a variety
of literary texts
playground games, and
through online or in- songs. (I.3, S.3)
class ICT activities.
EFL.2.5.6. Generate
and expand ideas by
responding in a fun
and playful manner to
oral and written texts
in order to increase
enjoyment of the
language through
TPR, playground
games, and songs and
chants.
3. LESSON 7: Who Learn to: ask and answer EFL.2.1.1. Exchange Communication and Cultural Awareness CE.EFL.2.3. Make use of
do you see? questions about who they see basic introductions • Participating in short dialogues using greetings basic personal information
LESSON 8: What learn to: ask and answer and limited personal and leave-taking. and expressions of politeness

shape questions about shapes information in class • Listening to or reading short dialogues and in order to introduce oneself
is it? learn to: ask and answer using simple present answering questions about the speakers’ names, and participate in a short
LESSON 9: Is it a questions about rooms and tense in order to get grades, schools, etc. conversation.
light?
PHONICS: Gg
furniture. to know their peers. • Practicing the use of expressions of politeness I.EFL.2.3.1. Learners 6 weeks
Hh Ii Jj Kk Ll
learn to: recognize, pronounce, (Example: where one during collaborative pair and small group work. can use basic personal
and form the letters Gg through lives or goes to • Adding expressions of politeness to dialogues.
Ll; identify anchor words for school, etc.) • Completing a short questionnaire or form
information and
each letter EFL.2.1.6. about one’s basic personal information. expressions of
Understand and use (Example: name, school, age, address, etc.) politeness in short
common expressions • Responding to pictures or short texts by dialogues or
of politeness in class circling the corresponding emoticon. (Example: conversations. (J.2, J.3)
while working in happy face, sad face, confused face, etc.)
pairs or groups on Oral Communication: (Listening and
projects. (Example: Speaking)
Please, sorry, thank • Asking the student simple questions about CE.EFL.2.8. Production -
you, etc.) themselves, their family, or their possessions Pronunciation: Produce
EFL.2.2.8. Imitate and checking whether the responses are individual words and short
individual English comprehensible. (Example: What’s your name? phrases clearly enough that
language sounds, Juan. How do you spell Juan? J-U-A-N. How other people can usually
especially those old are you? I’m eight /aɪm eɪt /, etc.) understand them easily.
phonemes which do • Showing the student some picture flashcards
not exist in the of familiar vocabulary items and asking them to
student’s own L1, say the words. (Example: It’s a house, a school,
both in isolation and a car, a bike, to see if they are easily understood,
I.EFL.2.8.1. Learners
within key etc.) can pronounce most
vocabulary items. • Doing a mingle activity where learners ask and familiar vocabulary
(Example: /ŋ/ /ð/ /ʌ/ answer simple questions about a picture which items accurately, and
/i:/ and in words like has been stuck to their own back. (Example: for can therefore usually be
singing, these, up, animal picture cards, learners ask and answer Is
sea, etc.) it an elephant? No. Is it a horse? Yes. Is it black
easily understood. They
EFL.2.2.9. Spell out or white? White. etc.) Observing to see whether can also produce some
key vocabulary items each student’s questions and answers are phrases and short
using the English understandable by other learners. sentences clearly, and
alphabet. (Example: • Ask the learner to sing a song or recite a chant may approximate
names, colors, together with a group of friends or with the
animals, possessions, teacher. Record the student’s production with
English rhythm and
etc.) the recording device quite near to the student’s intonation in longer
EFL.2.2.10 Clap, mouth and listen to the recording to assess utterances. (I.3)
move, chant, or sing clarity of sounds, production of phonemes,

along with short rhythm and intonation..

authentic English Reading
language rhymes or • Matching common signs to their meanings.
songs, approximating (Example: a simple classroom sign or a notice
English rhythm and in the park, Silence please, No eating, etc.)
intonation once • Studying an environmental print text type and
familiar with the text. drawing a line from the word to the artwork.
(Example: jump or (Example: from the word cloud to a cloud
clap in time to jump- weather symbol, or from the word stop to a
rope rhymes, do the “red” stop light, etc.)
actions to action • Circling an emoticon to match to a picture. CE.EFL.2.13. Understand
songs or short (Example: Amy feels sick / Amy is happy /, the content in a variety of
rhythmic poems, etc.) well-known text types, both
enunciating some of • Comparing and contrasting information. print and online, using the
words in time with (Example: learners read simple price tags and layout and artwork for
the rhythm, etc.) match them to the correct sentences: This toy is support; recognize typical
EFL.2.3.4. cheap. Those shoes are expensive, etc.) signs and symbols found in
Understand the the text types.
content in simple Writing I.EFL.2.13.1. Learners
short written • Completing the gaps in a sentence. (Example: can understand a short
environmental print My best friend is ten --- old. --- name is Carol. -
text types, using -- birthday is in May,etc.)
simple environmental
artwork, symbols, • Completing a simple open-ended sentence. print text type and
and layout for (Example: For breakfast I eat _______; In my successfully complete a
support. (Example: bedroom there is ______,etc.) simple task. (Example:
price tags, signs, • Writing a description of yourself by a sign, notice, menu,
notices (No eating, completing the outline of a paragraph. Each
etc.), candy wrappers, sentence in the paragraph contains a sentence
etc.) (I.3)
etc.). opener. (Example: My name’s…, My hair is…,
EFL.2.4.5. Write My eyes are…, etc.)
simple sentences on • Reading a short simple paragraph which
familiar topics to serves as a model text, then writing a similar CE.EFL.2.19. Convey some
communicate basic paragraph on the same topic. simple ideas, facts or
ideas. (Example: Topics could include: my best friend, opinions in a simple sentence
EFL.2.4.6. Write a my family, my house, my favorite animal, my or short paragraph, using
short simple town, etc.) basic vocabulary and
paragraph to convey • Writing a short simple paragraph on a familiar structures.
some simple facts topic. Learners must write the answer to specific
about people, questions or use specific vocabulary. (Example: I.EFL.2.19.1. Learners

animals, places, Topic: describe your clothes. Opening phrase: can produce a short
things, yourself or I’m wearing…Words: t-shirt, pants, shoes,etc.) simple sentence and a
others, with the • Writing a short simple paragraph, using key
support of a model words for support. (Example: Draw a town and
paragraph – with ample
text. (Example: write about it using these words: hospital, pet support - on a variety of
where they live, what store, park, bookstore, etc.) topics, and some
they do, etc.) learners can do so with
EFL.2.4.7. Write a Language through the Arts only limited support.
short simple • Doing extended reading, in which learners get
paragraph to describe to choose what they read and are not evaluated
(I.3)
yourself or other or tested on it.
people, animals, • Sharing in small groups or pairs the learners’
places and things, favorite stories, songs, poems, etc., and saying
with limited support. why.
(Example: by • Responding to a poem by drawing how it
answering questions makes the learner feel.
or using key words). • Writing questions the learners would like to
EFL.2.5.4. Listen to ask a character in the story, or the author of the
and read short story.
narratives and/or • Inviting authors as guest speakers into the CE.EFL.2.23. Display an
other oral and written classroom so learners can share their responses affinity for a variety of
literary texts in class to the story with them. literary texts by responding
(with a preference for • Interviewing family members about their within a range of physical,
authentic texts) in favorite book or poem, and then sharing their cognitive, and attitudinal
order to stimulate findings in class. manners, and vary elements
imagination, curiosity • Keeping a small class library and allowing fast of a literary text to create a
and a love for finishers to choose a book or magazine to read new text.
literature. while the rest of the class completes the task.
EFL.2.5.7. Create • Listening to a song and rewriting the song I.EFL.2.23.1. Learners
picture books and/or lyrics changing just one aspect. (Example: can demonstrate an
other graphic choosing and replacing the character’s name, affinity for a variety of
expressions in pairs age, etc.) literary texts by
in class by varying
scenes, characters, or
responding within a
other elements of range of physical,
literary texts. cognitive, and
attitudinal manners and
adapt elements of a

literary text to create a

new text. (I.1, I.4)
4. LESSON 10: Students learn to: ask and EFL.2.1.7. Communication and Cultural Awareness CE.EFL.2.4. Develop skills
What day is it answer questions about the days Collaborate in a • Completing a very short, picture-based self- of collaboration by working
today? of the week friendly manner by evaluation or peer evaluation form. together on projects and
LESSON 11: What Students learn to: ask and sharing classroom • Playing games in which learners must pass sharing materials while
are these?
PHONICS: Mm
answer questions to identify materials and objects around the room. (Example: hot potato, expressing personal
Nn Oo Pp different clothing items personal objects etc.) preferences with peers.
• Students learn to: recognize, while participating in • Practicing helpful classroom language in mini 6 weeks
pronounce, and form the letters games and activities dialogues and/or chants (Example: Can I borrow I.EFL.2.4.1. Learners
Mm through Pp; identify anchor in class and on the your eraser? Do you have a pencil? etc.) can select pictures
words for each letter playground. • Completing a short survey about favorites or
EFL.2.1.8. Exchange likes/dislikes and then sharing ideas with a
and/or short phrases that
basic personal partner. relate to collaborating
preferences with • Making a pie chart about the things that are and sharing and express
peers in order to most liked in the class. personal preferences.
express likes and (J.2, J.3, S.4)
dislikes. Oral Communication: (Listening and
EFL.2.2.11. Produce Speaking)
simple, mainly • Asking learners simple questions about
isolated utterances themselves, their family, or their possessions CE.EFL.2.9. Production -
using very short and noting whether their response time is Fluency: Utterances are
phrases and acceptable (i.e. may be slow, but not so slow sometimes produced slowly
sometimes individual that the interaction becomes uncomfortable for but use appropriate words
words, possibly with the student or the teacher), and whether their and phrases to express basic
slow and/or hesitant response is appropriate. Some learners may ideas, initiate conversations
delivery. (Example: produce short sentences in response to basic and respond to questions,
words, phrases and questions. (Example: What color are your including some chunks of
short sentences about shoes? Yes What color are your shoes? Blue or language and short
people, animals, They’re blue, etc.) sentences.
things, etc.) • Giving learners a picture of a familiar scene
EFL.2.2.12. Respond and asking them to tell you what they can see.
to simple questions in Some learners may produce longer utterances. can express basic ideas,
quite a short time and (Example: a picture of a classroom where initiate conversations,
initiate basic learners name individual items: table, chair, and respond to simple
interaction clock There are four chairs. The clock says 4 questions using
spontaneously when o’clock., etc.)
there are • Running a mingle activity where each learner
appropriate words,
phrases, and short

opportunities to has a different simple question to ask the others. sentences. Responses
speak. Speech is Learners move around the room asking their may be slow though
produced a little less question and listening to the answers received.
slowly and hesitantly. Observing to see whether each student asks the
pauses do not make the
EFL.2.3.5. Show the question fluidly and answers using individual interaction tedious or
ability to use a simple words only or short sentences. (Example uncomfortable for
learning questions: What’s your favorite food? Chicken / participants. (I.3)
resource.(Example: a It’s chicken and rice / Do you like oranges? Yes.
small set of / Yes, I do. / I love oranges!, etc.)
flashcards, a picture- Reading
based dictionary • Using a simple learning resource and locating
(online or print), or a details. (Example: finding and circling or
simple word list). coloring three different kinds of fruit or three
EFL.2.4.8. Complete kinds of drink in an online or print picture
a basic survey or a dictionary, etc.) CE.EFL.2.14. Demonstrate
questionnaire by • Using the alphabet to scan for particular items familiarity with study
providing personal in lists. (Example: finding a word in a simple resources (both print and
details. dictionary or locating a boy’s name on a class digital). (Example: a picture
EFL.2.4.9. Write a list.) dictionary, some flashcards
variety of short • Testing each other on the meaning of of known words, or a word
simple text types, flashcards. (Example: a boy shows a picture on list.)
commonly used in a flashcard and asks: What’s this? Girl: it’s an I.EFL.2.14.1. Learners
print and online, with airplane, etc.)
appropriate language
can successfully use
and layout. Writing simple online and print
(Example: write a • Having learners complete a short simple learning resources.
greeting on a birthday questionnaire about themselves. Learners read (Example: flashcards,
card, name and open-ended questions and write the answers on picture dictionaries,
address on an the form. (Example: What time do you get up?
envelope, a URL for What time do you go to school? At 6 o’clock,
word lists, etc.) (I.2)
a website, an email etc.)
address, etc.) • Interviewing a partner, asking yes/no
EFL.2.5.5. Apply ICT questions and writing yes/no on the survey CE.EFL.2.20. Complete a
and/or other form. (Example: Do you live in an apartment? simple survey form or
resources to Yes, etc.) questionnaire by providing
communicate simple • Writing a variety of simple text types, using personal details. Write a
thoughts in small the appropriate language and layout: variety of simple written text
groups. • Listen to a URL address and write it down. types, used in print or online,
EFL.2.5.8. Produce (Example: www.cambridge.org, etc.) with appropriate layout and

short, creative texts • Write your own email address or invent one. language. (Examples:
using ICT and/or (Example: mydog@gmail.com for your pet, message on a greeting card,
other resources at etc.) name and address on an
home or at school in • Write a simple print/online message to a friend envelope, an email address,
order to recreate for their birthday. (Example: Happy Valentine’s etc.)
familiar scenes and Day, Juan!, Have a wonderful birthday, Kate!,
themes. etc.)
EFL.2.5.5. Apply ICT Language through the Arts I.EFL.2.20.1. Learners
and/or other • Writing a text message to a friend. can write information in
resources to • Producing an audio clip stating the student’s
communicate simple daily routine.
a simple survey form or
thoughts in small • Using ICT resources to organize and edit a questionnaire, and can
groups. short piece of creative or informational writing. type or write some
EFL.2.5.8. Produce • Taking pictures of or drawing what the simple digital text-
short, creative texts learners usually eat for breakfast, then using the types, such as a URL
using ICT and/or picture as a prompt for conversation in class.
other resources at • Writing a short, fictional story about a family
and an email address.
home or at school in member. (I.3)
order to recreate • Putting short captions under pictures.
familiar scenes and CE.EFL.2.24. Communicate
themes. ideas and experiences and
create short original texts
through a range of resources
and other media, including
ICT.
can communicate
thoughts, feelings,
and/or personal
experiences and create
short original texts
through a range of
resources and other
media, including ICT.
(I.2, I.3, I.4)
5. EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5. Model turn-

LESSON 12: Can Students learn to: ask and Communicate to • Role-playing and participating in short taking and ways to express to
you swim? answer questions to identify peers and teacher dialogues. others when something is not
LESSON 13: different family members when something is • Playing games that practice classroom understood to improve
Who’s she? Who’s Students learn to: ask and not understood in language and turn-taking. comprehension and/or 6 weeks
he?
LESSON 14:
answer questions to identify class through the use • Singing songs or chants that practice helpful intelligibility in
She’s my friend different people they know of simple basic language. conversations.
PHONICS: Qq Rr Students learn to: recognize, questions. • Working in pairs and groups on a small
Ss Tt Uu Vv pronounce, and form the letters EFL.2.1.10. project.
Qq through Vv; identify anchor Recognize when to Oral Communication: (Listening and I.EFL.2.5.1. Learners
words for each letter speak and when to Speaking) can apply turn-taking
listen while working • Conducting a conversation with the teacher
in pairs or small and learner playing two characters using masks
and ways to express to
groups in class by or hand puppets. The learner may be given the others when something
following classroom character’s details or invent them. (Example: is not understood in
instructions and name, age, favorite color, etc.) The student’s short conversations.
simple commands. character could introduce other puppets or (J.3, S.1, S.4)
EFL.2.2.13. request permission to do something. (Example:
Understand and use This is Sebastian. He’s 11. Can I borrow a CE.EFL.2.10. Interaction –
basic greetings, pencil, please?, etc.) Interpersonal: Participate
leave-taking • Doing a mingle activity where learners meet effectively in basic
expressions, and and greet each other and ask and answer simple interpersonal interactions in
other simple questions. Observing to see whether the learner everyday contexts,
everyday phrases to can interact effectively, and whether they are provided the interlocutor
facilitate able to ask for repetition when required, and / or speaks slowly and clearly.
interpersonal react appropriately to responses received. (Example: requesting,
interaction, to (Example: Find someone who…. Do you have a introducing, responding, etc.)
introduce others, and red car? Yes?
to name things. Great! – writes down name of person.)
(Example: Thank- • Establishing a clear expectation of English use
you, Can I help you? for classroom functions. (Example: greeting, can interact effectively
This is [name], etc.) requesting, thanking, asking for repetition / using a range of basic
EFL.2.2.14. Ask and clarification, offering help, taking leave, etc.) functional exponents for
answer basic personal Informal assessment could involve a star chart, interpersonal
information with points for learners who use L2 regularly.
questions, as well as Reading
conversations in
simple questions • Reading a list of words in a Venn diagram and everyday contexts,
about other people, understanding the meaning. (Example: Venn providing speech is
animals, and diagram: Dog/Cat. Task: slow and clear. Learners
possessions, provided Read a sentence and tick yes/no. Sentence:

the interaction is slow Dogs and cats have tails , etc.) can request repetition or
and clear. (Example: • Matching a simple short text to the correct clarification, and can
Where do you live? plan. (Example: Text: a short simple description
Do you have a about a zoo: The giraffes are next to the pandas.
react appropriately to
bicycle?, etc.) Plan: a simple map of the zoo, etc.) responses received. (I.3)
EFL.2.2.16. Say • Reading a short simple text and coloring a
when they do not simple bar chart. (Example: a description of
understand and ask some children’s favorite ice cream. Task: color
for slower or clearer the chart accordingly, etc.)
repetition where Writing
required. (Example: • Having learners complete a short simple
Sorry? Could you say questionnaire about themselves. Learners read
that again, etc.) open-ended questions and write the answers on
EFL.2.2.17. React the form. (Example: What time do you get up?
appropriately to what What time do you go to school? At 6 o’clock,
others say using etc.)
verbal/non-verbal • Interviewing a partner, asking yes/no questions
back channeling, or and writing yes/no on the survey form.
by asking further (Example: Do you live in an apartment? Yes,
simple questions to etc.)
extend the • Writing a variety of simple text types, using
interaction. the appropriate language and layout:
(Example: express • Listen to a URL address and write it down.
interest using facial (Example: www.cambridge.org, etc.)
expression or simple • Write your own email address or invent one.
words with (Example: mydog@gmail.com for your pet, CE.EFL.2.15. Learn to read
appropriate etc.) graphs, diagrams, charts, and
intonation: Oh!, Yes! • Write a simple print/online message to a friend other kinds of graphic
Thanks. And you? for their birthday. (Example: Happy Valentine’s organizer. Demonstrate
etc.) Day, Juan!, Have a wonderful birthday, Kate!, understanding of a text
EFL.2.3.6. etc.) presented in the form of a
Understand the Language through the Arts graphic organizer (both print
content of a simple • Working on a project in small groups of 4-5 and digital).
graphic organizer and discussing what the group is doing well and
(online or print). what it could do to improve.
(Example, Venn • Brainstorming ideas for a writing project
Diagrams, charts, and together as a class, using a graphic organizer. I.EFL.2.15.1. Learners
labeled diagrams.) • Creating a product for another class and can use simple graphic
EFL.2.4.8. Complete making a short advertisement that could be used

a basic survey or a to sell the product. organizers to show that

questionnaire by • Playing games in class or doing puzzles. they can understand a
providing personal • Discussing mistakes and how learners (and all
details. humans) can learn from them.
short simple text.
EFL.2.4.9. Write a (Example: maps,
variety of short diagrams, bar charts,
simple text types, Venn diagrams, etc.)
commonly used in (I.4)
print and online, with
and layout.
(Example: write a CE.EFL.2.20. Complete a
greeting on a birthday simple survey form or
card, name and questionnaire by providing
address on an personal details. Write a
envelope, a URL for variety of simple written text
a website, an email types, used in print or online,
address, etc.) with appropriate layout and
EFL.2.5.9. Use language. (Examples:
creative thinking message on a greeting card,
skills to learn how to name and address on an
share and respect all envelope, an email address,
ideas through etc.)
brainstorming
activities and pair
work in class.
can write information in
questionnaire, and can
type or write some
simple digital text-
types, such as a URL
(I.3)

CE.EFL.2.25. Implement a
range of creative thinking
skills to show a respect for
sharing and accepting
different ideas in brainstorms
and pair work.
can utilize a range of
creative thinking skills
to show a respect for
different ideas while
working in pairs and
through brainstorms.
(J.3, S.4)
6. EFL.2.1.9. Communication and Cultural Awareness CE.EFL.2.5. Model turn-
LESSON 15: Can Students learn to: ask and Communicate to • Role-playing and participating in short taking and ways to express to
you answer questions about ability peers and teacher dialogues. others when something is not
sing? Students learn to: state their when something is • Playing games that practice classroom understood to improve
LESSON 16: I’m mood and the speed at which
happy.
not understood in language and turn-taking. comprehension and/or
PHONICS: Ww
they can move class through the use • Singing songs or chants that practice helpful intelligibility in
Students learn to: recognize, of simple basic language. conversations. 6 weeks
Xx
Yy Zz pronounce, and form the letters questions. • Working in pairs and groups on a small
Ww through Zz; identify anchor EFL.2.1.10. project.
words for each letter Recognize when to Oral Communication: (Listening and I.EFL.2.5.1. Learners
speak and when to Speaking) can apply turn-taking
listen while working • Conducting a conversation with the teacher
in pairs or small and learner playing two characters using masks
and ways to express to
groups in class by or hand puppets. The learner may be given the others when something
following classroom character’s details or invent them. (Example: is not understood in
instructions and name, age, favorite color, etc.) The student’s short conversations.
simple commands. character could introduce other puppets or (J.3, S.1, S.4)
EFL.2.2.13. request permission to do something. (Example:

Understand and use This is Sebastian. He’s 11. Can I borrow a CE.EFL.2.10. Interaction –
basic greetings, pencil, please?, etc.) Interpersonal: Participate
leave-taking • Doing a mingle activity where learners meet effectively in basic
expressions, and and greet each other and ask and answer simple interpersonal interactions in
other simple questions. Observing to see whether the learner everyday contexts,
everyday phrases to can interact effectively, and whether they are provided the interlocutor
facilitate able to ask for repetition when required, and / or speaks slowly and clearly.
interpersonal react appropriately to responses received. (Example: requesting,
interaction, to (Example: Find someone who…. Do you have a introducing, responding, etc.)
introduce others, and red car? Yes?
to name things. Great! – writes down name of person.) I.EFL.2.10.1. Learners
(Example: Thank- • Establishing a clear expectation of English use can interact effectively
you, Can I help you? for classroom functions. (Example: greeting,
This is [name], etc.) requesting, thanking, asking for repetition /
using a range of basic
EFL.2.2.14. Ask and clarification, offering help, taking leave, etc.) functional exponents for
answer basic personal Informal assessment could involve a star chart, interpersonal
information with points for learners who use L2 regularly. conversations in
questions, as well as Reading everyday contexts,
simple questions • Reading a list of words in a Venn diagram and
about other people, understanding the meaning. (Example: Venn
providing speech is
animals, and diagram: Dog/Cat. Task: slow and clear. Learners
possessions, provided Read a sentence and tick yes/no. Sentence: can request repetition or
the interaction is slow Dogs and cats have tails , etc.) clarification, and can
and clear. (Example: • Matching a simple short text to the correct react appropriately to
Where do you live? plan. (Example: Text: a short simple description
Do you have a about a zoo: The giraffes are next to the pandas.
responses received. (I.3)
bicycle?, etc.) Plan: a simple map of the zoo, etc.)
EFL.2.2.16. Say • Reading a short simple text and coloring a
when they do not simple bar chart. (Example: a description of
understand and ask some children’s favorite ice cream. Task: color
for slower or clearer the chart accordingly, etc.)
repetition where Writing
required. (Example: • Having learners complete a short simple
Sorry? Could you say questionnaire about themselves. Learners read
that again, etc.) open-ended questions and write the answers on
EFL.2.2.17. React the form. (Example: What time do you get up?
appropriately to what What time do you go to school? At 6 o’clock,
others say using etc.)
verbal/non-verbal • Interviewing a partner, asking yes/no questions

back channeling, or and writing yes/no on the survey form.

by asking further (Example: Do you live in an apartment? Yes,
simple questions to etc.)
extend the • Writing a variety of simple text types, using
interaction. the appropriate language and layout:
(Example: express • Listen to a URL address and write it down.
interest using facial (Example: www.cambridge.org, etc.)
expression or simple • Write your own email address or invent one. CE.EFL.2.15. Learn to read
words with (Example: mydog@gmail.com for your pet, graphs, diagrams, charts, and
appropriate etc.) other kinds of graphic
intonation: Oh!, Yes! • Write a simple print/online message to a friend organizer. Demonstrate
Thanks. And you? for their birthday. (Example: Happy Valentine’s understanding of a text
etc.) Day, Juan!, Have a wonderful birthday, Kate!, presented in the form of a
EFL.2.3.6. etc.) graphic organizer (both print
Understand the Language through the Arts and digital).
content of a simple • Working on a project in small groups of 4-5
graphic organizer and discussing what the group is doing well and
(online or print). what it could do to improve.
(Example, Venn • Brainstorming ideas for a writing project I.EFL.2.15.1. Learners
Diagrams, charts, and together as a class, using a graphic organizer. can use simple graphic
labeled diagrams.) • Creating a product for another class and
EFL.2.4.8. Complete making a short advertisement that could be used
organizers to show that
a basic survey or a to sell the product. they can understand a
questionnaire by • Playing games in class or doing puzzles. short simple text.
providing personal • Discussing mistakes and how learners (and all (Example: maps,
details. humans) can learn from them. diagrams, bar charts,
EFL.2.4.9. Write a
variety of short
Venn diagrams, etc.)
simple text types, (I.4)
commonly used in
print and online, with
and layout. CE.EFL.2.20. Complete a
(Example: write a simple survey form or
greeting on a birthday questionnaire by providing
card, name and personal details. Write a
address on an variety of simple written text
envelope, a URL for types, used in print or online,
a website, an email with appropriate layout and

address, etc.) language. (Examples:

EFL.2.5.9. Use message on a greeting card,
creative thinking name and address on an
skills to learn how to envelope, an email address,
share and respect all etc.)
ideas through
brainstorming
activities and pair
work in class.
can write information in
questionnaire, and can
type or write some
simple digital text-
types, such as a URL
(I.3)
CE.EFL.2.25. Implement a
range of creative thinking
skills to show a respect for
different ideas in brainstorms
and pair work.
can utilize a range of
creative thinking skills
to show a respect for
different ideas while
working in pairs and

through brainstorms.
(J.3, S.4)
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
• Ministerio de educacion, julio de 2016. Teacher´s book. Pre A11 It will use the English Book Pre A1.1, the which is directed to 2th,
• Muñoz, O. J. (2015). TEACHER´S BOOK - LEVEL 1. Quito: Norma. 3th and 4th of EGB.
• Villalba, J., & Rosero, I. (Septiembre de 2012). Ministerio de Educación del Ecuador - MinEduc. Obtenido de
http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): Ing. Jaime Patricio Lliguicota NAME: NAME:
Signature: Signature: Signature:
Date: Monday, May 23rd, 2016 Date: Date:

Pca - 2nd, 3rd & 4th Egb English Pre A1.1

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ANNUAL PLAN CURRICULUM (APC)

“UNIDAD EDUCATIVA SINAÍ” HIGH SCHOOL 2016 - 2017

ANNUAL PLAN CURRICULUM

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

effects. (Example: main characters. typography, and identify

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

(Example: spelling, on class or school bulletin

Educamos para tener Patria

Educamos para tener Patria

along with short rhythm and intonation..

Educamos para tener Patria

Educamos para tener Patria

literary text to create a

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

a basic survey or a to sell the product. organizers to show that

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

back channeling, or and writing yes/no on the survey form.

Educamos para tener Patria

address, etc.) language. (Examples:

Educamos para tener Patria

Date: Monday, May 23rd, 2016 Date: Date:

Educamos para tener Patria

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