7TH FL

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
“MONS.LEONIDAS PROAÑO” SCHOOL YEAR

2017-2018
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Área: FOREING LANGUAGE SUBJECT: English Language
TEACHERS: Working day. Matutine
GRADE/COURSE: SEVENTH EDUCATION Medio EGB
LEVEL
2. TIME
WEEKLY COURSE Nº OF WORKING LEARNING EVALUATION AND TOTAL CLASS WEEKS TOTAL PERIODS
LOAD HOURS UNEXPECTED ISSUES
36 3 4 36 108
3. OBJETIVOS GENERALES
OG.EFL.1 Encounter socio-cultural aspects of their own and O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in
other countries in a thoughtful and inquisitive manner, maturely, order to interact with and to develop an approach of critical inquiry to a variety of
and openly experiencing other cultures and languages from the texts
secure O.EFL 3.2 Assess and appreciate English as an international language, as well as the
standpoint of their own national and cultural identity. skills and subskills that contribute to communicative and pragmatic competence.
OG.EFL.2 Draw on this established propensity for curiosity and O.EFL 3.3 Independently read level-appropriate texts in English for pure en-
tolerance towards different cultures to comprehend the role of joyment/entertainment and to acquire and access information.
diversity in building an intercultural and multinational society. O.EFL 3.4Develop creative and critical thinking skills to foster problem-solving and
OG.EFL.3 Access greater flexibility of mind, creativity, enhanced independent learning using both spoken and written English.
linguistic intelligence, and critical thinking skills through an O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues,
appreciation of linguistic differences. Enjoy an enriched answer questions or solve problems.
perspective of their L1 and of language use for communication O.EFL 3.6 Read and write short descriptive and informative texts related to personal
and learning. information or familiar topics and use them as a means of communication and
OG.EFL 4 Deploy a range of learning strategies, thereby written expression of thought.
increasing disposition and ability to O.EFL 3.7 Appreciate the use of English language through spoken and written
independently access further (language) learning and practice literary texts such as poems, rhymes, chants, songs, games and graphic short stories
opportunities. Respect themselves in order to foster imagination, curiosity and memory, while developing a taste for
and others within the communication process, cultivating habits oral and written literary texts.
of honesty and integrity into O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order
responsible academic behavior. to explore creative writing as an outlet to personal expression and intercultural
OG.EFL 5 Directly access the main points and important details competence.
of up-to date. English language texts, such as those published on O.EFL 3.9 Be able to interact in English using basic, frequently used expressions
the web, for professional or general investigation, through the and short phrases in familiar and personalized contexts, demonstrating a limited but
efficient use of ICT and reference tools where required. effective command of the spoken language in simple and routine tasks which require
OG.EFL 6 Through selected media, participate in reasonably a direct exchange of information.
extended spoken or written dialogue with O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially
peers from different L1 backgrounds on work, study, or general and work cooperatively in pairs and groups.
topics of common interest,
expressing ideas and opinions effectively and appropriately.
OG.EFL7 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 Interculturally.
Education for Democratic Citizenship
Health care and recreational habits.
Enviroment protection.
Institutional values: Respect and tolerance, Responsibility, Solidarity, Innovation
Freedom, Honesty, Equality.
5. DEVELOPMENT OF PLANNING UNITS

Nº NAME OF THE SPECIFIC SKILLS AND METHODOLO EVALUATION TIME IN
UNIT OBJECTIVES OF PERFORMANCE GICAL CRITERIA AND WEEKS
THE PLANNING CRITERIA ORIENTATION INDICATORS
UNIT
1 What’s your favorite O.EFL 3.10 COMMUNICATION AND COMMUNICATION COMMUNICATION 6
class? Demonstrate an ability CULTURAL AND CULTURAL AND CULTURAL
to use English as a AWARENESS AWARENESS AWARENESS
means to interact so- EFL 3.1.3 Exchange basic CE.EFL.3.3. Interact
cially and work personal preferences with Participating in short with others using a
cooperatively in pairs peers in order to express role plays using a range variety of both verbal
and groups. likes and dislikes. of verbal and nonverbal and nonverbal
EFL 3.1.5 Describe, read communication. communication features
about, participate in or ••Listening to a poem or and express likes and
recommend a favorite short story and writing a dislikes while giving
activity, book, song or other short recommendation recommendations in
interest to various audiences. for a learner in another basic yet effective
(Example: peers, other class. terms.
classes, teachers, other ••Rating oral and written
adults, etc.) literary texts with stars. I.EFL.3.3.1. Learners
(Example: five stars = can employ a range of
excellent!) verbal and nonverbal
••Talking in pairs about communication features
a video that learners to express likes and
have watched. dislikes and can give
••Completing a short recommendations in
questionnaire about a basic yet effective
text learners have read in terms. (I.3, S.4)
class.
••Asking for video
recommendations from
family members and then
discussing these
recommendations in
class the next day.
••Responding to age and
level appropriate texts by
circling the
corresponding emoticon.
(Example: happy face,
sad face, confused face,
etc.)
••Completing a short
survey about favorites or

likes/dislikes and then
sharing ideas with a
partner.
••Using the results of a
survey to complete a bar
graph about learners’
likes/dislikes.
O.EFL 3.9 Be able to ORAL ORAL ORAL

interact in English COMMUNICATION COMMUNICATION COMMUNICATION
using basic, frequently EFL 3.2.12 Ask and answer Conducting a role play CE.EFL.3.8.
used expressions and questions and exchange between two students on Production – Accuracy
short phrases in familiar information on familiar a given topic. (Example: and Intelligibility:
and personalized topics in predictable talking Communicate needs
contexts, demonstrating everyday situations. about routines, finding clearly in class by
a limited but effective (Example: ask for directions, common free time asking questions or
command of the spoken give directions, express a activities, playing a requesting clarification.
language in simple and personal opinion, etc guessing game, etc.) Demonstrate acquisition
routine tasks which EFL 3.2.15 Provide a simple •• Playing a game where of skills taught in class,
require a direct ex- description and/or opinion learners choose a picture such as being able to
change of information. of a common object or a and a partner asks and spell out words or use
simple account of something answers some grammatical
experienced. (Example: an questions in order to structures (albeit with
Ecuadorian celebration, a guess which picture was frequent errors)
class trip, a party, a game chosen.
played, etc.) •• Giving learners I.EFL.3.8.1. Learners
EFL 3.2.16 Use a series of language prompts to use can ask others to repeat
phrases and sentences to during pair/group work. themselves or to say
describe aspects of personal (Example: What something in a different
background, immediate do you think? I way and ask for
environment and matters of agree/disagree. I think common classroom
immediate need in simple we need to…, It’s your needs. Learners can
terms using grammatical turn to say the answer, spell out words in
structures practiced in class etc.) English and can
(although there may be •• Doing a mingle describe matters of
frequent errors with tenses, activity where learners immediate need or
personal pronouns, meet and greet each interest using some
prepositions, etc.) other and ask and answer grammatical structures
questions. Observing to practiced in class
see whether the learners (although there may be
can interact effectively errors with tenses,
and personal pronouns,
whether they are able to prepositions, etc.). (I.3,
ask follow up questions J.4)
in order to extend the
exchange. CE.EFL.3.9.
(Example: Have you Production - Fluency:
ever eaten lobster? Yes? Respond to simple
Where? Did you like it? questions and familiar
– takes notes everyday social
on the answers.) situations, such as an
•• Establishing a clear invitation or request,
expectation of English relatively quickly.
use for classroom Spontaneously initiate
functions. (Example: interactions in order to
greeting, requesting, express opinions or give
thanking, asking for accounts of personal
repetition / clarification, experiences.
giving instructions,
offering help, comparing I.EFL.3.9.1. Learners
answers, taking leave, can answer simple
etc.) Informal assessment questions quickly and
could involve personal initiate basic interaction
notes from the teacher to spontaneously when

learners who use L2 given opportunities.
regularly. (Example: make an
Recording in-class invitation, give a
conversations and suggestion, etc.)
dialogues through an Learners can describe
app such as Sock simple, familiar
Puppets. situations and talk about
Learners choose a sock past experiences. (I.3,
puppet to represent J.3)
themselves and then
have a conversation CE.EFL.3.10.
with other sock puppets, Interaction –
recording their voice, Interpersonal:
adding effects and Participate effectively in
playing familiar and predictable
it back to check for conversational
errors or to improve exchanges by sharing
pronunciation. information and
•• Conducting a class reacting appropriately in
spelling bee. basic interpersonal
interactions.
I.EFL.3.10.1. Learners
can use back-channeling
to react appropriately to
what others say about
familiar topics in pre-
dictable, everyday
situations and when
carrying out pair work
for a specific task in
class. Learners can ask

questions to extend an
interpersonal
interaction. (I.3, J.3)
O.EFL 3.6 Read and READING READING

write short descriptive EFL 3.3.2 Show READING CE.EFL.3.12. Display
and informative texts understanding of some basic •• Reading a short text an understanding of
related to personal details in short simple cross- and showing some basic details in
information or familiar curricular texts by matching, comprehension by short simple cross-
topics and use them as a labeling and answering completing the curricular texts from
means of simple questions. accompanying various sources by
communication and EFL 3.3.3 Identify the graphic organizer. matching, labeling and
written expression of meaning of specific content- (Example: learners read answering simple
thought. based words and phrases, about food chains and questions, and use the
with the aid of visual complete a information gathered in
support. Cycle chart, etc.) order to organize and
EFL3.3.10 Follow short •• Reading a text on a discuss relationships
instructions illustrated familiar content area between different
through step-by-step visuals subject and then academic content areas.
in simple experiments and matching phrases or
projects. (Example: simple labeling pictures. I.EFL.3.12.1. Learners
science experiments, (Example: learners read can match, label and
instructions for an art about animals in the answer simple questions
project, etc.) Amazon rain forest about basic details in a
and then match sentence short simple cross-
halves, etc.) curricular text. Learners
•• Reading two short can organize and dis-
simple cross curricular cuss information from
texts and finding things different sources of

that are similar in academic content. (I.2,
both texts and things that S.1)
are different.
•• Reading texts from CE.EFL.3.13. Show an
different subject areas ability to identify the
and choosing the best meaning of specific
title for each. content-based words
•• Completing an outline and phrases, with the
for a cross-curricular aid of visual support,
text. and use charts/mind
•• Underlining maps to distinguish
connectives from a text between fact/opinion
and then using them to and relevant/irrelevant
complete another text information in in-
on a different subject. formational texts.
(Example: however,
therefore, first, next, etc.) I.EFL.3.13.1. Learners
Highlighting relevant can determine the
key information in a text meaning of specific
and crossing out content-based words
irrelevant information. and phrases when
•• Reading a text and accompanied by visual
identifying the facts and support and distinguish
the opinions using a between fact and
concept map. opinion and relevant
•• Reading a text and and irrelevant
matching content-based information in
words to their definition informational texts
or picture. through the use of mind
•• Comparing and maps and charts. (I.2,
contrasting information.
(Example: learners read I.3)

a text about toads
and frogs and identify CE.EFL.3.11.
similarities and Demonstrate
differences, etc.) comprehension of most
•• Reading a text and of the details of a short
answering information simple online or print
questions. text and follow short
•• Completing gaps from instructions in simple
a reading using words experiments and
from a box. projects if illustrated
•• Reading a short story through step-by-step
from a class blog and visuals.
underlining the main
details, then I.EFL.3.11.1. Learners
checking answers with a can understand most
partner. details in a short simple
online or print text and
can follow short
instructions in simple
experiments and
projects if step-by-step
visuals are provided.
(I.3, I.4)
O.EFL 3.6 Read and WRITING WRITING WRITING

write short descriptive EFL 3.4.1 Make a simple CE.EFL.3.16. Create a
and informative texts learning resource in order to Creating a class picture simple learning resource
related to personal record and practice new dictionary and adding in order to record and
information or familiar words. (Example: a picture entries by writing practice new words and
topics and use them as a dictionary, a word list, set of definitions of new words demonstrate knowledge
means of flashcards, etc.). or drawing a picture to of their meanings.
communication and EFL 3.4.2 Write a short illustrate the meaning.
written expression of simple paragraph to describe ••Making flashcards for I.EFL.3.16.1. Learners
thought. yourself or other people, new words and using can make a simple
animals, places and things, them to quiz a partner. learning resource in
with limited support. ••Making a list of new order to record and
(Example: by answering words and then practice new words.
questions or using key comparing the lists in (Example: a picture
words) pairs. If one of the mem- dictionary, a word list, a
bers of the pair knows set of flashcards, etc.)
the word, he/she teaches (I.1, J.4)
the other person.
••Writing new words and CE.EFL.3.17. Produce
phrases in a vocabulary a short simple paragraph
notebook. to describe people,
••Recording synonyms places, things and
and antonyms of words feelings in order to
in the margins of reading influence an audience
texts. and use linking words to
••Making posters in write other narratives on
small groups of new familiar subjects.
phrases and expressions
in order to display in the I.EFL.3.17.1. Learners
classroom. can write short simple
paragraphs to describe
Looking at a picture and people, places, animals,
writing a description of things and feelings, with

what you see or how it limited support, while
makes you feel, then demonstrating an ability
comparing descriptions to effectively influence
in pairs. an audience and to
••Studying two pictures express everyday
that have ten differences activities. (I.3, S.1)
and writing the
differences in complete
sentences.
O.EFL 3.5 Use print LANGUAGE LANGUAGE

and digital tools and LANGUAGE THROUGH THROUGH THE THROUGH THE
resources to investigate THE ARTS ARTS ARTS
real-world issues, EFL 3.5.3 Produce short, •• Doing extended CE.EFL.3.23. Create
answer questions or creative texts using ICT writing, in which short, original texts
solve problems. and/or other resources at learners get to choose using a range of
home or at school in order to what they write and are resources and other
recreate familiar scenes and not evaluated or tested media, including ICT, in
themes. on it. order to recreate
EFL 3.5.9 Engage in •• Converting a corner of familiar scenes and
collaborative activities the room into a writer’s themes.
through a variety of student workshop, where
groupings to create and learners can access I.EFL.3.23.1. Learners
respond to literature and writing prompts and can create and produce
other literary texts. authentic texts which short texts using ICT
(Example: small groups, may help inspire their and/or other resources at
cooperative learning groups, own creative home or at school in
literature circles, process writing. order to recreate
writing groups, etc.) •• Sharing learners’ familiar scenes and
stories in pairs or small
groups and choosing to themes. (I.1, I.3)

represent some
through a role play. CE.EFL.3.24. Organize
•• Creating the book or ideas and relevant
CD cover for a song, information from
story or poem. literary texts using
•• Responding to a poem group or class
by a video brainstorms and/or mind
representation. maps in order to
•• Using ICT to research enhance collaborative
about a topic of learners’ responses to literature.
choice and writing a
short story with I.EFL.3.24.1. Learners
the findings. can work in groups to
•• Listening to a song create brainstorms and/
and rewriting the song or draw mind maps to
lyrics changing pre- describe and organize
determined aspects. ideas or useful informa-
(Example: replacing tion from literary texts
rhymes, changing the and create collaborative
animals, etc.) responses to literature
•• Writing a short, through process writing
fictional story about a groups or literature
family member or pet. circles. (I.4, S.4, J.3)
•• Taking pictures of a
learner’s daily routine
and writing the story of
his/her day in
groups.
2 What do you do in O.EFL 3.4Develop COMMUNICATION AND COMMUNICATION COMMUNICATION 6
the library? creative and critical CULTURAL AND CULTURAL AND CULTURAL
thinking skills to foster AWARENESS AWARENESS AWARENESS
problem-solving and EFL 3.1.6 Apply self- •• Completing a short CE.EFL.3.4. Develop
independent learning correcting and self- self-evaluation or peer the skills to work
using both spoken and monitoring strategies in evaluation after a collaboratively using a
written English. social and classroom communicative task. range of verbal and
interactions. (Example: •• Playing games that nonverbal
asking questions, starting practice classroom communication features
over, rephrasing, exploring language and turn- and apply self-
alternative pronunciations or taking. correcting and self-
wording, etc.) •• Comparing answers in monitoring strategies in
EFL 3.1.10 Recognize and pairs or small groups. social and classroom
demonstrate an appreciation •• Working in small interactions.
of some commonalities and groups to complete a
distinctions across cultures cultural project. I.EFL.3.4.1. Learners
and groups (differentiated by (Example: different can demonstrate an
gender, ability, ethnic ability to work in pairs
groups in Latin America, and small groups using
traditional food in level-appropriate verbal
Ecuador, etc.) and nonverbal
•• Participating in short communication features
dialogues and role plays and apply self-
to practice thanking correcting and self-
others. monitoring strategies in
•• Practicing the social and classroom
language needed to interactions. (J.2, J.3,
resolve group conflict J.4, I.3)
through mini role plays.
•• Writing jokes or CE.EFL.3.1. Cultivate
riddles in pairs in order an awareness of
to share with other pairs. different cultures and
•• Raising hands when identify similarities and
clarification is needed. differences between
•• Finding recipes from them through oral and
other cultures and written literary texts.

making them share in
class. I.EFL.3.1.1. Learners
•• Writing a short can show an awareness
descriptive paragraph of different cultures and
about a country of the identify similarities and
learner’s choosing. differences between
them through oral and
•• Looking at images of written literary texts.
traditional dress in (I.2, S.2, J.1)
regions of Ecuador or
elsewhere.
•• Reflecting on
differences between
people from other
countries and regions.
•• Researching
traditional
food/dress/artifacts from
other cultures and
presenting
them in class through a
poster.
using basic, frequently EFL 3.2.1 Infer who is •• Listening to a simple,
used expressions and speaking and what the straightforward story and CE.EFL.3.6. Listening
short phrases in familiar situation is when listening to ordering the pictures for Meaning:
and personalized short simple texts, especially showing what Demonstrate an
contexts, demonstrating when accompanied by happens. (Example: Tom understanding of the
a limited but effective pictures or other visual aids, and Mike are playing main idea, speaker and
command of the spoken or sound effects. (Example: soccer, the ball goes into situation in spoken texts
language in simple and shopkeeper speaking to a the water, set in familiar everyday
routine tasks which customer who is buying Tom’s dog gets the ball, contexts without having
require a direct ex- some fruit.) to decode every word.
etc.)
change of information. EFL 3.2.3 Record key items
of specific information from •• Listening to a short I.EFL.3.6.1. Learners
a heard message or conversation between can grasp the main idea
description, either in written two speakers and of spoken texts set in
form or by drawing a deciding who is familiar everyday
picture. (Example: letters of speaking, contexts and infer
the alphabet, numbers, where they are and how changes in the topic of
quantities, prices and times, they feel. (Example: two discussion as well as
days, dates and months, etc.) friends, at the library who is speaking and
EFL 3.2.5 Understand most doing what the situation is,
changes in the topic of without having to
discussion if people speak homework, confused decode every word. (I.3,
slowly. because they don’t I.4)
understand the
assignment, etc.) CE.EFL.3.7. Listening
•• Watching a video clip for Information: Follow
and writing a title for it. and identify key
(Example: Funny cats information in short
get in trouble, straightforward audio
texts related to areas of
etc.)
•• Listening to immediate need or inter-
instructions for a short est, provided vocabulary
task and carrying them is familiar and visual
support is present, and
out. (Example: First put
use these spoken
the dirt in the cup. Now contributions as models
put the seed in the dirt. for their own.
Press down lightly. Give
the seed I.EFL.3.7.1. Learners

can record and identify
water, etc.)
key information from a
•• Listening to spoken or spoken message of
recorded descriptions of immediate need or
familiar scenes, and interest when the mes-
marking the sage contains frequently
words you hear. used expressions and
(Example: Learners hear visual support.
a dialogue about some (Example: rules for a
kids’ free time activities. game, classroom
instructions, a dialogue
They circle the free time in a scene from a
activities they hear from cartoon or movie, etc.)
a list, etc.) Learners can use other
classmate’s
contributions in class as
models for their own.
(I.2, I.3)
O.EFL 3.3 READING READING

Independently read EFL 3.3.8 Make and support READING CE.EFL.3.15. Make
level-appropriate texts inferences from evidence in •• Answering pre- and support inferences
in English for pure en- a text with reference to reading questions by from evidence in a text
joyment/entertainment features of written English. inferring information with reference to
and to acquire and (Example: vocabulary, facts, from pictures within a features of written
access information. format, sequence, relevance text. English and apply other
of ideas, etc.) •• Reading inferences learning strategies to
EFL 3.3.7 Read, gather, about a text and then examine and interpret a
view and listen to underlining the variety of written
information from various information within the materials.
sources in order to organize text that gives evidence
and discuss relationships of where the inference I.EFL.3.15.1. Learners
between academic content came from. can make and support
areas. (Example: nonfiction •• Reading statements in inferences using
books for young adults, the pairs in order to infer evidence from texts and
Internet, audio and media information about the features of written
presentations, oral text, then comparing English (e.g.,
interviews, maps, diagrams, and contrasting vocabulary, format,
reference books, magazines, inferences with another sequence, etc.) and
etc.) pair. (Example: learners apply other learning
infer that strategies in order to
a dialogue takes place in examine and interpret a
a park because there are variety of written
children playing on materials. (I.2, J.3)
playground
equipment, etc.) CE.EFL.3.12. Display
•• Brainstorming a list of an understanding of
everything known about some basic details in
the topic of a text. short simple cross-
(Example: Text: curricular texts from
Robots. What I know: various sources by
machines, use batteries, matching, labeling and
technology, not human, answering simple
made of metal, questions, and use the
etc.) information gathered in
•• Reading a text and order to organize and
taking notes in the discuss relationships

margins about important between different
or interesting academic content areas.
information.
•• Reading a text on a
can match, label and
familiar content area answer simple questions
subject and then matching about basic details in a
phrases or short simple cross-
labeling pictures. curricular text. Learners
(Example: learners read can organize and dis-
about animals in the cuss information from
different sources of
Amazon rain forest academic content. (I.2,
and then match sentence S.1)
halves, etc.)
•• Reading two short
simple cross curricular
texts and finding things
that are similar in
both texts and things that
are different.
•• Reading texts from
different subject areas
and choosing the best title
for each.
•• Completing an outline
for a cross-curricular text.

write short descriptive EFL 3.4.2 Write a short •• Sequencing sentences CE.EFL.3.17. Produce
and informative texts simple paragraph to describe by adding words. a short simple paragraph
related to personal yourself or other people, (Example: I wake up. I to describe people,
information or familiar animals, places and things, eat breakfast. → places, things and
topics and use them as a with limited support. First I wake up. Then I feelings in order to
means of (Example: by answering eat breakfast, etc.) influence an audience
communication and questions or using key •• Using question and use linking words to
written expression of words) prompts to write write other narratives on
thought.. EFL 3.4.4 Write to describe sentences about a familiar subjects.
feelings/opinions in order to classmate. (Example:
effectively influence an Where I.EFL.3.17.1. Learners
audience. (Example: does he live? What food can write short simple
persuade, negotiate, argue, does he like?, etc.) paragraphs to describe
etc.) •• Combining sentences people, places, animals,
EFL 3.4.6 Write a simple with conjunctions. things and feelings, with
narrative with linking words (Example: I like to listen limited support, while
on familiar subjects in order to music in my demonstrating an ability
to express everyday free time. I like to sing, to effectively influence
activities. (Example: free too. → I like to listen to an audience and to
time, descriptions, what music and sing in my express everyday
happened last weekend, etc.) free time, etc.) activities. (I.3, S.1)
•• Looking at a picture
and writing a description CE.EFL.3.18. Write a
of what you see or how it variety of short simple
makes you familiar text-types –
feel, then comparing online or in print –
descriptions in pairs. using appropriate
•• Studying two pictures language, layout and
that have ten differences linking words.
and writing the
differences in complete I.EFL.3.18.1. Learners
sentences. can write short simple
•• Reading a restaurant text-types and
review and identifying narratives, online and in

common linguistic print, using appropriate
features, such as language, layout and
linking words. (I.3, J.2)
use of adjectives and food
vocabulary. Learners use
the same features to write
their
own review.
•• Posting a comment to a
classmate’s writing on a
class blog.
•• Reading a dialogue
which serves as a model
text, then writing a similar
dialogue on
a different topic.
(Example: Topics could
include: my favorite
vacation, music we like,
where I live, my weekend
plans, etc.)
O.EFL 3.7 Appreciate LANGUAGE THROUGH LANGUAGE LANGUAGE

the use of English THE ARTS THROUGH THE THROUGH THE
language through EFL 3.5.2 Create picture ARTS ARTS
spoken and written books and/or other graphic •• Drawing pictures to a CE.EFL.3.22. Design
literary texts such as expressions in pairs in class story and exchanging and produce picture
poems, rhymes, chants, by varying scenes, them with a partner, who books, graphic
songs, games and characters or other elements captions each expressions and/or
graphic short stories in of literary texts. picture. personal stories by

order to foster EFL 3.5.9 Engage in •• Illustrating a piece of varying elements of
imagination, curiosity collaborative activities writing. literary texts and
and memory, while through a variety of student •• Reimagining a story in adding imaginative
developing a taste for groupings to create and a different setting. details to real-life
oral and written literary respond to literature and (Example: Snow White stories and situations
texts. other literary texts. in Ambato, Little in order to create new,
(Example: small groups, Red Riding Hood in the original texts.
cooperative learning groups, city, etc.) I.EFL.3.22.1. Create
literature circles, process •• Designing a graphic picture books, graphic
writing groups, etc.) short story in groups expressions and
using ICT and publishing personal stories by
it on a school adapting elements of
wiki or bulletin board. literary texts and adding
•• Writing questions the imaginative details to
learners would like to real-life stories and
ask a character in the situations, using
story and using appropriate vocabulary
the imagined answers to and features of the
write a sequel or literature learners have
continuation. read or heard. (I.3, S.3)
•• Discussing things that
characters in stories have CE.EFL.3.24. Organize
done that learners would ideas and relevant
like to information from
do and writing a literary texts using
paragraph about the group or class
imagined experience. brainstorms and/or mind
(Example: go to space, maps in order to
learn how to play chess, enhance collaborative
volunteer at a soup responses to literature.
kitchen, etc.)
•• Searching for pictures I.EFL.3.24.1. Learners

on the Internet or in can work in groups to
magazines in order to create brainstorms and/
illustrate a piece or draw mind maps to
of collaborative writing. describe and organize
•• Role playing scenes ideas or useful informa-
from a story. tion from literary texts
•• Writing the dialogue and create collaborative
and stage directions for a responses to literature
story from class and through process writing
groups or literature
performing it
circles. (I.4, S.4, J.3)
for an audience.
•• Discussing a scene
from a video in groups
and using the discussion
to write a review.
•• Underlining the main
ideas of a text and
mapping them onto a
graphic organizer.
•• Underlining parts of a
classmate’s personal
writing that are unclear,
and then finding
another way to write the
underlined ideas.
•• Using ICT resources
to organize and edit a
short
3 Let’s paint. O.EFL 3.4Develop COMMUNICATION AND COMMUNICATION COMMUNICATION 6

creative and critical CULTURAL AND CULTURAL AND CULTURAL
thinking skills to foster AWARENESS AWARENESS AWARENESS
problem-solving and Recognize and demonstrate •• CE.EFL.3.1. Cultivate
independent learning an appreciation of some Finding recipes from an awareness of
using both spoken and commonalities and other cultures and different cultures and
written English. distinctions across cultures making them share in identify similarities and
and groups EFL 3.1.10 class. differences between
EFL 3.1.1 Ask simple basic •• them through oral and
questions in class about the Writing a short written literary texts.
world beyond their own descriptive paragraph I.EFL.3.1.1. Learners
immediate environment in about a country of the can show an awareness
order to increase their learner’s choosing. of different cultures and
understanding of different •• identify
cultures. Looking at images of similarities and
traditional dress in differences between
regions of Ecuador or them through oral and
elsewhere. written literary texts.
•• (I.2, S.2, J.1)
Reflecting on differences
between people from
other countries and
regions.
••
Researching traditional
food/dress/artifacts from
other cultures and
presenting them in class
through a poster.
••
Writing a list of
questions about a people
or culture and using ICT
and/or print resources
to find the answers.
••
Watching a video or
reading a text and
recording information
about similarities and
differences in a graphic
organizer.
ORAL ORAL ORAL ORAL

COMMUNICATION COMMUNICATION COMMUNICATION COMMUNICATION
EFL 3.2.6 Use other • CE.EFL.3.7. Listening
O.EFL 3.1 Identify the students’ contributions in Listening to instructions for Information: Follow
main ideas and some class as models for their for a short task and and identify key
details of written and own. carrying them out. information in short
oral texts, in order to EFL 3.2.8 Spell out key (Example: First put the straightforward audio
interact with and to vocabulary items using the dirt in the cup. Now put texts related to areas of
develop an approach of English alphabet. (Example: the seed in the dirt. Press immediate need or
critical inquiry to a names, colors, animals, down lightly. Give the interest,
variety of texts) possessions, etc.) seed water, etc.) provided vocabulary is
Sustain a conversational •• familiar and visual
exchange on a familiar, Listening to spoken or support is present, and
everyday subject when recorded descriptions of use these spoken
carrying out a familiar scenes, and contributions as models
collaborative/paired learning marking the words you for their own.
activity in which there are hear. (Example: Learners I.EFL.3.7.1. Learners
specific instructions for a hear a dialogue about can record and identify
task. some kids’ free time key information from a
EFL 3.2.11 Ask for someone activities. spoken message of

to repeat themselves or say They circle the free time immediate need or
something in a different way activities they hear from interest when the
and ask for common a list, etc.) message
classroom needs. (Example: •• contains frequently used
getting attention or Listening to a dialogue expressions and visual
obtaining an object, etc.) between two or more support. (Example: rules
EFL 3.2.1 Infer who is people and deciding if for a game, classroom
speaking and what the each statement is true or instructions, a dialogue
situation is when listening to false. (Example: Dan in a scene from a
short simple texts, especially went to Quilotoa last cartoon or movie, etc.)
when accompanied by weekend – True. He Learners
pictures or other visual aids, broke his arm when he can use other
or sound effects. (Example: tripped over a rock – classmate’s
shopkeeper speaking to a False, he hurt his ankle, contributions in class as
customer who is buying etc.) models for their own.
some fruit.) •• (I.2, I.3)
Watching a short video CE.EFL.3.8. Production
and writing three new – Accuracy and
things they learned. Intelligibility:
(Example: Spiders Communicate needs
aren’t insects. Spiders clearly in class by
live everywhere on Earth asking questions or
except Antarctica. There requesting clarification.
are 40,000 different Demonstrate acquisition
species of spiders, etc.) of skills taught in class,
•• such as being able to
Watching a short video spell out words or use
and then talking to a some grammatical
partner about whether or structures (albeit with
not they agree with the frequent errors)
speaker or a statement. I.EFL.3.8.1. Learners
(Example topics for can ask others to repeat

videos: Most beautiful themselves or to say
places in Ecuador, something in a different
funniest animal videos, way and ask for
scariest insects in the common classroom
world, etc.) needs. Learners can
•• spell out words in
Listening to a short text English and can
and demonstrating describe matters
understanding of it using of immediate need or
an accompanying interest using some
graphic organizer. grammatical structures
(Example: completing a practiced in class
Venn diagram of (although there may be
differences between errors with tenses,
whales and sharks, etc.) personal pronouns,
•• prepositions,
Listening to a short etc.). (I.3, J.4)
dialogue and then CE.EFL.3.10.
writing and acting out a Interaction –
similar dialogue, using Interpersonal:
some of the same Participate effectively in
phrases and expressions. familiar and predictable
(Example: a dialogue conversational
between two friends exchanges by sharing
asking about a information and
homework assignment, reacting appropriately
etc.) in basic interpersonal
• interactions.
Conducting a role play I.EFL.3.10.1. Learners
between two students on can use back-channeling
a given topic. (Example: to react appropriately to
talking about routines, what others say about

finding common free familiar topics in
time activities, playing a predictable,
guessing game, etc.) everyday situations and
•• when carrying out pair
Playing a game where work for a specific task
learners choose a picture in class. Learners can
and a ask questions to extend
an interpersonal
interaction. (I.3, J.3)
CE.EFL.3.6. Listening
for Meaning:
Demonstrate an
understanding of the
main idea, speaker and
situation in spoken texts
set in familiar everyday
contexts without having
to decode every word.
can grasp the main idea
of spoken texts set in
familiar
everyday contexts and
infer changes
in the topic of
discussion as well as
who is speaking and
what the situation
is, without having to
decode every
word. (I.3, I.4)
READING READING READING READING

O.EFL 3.3 EFL 3.3.9 Identify and use • CE.EFL.3.14. Select
Independently read reading strategies to make and use reading
Skimming a text and
level-appropriate texts text more comprehensible strategies to understand
accompanying pictures
in English for pure en- and meaningful. (Example: and give meaning
and then predicting the
joyment/entertainment skimming, scanning, to written text while
answers to questions
and to acquire and previewing, predicting, employing a range of
found within the text.
access information. reading for main ideas and everyday reference
details, etc.) •• materials in order to
Using a dictionary to determine information
look up key words in a appropriate to the
text. purpose of inquiry and
to relate ideas between
•• written sources.
Keeping a vocabulary I.EFL.3.14.1. Learners
notebook of synonyms can identify and use
and antonyms of words reading strategies to
from a text. make written text more
comprehensible and
•• meaningful.
Underlining main ideas Learners can use
in a text. everyday reference
materials to select
••
information appropriate
Writing questions the to the purpose of an
learners would like to inquiry
know about a text before and to relate ideas from
reading it, then reading one written source to
the text to see if the another. (I.2, S.1)
questions were
answered.
••
Connecting ideas within

and between texts using
a double-entry journal.
••
Marking the margins of a
text with a check mark (
✓) if learners
understood the sentence/
paragraph, and a
question mark (?) if they
didn’t.
••
Using an everyday
reference material in
order to understand the
main idea and some
details from a text.
(Example: Reading a
story about the journey
of an immigrant
to Ecuador and then
tracing the journey on a
map, fact checking
information from a text
about earthquake safety
with online information,
etc.)
••
Using the think-aloud

strategy to model how
learners are making
connections
WRITING WRITING WRITING

O.EFL 3.6 Read and EFL 3.4.6 Write a simple WRITING CE.EFL.3.18. Write a
write short descriptive narrative with linking words •Reading a restaurant variety of short simple
and informative texts on familiar subjects in order review and identifying familiar text-types –
related to personal to express everyday common linguistic online or in print –
information or familiar activities. (Example: free features, such as use of using appropriate
topics and use them as a time, descriptions, what adjectives and food language, layout and
means of happened last weekend, etc.) vocabulary. Learners use linking words.
communication and EFL 3.4.8 Convey and the same features to I.EFL.3.18.1. Learners
written expression of organize information using write their own review. can write short simple
thought. facts and details in order to •Posting a comment to a text-types and
illustrate diverse patterns classmate’s writing on a narratives, online and in
and structures in writing. class blog. print, using appropriate
(Example: cause and effect, •Reading a dialogue language, layout and
problem and solution, which serves as a model linking words. (I.3, J.2)
general-to-specific text, then writing a CE.EFL.3.19. Create a
presentation, etc.) similar dialogue on a questionnaire or survey
different topic. using WH- question
(Example: Topics could words in order to
include: my favorite identify things in
vacation, music we like, common and
where I live, my preferences while
weekend plans, etc.) displaying an ability to
•Identifying the format convey and organize
of a familiar text-type information using facts
and using it as a model and details.
for your own writing. I.EFL.3.19.1. Learners
(Example: Text-type: can write questionnaires

Recipe. Format: and surveys for peers
Ingredients, Preparation, and family using WH-
etc.) questions in order to
•• identify things in
Looking at a map or common and
GPS and writing the preferences,
directions to get from while demonstrating an
one place to another. ability to convey and
• organize information
Interviewing classmates, using facts and details
asking yes/no questions in order to illustrate
and recording the diverse
answers in a chart. Using patterns and structures
the answers to write a in writing. (Example:
paragraph about cause and effect,
similarities and problem and solution,
differences. general-to-specific
•• presentation,
Using the information etc.) (I.2, S.2)
from a formal or
informal class survey to
write cause and effect.
(Example: No one goes
to the park on weekdays
because we have too
much homework.
Everyone likes to ride
bikes on the weekend
because the Ciclovía is
open, etc.)
••
Working in groups to
make a list of things
everybody likes, then
writing out conclusions
in paragraph form.
LANGUAGE LANGUAGE THROUGH LANGUAGE LANGUAGE

THROUGH THE THE ARTS THROUGH THE THROUGH THE
ARTS EFL 3.5.4 Create personal ARTS ARTS
O.EFL 3.7 Appreciate stories by adding • CE.EFL.3.22. Design
the use of English imaginative details to real- Drawing pictures to a and produce picture
language through life stories and situations, story and exchanging books, graphic
spoken and written using appropriate them with a partner, who expressions and/or
literary texts such as vocabulary and elements of captions each picture. personal stories by
poems, rhymes, chants, the literature learners have •• varying elements of
songs, games and read or heard. Illustrating a piece of literary texts and adding
graphic short stories in EFL 3.5.8 Create stories, writing. imaginative details to
order to foster poems, songs, dances and •• real-life stories and
imagination, curiosity plays including those that Reimagining a story in a situations in order to
and memory, while reflect traditional and different setting. create new, original
developing a taste for popular Ecuadorian culture, (Example: Snow White texts.
oral and written literary observing the conventions of in Ambato, Little Red I.EFL.3.22.1. Create
texts. the genre. (Example: Riding Hood in the city, picture books, graphic
purpose, settings, audience, etc.) expressions and
voice, rhythm, etc.) •• personal stories by
Designing a graphic adapting elements of
short story in groups literary texts and adding
using ICT and publishing imaginative details to
it on a school wiki or real-life stories and
bulletin board. situations, using
•• appropriate vocabulary
Writing questions the and features of the
learners would like to literature learners have

ask a character in the read or heard. (I.3, S.3)
story and using the CE.EFL.3.25. Observe
imagined answers to and expand on the
write a sequel or conventions of genre in
continuation. order to create a variety
•• of texts that reflect
Discussing things that traditional and popular
characters in stories have Ecuadorian culture and
done that learners would identify select literary
like to do and writing a elements in order to
paragraph about the relate them to other
imagined experience. works, including
(Example: go to space, the learners’ own
learn how to play chess, writing.
volunteer at a soup I.EFL.3.25.1. Learners
kitchen, etc.) can create stories,
•• poems, songs and plays
Searching for pictures on to reflect traditional
the Internet or in and popular Ecuadorian
magazines in order to culture, observing the
illustrate a piece of conventions of the
collaborative writing. genre.
• Learners can find and
Reading a myth from identify selected literary
Ecuador and writing a elements in texts to
song about it. relate them to other
•• works and personal
Brainstorming features experiences.
and conventions of (S.2, J.1)
genres and then reading
examples of each in
order to locate them.

(Examples: rhyme and
alliteration in a poem or
song, animals and a
moral in a fable, etc.)
4 Can you play the O.EFL 3.10 COMMUNICATION AND COMMUNICATION COMMUNICATION 6
piano? Demonstrate an ability CULTURAL AND CULTURAL AND CULTURAL
to use English as a AWARENESS AWARENESS AWARENESS
means to interact so- EFL 3.1.5 Describe, read • CE.EFL.3.3. Interact
cially and work about, participate in or Participating in short with others using a
cooperatively in pairs recommend a favorite role plays using a range variety of both verbal
and groups. activity, book, song or other of verbal and nonverbal and nonverbal
interest to various audiences. communication. communication features
(Example: peers, other •• and express likes and
classes, teachers, other Listening to a poem or dislikes while giving
adults, etc.) short story and writing a recommendations
EFL 3.1.8 Interpret and short recommendation in basic yet effective
demonstrate knowledge in for a learner in another terms.
classroom activities of class. I.EFL.3.3.1. Learners
nonverbal and oral •• can employ a range of
communication features, and Rating oral and written verbal and nonverbal
understand the contexts in literary texts with stars. communication features
which they are used (Example: five stars = to express likes and
appropriately. (Example: excellent!) dislikes and can give
gestures, body language, •• recommendations in
volume, etc.) Talking in pairs about a basic yet effective
video that learners have terms. (I.3, S.4)
watched. CE.EFL.3.4. Develop
•• the skills to work
Completing a short collaboratively using a
questionnaire about a range of verbal and
text learners have read in nonverbal

class. communication features
•• and apply self-
Asking for video correcting and self-
recommendations from monitoring
family members and then strategies in social and
discussing these classroom interactions.
recommendations in I.EFL.3.4.1. Learners
class the next day. can demonstrate an
•• ability to work in pairs
Responding to age and and small groups using
level appropriate texts by level-appropriate verbal
circling the and nonverbal
corresponding emoticon. communication features
(Example: happy face, and apply self-
sad face, confused face, correcting and self-
etc.) monitoring
•• strategies in social and
Completing a short classroom interactions.
survey about favorites or (J.2, J.3, J.4, I.3)
partner.
O.EFL 3.1 Identify the ORAL ORAL ORAL

main ideas and some COMMUNICATION COMMUNICATION COMMUNICATION
details of written and EFL 3.2.1 Infer who is • CE.EFL.3.6. Listening
oral texts, in order to speaking and what the for Meaning:
Listening to a simple,
interact with and to situation is when listening to Demonstrate an
straightforward story and
develop an approach of short simple texts, especially understanding of the
ordering the pictures
critical inquiry to a when accompanied by main idea, speaker and
showing what happens.
variety of texts pictures or other visual aids, situation in spoken texts
(Example: Tom and
or sound effects. (Example: set in familiar everyday
Mike are playing soccer,
shopkeeper speaking to a contexts without having
the ball goes into the
customer who is buying to decode every word.
water, Tom’s dog gets
some fruit.) I.EFL.3.6.1. Learners
the ball, etc.)
EFL 3.2.2 Be comfortable can grasp the main idea
taking meaning from spoken •• of spoken texts set in
texts containing words or Listening to a short familiar
sections which are not conversation between everyday contexts and
understood. Be aware that two speakers and infer changes
understanding spoken texts deciding who is in the topic of
does not require decoding speaking, discussion as well as
every single word. who is speaking and
where they are and how what the situation
they feel. (Example: two is, without having to
friends, at the library decode every
doing homework, word. (I.3, I.4)
confused because they CE.EFL.3.6. Listening
don’t understand the for Meaning:
assignment, etc.) Demonstrate an
•• understanding of the
main idea, speaker and
Watching a video clip situation in spoken texts
and writing a title for it. set in familiar everyday
(Example: Funny cats contexts without having
get in trouble, etc.) to decode every word.

••
can grasp the main idea
Listening to a poem and of spoken texts set in
circling the main idea familiar
and setting. (Example: everyday contexts and
Main idea: our school infer changes
lunch, Setting: school in the topic of
cafeteria, etc.) discussion as well as
who is speaking and
what the situation
is, without having to
decode every
word. (I.3, I.4)
O.EFL 3.3 READING READING READING
Independently read EFL 3.3.1 Understand most CE.EFL.3.11.
level-appropriate texts of the details of the content • Demonstrate
in English for pure en- of a short simple text (online Reading a text and comprehension of most
joyment/entertainment or print) answering information of the details of a short
and to acquire and EFL 3.3.5 Use everyday questions. simple
access information. reference material in order •• online or print text and
to select information Completing gaps from a follow short instructions
appropriate to the purpose of reading using words in simple experiments
an inquiry and relate ideas from a box. and projects if
from one written source to •• illustrated through step-
another. Reading a short story by-step visuals.
from a class blog and I.EFL.3.11.1. Learners
underlining the main can understand most
details, then checking details in a short simple
answers with a partner. online or print text and
•• can follow short
Reading a paragraph instructions in simple
about a familiar content experiments and

area subject and then projects if step-by-step
correcting incorrect visuals are provided.
sentences. (Example: (I.3, I.4)
Venus is a star planet, CE.EFL.3.14. Select
etc.) and use reading
•• strategies to understand
Following the steps in a and give meaning
class game. (Example: to written text while
do a class Scavenger employing a range of
Hunt, play a reading everyday reference
comprehension board materials in order to
game, etc.) determine information
•• appropriate to the
Following the steps in a purpose of inquiry and
simple science to relate ideas between
experiment. (Example: written sources.
making yogurt cheese, I.EFL.3.14.1. Learners
growing a bean plant, can identify and use
etc.) reading strategies to
••Putting steps in a make written text more
recipe in the correct comprehensible and
order. meaningful.
•Skimming a text and Learners can use
accompanying pictures everyday reference
and then predicting the materials to select
answers to questions information appropriate
found within the text. to the purpose of an
••Using a dictionary to inquiry
look up key words in a and to relate ideas from
text. one written source to
••Keeping a vocabulary another. (I.2, S.1)
notebook of synonyms
and antonyms of words
from a text.
••Underlining main ideas
in a text.
• Writing questions the
learners would like to
know about a text before
reading it, then reading
the text to see if the
questions were
answered.
O.EFL 3.8 WRITING WRITING WRITING
Demonstrate an ability EFL 3.4.5 Write a • CE.EFL.3.19. Create a
to interact with written questionnaire or survey for Asking learners to questionnaire or survey
and spoken texts, in friends, family or classmates choose a topic and to using WH- question
order to explore using WH- questions in write questions for their words in order to
creative writing as an order to identify things in peers about the topic. identify things in
outlet to personal ex- common and preferences. (Example: Topic: common and
pression and Traditional Ecuadorian preferences while
intercultural food. Questions: Do you displaying an ability to
competence. like fritada? Does your convey and organize
mother make guatita? Do information using facts
you eat soup every day?, and details.
etc.) I.EFL.3.19.1. Learners
•• can write questionnaires
Interviewing classmates, and surveys for peers
asking yes/no questions and family using WH-
and recording the questions in order to
answers in a chart. Using identify things in
the answers to write a common and
paragraph about preferences,
similarities and while demonstrating an

differences. ability to convey and
•• organize information
Using the information using facts and details
from a formal or in order to illustrate
informal class survey to diverse
write cause and effect. patterns and structures
(Example: No one goes in writing. (Example:
to the park on weekdays cause and effect,
because we have too problem and solution,
much homework. general-to-specific
Everyone likes to ride presentation,
bikes on the weekend etc.) (I.2, S.2)
because the Ciclovía is
open, etc.)
••
Working in groups to
make a list of things
everybody likes, then
writing out conclusions
in paragraph form.
••
Making a class list of
everything known about
a topic, then asking
learners to organize
the list from general to
specific. Learners must
use their ideas to write a
descriptive paragraph
about the topic.
••
Giving learners a list of

facts about a topic and
having them organize
them from most to least
important.
O.EFL 3.7 Appreciate LANGUAGE THROUGH LANGUAGE LANGUAGE

the use of English THE ARTS THROUGH THE THROUGH THE
language through EFL 3.5.1 Use audio, video ARTS ARTS
spoken and written and pictures to respond to a CE.EFL.3.21.
literary texts such as variety of literary texts • Elaborate personal
poems, rhymes, chants, through online or in-class Listening to or reading responses to both oral
songs, games and ICT activities. stories and drawing the and written literary texts
graphic short stories in EFL 3.5.5 Evaluate literary setting or explaining through pictures,
order to foster texts (both written and oral, relationships between audio/video or ICT in
imagination, curiosity online, in video or in print) main characters. order to evaluate literary
and memory, while according to pre-established •• texts using pre-
developing a taste for criteria. (Example: Using a checklist to established criteria,
oral and written literary completing a checklist, a mark off items present in individually or in
texts. chart, a personal response, a text. (Example: setting, groups.
etc.) main character, I.EFL.3.21.1. Learners
title, etc.) can employ audio,
•• video, pictures and ICT
Explaining through to respond to oral and
pictures, physical written texts and use
expression or charts pre-established criteria
(ICT) how a text makes to evaluate literary texts
the learner feel. individually
•• or in groups. (I.2, I.3,
Inviting authors as guest I.4)
speakers into the

classroom so learners
can share their responses
to a story with them.
••
Writing short statements
about why the learner
liked (or didn’t) a
particular text.
••
Determining the
reactions all the
members of a group have
in common after
listening
to a song. (Example:
they all loved the song,
they all liked the rhythm,
they all learned new
words, etc.)
••
Producing a video
response in groups to a
story read in class.
••
Sending an email or
audio message to the
author of a story in order
to say what the learner
liked about the story.
••
Watching a video and
using the group’s

responses in order to
write a short review of
the video for another
class.
5 I like to jump! O.EFL 3.2 Assess and COMMUNICATION AND COMMUNICATION COMMUNICATION 6
appreciate English as an CULTURAL AND CULTURAL AND CULTURAL
international language, AWARENESS AWARENESS AWARENESS
as well as the skills and EFL 3.1.3 Exchange basic •• CE.EFL.3.3. Interact
subskills that contribute personal preferences with Participating in short with others using a
to communicative and peers in order to express role plays using a range variety of both verbal
pragmatic competence. likes and dislikes. of verbal and nonverbal and nonverbal
EFL 3.1.7 Demonstrate communication. communication features
appropriate classroom •• and express likes and
behaviors by participating in Listening to a poem or dislikes while giving
small group or whole class short story and writing a recommendations
discussions. (Example: short recommendation in basic yet effective
being courteous, respecting for a learner in another terms.
the person and property of class. I.EFL.3.3.1. Learners
others, etc.) •• can employ a range of
Rating oral and written verbal and nonverbal
literary texts with stars. communication features
(Example: five stars = to express likes and
excellent!) dislikes and can give
•• recommendations in
Talking in pairs about a basic yet effective
video that learners have terms. (I.3, S.4)
watched. CE.EFL.3.2. Recognize

•• and exhibit responsible
Completing a short behaviors at home, at
questionnaire about a school and towards the
text learners have read in environment.
class. I.EFL.3.2.1. Learners
•• can say ways to take
Asking for video care of the environment
recommendations from and one’s surroundings.
family members and then Learners can identify
discussing these and exhibit socially
recommendations in responsible
class the next day. behaviors at home, at
•• school and towards the
Responding to age and environment. (J.3, S.1)
level appropriate texts by
circling the
corresponding emoticon.
(Example: happy face,
sad face, confused face,
etc.)
••
Completing a short
survey about favorites or
partner.
••
Using the results of a
survey to complete a bar
graph about learners’
likes/dislikes.

using basic, frequently EFL 3.2.4 Follow and CE.EFL.3.7. Listening
used expressions and understand short, • for Information: Follow
short phrases in familiar straightforward audio Listening to instructions and identify key
and personalized messages and/or the main for a short task and information in short
contexts, demonstrating idea/dialogue of a movie or carrying them out. straightforward audio
a limited but effective cartoon (or other age- (Example: First put the texts related to areas of
command of the spoken appropriate audio-visual dirt in the cup. Now put immediate need or
language in simple and presentations) if delivered the seed in the dirt. Press interest,
routine tasks which slowly and visuals provide down lightly. Give the provided vocabulary is
require a direct ex- contextual support. seed water, etc.) familiar and visual
change of information. (Example: an announcement •• support is present, and
of a bus delay, an intercom Listening to spoken or use these spoken
announcement at school, a recorded descriptions of contributions as models
dialogue supported by facial familiar scenes, and for their own.
expressions/gestures and marking the words you I.EFL.3.7.1. Learners
appropriate intonation, etc.) hear. (Example: Learners can record and identify
hear a dialogue about key information from a
some kids’ free time spoken message of
activities. immediate need or
They circle the free time interest when the
activities they hear from message
a list, etc.) contains frequently used
•• expressions and visual
Listening to a dialogue support. (Example: rules
between two or more for a game, classroom
people and deciding if instructions, a dialogue
each statement is true or in a scene from a
false. (Example: Dan cartoon or movie, etc.)
went to Quilotoa last Learners

weekend – True. He can use other
broke his arm when he classmate’s
tripped over a rock – contributions in class as
False, he hurt his ankle, models for their own.
etc.) (I.2, I.3)
••
Watching a short video
and writing three new
things they learned.
(Example: Spiders
aren’t insects. Spiders
live everywhere on Earth
except Antarctica. There
are 40,000 different
species of spiders, etc.)
••
Watching a short video
and then talking to a
partner about whether or
not they agree with the
speaker or a statement.
(Example topics for
videos: Most beautiful
places in Ecuador,
funniest animal videos,
scariest insects in the
world, etc.)
••
Listening to a short text
and demonstrating
understanding of it using
an accompanying
graphic organizer.
(Example: completing a
Venn diagram of
differences between
whales and sharks, etc.)

Independently read EFL 3.3.4 Distinguish • CE.EFL.3.13. Show an
level-appropriate texts between fact and opinion Studying an infographic ability to identify the
in English for pure en- and relevant and irrelevant on a familiar subject and meaning of specific
joyment/entertainment information in an answering questions content-based words
and to acquire and informational text through about the information. and phrases, with the
access information. the use of mind maps/charts. (Example: learners study aid of visual support,
an infographic about and use charts/mind
EFL 3.3.1 Understand most students and social maps to distinguish
of the details of the content media between fact/opinion
of a short simple text (online use and then answer and relevant/irrelevant
or print) questions such as, Which information in
age group uses social informational
media the most? Which texts.
social media platform is I.EFL.3.13.1. Learners
the most popular for can determine the
students?, etc.) meaning of specific
•• content-based words
Highlighting relevant and phrases when
key information in a text accompanied by visual
and crossing out support and distinguish
irrelevant information. between

•• fact and opinion and
Reading a text and relevant and irrelevant
identifying the facts and information in
the opinions using a informational texts
concept map. through the use of mind
•• maps and charts. (I.2,
Reading a text and I.3)
matching content-based CE.EFL.3.11.
words to their definition Demonstrate
or picture. comprehension of most
•• of the details of a short
Comparing and simple
contrasting information. online or print text and
(Example: learners read follow short instructions
a text about toads and in simple experiments
frogs and identify and projects if
similarities and illustrated through step-
differences, etc.) by-step visuals.
• I.EFL.3.11.1. Learners
Reading a text and can understand most
answering information details in a short simple
questions. online or print text and
•• can follow short
Completing gaps from a instructions in simple
reading using words experiments and
from a box. projects if step-by-step
•• visuals are provided.
Reading a short story (I.3, I.4)
from a class blog and
underlining the main
details, then checking
answers with a partner.

••
Reading a paragraph
about a familiar content
area subject and then
correcting incorrect
sentences. (Example:
Venus is a star planet,
etc.)
O.EFL 3.8 WRITING WRITING WRITING

Demonstrate an ability EFL 3.4.1 Make a simple • CE.EFL.3.16. Create a
to interact with written learning resource in order Creating a class picture simple learning resource
and spoken texts, in to record and practice new dictionary and adding in order to record and
order to explore words. (Example: a picture entries by writing practice new words and
creative writing as an dictionary, a word list, set definitions of new words demonstrate knowledge
outlet to personal ex- of flashcards, etc.). or drawing a picture to of their meanings.
pression and EFL 3.4.2 Write a short illustrate the meaning. I.EFL.3.16.1. Learners
intercultural simple paragraph to describe •• can make a simple
competence. yourself or other people, Making flashcards for learning resource in
animals, places and things, new words and using order to record and
with limited support. them to quiz a partner. practice new words.
(Example: by answering •• (Example: a picture
questions or using key Making a list of new dictionary, a word list, a
words) words and then set of flashcards, etc.)
EFL 3.4.4 Write to describe comparing the lists in (I.1, J.4)
feelings/opinions in order to pairs. If one of the CE.EFL.3.17. Produce
effectively influence an members a short simple paragraph
audience. (Example: of the pair knows the to describe people,
persuade, negotiate, argue, word, he/she teaches the places, things and
etc.) other person. feelings in order to
•• influence an audience
Writing new words and and use linking words to

phrases in a vocabulary write other narratives on
notebook. familiar subjects.
•• I.EFL.3.17.1. Learners
Recording synonyms and can write short simple
antonyms of words in the paragraphs to describe
margins of reading texts. people, places, animals,
•• things and feelings, with
Making posters in small limited support, while
groups of new phrases demonstrating an ability
and expressions in order to effectively influence
to display in the an audience
classroom. and to express everyday
•• activities. (I.3, S.1)
Using question prompts
to write sentences about
a classmate. (Example:
Where does he live?
What food does he like?,
etc.)
••
Combining sentences
with conjunctions.
(Example: I like to listen
to music in my free time.
I like to sing, too. → I
like to listen to music
and sing in my free time,
etc.)
••
Looking at a picture and
writing a description of
what you see or how it

makes you feel, then
comparing descriptions
in pairs.
••
Studying two pictures
that have ten differences
and writing the
differences in complete
sentences.
O.EFL 3.5 Use print LANGUAGE THROUGH LANGUAGE LANGUAGE

and digital tools and THE ARTS THROUGH THE THROUGH THE
resources to investigate EFL 3.5.2 Create picture ARTS ARTS
real-world issues, books and/or other graphic • CE.EFL.3.22. Design
answer questions or expressions in pairs in class Drawing pictures to a and produce picture
solve problems. by varying scenes, story and exchanging books, graphic
characters or other elements them with a partner, who expressions and/or
of literary texts. captions each picture. personal stories by
EFL 3.5.3 Produce short, •• varying elements of
creative texts using ICT Illustrating a piece of literary texts and adding
and/or other resources at writing. imaginative details to
home or at school in order to •• real-life stories and
recreate familiar scenes and Reimagining a story in a situations in order to
themes. different setting. create new, original
(Example: Snow White texts.
in Ambato, Little Red I.EFL.3.22.1. Create
Riding Hood in the city, picture books, graphic
etc.) expressions and
•• personal stories by
Designing a graphic adapting elements of
short story in groups literary texts and adding
using ICT and publishing imaginative details to

it on a school wiki or real-life stories and
bulletin board. situations, using
•• appropriate vocabulary
Writing questions the and features of the
learners would like to literature learners have
ask a character in the read or heard. (I.3, S.3)
story and using the CE.EFL.3.23. Create
imagined answers to short, original texts
write a sequel or using a range of
continuation. resources and other
•• media, including ICT, in
Discussing things that order to recreate
characters in stories have familiar scenes and
done that learners would themes.
like to do and writing a I.EFL.3.23.1. Learners
paragraph about the can create and produce
imagined experience. short texts using ICT
(Example: go to space, and/or other resources at
learn how to play chess, home or at school in
volunteer at a soup order to recreate
kitchen, etc.) familiar scenes and
•• themes. (I.1, I.3)
Searching for pictures on
the Internet or in
magazines in order to
illustrate a piece of
collaborative writing.
••
Using a web site such as
storybird.com in order to
produce and share
creative writing
ventures.
•
Sharing learners’ stories
in pairs or small groups
and choosing to
represent some through a
role play.
••
Creating the book or CD
cover for a song, story or
poem.
••
Responding to a poem
by a video
representation.
6 Let’s clean up! O.EFL 3.2 Assess and COMMUNICATION AND COMMUNICATION COMMUNICATION 6
appreciate English as an CULTURAL AND CULTURAL AND CULTURAL
international language, AWARENESS AWARENESS AWARENESS
as well as the skills and EFL 3.1.2 Recognize ways •• CE.EFL.3.2. Recognize
subskills that contribute to relate responsibly to one’s Completing and and exhibit responsible
to communicative and surroundings at home and at illustrating statements behaviors at home, at
pragmatic competence. school by exhibiting about socially school and towards the
responsible behaviors responsible behaviors. environment.
towards the environment. (Example: I.EFL.3.2.1. Learners
(Example: chores at home, If you see old people on can say ways to take
recycling, etc.) a bus, you can…) care of the environment
EFL 3.1.4 Use a variety of •• and one’s surroundings.
oral, print and electronic Making a useful object Learners can identify
forms for social out of recycled materials. and exhibit socially
communication and for (Example: a frame, a responsible
writing to oneself. pencil holder, etc.) behaviors at home, at
(Example: friendly notes, •• school and towards the

invitations, diary entries, Creating a poster of class environment. (J.3, S.1)
notes to self, electronic rules. CE.EFL.3.5.
messages, etc.) •• Demonstrate an ability
Simulating desirable to use a variety of
classroom behaviors sources for oral and
through role play written
activities. communication in order
•• to interact with others in
Choosing pictures that social situations.
demonstrate I.EFL.3.5.1. Learners
responsibility (wearing a can employ various
helmet when riding a print and digital sources
bike, crossing the street in order to communicate
at a crosswalk, etc.) with others in oral and
and/or crossing out written form in social
pictures of actions that situations. (J.3, S.1, S.4)
are not socially
responsible (throwing
litter on the street,
wasting water, etc.)
••
Surveying classmates
about the chores they
help with at home.
••
Practicing the use of
expressions of politeness
during collaborative pair
and small group work.
••
Adding expressions of
politeness to dialogues.
••
Brainstorming ways to
help others, at school
and in the community.
••
Asking about a partner’s
interests and recording
the interview to share on
a class blog.
••
Singing songs that
practice helpful
language.
••
Writing a weekly journal
entry.
••
Sending an audio
message to a learner in
another classroom.
••
Recommending a
favorite past time
activity to a classmate.
••
Giving a book
recommendation to a
classmate, teacher or
another adult.
••
Participating in a reading
book contest.
••
Recording books,
comics, poems or short
stories read by the
learners outside of class
on a class chart.
O.EFL 3.9 Be able to ORAL ORAL

interact in English ORAL COMMUNICATION COMMUNICATION
using basic, frequently COMMUNICATION • CE.EFL.3.10.
used expressions and EFL 3.2.9 React Conducting a role play Interaction –
short phrases in familiar appropriately to what others between two students on Interpersonal:
and personalized say using verbal/non-verbal a given topic. (Example: Participate effectively in
contexts, demonstrating back-channeling, or by talking about routines, familiar and predictable
a limited but effective asking further simple finding common free conversational
command of the spoken questions to extend the time activities, playing a exchanges by sharing
language in simple and interaction. (Example: guessing game, etc.) information and
routine tasks which express interest using facial •• reacting appropriately
require a direct ex- expression or simple words Playing a game where in basic interpersonal
change of information. with appropriate intonation: learners choose a picture interactions.
Oh!, Yes! Thanks. And you? and a partner asks and I.EFL.3.10.1. Learners
etc.) answers questions in can use back-channeling
EFL 3.2.13 Respond to order to guess which to react appropriately to
simple questions in quite a picture was chosen. what others say about
short time and initiate basic •• familiar topics in
interaction spontaneously Giving learners language predictable,
when there are opportunities prompts to use during everyday situations and
to speak. Speech is produced pair/group work. when carrying out pair
a little less slowly and • work for a specific task
hesitantly. Asking learners simple in class. Learners can
EFL 3.2.14 Make and questions about ask questions to extend
respond to invitations, themselves, their family an interpersonal

suggestions, apologies and or their possessions and interaction. (I.3, J.3)
requests. noting that their response CE.EFL.3.9.
time is relatively quick Production - Fluency:
(i.e., not so slow that the Respond to simple
interaction questions and familiar
becomes uncomfortable everyday social
for the student or the situations, such as an
teacher, and the response invitation or request,
is appropriate although relatively quickly.
there may be some basic Spontaneously initiate
errors) interactions in order to
•• express opinions or give
Giving learners a picture accounts
of a familiar scene and of personal experiences.
asking them to give full I.EFL.3.9.1. Learners
statements about what can answer simple
they can see. (Example: questions quickly and
a picture of a classroom: initiate basic interaction
There are ten students spontaneously when
and one teacher. The given opportunities.
teacher is writing on the (Example: make an
board. A boy’s throwing invitation, give a
paper, etc.) suggestion, etc.)
•• Learners can describe
Conducting a class simple, familiar
survey where learners situations and talk about
ask each other about a past experiences. (I.3,
familiar topic and record J.3)
each other’s answers.
(Example: What’s your
favorite food? What do
you usually eat for

lunch? What’s your least
favorite food?, etc.)
Sharing a few things
about their classmates’
answers. (Example: Suzy
likes pizza but she
doesn’t like lasagna.
No one likes green
beans. Mateo loves corn
and so does Juan, etc.)
••
Playing a conversation
game, where learners
move their tokens
around the board after
choosing a card and
answering the question.
(Example questions:
What sports do you
play? How often do you
go to the movies? What
do you do after school?
What did you do last
weekend?, etc.)

Independently read •• CE.EFL.3.12. Display
level-appropriate texts EFL 3.3.2 Show Reading a text on a an understanding of
in English for pure en- understanding of some basic familiar content area some basic details in
joyment/entertainment details in short simple cross- subject and then short simple cross-
and to acquire and curricular texts by matching, matching phrases or curricular texts from
access information. labeling and answering labeling pictures. various sources by

EFL 3.3.6 Apply learning (Example: learners read matching, labeling and
strategies to examine and about animals in the answering
interpret a variety of written Amazon rain forest and simple questions, and
materials using prior then match sentence use the information
knowledge, graphic halves, etc.) gathered in order to
organizers, context clues, •• organize and discuss
note taking and finding Reading two short relationships between
words in a dictionary. simple cross curricular different academic
EFL 3.3.10 Follow short texts and finding things content areas.
instructions illustrated that are similar in both I.EFL.3.12.1. Learners
through step-by-step visuals texts and things that are can match, label and
in simple experiments and different. answer simple questions
projects. (Example: simple •• about basic
science experiments, Reading texts from details in a short simple
instructions for an art different subject areas cross-curricular
project, etc.) and choosing the best text. Learners can
title for each. organize and discuss
•• information from
Completing an outline different sources of
for a cross-curricular academic content. (I.2,
text. S.1)
•• CE.EFL.3.15. Make
Underlining connectives and support inferences
from a text and then from evidence in a text
using them to complete with reference
another text on a to features of written
different subject. English and apply other
(Example: however, learning strategies to
therefore, first, next, etc.) examine
• and interpret a variety
Reading a text and of written materials.
answering information I.EFL.3.15.1. Learners

questions. can make and support
•• inferences using
Completing gaps from a evidence from texts and
reading using words features of written
from a box. English (e.g.,
•• vocabulary, format,
Reading a short story sequence, etc.) and
from a class blog and apply other learning
underlining the main strategies in order to
details, then checking examine and interpret a
answers with a partner. variety of written
•• materials. (I.2, J.3)
Reading a paragraph CE.EFL.3.11.
about a familiar content Demonstrate
area subject and then comprehension of most
correcting incorrect of the details of a short
sentences. (Example: simple
Venus is a star planet, online or print text and
etc.) follow short instructions
•• in simple experiments
Following the steps in a and projects if
class game. (Example: illustrated through step-
do a class Scavenger by-step visuals.
Hunt, play a reading I.EFL.3.11.1. Learners
comprehension board can understand most
game, etc.) details in a short simple
online or print text and
can follow short
instructions in simple
experiments and
projects if step-by-step
visuals are provided.

(I.3, I.4)

write short descriptive EFL 3.4.1 Make a simple • CE.EFL.3.16. Create a
and informative texts learning resource in order to Creating a class picture simple learning resource
related to personal record and practice new dictionary and adding in order to record and
information or familiar words. (Example: a picture entries by writing practice new words and
topics and use them as a dictionary, a word list, set of definitions of new words demonstrate knowledge
means of flashcards, etc.). or drawing a picture to of their meanings.
communication and EFL 3.4.4 Write to describe illustrate the meaning. I.EFL.3.16.1. Learners
written expression of feelings/opinions in order to •• can make a simple
thought. effectively influence an Making flashcards for learning resource in
audience. (Example: new words and using order to record and
persuade, negotiate, argue, them to quiz a partner. practice new words.
etc.) •• (Example: a picture
Making a list of new dictionary, a word list, a
words and then set of flashcards, etc.)
comparing the lists in (I.1, J.4)
pairs. If one of the CE.EFL.3.17. Produce
members a short simple paragraph
of the pair knows the to describe people,
word, he/she teaches the places, things and
other person. feelings in order to
•• influence an audience
Writing new words and and use linking words to
phrases in a vocabulary write other narratives on
notebook. familiar subjects.
•• I.EFL.3.17.1. Learners
Recording synonyms and can write short simple
antonyms of words in the paragraphs to describe
margins of reading texts. people, places, animals,
•• things and feelings, with

Making posters in small limited support, while
groups of new phrases demonstrating an ability
and expressions in order to effectively influence
to display in the an audience
classroom. and to express everyday
activities. (I.3, S.1)
O.EFL 3.5 Use print LANGUAGE THROUGH LANGUAGE LANGUAGE

and digital tools and THE ARTS THROUGH THE THROUGH THE
resources to investigate EFL 3.5.3 Produce short, ARTS ARTS
real-world issues, creative texts using ICT • CE.EFL.3.23. Create
answer questions or and/or other resources at Converting a corner of short, original texts
solve problems. home or at school in order to the room into a writer’s using a range of
recreate familiar scenes and workshop, where resources and other
themes. learners can access media, including ICT, in
EFL 3.5.9 Engage in writing prompts and order to recreate
collaborative activities authentic texts which familiar scenes and
through a variety of student may help inspire their themes.
groupings to create and own creative writing. I.EFL.3.23.1. Learners
respond to literature and •• can create and produce
other literary texts. Sharing learners’ stories short texts using ICT
(Example: small groups, in pairs or small groups and/or other resources at
cooperative learning groups, and choosing to home or at school in
literature circles, process represent some through a order to recreate
writing groups, etc.) role play. familiar scenes and
•• themes. (I.1, I.3)
Creating the book or CD CE.EFL.3.24. Organize
cover for a song, story or ideas and relevant
poem. information from
•• literary texts using
Responding to a poem group or class
by a video brainstorms and/or mind

representation. maps in order to
•• enhance collaborative
Using ICT to research responses to literature.
about a topic of learners’ I.EFL.3.24.1. Learners
choice and writing a can work in groups to
short story with the create brainstorms
findings. and/or draw mind maps
•• to describe and organize
Listening to a song and ideas or useful
rewriting the song lyrics information
changing pre-determined from literary texts and
aspects. (Example: create collaborative
replacing rhymes, responses to literature
changing the animals, through process writing
etc.) groups or literature
• circles. (I.4, S.4, J.3)
Discussing a scene from
a video in groups and
using the discussion to
write a review.
••
Underlining the main
ideas of a text and
mapping them onto a
graphic organizer.
••
Underlining parts of a
classmate’s personal
writing that are unclear,
and then finding another
way to write the
underlined ideas.
6. BIBLIOGRAPHY/WEBGRAPHY (Use APA VI editions norms) 7. OBSERVATIONS
Educación, M. d. (2016). Educación General Básica Elemental. Quito.
Educación, M. d. (2016). Instructivo para planificaciones curriculares para el sistema nacional de educación .
Quito.
Ministerio de Educación . (2012). Estándares de calidad educativa. Quito: Minedu.
PREPARED BY: REVISED BY: APPROVED BY:

TEACHER/S: Signature: NAME: NAME:
Signature: Signature
Date: Date: Date:


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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

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“MONS.LEONIDAS PROAÑO” SCHOOL YEAR

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5. DEVELOPMENT OF PLANNING UNITS

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survey about favorites or

O.EFL 3.9 Be able to ORAL ORAL ORAL

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notes from the teacher to spontaneously when

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class. Learners can ask

O.EFL 3.6 Read and READING READING

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texts and finding things different sources of

DIRECCIÓN NACIONAL DE CURRÍCULO

(Example: learners read I.3)

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O.EFL 3.6 Read and WRITING WRITING WRITING

DIRECCIÓN NACIONAL DE CURRÍCULO

writing a description of things and feelings, with

O.EFL 3.5 Use print LANGUAGE LANGUAGE

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groups and choosing to themes. (I.1, I.3)

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other cultures and written literary texts.

DIRECCIÓN NACIONAL DE CURRÍCULO

DIRECCIÓN NACIONAL DE CURRÍCULO

the seed I.EFL.3.7.1. Learners

O.EFL 3.3 READING READING

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DIRECCIÓN NACIONAL DE CURRÍCULO

taking notes in the discuss relationships

O.EFL 3.6 Read and WRITING WRITING WRITING

DIRECCIÓN NACIONAL DE CURRÍCULO

DIRECCIÓN NACIONAL DE CURRÍCULO

review and identifying narratives, online and in

O.EFL 3.7 Appreciate LANGUAGE THROUGH LANGUAGE LANGUAGE

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graphic short stories in of literary texts. picture. personal stories by

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•• Searching for pictures I.EFL.3.24.1. Learners

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3 Let’s paint. O.EFL 3.4Develop COMMUNICATION AND COMMUNICATION COMMUNICATION 6

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ORAL ORAL ORAL ORAL

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EFL 3.2.11 Ask for someone activities. spoken message of

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(Example topics for can ask others to repeat

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talking about routines, what others say about

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READING READING READING READING

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Connecting ideas within

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Using the think-aloud

WRITING WRITING WRITING

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(Example: Text-type: can write questionnaires