PCA

2
DOCUMENTOS MICROCURRICULARES
PORTAFOLIO DIGITALIZADO DEL DOCENTE
UNIDAD EDUCATIVA LICEO MATOVELLE CÓDIGO:

CIENCIA - VIRTUD - EXPRESIÓÓ N
AÑO LECTIVO 2019 -2020 UELM.PCA.2019
VERSIÓN: 1.0
VICERRECTORADO FECHA: 2019-09-13
PÁG: 1/25
ANUAL CURRICULUM PLAN

1. DATOS INFORMATIVOS
ÁREA EJES DEL DESARROLLO ÁMBITOS DE DESARROLLO DOCENTE/S CÓDIGO/S
DE APRENDIZAJE Y APRENDIZAJE
INGLËS 8 5 Nelly Ágreda UELM-
Luis Paz
NIVEL SUBNIVEL GRADO/CURS PARALELOS N° ESTUDIANTES AÑO LECTIVO
O
EGB Elemental Second A ,B y C 2019 - 2020
2. TIMING
N° ACADEMIC WEEKS N° QUIM. EX. WEEKS TOTAL WEEKS WEEKLY PERIODS ANUAL PERIODS N° UNITS
38 2 6 1 12
FOR DIDACTIC UNITS
QUIMESTER N° DIDACTIC UNIT TITLE DURATION (weeks) START DATE FINISH DATE
3 weeks
1 HI!
FIRTS
MY SCHOOL 3 weeks
2
FAVORITE TOYS 3 weeks

3
3 weeks
4 MY FAMILY
3 weeks
5 OUR PETS
2
6 MY FACE 3 weeks
3 weeks
7 WILD ANIMALS
3 weeks
8 MY CLOTHES
SECOND
3 weeks
9 FUN TIME!
3 weeks
10 AT THE AMUSEMENT
PARK
3 weeks
11 OUR HOUSE
3 weeks
12 PARTY TIME!
3. OBJECTIVES
AREA OBJECTIVE CLASS OBJECTIVE
OG.EFL 1 Encounter socio-cultural aspects of their own and other O.EFL 2.3 Independently read level-appropriate texts in English for puer
countries in a thoughtful and inquisitive manner, maturely, and openly enjoyment/entertainment and to access information.
experiencing other cultures and languages from the secure standpoint of O.EFL 2.4 Develop creative and critical thinking skills to foster problem-
their own national and cultural identity.
solving and independent learning using both spoken and written English.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance
towards different cultures to comprehend the role of diversity in building an O.EFL 2.5 Use in-class library resources and explore the use of ICT to
intercultural and multinational society. enrich competencies in the four skills.
OG.EFL 3 Access greater ﬂexibility of mind, creativity, enhanced linguistic O.EFL 2.6 Write short descriptive and informative texts and use them as a
intelligence, and critical thinking skills through an appreciation of linguistic means of communication and expression of thought.
differences. Enjoy an enriched perspective of their own L1 and of language O.EFL 2.7 Appreciate the use of the English language through spoken and
use for communication and learning. written literary texts such as poems, rhymes, chants, riddles and songs, in
OG.EFL 4 Deploy a range of learning strategies, thereby increasing
order to foster imagination, curiousity and memory, while developing a
disposition and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others within the taste for literature.
communication process, cultivating habits of honesty and integrity into O.EFL 2.9 Be able to interact in English in a simple way using basic
2
responsible academic behavior. expressions and short phrases in familiar contexts to satisfy needs of a
OG.EFL 5 Directly access the main points and important details of up- concrete type, provided others talk slowly and clearly and are prepared to
todate English language texts, such as those published on the web, for help.
professional or general investigation, through the efficient use of ICT and
reference tools where required.
OG.EFL 6 Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and
opinions effectively and appropriately.
OG.EFL 7 Interact quite clearly, conﬁdently, and appropriately in a range
of formal and informal social situations with a limited but effective
command of the spoken language (CEFR B1 level).
4. TRANSVERSAL AXES
GUIDING PRINCIPLE AXES
 Interculturality.
 Educomunication.
 Ethical behavior.
The good living.  Environmental awareness.
 Formation of a democratic citizenship.
 Health care.
 Proper management of free time.
5. STRUCTURING DIDACTIC UNITS

N° Títle Objectives Contents Methodological orientations Evaluation Duration
(weeks)
1 Hi! O.EFL 2.4 Develop Vocabulary: Character *Look, point at pictures and Skills& Performance Descriptors 3 weeks
creative and critical names, numbers 1-10 repeat. Communication and Cultural Awareness approximately
thinking skills to foster and colors *Listen and do the actions. CE.EFL.2.3. Make use of basic personal
problem-solving and Grammar: Greetings. *Look at the numbers and information and expressions of politeness in
independent learning What's your name? chant. order to introduce oneself and participate in a
using both spoken and How old are you? I'm short conversation.
*Look at pictures, listen and
written English. seven. What color's point. * Learners discover how to use simple personal
O.EFL 2.7 Appreciate
the….? It's… *Look at pictures, listen and information and expressions of politeness in
the use of the English
Story and Phonics: short dialogues. (J.2, J.3) (ref. I.EFL.2.3.1).
2
language through Marie and Maskman repeat. EFL.2.1.1. Discover how to exchange basic
spoken and written learn to count. Initial *Look at the picture and sing introductions and limited personal information
literary texts such as letter sound 's' (six). a song. in class using simple present tense in order to
poems, rhymes, chants, *Look at pictures, listen and get to know their peers. (2EGB).
riddles and songs, in say the color. EFL.2.1.6. Discover and understand how to use
order to foster common expressions of politeness in class.
*Ask and answer in pairs.
imagination, curiousity (2EGB).
and memory, while *Listen and follow a story.
*Listen and say the number. Oral communication
developing a taste for
literature. CE.EFL.2.7. Listening for Information: Follow
O.EFL 2.9 Be able to short and simple spoken texts that include
interact in English in a familiar vocabulary and are set in everyday
simple way using basic contexts. Identify key items of information within
expressions and short the text, and record or act upon them.
phrases in familiar * Learners can discover short and simple spoken
contexts to satisfy texts to begin to be able to pick out key items of
needs of a concrete information and record them in simple writing or
type, provided others drawings, or physically act upon them. (I.3) (ref.
talk slowly and clearly I.EFL.2.7.1).
and are prepared to
EFL2.2.3. Discover and reproduce some familiar
help.
names, words, and simple short phrases about
simple everyday topics whether heard in isolation
or within short, simple spoken texts describing
people and objects. (2EGB)
EFL.2.2.4. Discover some items of specific
information within simple messages or from short
and simple descriptions about some familiar
contexts, especially if visual support is provided.
(2EGB).
Reading
CE.EFL.2.14. Demonstrate familiarity with study
resources (both print and digital). (Example: a picture
dictionary, some flashcards of known words, or a
word list.)
* Learners discover how to use simple online and
print learning resources. (Example: flashcards, picture
dictionaries, simple word lists, etc.) (I.2) (ref.
I.EFL.2.14.1)
2
EFL.2.3.5. Discover the use of simple learning
resources. (Example: a small set of flashcards or a
simple word list.) (2EGB)
Writing
CE.EFL.2.18. Writing in order to perform controlled
practice of vocabulary and grammar items
* Learners discover how to write short simple phrases
and sentences to show that they have some
understanding of simple grammar or vocabulary
items. (I.3, I.4) (ref. I.EFL.2.18.1)
Language through the Arts
CE.EFL.2.21. Distinguish key information in stories
and other age-appropriate literary texts, both oral and
written.
* Learners discover how to recognize, through
pictures or other media such as ICT, simple aspects
of a story or literary text. (J.1, I.2)
(ref. I.EFL.2.21.1).
EFL.2.5.1. Discover key information such as events,
characters, and objects in stories and other age-
appropriate literary texts with visual support. (2EGB)
2 MY O.EFL 2.4 Develop Vocabulary: School *Look, point at pictures and Skills& Performance Descriptors 3 weeks
SCHOOL creative and critical objects and character repeat. Communication and Cultural Awareness Approximately
thinking skills to names *Look at pictures and chant. CE.EFL.2.3. Make use of basic personal
Grammar: Who's that? information and expressions of politeness in
foster problem- *Look at pictures, listen and
He's.... She's... Who's order to introduce oneself and participate in a
solving and he/she? How old is correct.
independent learning *Look at pictures, listen and short conversation.
he/she? He/She's... How
using both spoken point. * Learners discover how to use simple personal
are you? I'm fine, thank
information and expressions of politeness in
and written English. you. *Look at pictures, listen and
Story and Phonics: short dialogues. (J.2, J.3) (ref. I.EFL.2.3.1)
O.EFL 2.7 repeat.
Marie, Monty and EFL.2.1.1. Discover how to exchange basic
Appreciate the use of *Make puppets and sing a introductions and limited personal information
Maskman in the
the English language song. in class using simple present tense in order to
classroom. Initial letter
through spoken and sounds: 'p' and 'b' (pink, *Ask and answer in pairs. get to know their peers. (2EGB)
written literary texts blue). *Listen and follow a story. EFL.2.1.6. Discover and understand how to use
such as poems, *Listen and say the number. common expressions of politeness in class.
rhymes, chants, *CLIL: Math: look at items, (2EGB)
riddles and songs, in count and say the number. Oral communication
2
order to foster *Listen, point and say. CE.EFL.2.7. Listening for Information: Follow
imagination, *Values: look at the pictures short and simple spoken texts that include
curiousity and and listen to the story. familiar vocabulary and are set in everyday
memory, while *Consolidate with a mime. contexts. Identify key items of information
developing a taste for *Ecua. CLIL: look at within the text, and record or act upon them.
literature. pictures and make a puppet. * Learners can discover short and simple spoken
texts to begin to be able to pick out key items of
O.EFL 2.9 Be able to *Ask and answer in pairs.
information and record them in simple writing
interact in English in *Say the chant.
or drawings, or physically act upon them. (I.3)
a simple way using (ref. I.EFL.2.7.1)
basic expressions and EFL2.2.3. Discover and reproduce some familiar
short phrases in names, words, and simple short phrases about
familiar contexts to simple everyday topics whether heard in
satisfy needs of a isolation or within short, simple spoken texts
concrete type, describing people and objects. (2EGB)
provided others talk EFL.2.2.4. Discover some items of specific
slowly and clearly information within simple messages or from
and are prepared to short and simple descriptions about some
help. familiar contexts, especially if visual support is
provided. (2EGB)
Reading
CE.EFL.2.11. Identify and understand individual
every-day words, phrases, and sentences,
including instructions.
* Learners can discover simple words, phrases,
and short simple sentences and begin to
complete the simple accompanying task. (I.4)
(ref. I.EFL.2.11.1)
EFL.2.3.1. Demonstrate some basic reading
comprehension skills by mostly identifying the
meaning of simple individual words, phrases,
and sentences. (2EGB).
Writing
CE.EFL.2.18. Writing in order to perform
controlled practice of vocabulary and grammar
items
* Learners discover how to write short simple
2
phrases and sentences to show that they have
some understanding of simple grammar or
vocabulary items. (I.3, I.4) (ref. I.EFL.2.18.1)
(ref.I.EFL.5.13.1.)
EFL.2.4.3. Discover how to write some simple
words, phrases and sentences with correct use
of standard writing mechanics. (2EGB)
words, phrases, and sentences for controlled
practice of language items. (2EGB).
CE.EFL.2.21. Distinguish key information in
stories and other age-appropriate literary texts,
both oral and written.
pictures or other media such as ICT, simple
aspects of a story or literary text. (J.1, I.2) (ref.
I.EFL.2.21.1)
EFL.2.5.1. Discover key information such as
events, characters, and objects in stories and
other age-appropriate literary texts with visual
support. (2EGB).
3 FAVORIT O.EFL 2.4 Develop Vocabulary: Toys and *Look, point at pictures and Skills& Performance Descriptors 3 weeks
E TOYS creative and critical colors repeat. Communication and Cultural Awareness Approximately
thinking skills to foster Grammar: What's your *Look at pictures, listen and say CE.EFL.2.5. Model turn-taking and ways to
problem-solving and favorite toy? My favorite the number. express to others when something is not
independent learning toy is a.... Where's your.... *Look at pictures and chant. understood to improve comprehension and/or
using both spoken and Is your.... under... *Look at pictures, listen and do intelligibility in conversations.
written English. Prepositions: in, next to, the actions.
* Learners discover how to apply turn-taking
O.EFL 2.7 Appreciate on, under. *Look at pictures, listen and
and simple ways to express to others when
the use of the English Story and Phonics: repeat.
something is not understood. (J.3, S.1, S.4) (ref.
language through Marie, Monty and *Look at the picture and sing a
spoken and written Maskman talk about toys. song. I.EFL.2.5.1)
literary texts such as Initial letter sounds: 't' and *Ask and answer in pairs. EFL.2.1.9. Discover how to communicate to
poems, rhymes, chants, 'd' (ten, doll). *Hide an item and ask and peers and teacher when some things not
riddles and songs, in answer in pairs. understood in class. (2EGB).
order to foster *Listen and follow a story. EFL.2.1.10. Observe and discover when to speak
2
imagination, curiousity *Listen and say yes/no. and when to listen while working in pairs by
and memory, while following classroom instructions and simple
developing a taste for commands. (2EGB)
literature. Oral communication
O.EFL 2.9 Be able to E.EFL.2.10. Interaction – Interpersonal:
interact in English in a Participate actively in basic interpersonal
simple way using basic interactions in everyday contexts, provided the
expressions and short
interlocutor speaks slowly and clearly.
phrases in familiar
(Example: requesting, introducing, responding,
contexts to satisfy
needs of a concrete etc.)
type, provided others * Learners discover how to interact effectively
talk slowly and clearly using simple functional exponents for
and are prepared to interpersonal conversations in everyday
help. contexts, providing speech is slow and clear.
Learners discover how to request repetition or
clarification. (I.3) (ref. I.EFL.2.10.1).
EFL.2.2.13. Discover and reproduce basic
greetings and other simple everyday phrases to
facilitate to introduce self, others, and to name
things. (2EGB)
EFL.2.2.14. Discover how to ask and answer
some basic personal information questions, as
well as some simple questions about other
people, animals, and possessions, provided the
interaction is slow and clear.
(2EGB)
EFL.2.2.16. Discover how to say when they do
not understand and ask for slower or clearer
repetition where required. (2EGB)
Reading
every-day words, phrases, and sentences, including
instructions.
* Learners can discover simple words, phrases, and
short simple sentences and begin to complete the
simple accompanying task. (I.4) (ref. I.EFL.2.11.1).
2
meaning of simple individual words, phrases, and
sentences. (2EGB).
Writing
items
(ref.I.EFL.5.13.1.)
I.EFL.2.21.1).
support. (2EGB).
4 MY O.EFL 2.4 Develop Vocabulary: Family *Look, point at pictures and Skills& Performance Descriptors 3 weeks
FAMILY creative and critical Grammar: We're young. repeat. Communication and Cultural Awareness
thinking skills to Who's that? Adjectives: *Look at pictures, listen and say CE.EFL.2.3. Make use of basic personal
foster problem- beautiful, ugly happy, sad, the number. information and expressions of politeness in
solving and old, young. *Look, listen and say the words. order to introduce oneself and participate in a
independent learning Story and Phonics: *Look at the picture, listen and short conversation.
using both spoken Marie, Monty and point.
* Learners discover how to use simple personal
2
and written English. Maskman talk about their *Look at pictures, listen and do information and expressions of politeness in
O.EFL 2.7 Appreciate families. Short vowel the actions. short dialogues. (J.2, J.3) (ref. I.EFL.2.3.1).
the use of the English sound: 'a' and 'b' (sad). *Look at the picture and sing a EFL.2.1.1. Discover how to exchange basic
language through song. introductions and limited personal information
spoken and written *Listen and correct sentences. in class using simple present tense in order to
literary texts such as *Listen and follow a story. get to know their peers. (2EGB)
poems, rhymes, *Listen and say the number. EFL.2.1.6. Discover and understand how to use
*CLIL: Art: look at items and say
chants, riddles and common expressions of politeness in class.
the number.
songs, in order to (2EGB).
*Look at the pictures, guess
foster imagination, outcome and practice. Oral communication
curiousity and *Values: look at the pictures and CE.EFL.2.8. Production - Pronunciation: Produce
memory, while listen to the story. individual words and short phrases clearly
developing a taste for *Consolidate with a mime. enough that other people can usually
literature. *Ecua CLIL: look at the picture understand them easily.
O.EFL 2.9 Be able to and guess the colors. * Learners discover how to pronounce most
interact in English in a *Ask and answer in pairs. familiar vocabulary items. They discover how to
simple way using *Draw a flag. produce some simple phrases and short
basic expressions and sentences and may approximate English rhythm
short phrases in and intonation in simple longer utterances. (I.3)
familiar contexts to (ref. I.EFL.2.8.1)
satisfy needs of a EFL.2.2.8. Discover and reproduce simple
concrete type, individual English language sounds, especially
provided others talk those phonemes which do not exist in the
slowly and clearly student’s own L1, both in isolation and within
and are prepared to key simple vocabulary items. (2EGB)
help. EFL.2.2.10 Clap, move, chant, or sing along with
short simple authentic English language rhymes
or songs, discovering English rhythm and
intonation once introduced to the text. (2EGB).
Reading
every-day words, phrases, and sentences, including
instructions.
* Learners can discover simple words, phrases, and
short simple sentences and begin to complete the
simple accompanying task. (I.4) (ref. I.EFL.2.11.1).
2
meaning of simple individual words, phrases, and
sentences. (2EGB).
Writing
items
(ref.I.EFL.5.13.1.)
I.EFL.2.21.1).
support. (2EGB).
5 OUR O.EFL 2.4 Develop Vocabulary: Pets *Look, point at pictures and Skills& Performance Descriptors 6 weeks
PETS creative and critical Grammar: They're (small), repeat. Communication and Cultural Awareness Approximately
thinking skills to foster plurals. Adjectives: big *Look at the picture and say the CE.EFL.2.5. Model turn-taking and ways to
problem-solving and small, clean, dirty, long, chant. express to others when something is not
independent learning short. *Look at pictures, listen and say understood to improve comprehension and/or
using both spoken and Story and Phonics: the number. intelligibility in conversations.
2
written English. Marie, Monty and *Look at pictures, point and * Learners discover how to apply turn-taking
O.EFL 2.7 Appreciate Maskman talk about pets. repeat. and simple ways to express to others when
the use of the English Short vowel sound: 'e' *Look at pictures, listen and do something is not understood. (J.3, S.1, S.4) (ref.
language through (ten). the actions. I.EFL.2.5.1) EFL.2.1.9. Discover how to
spoken and written *Sing a song. communicate to peers and teacher when
literary texts such as *Look at pictures, say and guess something
poems, rhymes, chants, and sing a song. is not understood in class. (2EGB)
riddles and songs, in *Listen and follow a story.
EFL.2.1.10. Observe and discover when to speak
order to foster
and when to listen while working in pairs by
imagination, curiousity
and memory, while following classroom instructions and simple
developing a taste for commands. (2EGB).
literature. Oral communication
O.EFL 2.9 Be able to . CE.EFL.2.6. Listening for Meaning: Understand
interact in English in a the main ideas in short simple spoken texts that
simple way using basic include familiar vocabulary and are set in
expressions and short everyday contexts.
phrases in familiar * Learners can discover the main ideas in short
contexts to satisfy simple spoken texts without decoding every
needs of a concrete word. (I.3) (ref. I.EFL.2.6.1) EFL.2.2.1.
type, provided others Identify simple meanings expressed in short
talk slowly and clearly dialogues on familiar topics, as well as simple
and are prepared to spoken instructions and simple questions about
help.
self, people, animals, or things, especially when
spoken slowly and clearly. (2EGB)
EFL.2.2.6. Enjoy controlled listening practice in
English. (Example: listen to simple stories, watch
simple short movies, experience song lyrics or
poetry, etc.) (2EGB)
Reading
(ref. I.EFL.2.11.1) EFL.2.3.1. Demonstrate
2
some basic reading comprehension skills by
mostly identifying the meaning of simple
individual words, phrases, and sentences.
(2EGB)
Writing
CE.EFL.2.17. Write simple words, phrases, and
sentences to demonstrate knowledge of
spelling, punctuation, capitalization and
handwriting / typography, and identify their
meanings.
* Learners discover how to write words,
phrases, and short simple sentences using the
correct conventions (spelling, punctuation,
capitalization), for making simple learning
resources. (I.3) (ref. I.EFL.2.17.1)
EFL.2.4.1 Discover how to spell some simple
English words correctly, discovering awareness
of sound-letter relationships. (2EGB)
of standard writing mechanics. (2EGB).
I.EFL.2.21.1) EFL.2.5.1. Discover key
information such as events, characters, and
objects in stories and other age-appropriate
literary texts with visual support. (2EGB)
6 MY FACE O.EFL 2.3 Vocabulary: The face and *Look, point at pictures and Skills& Performance Descriptors 6 weeks
Independently read body parts repeat. Communication and Cultural Awareness Approximately
level-appropriate texts in Grammar: Do you have *Look at the picture and say the CE.EFL.2.5. Model turn-taking and ways to
English for pure (small mouth)? Yes, I do. chant. express to others when something is not
enjoyment/entertainmen No, I don't. I have (purple *Look at pictures, listen and say
2
t and to access hair). We have (six dirty the number. understood to improve comprehension and/or
information. ears). *Look at pictures, point and intelligibility in conversations.
O.EFL 2.4 Develop Story and Phonics: Marie, repeat. * Learners discover how to apply turn-taking
creative and critical Monty and Maskman meet *Look at pictures, listen and do and simple ways to express to others when
thinking skills to foster Trevor the troll. Initial the actions. something is not understood. (J.3, S.1, S.4) (ref.
problem-solving and consonant blends: 'gr', 'br', *Sing a song. I.EFL.2.5.1) EFL.2.1.9. Discover how to
independent learning and 'fr' (green, brown, *Look at pictures, say and guess communicate to peers and teacher when
using both spoken and frog). and sing a song.
something
written English. *Listen and follow a story.
is not understood in class. (2EGB)
O.EFL 2.7 Appreciate
the use of the English EFL.2.1.10. Observe and discover when to speak
language through and when to listen while working in pairs by
spoken and written following classroom instructions and simple
literary texts such as commands. (2EGB)
poems, rhymes, chants, Oral communication
riddles and songs, in CE.EFL.2.6. Listening for Meaning: Understand
order to foster the main ideas in short simple spoken texts that
imagination, curiousity include familiar vocabulary and are set in
and memory, while everyday contexts.
developing a taste for * Learners can discover the main ideas in short
literature. simple spoken texts without decoding every
O.EFL 2.9 Be able to word. (I.3) (ref. I.EFL.2.6.1) EFL.2.2.1.
interact in English in a Identify simple meanings expressed in short
simple way using basic
dialogues on familiar topics, as well as simple
expressions and short
spoken instructions and simple questions about
phrases in familiar
contexts to satisfy self, people, animals, or things, especially when
needs of a concrete spoken slowly and clearly. (2EGB)
type, provided others EFL.2.2.6. Enjoy controlled listening practice in
talk slowly and clearly English. (Example: listen to simple stories, watch
and are prepared to simple short movies, experience song lyrics or
help. poetry, etc.) (2EGB)
Reading
2
(ref. I.EFL.2.11.1) EFL.2.3.1. Demonstrate
some basic reading comprehension skills by
mostly identifying the meaning of simple
individual words, phrases, and sentences.
(2EGB)
Writing
CE.EFL.2.17. Write simple words, phrases, and
sentences to demonstrate knowledge of
spelling, punctuation, capitalization and
handwriting / typography, and identify their
meanings.
* Learners discover how to write words,
phrases, and short simple sentences using the
correct conventions (spelling, punctuation,
capitalization), for making simple learning
resources. (I.3) (ref. I.EFL.2.17.1)
EFL.2.4.1 Discover how to spell
some simple English words correctly,
discovering awareness of sound-letter
relationships. (2EGB)
I.EFL.2.21.1) EFL.2.5.1. Discover key
information such as events, characters, and
objects in stories and other age-appropriate
literary texts with visual support. (2EGB).
7 Skills& Performance Descriptors 6 weeks
Approximately
2
Communication and Cultural Awareness
-CE.EFL.3.1. Cultivate an awareness of different
cultures and identify similarities and differences
between them through oral and written literary
texts.
- EFL 3.1.1. Ask simple basic questions in class
about the world beyond their own immediate
environment in order to increase their
understanding of different cultures. (EGB6)
- EFL 3.1.10. Recognize and demonstrate an
appreciation of some commonalities and
distinctions across cultures and groups
(differentiated by gender, ability, generations,
etc.) including the students’ own, by asking WH-
questions and formulating simple, culturally
aware statements. (EGB6)
* Learners can show an awareness of different
cultures and identify similarities and differences
between them through oral and written literary
texts. (I.2, S.2, (ref.I.EFL.3.1.1.)
Oral communication
-CE.EFL.3.10. Interaction – Interpersonal:
Participate effectively in familiar and predictable
conversational exchanges by sharing
information and reacting appropriately in basic
interpersonal interactions.
- EFL 3.2.9. React appropriately to what others
say using verbal/non-verbal back-channellings,
or by asking further simple questions to extend
the interaction. (Example: express interest using
facial expression or simple words with
appropriate intonation: Oh!, Yes! Thanks. And
you? etc.) (EGB6)
- EFL 3.2.12. Ask and answer questions and
exchange information on familiar topics in
predictable everyday situations. (Example: ask
2
for directions, give directions, express a
personal opinion, etc.) (EGB6)
* Learners can use back-channellings to react
appropriately to what others say about familiar
topics in predictable, 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)
(ref.I.EFL.3.10.1.)
Reading
-CE.EFL.3.11. Demonstrate comprehension of
most of the details of a short simple online or
print text and follow short instructions in simple
experiments and projects if illustrated through
step-by-step visuals
- EFL 3.3.1. Understand most of the details of
the content of a short simple text (online or
print). (EGB6)
- EFL 3.3.10. Follow short instructions illustrated
through step-by-step visuals in simple
experiments and projects. (Example: simple
science experiments, instructions for an art
project, etc.) (EGB6)
* Learners can understand most 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) (ref.I.EFL.3.11.1.)
Writing
-CE.EFL.3.18. Write a variety of short simple
familiar text-types – online or in print – using
appropriate language, layout and linking words.
- EFL 3.4.3. Write a variety of short simple text-
types, commonly used in print and online, with
appropriate language and layout. (Example:
write a greeting on a birthday card, name and
address on an envelope, a URL for a website, an
2
email address, etc.) (EGB6)
- EFL 3.4.6. Write a simple narrative with linking
words on familiar subjects in order to express
everyday activities. (Example: free time,
descriptions, what happened last weekend,
etc.) (EGB6)
* Learners can write short simple text-types and
narratives, online and in print, using appropriate
language, layout and linking words. (I.3, J.2)
(ref.I.EFL.3.18.1.)
-CE.EFL.3.25. Observe and expand on the
conventions of genre in order to create a variety
of texts that reflect traditional and popular
Ecuadorian culture and identify select literary
elements in order to relate them to other
works, including the learners’ own writing.
- EFL 3.5.8. Create stories, poems, songs, dances
and plays including those that reflect traditional
and popular Ecuadorian culture, observing the
conventions of the genre. (Example: purpose,
settings, audience, voice, rhythm, etc.) (EGB6)
* Learners can create stories, poems, songs and
plays to reflect traditional and popular
Ecuadorian culture, observing the conventions
of the genre.
8 Communication and Cultural Awareness 3 weeks

- CE.EFL.3.2. Recognize and exhibit responsible Approximately
behaviours at home, at school and towards the
environment.
- EFL 3.1.2. Recognize ways to relate responsibly
to one’s surroundings at home and at school by
exhibiting responsible behaviours towards the
environment. (Example: chores at home,
2
recycling, etc.) (EGB6)
- EFL 3.1.7. Demonstrate appropriate classroom
behaviours by participating in small group or
whole class discussions. (Example: being
courteous, respecting the person and property
of others, etc.) (EGB6)
* Learners can say ways to take care of the
environment and one’s surroundings. Learners
can identify and exhibit socially responsible
environment. (J.3, S.1) (ref.I.EFL.3.2.1.)
Oral communication
-CE.EFL.3.9. Production - Fluency: Respond to
simple questions and familiar everyday social
situations, such as an invitation or request,
relatively quickly. Spontaneously initiate
interactions in order to express opinions or give
accounts of personal experiences.
- EFL 3.2.13. Respond to simple questions in
quite a short time and initiate basic interaction
spontaneously when there are opportunities to
speak. Speech is produced a little less slowly
and hesitantly. (EGB6)
-EFL 3.2.14. Make and respond to invitations,
suggestions, apologies and requests. (EGB6)
- EFL 3.2.15. Provide a simple description
and/or opinion of a common object or a simple
account of something experienced. (Example:
an Ecuadorian celebration, a class trip, a party, a
game played, etc.) (EGB6)
* Learners can answer simple questions quickly
and initiate basic interaction spontaneously
when given opportunities. (Example: make an
invitation, give a suggestion, etc.) Learners can
describe simple, familiar situations and talk
about past experiences. (I.3, J.3) (ref.I.EFL.3.9.1)
2
Reading
- CE.EFL.3.14. Select and use reading strategies
to understand and give meaning to written text
while employing a range of everyday reference
materials in order to determine information
appropriate to the purpose of inquiry and to
relate ideas between written sources.
- EFL 3.3.9. Identify and use reading strategies
to make text more comprehensible and
meaningful. (Example: skimming, scanning,
previewing, predicting, reading for main ideas
and details, etc.) (EGB6)
* Learners can identify and use reading
strategies to make written text more
comprehensible and meaningful. Learners can
use everyday reference materials to select
information appropriate to the purpose of an
inquiry and to relate ideas from one written
source to another. (I.2, S.1) (ref.I.EFL.3.14.1
Writing
-CE.EFL.3.19. Create a questionnaire or survey
using WH- question words in order to identify
things in common and preferences while
displaying an ability to convey and organize
information using facts and details.
- EFL 3.4.5. Write a questionnaire or survey for
friends, family or classmates using WH-
questions in order to identify things in common
and preferences. (EGB6)
* Learners can write questionnaires and surveys
for peers and family using WH- questions in
order to identify things in common and
preferences, while demonstrating an ability to
convey and organize information using facts and
details in order to illustrate diverse patterns and
structures in writing. (Example: cause and
effect, problem and solution, general-to-specific
2
presentation, etc.) (I.2, S.2) (ref.I.EFL.3.19.1.)
-CE.EFL.3.21. Elaborate personal responses to
both oral and written literary texts through
pictures, audio/video or ICT in order to evaluate
literary texts using pre-established criteria,
individually or in groups.
- EFL 3.5.1. Use audio, video and pictures to
respond to a variety of literary texts through
online or in-class ICT activities. (EGB6)
* Learners can employ audio, video, pictures
and ICT to respond to oral and written texts and
use pre-established criteria to evaluate literary
texts individually or in groups. (I.2, I.3, I.4)
(ref.I.EFL.3.21.1.)
9 Communication and Cultural Awareness 3 weeks
-CE.EFL.3.2. Recognize and exhibit responsible Approximately
environment.
- EFL 3.1.2. Recognize ways to relate responsibly
to one’s surroundings at home and at school by
exhibiting responsible behaviours towards the
environment. (Example: chores at home,
recycling, etc.) (EGB6)
-EFL 3.1.7. Demonstrate appropriate classroom
behaviours by participating in small group or
whole class discussions. (Example: being
courteous, respecting the person and property
of others, etc.) (EGB6)
* Learners can say ways to take care of the
environment and one’s surroundings. Learners
can identify and exhibit socially responsible
environment. (J.3, S.1) (ref.I.EFL.3.2.1.)
Oral communication
- CE.EFL.3.10. Interaction – Interpersonal:
2
Participate effectively in familiar and predictable
conversational exchanges by sharing
information and reacting appropriately in basic
interpersonal interactions.
-EFL 3.2.9. React appropriately to what others
say using verbal/non-verbal back-channellings,
or by asking further simple questions to extend
the interaction. (Example: express interest using
facial expression or simple words with
appropriate intonation: Oh!, Yes! Thanks. And
you? etc.) (EGB6)
-EFL 3.2.12. Ask and answer questions and
exchange information on familiar topics in
predictable everyday situations. (Example: ask
for directions, give directions, express a
personal opinion, etc.) (EGB6)
* Learners can use back-channellings to react
appropriately to what others say about familiar
topics in predictable, 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)
(ref.I.EFL.3.10.1.)
Reading
-CE.EFL.3.12. Display an understanding of some
basic details in short simple cross-curricular
texts from various sources by matching,
labelling and answering simple questions, and
use the information gathered in order to
organize and discuss relationships between
different academic content areas.
- EFL 3.3.2. Show understanding of some basic
details in short simple cross-curricular texts by
matching, labelling and answering simple
questions. (EGB6)
* Learners can match, label and answer simple
2
questions about basic details in a short simple
cross-curricular text. Learners can organize and
discuss information from different sources of
academic content. (I.2, S.1) (ref.I.EFL.3.12.1.)
Writing
-CE.EFL.3.19. Create a questionnaire or survey
using WH- question words in order to identify
things in common and preferences while
displaying an ability to convey and organize
information using facts and details.
- EFL 3.4.5. Write a questionnaire or survey for

friends, family or classmates using WH-
questions in order to identify things in common
and preferences. (EGB6)
* Learners can write questionnaires and surveys
for peers and family using WH- questions in
order to identify things in common and
preferences, while demonstrating an ability to
convey and organize information using facts and
details in order to illustrate diverse patterns and
structures in writing. (Example: cause and
effect, problem and solution, general-to-specific
presentation, etc.) (I.2, S.2) (ref.I.EFL.3.19.1.)
-CE.EFL.3.22. Design and produce picture
books, graphic expressions and/or personal
stories by varying elements of literary texts and
adding imaginative details to real-life stories
and situations in order to create new, original
texts.
- EFL 3.5.2. Create picture books and/or other
graphic expressions in pairs in class by varying
scenes, characters or other elements of literary
texts. (EGB6)
* Create picture books, graphic expressions and
2
personal stories by adapting elements of literary
texts and adding imaginative details to real-life
stories and situations, using appropriate
vocabulary and features of the literature
learners have read or heard. (I.3, S.3)
(ref.I.EFL.3.22.1.)
10
11
12
6. BIBLIOGRAPHY AND WEBGRAPHY

*Melanie Williams and Lucy Frino with Caroline Nixon and Michael Tomlinson (2015). Teacher's Book Second Edition. Cambridge University Press.
*Caroline Nixon and Michael Tomlison (2015). Student's Book Second Edition. Cambridge University Press. *Caroline Nixon and Michael Tomlison (2015). Workbook
Second Edition. Cambridge University Press.
MATERIALS: Computer, writing materials including colored pencils, CD player, DVD player.
7. VALIDATION
Designed by: Checked by: Approved by:
Nelly Ágreda MSc. Alex Gualotuña MSc. Sandra Romero
Luis Paz Vice rector U.E.L.M. Director U.E.L.M.
Teacher U.E.L.M.
Date: Date: Date:
2019-09-13 2019-09-13 2019-09-13
Signature: Signature: Signature:

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UNIDAD EDUCATIVA LICEO MATOVELLE CÓDIGO:

ANUAL CURRICULUM PLAN

FAVORITE TOYS 3 weeks

5. STRUCTURING DIDACTIC UNITS

8 Communication and Cultural Awareness 3 weeks

- EFL 3.4.5. Write a questionnaire or survey for

6. BIBLIOGRAPHY AND WEBGRAPHY

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