Logo School Name ACADEMIC YEAR

ANNUAL CURRICULUM PLAN EFL

1. INFORMATIVE DATA:
Area: Foreign Language Subject: English
Teachers:
Grade / Course: 7TH BASIC Education Level: SUBNIVEL MEDIO
2. TIME:
Weekly course load Total class weeks Learning evaluation and unexpected issues No. of working weeks Total periods
6 40 (-4 wks) 36 216

3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the Level
[Link] 1 [Link] 3.1
Encounter socio-cultural aspects of their own and other countries in a thoughtful Identify the main ideas and some details of written and oral texts, in order to interact
and inquisitive manner, maturely, and openly experiencing other cultures and with and to develop an approach of critical inquiry to a variety of texts.
languages from the secure standpoint of their own national and cultural identity. [Link] 3.2
[Link] 2 Assess and appreciate English as an international language, as well as the skills and
Draw on this established propensity for curiosity and tolerance towards different subskills that contribute to communicative and pragmatic competence.
cultures to comprehend the role of diversity in building an intercultural and [Link] 3.3
multinational society. Independently read level-appropriate texts in English for pure en-
[Link] 3 joyment/entertainment and to access information.
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and [Link] 3.4
critical thinking skills through an appreciation of linguistic differences. Enjoy an Develop creative and critical thinking skills to foster problem-solving and independent
enriched perspective of their own L1 and of language use for communication and learning using both spoken and written English.
learning. [Link] 3.5
[Link] 4 Use print and digital tools and resources to investigate real-world issues, answer
Deploy a range of learning strategies, thereby increasing disposition and ability to questions or solve problems.
independently access further (language) learning and practice opportunities. [Link] 3.6
Respect themselves and others within the communication process, cultivating Read and write short descriptive and informative texts related to personal information
habits of honesty and integrity into responsible academic behavior. or familiar topics and use them as a means of communication and written expression of
[Link] 5 thought.
Directly access the main points and important details of up-to-date English [Link] 3.7
language texts, such as those published on the web, for professional or general Appreciate the use of English language through spoken and written literary texts such
investigation, through the efficient use of ICT and reference tools where required. as poems, rhymes, chants, songs, games and graphic short stories in order to foster
[Link] 6 imagination, curiosity and memory, while developing a taste for oral and written
Through selected media, participate in reasonably extended spoken or written literary texts.
dialogue with peers from different L1 backgrounds on work, study, or general [Link] 3.8
topics of common interest, expressing ideas and opinions effectively and Demonstrate an ability to interact with written and spoken texts, in order to explore
appropriately. creative writing as an outlet to personal expression and intercultural competence.
[Link] 7 [Link] 3.9
Interact quite clearly, confidently, and appropriately in a range of formal and Be able to interact in English using basic, frequently used expressions and short phrases
informal social situations with a limited but effective command of the spoken in familiar and personalized contexts, demonstrating a limited but effective command
language (CEFR B1 level). of the spoken language in simple and routine tasks which require a direct exchange of
information.
[Link] 3.10
Demonstrate an ability to use English as a means to interact socially and work
cooperatively in pairs and groups.
4. TRANSVERSAL AXES: • JUSTICE
• INNOVATION
• SOLIDARITY

5. DEVELOPMENT OF PLANNING UNITS

N.º Name of Specific objectives of Skills and performance criteria Methodological Evaluation Criteria and Time in weeks
Contents
the Unit the planning Unit. orientations Indicators
1. My COMMUNICATION AND UNIT 1 COMMUNICATION AND
vacation [Link] 3.3 CULTURAL AWARENESS Comparatives - Completing a short CULTURAL AWARENESS
Independently read and superlatives sentence about the
level-appropriate texts EFL 3.1.7. Demonstrate How +adjectives grammar that learners [Link].3.2. Recognize and
in English for pure en- appropriate classroom behaviors Adjectives and have analyzed in class. exhibit responsible
joyment/entertainment by participating in small group or opposites behaviors at home, at
and to access whole class discussions. (Example: Extreme sports - Reading short school and towards the
information. being courteous, respecting the dialogues then environment.
[Link] 3.4 person and property of others, practice the
Develop creative and etc.) pronunciation with a [Link].3.4. Develop the
critical thinking skills to partner skills to work
foster problem-solving EFL 3.1.6. Apply self-correcting and collaboratively using a
and independent self-monitoring strategies in social - Giving learners range of verbal and
learning using both and classroom interactions. language prompts to nonverbal communication
spoken and written En- (Example: asking questions, use during pair/group features and apply self-
glish. starting over, rephrasing, exploring work. correcting and self-
[Link] 3.5 alternative pronunciations or monitoring strategies in
wording, etc.)
Use print and digital - Observing to see social and classroom
tools and resources to whether the learners interactions.
investigate real-world can interact
issues, answer ORAL COMMUNICATION effectively and
questions or solve whether they are able ORAL COMMUNICATION
problems. EFL 3.2.3. Record key items of to ask follow-up
[Link] 3.6 specific information from a heard questions in order to [Link].3.7. Listening for
Read and write short message or description, either in extend the exchange. Information: Follow and
descriptive and written form or by drawing a identify key information
informative texts picture. (Example: letters of the - Reading a text and in short straightforward
related to personal alphabet, numbers, quantities, answering audio texts related to
information or familiar prices and times, days, dates and information areas of immediate need
topics and use them as months, etc.) questions. or interest, provided
a means of vocabulary is familiar and
communication and - Completing gaps visual support is present,
written expression of EFL 3.2.7. Identify the main idea of from a reading using and use these spoken
thought. short, clear, simple messages and words from a box. contributions as models
[Link] 3.7 announcements and understand for their own.
Appreciate the use of sentences and frequently used - Filling the blanks
English language expressions related to areas of using the grammar [Link].3.10. Interaction –
through spoken and immediate relevance. (Example: learned Interpersonal: Participate
written literary texts follow verbal instructions for a effectively in familiar and
such as poems, rhymes, game, ask for prices at a store, - Identifying the predictable
chants, songs, games follow simple classroom information provided conversational exchanges
and graphic short instructions, describe places in order to complete a by sharing information
stories in order to foster nearby, etc.) crossword puzzle and reacting
imagination, curiosity appropriately in basic
and memory, while EFL 3.2.9. React appropriately to - Creating a class interpersonal
developing a taste what others say using verbal/non- picture dictionary and interactions.
for oral and written verbal back-channeling, or by adding entries by
literary texts. asking further simple questions to writing definitions of READING
extend the interaction. (Example: new words or drawing
[Link] 3.10 express interest using facial a picture to illustrate [Link].3.11. Demonstrate
Demonstrate an ability expression or simple words with the meaning. comprehension of most
to use English as a appropriate intonation: Oh! Yes! of the details of a short
means to interact so- Thanks. And you? etc.) -Making a list of new simple online or print text
cially and work verbs and then and follow short
READING comparing the lists in instructions in simple
cooperatively in pairs pairs change to past experiments and projects
and groups. EFL 3.3.1. Understand most of the them. if illustrated through step-
details of the content of a short by step visuals.
simple text (online or print).
- Underlining the main [Link].3.12. Display an
EFL 3.3.2. Show understanding of ideas of a text and understanding of some
some basic details in short simple mapping them onto a basic details in short
cross curricular texts by matching, graphic organizer. simple cross-curricular
labeling and answering simple texts from various sources
questions. - Comparing the word by matching, labeling and
with the pictures and answering simple
EFL 3.3.3. Identify the meaning of writing sentences questions, and use the
specific content-based words and which describe each information gathered in
phrases, with the aid of visual activity better. order to organize and
support. discuss relationships
between different
EFL 3.3.5. Use everyday reference academic content areas.
material in order to select
information appropriate to the [Link].3.13. Show an
purpose of an inquiry and to relate ability to identify the
ideas from one written source to meaning of specific
another. content-based words and
phrases, with the aid of
EFL 3.3.9. Identify and use reading visual support, and use
strategies to make text more charts/mind maps to
comprehensible and meaningful. distinguish between
(Example: skimming, scanning, fact/opinion and
previewing, predicting, reading for relevant/irrelevant
main ideas and details, etc.) information in
informational texts.

WRITING [Link].3.14. Select and

use reading strategies to
EFL 3.4.3. Write a variety of short understand and give
simple text-types, commonly used meaning to written text
in print and online, with while employing a range
appropriate language and layout. of everyday reference
(Example: write a greeting on a materials in order to
birthday card, name and address determine information
on an envelope, a URL for a appropriate to the
website, an email address, etc.) purpose of inquiry and to
relate ideas between
EFL 3.4.7. Use the process of written sources.
prewriting, drafting, revising, peer
editing and proofreading (i.e., “the
writing process”) to produce well- WRITING
constructed informational texts.
[Link].3.18. Write a
LANGUAGE THROUGH THE ARTS variety of short simple
familiar text-types –
EFL 3.5.5. Evaluate literary texts online or in print – using
(both written and oral, online, in appropriate language,
video or in print) according to pre- layout and linking words.
established criteria. (Example:
completing a checklist, a chart, a
personal response, etc.) [Link].3.20. Demonstrate
an ability to use a variety
of digital tools during the
EFL 3.5.9. Engage in collaborative writing process in order
activities through a variety of to collaborate on well-
student constructed informational
groupings to create and respond to texts.
literature and other literary texts.
(Example: small groups, LANGUAGE THROUGH
cooperative learning groups, THE ARTS
literature circles, process writing
groups, etc.) [Link].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.
[Link].3.24. Organize
ideas and relevant
information from literary
texts using group or class
brainstorms and/or mind
maps in order to enhance
collaborative responses to
literature.

COMMUNICATION AND
CULTURAL AWARENESS

[Link].3.2.1. Learners can

say ways to take care of
the environment and
one’s surroundings.
Learners can identify and
exhibit socially
responsible behaviors at
home, at school and
towards the environment.
(J.3, S.1)

[Link].3.4.1. Learners can

demonstrate an ability to
work in pairs and small
groups using level
appropriate verbal and
nonverbal communication
features and apply self-
correcting and self-
monitoring strategies in
social and classroom
interactions. (J.2, J.3, J.4,
I.3)

[Link].3.5.1. Learners can

employ various print and
digital sources in order to
communicate with others
in oral and written form
in social situations. (J.3,
S.1, S.4)

ORAL COMMUNICATION

[Link].3.7.1. Learners can

record and identify key
information from a
spoken message of
immediate need or
interest when the
message contains
frequently used
expressions and visual
support. (Example: rules
for a game, classroom
instructions, a dialogue in
a scene from a cartoon or
movie, etc.) Learners can
use other classmate’s
contributions in class as
models for their own. (I.2,
I.3)

[Link].3.10.1. Learners can

use back-channeling 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)

READING

[Link].3.11.1. 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)

[Link].3.12.1. Learners can

match, label and answer
simple 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)

[Link].3.13.1. Learners can

determine the meaning of
specific content-based
words and phrases when
accompanied by visual
support and distinguish
between fact and opinion
and relevant and
irrelevant information in
informational texts
through the use of mind
maps and charts. (I.2, I.3)

[Link].3.14.1. 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)

[Link].3.15.1. Learners can

make and support
inferences using evidence
from texts and features of
written English (e.g.,
vocabulary, format,
sequence, etc.) and apply
other learning strategies
in order to examine and
interpret a variety of
written materials. (I.2, J.3)

WRITING

[Link].3.18.1. Learners can

write short simple text-
types and narratives,
online and in print, using
appropriate language,
layout and linking words.
(I.3, J.2)
[Link].3.19.1. 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)

[Link].3.20.1. Learners can

effectively use a range of
digital tools during the
writing process in order
to collaborate on
producing well-
constructed informational
texts. (I.3, S.4, J.3)

LANGUAGE THROUGH
THE ARTS

[Link].3.21.1. 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)

[Link].3.24.1. Learners can

work in groups to create
brainstorms and/ or draw
mind maps to describe
and organize ideas or
useful information from
literary texts and create
collaborative responses to
literature through process
writing groups or
literature circles. (I.4, S.4,
J.3)

[Link].3.25.1. Learners can

create stories, poems,
songs and plays to reflect
traditional and popular
Ecuadorian culture,
observing the
conventions of the genre.
Learners can find and
identify selected literary
elements in texts to relate
them to other works and
personal experiences.
(S.2, J.1)

2. Let’s watch [Link] 3.1 COMMUNICATION AND UNIT 2 COMMUNICATION AND

a movie Identify the main ideas CULTURAL AWARENESS Future with will - Writing sentences CULTURAL AWARENESS
and some details of and going to for including will and
written and oral texts, in EFL 3.1.10. Recognize and plans going to in order to [Link].3.4. Develop the
order to interact with demonstrate an appreciation of Future with will difference in their skills to work
and to develop an some commonalities and and going to for uses. collaboratively using a
approach of critical distinctions across cultures and predictions range of verbal and
inquiry to a variety of groups (differentiated by gender, Movie - Looking for a nonverbal communication
texts. ability, generations, etc.) including vocabulary classmate asking him features and apply self-
[Link] 3.2 the students’ own, by asking WH- or her about personal correcting and self-
Assess and appreciate questions and formulating simple, information using monitoring strategies in
English as an culturally aware statements. “going to” to write social and classroom
international language, sentences. interactions.
as well as the skills and EFL 3.1.8. Interpret and
subskills that contribute demonstrate knowledge of - Researching
to communicative and nonverbal and oral communication traditional ORAL COMMUNICATION
pragmatic competence. features in classroom activities and food/dress/artifacts
[Link] 3.4 understand the contexts in which from other cultures to [Link].3.7. Listening for
Develop creative and they are used appropriately. have a better Information: Follow and
critical thinking skills to (Example: gestures, body language, understanding about identify key information
foster problem-solving volume, etc.) the comic analyzed. in short straightforward
and independent audio texts related to
learning using both - Completing a short areas of immediate need
spoken and written En- ORAL COMMUNICATION self-evaluation or or interest, provided
glish. peer evaluation after vocabulary is familiar and
[Link] 3.6 EFL 3.2.3. Record key items of a communicative task. visual support is present,
Read and write short specific information from a heard - Playing games that and use these spoken
descriptive and message or description, either in practice classroom contributions as models
informative texts written form or by drawing a language and turn- for their own.
related to personal picture. (Example: letters of the taking.
information or familiar alphabet, numbers, quantities, [Link].3.9. Production -
topics and use them as prices and times, days, dates and - Comparing answers Fluency: Respond to
a means of months, etc.) in pairs or small simple questions and
communication and groups. familiar everyday social
written expression of EFL 3.2.13. Respond to simple situations, such as an
thought. questions in quite a short time and - Working in small invitation or request,
[Link] 3.7 initiate basic interaction groups to complete relatively quickly.
Appreciate the use of spontaneously when there are questions related to Spontaneously initiate
English language opportunities to speak. Speech is an advertisement of interactions in order to
through spoken and produced a little less slowly and the movie “I robot” express opinions or give
written literary texts hesitantly. accounts of personal
such as poems, rhymes, - Listening to a experiences.
chants, songs, games dialogue between two
and graphic short READING or more people
stories in order to foster differencing READING
imagination, curiosity EFL 3.3.1. Understand most of the sentences between [Link].3.11. Demonstrate
and memory, while details of the content of a short “Will” and “Going to”. comprehension of most
developing a taste for simple text (online or print). of the details of a short
oral and written literary - Listening to a short simple online or print text
texts. EFL 3.3.2. Show understanding of text and and follow short
[Link] 3.10 some basic details in short simple demonstrating instructions in simple
Demonstrate an ability cross curricular texts by matching, understanding experiments and projects
to use English as a labeling and answering simple completing the if illustrated through step-
means to interact so- questions. exercises given. by-step visuals.
cially and work
cooperatively in pairs EFL 3.3.7. Read, gather, view and - Responding to [Link].3.12. Display an
and groups. listen to information from various interactions in class understanding of some
sources in order to organize and spontaneously and in basic details in short
discuss relationships between a way simple cross-curricular
academic content areas. (Example: texts from various sources
nonfiction books for Young adults, - Reading a text and by matching, labeling and
the Internet, audio and media answering answering simple
presentations, oral interviews, information questions, and use the
maps, diagrams, reference books, questions. information gathered in
magazines, etc.) order to organize and
- Completing gaps discuss relationships
from a reading using between different
WRITING words from a box. academic content areas.

EFL 3.4.2. Write a short simple - Reading a short text

paragraph to describe yourself or and showing WRITING
other people, animals, places and comprehension by
things, with limited support. completing the [Link].3.17. Produce a
(Example: by answering questions accompanying short simple paragraph to
or using key words) exercises. describe people, places,
things and feelings in
EFL 3.4.3. Write a variety of short - Reading a text on a order to influence an
simple text-types, commonly used familiar content area audience and use linking
in print and online, with subject and then words to write other
appropriate language and layout. matching phrases or narratives on familiar
(Example: write a greeting on a labeling pictures. subjects.
birthday card, name and address
[Link].3.18. Write a
variety of short simple
on an envelope, a URL for a - Completing an familiar text-types –
website, an email address, etc.) outline for a cross- online or in print – using
curricular text. appropriate language,
layout and linking words.
LANGUAGE THROUGH THE ARTS - Writing a short script
about a movie in the LANGUAGE THROUGH
EFL 3.5.2. Create picture books future using the THE ARTS
and/ or other graphic expressions grammar learned.
in pairs in class by varying scenes, [Link].3.22. Design and
characters or other elements of - Completing the gaps produce picture books,
literary texts. in a sentence. graphic expressions
and/or personal stories by
EFL 3.5.6. Work in groups to create - Identifying varying elements of
a brainstorm and/or draw a mind vocabulary related literary texts and adding
map to describe and organize ideas with movies and imaginative details to
or organize useful information matching with the real-life stories and
from literary texts. correct picture. situations in order to
create new, original texts.
- Reading a dialogue
which serves as a [Link].3.24. Organize
model text, then ideas and relevant
writing a similar information from literary
dialogue on a texts using group or class
different topic. brainstorms and/or mind
maps in order to enhance
- Identifying the collaborative responses to
format of a familiar literature.
text-type and using it
as a model for your COMMUNICATION AND
own writing. CULTURAL AWARENESS

- Designing a graphic [Link].3.1.1. Learners can

short story in groups show an awareness of
using ICT and different cultures and
publishing it on a identify similarities and
school wiki or bulletin differences between
board. them through oral and
written literary texts. (I.2,
S.2, J.1)
- Searching for
pictures on the in [Link].3.4.1. Learners can
order to illustrate a demonstrate an ability to
piece of collaborative work in pairs and small
writing. groups using level
appropriate verbal and
- Using the movies nonverbal communication
schedule to organize features and apply self-
and edit a short piece correcting and self-
of creative or monitoring strategies in
informational writing. social and classroom
interactions. (J.2, J.3, J.4,
I.3)

ORAL COMMUNICATION

[Link].3.7.1. Learners can

record and identify key
information from a
spoken message of
immediate need or
interest when the
message contains
frequently used
expressions and visual
support. (Example: rules
for a game, classroom
instructions, a dialogue in
a scene from a cartoon or
movie, etc.) Learners can
use other classmate’s
contributions in class as
models for their own. (I.2,
I.3)

[Link].3.9.1. 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)

READING

[Link].3.11.1. 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)

[Link].3.12.1. Learners can

match, label and answer
simple 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)

WRITING

[Link].3.17.1. Learners can

write short simple
paragraphs to describe
people, places, animals,
things and feelings, with
limited support, while
demonstrating an ability
to effectively influence an
audience and to express
everyday activities. (I.3,
S.1)

[Link].3.18.1. Learners can

write short simple text-
types and narratives,
online and in print, using
appropriate language,
layout and linking words.
(I.3, J.2)

LANGUAGE THROUGH
THE ARTS

[Link].3.22.1. Create
picture books, graphic
expressions and 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)

[Link].3.24.1. Learners can

work in groups to create
brainstorms and/ or draw
mind maps to describe
and organize ideas or
useful information from
literary texts and create
 collaborative responses to
literature through process
writing groups or
literature circles. (I.4, S.4,
J.3)
3. Biography [Link] 3.1 COMMUNICATION AND UNIT 3 COMMUNICATION AND
Identify the main ideas CULTURAL AWARENESS Simple past - Looking at the CULTURAL AWARENESS
and some details of tense pictures, identifying
written and oral texts, in EFL 3.1.1. Ask simple basic Used to the activities done by [Link].3.1. Cultivate an
order to interact with questions in class about the world Vocabulary a famous person and awareness of different
and to develop an beyond their own immediate related to write short sentences. cultures and identify
approach of critical environment in order to increase biographies similarities and
inquiry to a variety of their understanding of different - Watching a video or differences between
texts. cultures. reading a text and them through oral and
[Link] 3.4 recording information written literary texts.
Develop creative and EFL 3.1.10. Recognize and about similarities and
critical thinking skills to demonstrate an appreciation of differences in a time [Link].3.3. Interact with
foster problem-solving some commonalities and line. others using a variety of
and independent distinctions across cultures and both verbal and
learning using both groups (differentiated by gender, - Participating in short nonverbal communication
spoken and written En- ability, generations, etc.) including role plays using a features and express likes
glish. the students’ own, by asking WH- range of verbal and and dislikes while giving
[Link] 3.5 questions and formulating simple, nonverbal recommendations in basic
Use print and digital culturally aware statements. communication. yet effective terms.
tools and resources to
investigate real-world EFL 3.1.5. Describe, read about, - Talking in pairs [Link].3.4. Develop the
issues, answer participate in or recommend a about a biography skills to work
questions or solve favorite activity, book, song or then changes collaboratively using a
problems. other interest to various sentences to negative. range of verbal and
[Link] 3.6 audiences. (Example: peers, other nonverbal communication
Read and write short classes, teachers, other adults, - Completing a short features and apply self-
descriptive and etc.) questionnaire about a correcting and self-
informative texts text that learners monitoring strategies in
related to personal EFL 3.1.8. Interpret and have read in class. social and classroom
information or familiar demonstrate knowledge of interactions.
topics and use them as nonverbal and oral communication - Comparing answers [Link].3.4.1. Learners can
a means of features in classroom activities and in pairs or small demonstrate an ability to
communication and understand the contexts in which groups. work in pairs and small
written expression of they are used appropriately. groups using level
thought. (Example: gestures, body language, - Participating in short appropriate verbal and
[Link] 3.9 volume, etc.) dialogues and role nonverbal communication
Be able to interact in plays to practice features and apply self-
English using basic, ORAL COMMUNICATION thanking others. correcting and self-
frequently used expres- monitoring strategies in
sions and short phrases EFL 3.2.1. Infer who is speaking - Practicing the social and classroom
in familiar and and what the situation is when language needed to interactions. (J.2, J.3, J.4,
personalized contexts, listening to short simple texts, resolve group conflict I.3)
demonstrating a limited especially when accompanied by through mini role
but effective command pictures or other visual aids, or plays. ORAL COMMUNICATION
of the spoken language sound effects. (Example:
in simple and routine shopkeeper speaking to a - Completing a [Link].3.6. Listening for
tasks which require a customer who is buying some biography with the Meaning: Demonstrate an
direct exchange of fruit.) correct words understanding of the
information. main idea, speaker and
EFL 3.2.2. Be comfortable taking situation in spoken texts
meaning from spoken texts - Listening to a simple, set in familiar everyday
containing words or sections which straightforward contexts without having
are not understood. Be aware that biography and to decode every word.
understanding spoken texts does ordering the events.
not require decoding every single [Link].3.9. Production -
word. - Listening to a song Fluency: Respond to
and writing the simple questions and
EFL 3.2.13. Respond to simple beginning of the story. familiar everyday social
questions in quite a short time and situations, such as an
initiate basic interaction - Responding to invitation or request,
spontaneously when there are interactions in class relatively quickly.
opportunities to speak. Speech is spontaneously and in Spontaneously initiate
produced a little less slowly and a way that encourages interactions in order to
hesitantly. others to interact. express opinions or give
accounts of personal
EFL 3.2.14. Make and respond to - Conducting a role experiences.
invitations, suggestions, apologies play between two
and requests. students on a given [Link].3.10. Interaction –
topic. Interpersonal: Participate
EFL 3.2.15. Provide a simple effectively in familiar and
description and/or opinion of a predictable
conversational exchanges
common object or a simple - Observing to see by sharing information
account of something experienced. whether the learners and reacting
(Example: an Ecuadorian can interact appropriately in basic
celebration, a class trip, a party, a effectively and interpersonal
game played, etc.) whether they are able interactions.
to ask follow-up
EFL 3.2.9. React appropriately to questions in order to READING
what others say using verbal/non- extend the exchange.
verbal back-channeling, or by [Link].3.12. Display an
asking further simple questions to - Establishing a clear understanding of some
extend the interaction. (Example: expectation of English basic details in short
express interest using facial use for classroom simple cross-curricular
expression or simple words with functions. Informal texts from various sources
appropriate intonation: Oh! Yes! assessment could by matching, labeling and
Thanks. And you? etc.) involve personal notes answering simple
from the teacher to questions, and use the
READING learners who use L2 information gathered in
regularly. order to organize and
EFL 3.3.2. Show understanding of discuss relationships
some basic details in short simple - Skimming a text and between different
cross curricular texts by matching, accompanying academic content areas.
labeling and answering simple pictures and then
questions. predicting the [Link].3.14. Select and
answers to questions use reading strategies to
EFL 3.3.7. Read, gather, view and found within the text. understand and give
listen to information from various meaning to written text
sources in order to organize and while employing a range
discuss relationships between of everyday reference
academic content areas. (Example: - Making a list of new materials in order to
nonfiction books for young adults, words and then determine information
the Internet, audio and media comparing the lists in appropriate to the
presentations, oral interviews, pairs. purpose of inquiry and to
maps, diagrams, reference books, relate ideas between
magazines, etc.) - Looking at a picture written sources.
and writing a
EFL 3.3.9. Identify and use reading description of what WRITING
strategies to make text more you see or how it
[Link].3.16. Create a
comprehensible and meaningful. makes you feel, then
simple learning resource
(Example: skimming, scanning, comparing in order to record and
previewing, predicting, reading for descriptions in pairs. practice new words and
main ideas and details, etc.) demonstrate knowledge
- Writing about your of their meanings.
WRITING biography.
[Link].3.17. Produce a
EFL 3.4.1. Make a simple learning short simple paragraph to
resource in order to record and - Discussing things describe people, places,
practice new words. (Example: a that famous people things and feelings in
picture dictionary, a Word list, set have done in their order to influence an
of flashcards, etc.) lives that learners audience and use linking
would like to do and words to write other
EFL 3.4.2. Write a short simple writing a paragraph narratives on familiar
paragraph to describe yourself or about the imagined subjects.
other people, animals, places and experience.
things, with limited support. [Link].3.18. Write a
(Example: by answering questions variety of short simple
or using key words) familiar text-types –
online or in print – using
EFL 3.4.3. Write a variety of short appropriate language,
simple text-types, commonly used layout and linking words.
in print and online, with
appropriate language and layout. LANGUAGE THROUGH
(Example: write a greeting on a THE ARTS
birthday card, name and address
on an envelope, a URL for a [Link].3.22. Design and
website, an email address, etc.) produce picture books,
graphic expressions
EFL 3.4.6. Write a simple narrative and/or personal stories by
with linking words on familiar varying elements of
subjects in order to express literary texts and adding
everyday activities. (Example: free imaginative details to
time, descriptions, what happened real-life stories and
last weekend, etc.) situations in order to
create new, original texts.
LANGUAGE THROUGH THE ARTS
[Link].3.23. Create short,
original texts using a
range of resources and
EFL 3.5.2. Create picture books other media, including
and/ or other graphic expressions ICT, in order to recreate
in pairs in class by varying scenes, familiar scenes and
characters or other elements of themes.
literary texts.
COMMUNICATION AND
EFL 3.5.4. Create personal stories CULTURAL AWARENESS
by adding imaginative details to
real-life stories and situations, [Link].3.1.1. Learners can
using appropriate vocabulary and show an awareness of
elements of the literature learners different cultures and
have read or heard. identify similarities and
differences between
EFL 3.5.3. Produce short, creative them through oral and
texts using ICT and/or other written literary texts. (I.2,
resources at home or at school in S.2, J.1)
order to recreate familiar scenes
and themes. [Link].3.3.1. Learners can
employ a range of verbal
and nonverbal
communication features
to express likes and
dislikes and can give
recommendations in basic
yet effective terms. (I.3,
S.4)

[Link].3.4.1. Learners can

demonstrate an ability to
work in pairs and small
groups using level
appropriate verbal and
nonverbal communication
features and apply self-
correcting and self-
monitoring strategies in
social and classroom
interactions. (J.2, J.3, J.4,
I.3)
ORAL COMMUNICATION

[Link].3.6.1. Learners 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)

[Link].3.9.1. 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)

[Link].3.10.1. Learners can

use back-channeling 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)

READING

[Link].3.12.1. Learners can

match, label and answer
simple 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)

[Link].3.14.1. 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)

WRITING

[Link].3.16.1. Learners can

make a simple learning
resource in order to
record and practice new
words. (Example: a
picture dictionary, a word
list, a set of flashcards,
etc.) (I.1, J.4)

[Link].3.17.1. Learners can

write short simple
paragraphs to describe
people, places, animals,
things and feelings, with
limited support, while
demonstrating an ability
to effectively influence an
audience and to express
everyday activities. (I.3,
S.1)

[Link].3.18.1. Learners can

write short simple text-
types and narratives,
online and in print, using
appropriate language,
layout and linking words.
(I.3, J.2)

LANGUAGE THROUGH
THE ARTS

[Link].3.22.1. Create
picture books, graphic
expressions and 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)
 [Link].3.23.1. Learners can
create and produce short
texts using ICT and/or
other resources at home
or at school in order to
recreate familiar scenes
and themes. (I.1, I.3)

4. Legends COMMUNICATION AND UNIT 4 COMMUNICATION AND

and myths [Link] 3.3 CULTURAL AWARENESS Present perfect - Brainstorming about CULTURAL AWARENESS
Independently read Combination of the uses of simple
level-appropriate texts EFL 3.1.2. Recognize ways to relate Present Perfect past. [Link].3.2. Recognize and
in English for pure en- responsibly to one’s surroundings and past simple exhibit responsible
joyment/entertainment at home and at school by - Talking in pairs behaviors at home, at
and to access exhibiting responsible behaviors about a reading and school and towards the
information. towards the environment. completing the environment.
[Link] 3.4 (Example: chores at home, blanks.
Develop creative and recycling, etc.) [Link].3.3. Interact with
critical thinking skills to - Completing a short others using a variety of
foster problem-solving EFL 3.1.3. Exchange basic personal questionnaire about a both verbal and
and independent preferences with peers in order to text that learners nonverbal communication
learning using both express likes and dislikes. have read in class. features and express likes
spoken and written En- and dislikes while giving
glish. EFL 3.1.6. Apply self-correcting and - Comparing the recommendations in basic
[Link] 3.5 self-monitoring strategies in social opinions of your yet effective terms.
Use print and digital and classroom interactions. partners about a
tools and resources to (Example: asking questions, legend if it is true or [Link].3.4. Develop the
investigate real-world starting over, rephrasing, exploring false. skills to work
issues, answer alternative pronunciations or collaboratively using a
questions or solve wording, etc.) - Playing games that range of verbal and
problems. practice classroom nonverbal communication
[Link] 3.6 EFL 3.1.8. Interpret and language and turn- features and apply self-
Read and write short demonstrate knowledge of taking. correcting and self-
descriptive and nonverbal and oral communication monitoring strategies in
informative texts features in classroom activities and - Comparing answers social and classroom
related to personal understand the contexts in which in pairs or small interactions.
information or familiar they are used appropriately. groups.
topics and use them as ORAL COMMUNICATION
a means of (Example: gestures, body language, - Practicing the [Link].3.7. Listening for
communication and volume, etc.) language needed to Information: Follow and
written expression of resolve group conflict identify key information
thought. ORAL COMMUNICATION through mini role in short straightforward
[Link] 3.7 EFL 3.2.3. Record key items of plays. audio texts related to
Appreciate the use of specific information from a heard areas of immediate need
English language message or description, either in - Reading a short text or interest, provided
through spoken and written form or by drawing a and showing vocabulary is familiar and
written literary texts picture. (Example: letters of the comprehension visual support is present,
such as poems, rhymes, alphabet, numbers, quantities, identifying the and use these spoken
chants, songs, games prices and times, days, dates and grammar mistakes contributions as models
and graphic short months, etc.) then write the correct for their own.
stories in order to foster sentences.
imagination, curiosity EFL 3.2.7. Identify the main idea of [Link].3.9. Production -
and memory, while short, clear, simple messages and - Answering and Fluency: Respond to
developing a taste for announcements and understand writing sentences simple questions and
oral and written literary sentences and frequently used using the correct familiar everyday social
texts. expressions related to areas of grammar structure. situations, such as an
immediate relevance. (Example: invitation or request,
[Link] 3.9 follow verbal instructions for a - Watching a movie relatively quickly.
game, ask for prices at a store, and identifying the Spontaneously initiate
Be able to interact in follow simple classroom characteristics of the interactions in order to
English using basic, instructions, describe places main characters. express opinions or give
frequently used expres- nearby, etc.) accounts of personal
sions and short phrases - Listening to a list of experiences.
in familiar and EFL 3.2.13. Respond to simple verbs and classify into
personalized contexts, questions in quite a short time and their 3 forms. [Link].3.10. Interaction –
demonstrating a limited initiate basic interaction Interpersonal: Participate
but effective command spontaneously when there are - Responding to effectively in familiar and
of the spoken language opportunities to speak. Speech is interactions in class predictable
in simple and routine produced a little less slowly and spontaneously and in conversational exchanges
tasks which require a hesitantly. a way. by sharing information
direct exchange of and reacting
information. EFL 3.2.14. Make and respond to - Playing a game appropriately in basic
invitations, suggestions, apologies where learners interpersonal
and requests. choose a legend, and interactions.
a partner asks and
answers questions in READING
EFL 3.2.15. Provide a simple order to guess which [Link].3.12. Display an
description and/or opinion of a legend was chosen. understanding of some
common object or a simple basic details in short
account of something experienced. simple cross-curricular
(Example: an Ecuadorian - Highlighting relevant texts from various sources
celebration, a class trip, a party, a key information in a by matching, labeling and
game played, etc.) text and crossing out answering simple
irrelevant information questions, and use the
EFL 3.2.9. React appropriately to information gathered in
what others say using verbal/non- - Reading a text and order to organize and
verbal back-channeling, or by identifying the facts discuss relationships
asking further simple questions to and the opinions between different
extend the interaction. (Example: answering the academic content areas.
express interest using facial questions.
expression or simple words with [Link].3.13. Show an
appropriate intonation: Oh! Yes! ability to identify the
Thanks. And you? etc.) - Interviewing meaning of specific
classmates, asking content-based words and
EFL 3.2.12. Ask and answer yes/no questions and phrases, with the aid of
questions and exchange recording the answers visual support, and use
information on familiar topics in in a chart. Using the charts/mind maps to
predictable everyday situations. answers to write a distinguish between
(Example: ask for directions, give paragraph about fact/opinion and
directions, express a personal similarities and relevant/irrelevant
opinion, etc.) differences. information in
informational texts.
READING - Working in groups to
write a short [Link].3.15. Make and
EFL 3.3.2. Show understanding of paragraph about the support inferences from
some basic details in short simple legend chosen. evidence in a text with
cross curricular texts by matching, reference to features of
labeling and answering simple - Making a class list of written English and apply
questions. everything known other learning strategies
about a topic, then to examine and interpret
EFL 3.3.7. Read, gather, view and asking learners to a variety of written
listen to information from various organize the list from materials.
sources in order to organize and general to specific.
discuss relationships between Learners must use WRITING
academic content areas. (Example: their ideas to write a [Link].3.19. Create a
nonfiction books for Young adults, descriptive paragraph questionnaire or survey
the Internet, audio and media about the topic. using WH- question words
presentations, oral interviews, in order to identify things
maps, diagrams, reference books, in common and
magazines, etc.) - Drawing pictures to preferences while
a story and displaying an ability to
EFL 3.3.3. Identify the meaning of exchanging them with convey and organize
specific content-based words and a partner, who information using facts
phrases, with the aid of visual captions each picture. and details.
support.
- Searching for LANGUAGE THROUGH
EFL 3.3.4. Distinguish between fact pictures on the THE ARTS
and opinion and relevant and Internet or in
irrelevant information in an magazines in order to [Link].3.22. Design and
informational text through the use illustrate a piece of produce picture books,
of mind maps/charts. collaborative writing. graphic expressions
and/or personal stories by
EFL 3.3.6. Apply learning strategies - Underlining parts of varying elements of
to examine and interpret a variety a classmate’s personal literary texts and adding
of written materials using prior writing that are imaginative details to
knowledge, graphic organizers, unclear, and then real-life stories and
context clues, note taking and finding another way situations in order to
finding words in a dictionary. to write the create new, original texts.
underlined ideas.
WRITING [Link].3.24. Organize
- Brainstorming ideas ideas and relevant
EFL 3.4.5. Write a questionnaire or for a writing project in information from literary
survey for friends, family or small groups, using a texts using group or class
classmates using WH- questions in graphic organizer. brainstorms and/or mind
order to identify things in common maps in order to enhance
and preferences. collaborative responses to
literature.
EFL 3.4.8. Convey and organize
information using facts and details COMMUNICATION AND
in order to illustrate diverse CULTURAL AWARENESS
patterns and structures in writing.
(Example: cause and effect, [Link].3.2.1. Learners can
say ways to take care of
problem and solution, general- to- the environment and
specific presentation, etc.) one’s surroundings.
Learners can identify and
LANGUAGE THROUGH THE ARTS exhibit socially
responsible behaviors at
EFL 3.5.2. Create picture books home, at school and
and/ or other graphic expressions towards the environment.
in pairs in class by varying scenes, (J.3, S.1)
characters or other elements of
literary texts. [Link].3.3.1. Learners can
employ a range of verbal
EFL 3.5.9. Engage in collaborative and nonverbal
activities through a variety of communication features
student to express likes and
groupings to create and respond to dislikes and can give
literature and other literary texts. recommendations in basic
(Example: small groups, yet effective terms. (I.3,
cooperative learning groups, S.4)
literature circles, process writing
groups, etc.) [Link].3.4.1. Learners can
demonstrate an ability to
work in pairs and small
groups using level-
appropriate verbal and
nonverbal communication
features and apply self-
correcting and self-
monitoring strategies in
social and classroom
interactions. (J.2, J.3, J.4,
I.3)

ORAL COMMUNICATION

[Link].3.7.1. Learners can

record and identify key
information from a
spoken message of
immediate need or
interest when the
message contains
frequently used
expressions and visual
support. (Example: rules
for a game, classroom
instructions, a dialogue in
a scene from a cartoon or
movie, etc.) Learners can
use other classmate’s
contributions in class as
models for their own. (I.2,
I.3)

[Link].3.9.1. 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)

[Link].3.10.1. Learners can

use back-channeling 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)

READING

[Link].3.12.1. Learners can

match, label and answer
simple 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)

[Link].3.13.1. Learners can

determine the meaning of
specific content-based
words and phrases when
accompanied by visual
support and distinguish
between fact and opinion
and relevant and
irrelevant information in
informational texts
through the use of mind
maps and charts. (I.2, I.3)

[Link].3.15.1. Learners can

make and support
inferences using evidence
from texts and features of
written English (e.g.,
vocabulary, format,
sequence, etc.) and apply
other learning strategies
in order to examine and
interpret a variety of
written materials. (I.2, J.3)

WRITING

[Link].3.19.1. 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)

LANGUAGE THROUGH
THE ARTS

[Link].3.22.1. Create
picture books, graphic
expressions and 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)
 [Link].3.24.1. Learners can
work in groups to create
brainstorms and/ or draw
mind maps to describe
and organize ideas or
useful information from
literary texts and create
collaborative responses to
literature through process
writing groups or
literature circles. (I.4, S.4,
J.3)
5. Our school [Link] 3.2 COMMUNICATION AND UNIT 5 COMMUNICATION AND
Assess and appreciate CULTURAL AWARENESS Adverbs of - Responding to age CULTURAL AWARENESS
English as an manner and level appropriate
international language, EFL 3.1.3. Exchange basic personal Adverbs of texts by circling the [Link].3.3. Interact with
as well as the skills and preferences with peers in order to frequency corresponding others using a variety of
subskills that contribute express likes and dislikes. Subjects adjective both verbal and
to communicative and nonverbal communication
pragmatic competence. EFL 3.1.5. Describe, read about, - Completing the features and express likes
[Link] 3.3 participate in or recommend a blanks changing and dislikes while giving
Independently read favorite activity, book, song or adjectives to adverbs. recommendations in basic
level-appropriate texts other interest to various yet effective terms.
in English for pure en- audiences. (Example: peers, other - Working in small
joyment/entertainment classes, teachers, other adults, groups to complete a [Link].3.4. Develop the
and to access etc.) list of facts. skills to work
information. collaboratively using a
[Link] 3.4 EFL 3.1.8. Interpret and - Practicing the range of verbal and
Develop creative and demonstrate knowledge of language needed to nonverbal communication
critical thinking skills to nonverbal and oral communication resolve group conflict features and apply self-
foster problem-solving features in classroom activities and through mini role correcting and self-
and independent understand the contexts in which plays. monitoring strategies in
learning using both they are used appropriately. - Listening to spoken social and classroom
spoken and written En- (Example: gestures, body language, or recorded interactions.
glish. volume, etc.) descriptions and
[Link] 3.5 writing the adverbs of ORAL COMMUNICATION
ORAL COMMUNICATION
Use print and digital manner that describe [Link].3.7. Listening for
tools and resources to EFL 3.2.4. Follow and understand better the actions. Information: Follow and
investigate real-world short, straightforward audio identify key information
issues, answer messages and/or the main idea/ -Unscrambling words in short straightforward
questions or solve dialogue of a movie or cartoon (or to recognize what audio texts related to
problems. other age-appropriate audio-visual kind of adverb of areas of immediate need
[Link] 3.6 presentations) if delivered slowly manner is. or interest, provided
Read and write short and visuals provide contextual vocabulary is familiar and
descriptive and support. (Example: an - Responding to visual support is present,
informative texts announcement of a bus delay, an interactions in class and use these spoken
related to personal intercom announcement at school, spontaneously and in contributions as models
information or familiar a dialogue supported by facial a way that encourages for their own.
topics and use them as expressions/gestures and others to interact.
a means of appropriate intonation, etc.) [Link].3.9. Production -
communication and Fluency: Respond to
written expression of - Reading a text and simple questions and
thought. EFL 3.2.7. Identify the main idea of matching content- familiar everyday social
[Link] 3.8 short, clear, simple messages and based words to their situations, such as an
Demonstrate an ability announcements and understand definition or picture. invitation or request,
to interact with written sentences and frequently used relatively quickly.
and spoken texts, in expressions related to areas of - Looking at the Spontaneously initiate
order to explore immediate relevance. (Example: picture and difference interactions in order to
creative writing as an follow verbal instructions for a between likes and express opinions or give
outlet to personal ex- game, ask for prices at a store, dislikes or true or accounts of personal
pression and follow simple classroom false information then experiences.
intercultural instructions, describe places write sentences.
competence. nearby, etc.) READING
- Comparing and
EFL 3.2.13. Respond to simple contrasting [Link].3.12. Display an
questions in quite a short time and information. understanding of some
initiate basic interaction basic details in short
spontaneously when there are - Reading statements simple cross-curricular
opportunities to speak. Speech is in pairs in order to texts from various sources
produced a little less slowly and infer information by matching, labeling and
hesitantly. about the text, then answering simple
comparing and questions, and use the
READING contrasting inferences information gathered in
with another pair. order to organize and
discuss relationships
EFL 3.3.2. Show understanding of between different
some basic details in short simple - Organizing adverbs academic content areas.
cross curricular texts by matching, of frequency following
labeling and answering simple the percentages [Link].3.13. Show an
questions. showed. ability to identify the
meaning of specific
EFL 3.3.7. Read, gather, view and - Giving learners a list content-based words and
listen to information from various of activities about a phrases, with the aid of
sources in order to organize and topic and having them visual support, and use
discuss relationships between organize them from charts/mind maps to
academic content areas. (Example: most repeated. distinguish between
nonfiction books for Young adults, fact/opinion and
the Internet, audio and media - Exchanging writing in relevant/irrelevant
presentations, oral interviews, pairs in order to know information in
maps, diagrams, reference books, which activities are informational texts.
magazines, etc.) done more
frequently.
EFL 3.3.3. Identify the meaning of WRITING
specific content-based words and - Doing pair editing,
phrases, with the aid of visual where pairs work [Link].3.19. Create a
support. together in order to questionnaire or survey
find errors in a text using WH- question words
and then rewrite the in order to identify things
WRITING text without the in common and
errors. preferences while
EFL 3.4.8. Convey and organize displaying an ability to
information using facts and details - Writing questions convey and organize
in order to illustrate diverse that the learners information using facts
patterns and structures in writing. would like to do using and details.
(Example: cause and effect, the imagined answers.
problem and solution, general- to- [Link].3.20. Demonstrate
specific presentation, etc.) an ability to use a variety
- Completing a chart of digital tools during the
EFL 3.4.7. Use the process of with literary elements writing process in order
prewriting, drafting, revising, peer from a text seen in to collaborate on well-
editing and proofreading (i.e., “the class. constructed informational
writing process”) to produce well- texts.
constructed informational texts. [Link].3.20.1. Learners can
effectively use a range of
 - Discussing digital tools during the
EFL 3.4.9. Make effective use of a similarities between a writing process in order
range of digital tools to write, edit, text and the learners’ to collaborate on
revise and publish written work in personal experiences. producing well-
a way that supports collaboration. constructed informational
(Example: add sound or images to texts. (I.3, S.4, J.3)
a presentation, use an app to
collaborate on a mind map,
contribute to a class wiki, etc.) LANGUAGE THROUGH
THE ARTS
LANGUAGE THROUGH THE ARTS
[Link].3.22. Design and
EFL 3.5.2. Create picture books produce picture books,
and/ or other graphic expressions graphic expressions
in pairs in class by varying scenes, and/or personal stories by
characters or other elements of varying elements of
literary texts. literary texts and adding
imaginative details to
EFL 3.5.7. Locate and identify real-life stories and
selected literary elements and situations in order to
techniques in texts and relate create new, original texts.
those elements to those in other
works and to learners’ own [Link].3.25. Observe and
experiences. (Example: setting, expand on the
character, plot, theme, point of conventions of genre in
view, imagery, foreshadowing, order to create a variety
climax, etc.) 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.

COMMUNICATION AND
CULTURAL AWARENESS
[Link].3.3.1. Learners can
employ a range of verbal
and nonverbal
communication features
to express likes and
dislikes and can give
recommendations in basic
yet effective terms. (I.3,
S.4)

[Link].3.4.1. Learners can

demonstrate an ability to
work in pairs and small
groups using level
appropriate verbal and
nonverbal communication
features and apply self-
correcting and self-
monitoring strategies in
social and classroom
interactions. (J.2, J.3, J.4,
I.3)

ORAL COMMUNICATION

[Link].3.7.1. Learners can

record and identify key
information from a
spoken message of
immediate need or
interest when the
message contains
frequently used
expressions and visual
support. (Example: rules
for a game, classroom
instructions, a dialogue in
a scene from a cartoon or
movie, etc.) Learners can
use other classmate’s
contributions in class as
models for their own. (I.2,
I.3)

[Link].3.9.1. 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)

READING

[Link].3.12.1. Learners can

match, label and answer
simple 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)

[Link].3.13.1. Learners can

determine the meaning of
specific content-based
words and phrases when
accompanied by visual
support and distinguish
between fact and opinion
and relevant and
irrelevant information in
informational texts
through the use of mind
maps and charts. (I.2, I.3)

[Link].3.15.1. Learners can

make and support
inferences using evidence
from texts and features of
written English (e.g.,
vocabulary, format,
sequence, etc.) and apply
other learning strategies
in order to examine and
interpret a variety of
written materials. (I.2, J.3)

WRITING

[Link].3.19.1. 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)
[Link].3.20.1. Learners can
effectively use a range of
digital tools during the
writing process in order
to collaborate on
producing well-
constructed informational
texts. (I.3, S.4, J.3)

LANGUAGE THROUGH
THE ARTS

[Link].3.22.1. Create
picture books, graphic
expressions and 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)

[Link].3.25.1. Learners can

create stories, poems,
songs and plays to reflect
traditional and popular
Ecuadorian culture,
observing the
conventions of the genre.
Learners can find and
identify selected literary
elements in texts to relate
them to other works and
personal experiences.
(S.2, J.1)
6. Communic COMMUNICATION AND UNIT 6 COMMUNICATION AND
ations [Link] 3.4 CULTURAL AWARENESS Adjectives - Identifying which CULTURAL AWARENESS
Develop creative and ending in-ed or objects were used to
critical thinking skills to EFL 3.1.2. Recognize ways to relate -ing communicate in the [Link].3.2. Recognize and
foster problem-solving responsibly to one’s surroundings Vocabulary past and which are exhibit responsible
and independent at home and at school by related to used now. behaviors at home, at
learning using both exhibiting responsible behaviors communication. school and towards the
spoken and written En- towards the environment. - Researching about environment.
glish. (Example: chores at home, how to write and
[Link] 3.5 recycling, etc.) pronounce the objects [Link].3.3. Interact with
Use print and digital in the pictures. others using a variety of
tools and resources to both verbal and
investigate real-world EFL 3.1.5. Describe, read about, - Participating in short nonverbal communication
issues, answer participate in or recommend a role plays using a features and express likes
questions or solve favorite activity, book, song or range of verbal and and dislikes while giving
problems. other interest to various nonverbal recommendations in basic
[Link] 3.6 audiences. (Example: peers, other communication. yet effective terms.
Read and write short classes, teachers, other adults,
descriptive and etc.) - Listening to [Link].3.4. Develop the
informative texts sentences which skills to work
related to personal EFL 3.1.6. Apply self-correcting and contents adjectives collaboratively using a
information or familiar self-monitoring strategies in social and write sentences. range of verbal and
topics and use them as and classroom interactions. nonverbal communication
a means of (Example: asking questions, - Participating in short features and apply self-
communication and starting over, rephrasing, exploring dialogues and role correcting and self-
written expression of alternative pronunciations or plays to practice. monitoring strategies in
thought. wording, etc.) social and classroom
[Link] 3.7 - Listening to a list of interactions.
Appreciate the use of verbs and classify into
English language ORAL COMMUNICATION three columns. ORAL COMMUNICATION
through spoken and
written literary texts EFL 3.2.2. Be comfortable taking - Asking classmates to [Link].3.6. Listening for
such as poems, rhymes, meaning from spoken texts repeat an answer or Meaning: Demonstrate an
chants, songs, games containing words or sections which statement if needed understanding of the
and graphic short are not understood. Be aware that to clarify something. main idea, speaker and
stories in order to foster understanding spoken texts does situation in spoken texts
set in familiar everyday
imagination, curiosity not require decoding every single - Describing the contexts without having
and memory, while word. characteristics of a to decode every word.
developing a taste for group of your
oral and written literary EFL 3.2.11. Ask for someone to partners using [Link].3.8. Production –
texts. repeat themselves or say adjectives. Accuracy and
[Link] 3.10 something in a different way and Intelligibility:
Demonstrate an ability ask for common classroom needs. - Showing the student Communicate needs
to use English as a (Example: getting attention or some picture clearly in class by asking
means to interact so- obtaining an object, etc.) flashcards of familiar questions or requesting
cially and work situations and asking clarification. Demonstrate
cooperatively in pairs EFL 3.2.16. Use a series of phrases them to describe how acquisition of skills taught
and groups. and sentences to describe aspects they feel in class, such as being
of personal background, able to spell out words or
immediate environment and - Asking the learner to use some grammatical
matters of immediate need in recite a poem structures (albeit with
simple terms using grammatical together in pairs. frequent errors)
structures practiced in class Learners record
(although there may be frequent themselves and then [Link].3.9. Production -
errors with tenses, personal listen to the recording Fluency: Respond to
pronouns, prepositions, etc.). in order to assess simple questions and
clarity of sounds, familiar everyday social
EFL 3.2.15. Provide a simple production of situations, such as an
description and/or opinion of a phonemes, rhythm invitation or request,
common object or a simple and intonation. relatively quickly.
account of something experienced. Spontaneously initiate
(Example: an Ecuadorian - Responding to interactions in order to
celebration, a class trip, a party, a interactions in class express opinions or give
game played, etc.) spontaneously and in accounts of personal
a way that encourages experiences.
others to interact.
EFL 3.2.12. Ask and answer [Link].3.10. Interaction –
questions and exchange - Playing a game Interpersonal: Participate
information on familiar topics in where learners effectively in familiar and
predictable everyday situations. choose some phrases predictable
(Example: ask for directions, give from a phone call, conversational exchanges
directions, express a personal they try to guess who by sharing information
opinion, etc.) is talking matching the and reacting
expressions. appropriately in basic
EFL 3.3.1. Understand most of the interpersonal
details of the content of a short - Establishing a clear interactions.
simple text (online or print). expectation of English
use for classroom [Link].3.11. Demonstrate
READING functions. Informal comprehension of most
assessment could of the details of a short
EFL 3.3.6. Apply learning strategies involve personal notes simple online or print text
to examine and interpret a variety from the teacher to and follow short
of written materials using prior learners who use L2 instructions in simple
knowledge, graphic organizers, regularly. experiments and projects
context clues, note taking and if illustrated through step-
finding words in a dictionary. - Reading a text and by-step visuals.
answering
EFL 3.3.8. Make and support information READING
inferences from evidence in a text questions.
with reference to features of [Link].3.15. Make and
written English. (Example: - Completing gaps support inferences from
vocabulary, facts, format, from a reading using evidence in a text with
sequence, relevance of ideas, etc.) words from a box. reference to features of
written English and apply
WRITING other learning strategies
- Reading a text and to examine and interpret
EFL 3.4.4. Write to describe taking notes in the a variety of written
feelings/ opinions in order to margins about materials.
effectively influence an audience. important or
(Example: persuade, negotiate, interesting WRITING
argue, etc.) information.
[Link].3.17. Produce a
EFL 3.4.6. Write a simple narrative - Using question short simple paragraph to
with linking words on familiar prompts to write describe people, places,
subjects in order to express sentences about a things and feelings in
everyday activities. (Example: free classmate. order to influence an
time, descriptions, what happened audience and use linking
last weekend, etc.) - Writing a message to words to write other
a friend using terms. narratives on familiar
EFL 3.4.7. Use the process of subjects.
prewriting, drafting, revising, peer - Reading a dialogue
editing and proofreading (i.e., “the which serves as a [Link].3.18. Write a
variety of short simple
writing process”) to produce well- model text, then familiar text-types –
constructed informational texts. writing a similar online or in print – using
dialogue on a appropriate language,
EFL 3.4.9. Make effective use of a different topic. layout and linking words.
range of digital tools to write, edit,
revise and publish written work in - Adding pictures to a [Link].3.20. Demonstrate
a way that supports collaboration. group presentation. an ability to use a variety
(Example: add sound or images to of digital tools during the
a presentation, use an app to - Exchanging writing in writing process in order
collaborate on a mind map, pairs in order to make to collaborate on well-
contribute to a class wiki, etc.) suggestions about constructed informational
things that could texts.
LANGUAGE THROUGH THE ARTS be improved.
LANGUAGE THROUGH
EFL 3.5.2. Create picture books - Drawing pictures and THE ARTS
and/ or other graphic expressions exchanging them with
in pairs in class by varying scenes, a partner, who [Link].3.22. Design and
characters or other elements of captions each picture. produce picture books,
literary texts. graphic expressions
- Searching for and/or personal stories by
EFL 3.5.7. Locate and identify pictures on the varying elements of
selected literary elements and Internet or in literary texts and adding
techniques in texts and relate magazines in order to imaginative details to
those elements to those in other create their own app. real-life stories and
works and to learners’ own situations in order to
experiences. (Example: setting, - Participating in TPR create new, original texts.
character, plot, theme, point of activities such as
view, imagery, foreshadowing, acting out situations COMMUNICATION AND
climax, etc.) in a story as it is read CULTURAL AWARENESS
aloud.
[Link].3.2.1. Learners can
say ways to take care of
the environment and
one’s surroundings.
Learners can identify and
exhibit socially
responsible behaviors at
home, at school and
towards the environment.
(J.3, S.1)

[Link].3.3.1. Learners can

employ a range of verbal
and nonverbal
communication features
to express likes and
dislikes and can give
recommendations in basic
yet effective terms. (I.3,
S.4)

[Link].3.4.1. Learners can

demonstrate an ability to
work in pairs and small
groups using level
appropriate verbal and
nonverbal communication
features and apply self-
correcting and self-
monitoring strategies in
social and classroom
interactions. (J.2, J.3, J.4,
I.3)

ORAL COMMUNICATION

[Link].3.6.1. Learners 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)
[Link].3.8.1. Learners can
ask others to repeat
themselves or to say
something in a different
way and ask for common
classroom needs.
Learners can spell out
words in English and can
describe matters of
immediate need or
interest using some
grammatical structures
practiced in class
(although there may be
errors with tenses,
personal pronouns,
prepositions, etc.). (I.3,
J.4)

[Link].3.9.1. 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)

[Link].3.10.1. Learners can

use back-channeling 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)

[Link].3.11.1. 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)

READING

[Link].3.15.1. Learners can

make and support
inferences using evidence
from texts and features of
written English (e.g.,
vocabulary, format,
sequence, etc.) and apply
other learning strategies
in order to examine and
interpret a variety of
written materials. (I.2, J.3)

WRITING

[Link].3.17.1. Learners can

write short simple
paragraphs to describe
people, places, animals,
things and feelings, with
limited support, while
demonstrating an ability
to effectively influence an
audience and to express
everyday activities. (I.3,
S.1)

[Link].3.18.1. Learners can

write short simple text-
types and narratives,
online and in print, using
appropriate language,
layout and linking words.
(I.3, J.2)

[Link].3.20.1. Learners can

effectively use a range of
digital tools during the
writing process in order
to collaborate on
producing well-
constructed informational
texts. (I.3, S.4, J.3)

LANGUAGE THROUGH
THE ARTS

[Link].3.22.1. Create
picture books, graphic
expressions and 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)

[Link].3.25.1. Learners can

create stories, poems,
songs and plays to reflect
traditional and popular
Ecuadorian culture,
observing the
conventions of the genre.
Learners can find and
identify selected literary
elements in texts to relate
them to other works and
personal experiences.
(S.2, J.1)

7. Pay [Link] 3.1 COMMUNICATION AND UNIT 7

attention Identify the main ideas CULTURAL AWARENESS If clauses -zero - Reflecting on
to avoid and some details of and first differences between COMMUNICATION AND
injuries written and oral texts, in EFL 3.1.1. Ask simple basic conditional people from different CULTURAL AWARENESS
order to interact with questions in class about the world Safety tips jobs.
and to develop an beyond their own immediate Safety [Link].3.1. Cultivate an
approach of critical environment in order to increase vocabulary - Identifying each awareness of different
inquiry to a variety of their understanding of different picture and write their cultures and identify
texts. cultures. names. similarities and
[Link] 3.3 differences between
Independently read EFL 3.1.10. Recognize and - Listening to a short them through oral and
level-appropriate texts demonstrate an appreciation of conversation between written literary texts.
in English for pure en- some commonalities and two speakers write
joyment/entertainment distinctions across cultures and and draw what are [Link].3.3. Interact with
and to access groups (differentiated by gender, they saying. others using a variety of
information. ability, generations, etc.) including both verbal and
[Link] 3.4 the students’ own, by asking WH- - Listening to a song nonverbal communication
Develop creative and questions and formulating simple, and circling the main features and express likes
critical thinking skills to culturally aware statements. idea. and dislikes while giving
foster problem-solving recommendations in basic
and independent yet effective terms.
learning using both EFL 3.1.3. Exchange basic personal - Listening to a song
spoken and written En- preferences with peers in order to and demonstrating ORAL COMMUNICATION
glish. express likes and dislikes. understanding of it
[Link] 3.5 using talk about the [Link].3.6. Listening for
Use print and digital EFL 3.1.5. Describe, read about, main aspects to be Meaning: Demonstrate an
tools and resources to participate in or recommend a safe understanding of the
investigate real-world favorite activity, book, song or main idea, speaker and
issues, answer other interest to various - Showing the student situation in spoken texts
questions or solve audiences. (Example: peers, other some picture set in familiar everyday
problems. classes, teachers, other adults, flashcards of how to contexts without having
[Link] 3.6 etc.) be safe in the street to decode every word.
Read and write short and asking them to
descriptive and ORAL COMMUNICATION describe what is [Link].3.7. Listening for
informative texts happening Information: Follow and
related to personal EFL 3.2.3. Record key items of identify key information
information or familiar specific information from a heard - Conducting a class in short straightforward
topics and use them as message or description, either in survey where learners audio texts related to
a means of written form or by drawing a ask each other about areas of immediate need
communication and picture. (Example: letters of the safe places in each or interest, provided
written expression of alphabet, numbers, quantities, home and write each vocabulary is familiar and
thought. prices and times, days, dates and other’s answers. visual support is present,
[Link] 3.10 months, etc.) and use these spoken
Demonstrate an ability - Playing a contributions as models
to use English as a EFL 3.2.11. Ask for someone to conversation game, for their own.
means to interact so- repeat themselves or say where learners talking
cially and work something in a different way and about conditional [Link].3.8. Production –
cooperatively in pairs ask for common classroom needs. rules. Accuracy and
and groups. (Example: getting attention or Intelligibility:
obtaining an object, etc.) - Comparing and Communicate needs
contrasting rules clearly in class by asking
EFL 3.2.16. Use a series of phrases about what learners questions or requesting
and sentences to describe aspects should do or not on clarification. Demonstrate
of personal background, the street. acquisition of skills taught
immediate environment and in class, such as being
matters of immediate need in - Using the think- able to spell out words or
simple terms using grammatical aloud strategy to use some grammatical
structures practiced in class model how learners structures (albeit with
(although there may be frequent are making frequent errors)
errors with tenses, personal connections between [Link].3.9. Production -
pronouns, prepositions, etc.). texts and their own Fluency: Respond to
lives. simple questions and
EFL 3.2.13. Respond to simple familiar everyday social
questions in quite a short time and - Answering pre- situations, such as an
initiate basic interaction reading questions by invitation or request,
spontaneously when there are inferring information relatively quickly.
opportunities to speak. Speech is from pictures within a Spontaneously initiate
produced a little less slowly and text. interactions in order to
hesitantly. express opinions or give
- Using the accounts of personal
information from a experiences.
READING formal or informal
class survey to write READING
EFL 3.3.4. Distinguish between fact cause and effect.
and opinion and relevant and [Link].3.13. Show an
irrelevant information in an - Using a checklist to ability to identify the
informational text through the use mark off items meaning of specific
of mind maps/charts. present in a text. content-based words and
phrases, with the aid of
EFL 3.3.5. Use everyday reference - Unscrambling words visual support, and use
material in order to select to recognize new charts/mind maps to
information appropriate to the vocabulary about use distinguish between
purpose of an inquirí and to relate of a cellphone. fact/opinion and
ideas from one written source to relevant/irrelevant
another. information in
informational texts.
EFL 3.3.9. Identify and use Reading
strategies to make text more [Link].3.14. Select and
comprehensible and meaningful. use reading strategies to
(Example: skimming, scanning, understand and give
previewing, predicting, reading for meaning to written text
main ideas and details, etc.) while employing a range
of everyday reference
materials in order to
WRITING determine information
appropriate to the
purpose of inquiry and to
EFL 3.4.5. Write a questionnaire or relate ideas between
survey for friends, family or written sources.
classmates using WH- questions in
order to identify things in common [Link].3.15. Make and
and preferences. support inferences from
evidence in a text with
EFL 3.4.8. Convey and organize reference to features of
information using facts and details written English and apply
in order to illustrate diverse other learning strategies
patterns and structures in writing. to examine and interpret
(Example: cause and effect, a variety of written
problem and solution, general- to- materials.
specific presentation, etc.)

LANGUAGE THROUGH THE ARTS WRITING

EFL 3.5.1. Use audio, video and [Link].3.19. Create a

pictures to respond to a variety of questionnaire or survey
literary texts through online or in- using WH- question words
class ICT activities. in order to identify things
in common and
EFL 3.5.5. Evaluate literary texts preferences while
(both written and oral, online, in displaying an ability to
video or in print) according to pre- convey and organize
established criteria. (Example: information using facts
completing a checklist, a chart, a and details.
personal response, etc.)
LANGUAGE THROUGH
EFL 3.5.2. Create picture books THE ARTS
and/ or other graphic expressions
[Link].3.21. Elaborate
in pairs in class by varying scenes,
personal responses to
characters or other elements of
both oral and written
literary texts.
literary texts through
pictures, audio/video or
EFL 3.5.6. Work in groups to create
ICT in order to evaluate
a brainstorm and/or draw a mind
literary texts using pre-
map to describe and organize ideas
established criteria,
individually or in groups.
or organize useful information
from literary texts. [Link].3.22. Design and
produce picture books,
EFL 3.5.9. Engage in collaborative graphic expressions
activities through a variety of and/or personal stories by
student groupings to create and varying elements of
respond to literature and other literary texts and adding
literary texts. (Example: small imaginative details to
groups, cooperative learning real-life stories and
groups, literature circles, process situations in order to
writing groups, etc.) create new, original texts.

[Link].3.24. Organize
ideas and relevant
information from literary
texts using group or class
brainstorms and/or mind
maps in order to enhance
collaborative responses to
literature.

COMMUNICATION AND
CULTURAL AWARENESS

[Link].3.1.1. Learners can

show an awareness of
different cultures and
identify similarities and
differences between
them through oral and
written literary texts. (I.2,
S.2, J.1)

[Link].3.3.1. Learners can

employ a range of verbal
and nonverbal
communication features
to express likes and
dislikes and can give
recommendations in basic
yet effective terms. (I.3,
S.4)

ORAL COMMUNICATION

[Link].3.6.1. Learners 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)

[Link].3.7.1. Learners can

record and identify key
information from a
spoken message of
immediate need or
interest when the
message contains
frequently used
expressions and visual
support. (Example: rules
for a game, classroom
instructions, a dialogue in
a scene from a cartoon or
movie, etc.) Learners can
use other classmate’s
contributions in class as
models for their own. (I.2,
I.3)

[Link].3.8.1. Learners can

ask others to repeat
themselves or to say
something in a different
way and ask for common
classroom needs.
Learners can spell out
words in English and can
describe matters of
immediate need or
interest using some
grammatical structures
practiced in class
(although there may be
errors with tenses,
personal pronouns,
prepositions, etc.). (I.3,
J.4)

[Link].3.9.1. 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)

READING

[Link].3.13.1. Learners can

determine the meaning of
specific content-based
words and phrases when
accompanied by visual
support and distinguish
between fact and opinion
and relevant and
irrelevant information in
informational texts
through the use of mind
maps and charts. (I.2, I.3)

[Link].3.14.1. 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
inquiring and to relate
ideas from one written
source to another. (I.2,
S.1)

[Link].3.15.1. Learners can

make and support
inferences using evidence
from texts and features of
written English (e.g.,
vocabulary, format,
sequence, etc.) and apply
other learning strategies
in order to examine and
interpret a variety of
written materials. (I.2, J.3)

WRITING

[Link].3.19.1. 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)

LANGUAGE THROUGH
THE ARTS

[Link].3.21.1. 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)

[Link].3.22.1. Create
picture books, graphic
expressions and 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)

[Link].3.24.1. Learners can

work in groups to create
brainstorms and/ or draw
mind maps to describe
and organize ideas or
useful information from
literary texts and create
collaborative responses to
literature through process
writing groups or
literature circles. (I.4, S.4,
J.3)

8. Holidays [Link] 3.3 COMMUNICATION AND UNIT 8 COMMUNICATION AND

Independently read CULTURAL AWARENESS Should - Playing games that CULTURAL AWARENESS
level-appropriate texts Ought to practice classroom
in English for pure en- EFL 3.1.3. Exchange basic personal Possessives with language and turn- [Link].3.3. Interact with
joyment/entertainment preferences with peers in order to ‘ taking. others using a variety of
and to access express likes and dislikes. Holidays both verbal and
information. vocabulary - Comparing answers nonverbal communication
[Link] 3.4 EFL 3.1.5. Describe, read about, in pairs or small features and express likes
Develop creative and participate in or recommend a groups. and dislikes while giving
critical thinking skills to favorite activity, book, song or recommendations in basic
foster problem-solving other interest to various - Listening to yet effective terms.
and independent audiences. (Example: peers, other instructions for a
learning using both classes, teachers, other adults, short task and ORAL COMMUNICATION
spoken and written En- etc.) carrying them out.
glish. [Link].3.7. Listening for
[Link] 3.5 - Listening to spoken Information: Follow and
Use print and digital ORAL COMMUNICATION or recorded identify key information
tools and resources to descriptions of in short straightforward
investigate real-world EFL 3.2.6. Use other students’ familiar scenes and audio texts related to
issues, answer contributions in class as models for marking the words areas of immediate need
questions or solve their own. you hear. or interest, provided
problems. vocabulary is familiar and
visual support is present,
[Link] 3.6 EFL 3.2.7. Identify the main idea of - Giving learners some and use these spoken
Read and write short short, clear, simple messages and unscrambled words, contributions as models
descriptive and announcements and understand organize them and for their own.
informative texts sentences and frequently used draw.
related to personal expressions related to areas of [Link].3.10. Interaction –
information or familiar immediate relevance. (Example: - Reading a text and Interpersonal: Participate
topics and use them as follow verbal instructions for a answering effectively in familiar and
a means of game, ask for prices at a store, information predictable
communication and follow simple classroom questions. conversational exchanges
written expression of instructions, describe places by sharing information
thought. nearby, etc.) - Completing gaps and reacting
[Link] 3.9 from a reading using appropriately in basic
Be able to interact in EFL 3.2.12. Ask and answer words from a box. interpersonal
English using basic, questions and exchange interactions.
frequently used expres- information on familiar topics in - Reading a dialogue
sions and short phrases predictable everyday situations. with a partner and
in familiar and (Example: ask for directions, give practice the
personalized contexts, directions, express a personal pronunciation. READING
demonstrating a limited opinion, etc.)
but effective command - Exchanging writing in [Link].3.11. Demonstrate
of the spoken language pairs in order to make comprehension of most
in simple and routine READING suggestions about of the details of a short
tasks which require a things that could be simple online or print text
direct exchange of EFL 3.3.1. Understand most of the improved. and follow short
information. details of the content of a short instructions in simple
simple text (online or print). - Underlining the main experiments and projects
ideas of a text and if illustrated through step-
EFL 3.3.2. Show understanding of complete the by-step visuals.
some basic details in short simple exercises given.
cross- curricular texts by matching, [Link].3.12. Display an
labeling and answering simple understanding of some
questions. - Using ICT resources basic details in short
to organize and edit a simple cross-curricular
EFL 3.3.7. Read, gather, view and short piece of creative texts from various sources
listen to information from various or informational by matching, labeling and
sources in order to organize and writing. answering simple
discuss relationships between questions, and use the
academic content areas. (Example: information gathered in
order to organize and
nonfiction books for young adults, - Following examples, discuss relationships
the Internet, audio and media answering yes/no between different
presentations, oral interviews, questions using the academic content areas.
maps, diagrams, reference books, grammar learned.
magazines, etc.) [Link].3.13. Show an
- Talking in pairs ability to identify the
about the pictures meaning of specific
EFL 3.3.8. Make and support that learners have content-based words and
inferences from evidence in a text looked. phrases, with the aid of
with reference to features of visual support, and use
written English. (Example: - Completing a short charts/mind maps to
vocabulary, facts, format, questionnaire about a distinguish between
sequence, relevance of ideas, etc.) text that learners fact/opinion and
have read in class. relevant/irrelevant
information in
WRITING - Doing a mingle informational texts.
activity where
EFL 3.4.3. Write a variety of short learners meet and [Link].3.15. Make and
simple text-types, commonly used greet each other and support inferences from
in print and online, with ask and answer evidence in a text with
appropriate language and layout. questions. reference to features of
(Example: write a greeting on a written English and apply
birthday card, name and address other learning strategies
on an envelope, a URL for a - Highlighting relevant to examine and interpret
website, an email address, etc.) key information in a a variety of written
text and crossing out materials.
irrelevant
information.
EFL 3.4.7. Use the process of
prewriting, drafting, revising, peer - Reading a text and WRITING
editing and proofreading (i.e., “the matching content-
writing process”) to produce well- based words to their [Link].3.18. Write a
constructed informational texts. definition or picture. variety of short simple
EFL 3.4.9. Make effective use of a familiar text-types –
range of digital tools to write, edit, - Reading statements online or in print – using
revise and publish written work in in pairs in order to appropriate language,
a way that supports collaboration. infer information layout and linking words.
(Example: add sound or images to about the text, then
a presentation, use an app to comparing and [Link].3.20. Demonstrate
collaborate on a mind map, contrasting inferences an ability to use a variety
contribute to a class wiki, etc.) with another pair of digital tools during the
. writing process in order
LANGUAGE THROUGH THE ARTS - Giving learners a list to collaborate on well-
of facts about a topic constructed informational
EFL 3.5.1. Use audio, video and and having them texts.
pictures to respond to a variety of organize them from
literary texts through online or in- most to least
class ICT activities. important. LANGUAGE THROUGH
THE ARTS
EFL 3.5.5. Evaluate literary texts - Explaining through
(both written and oral, online, in pictures different [Link].3.21. Elaborate
video or in print) according to pre- holidays and how they personal responses to
established criteria. (Example: make feel. both oral and written
completing a checklist, a chart, a literary texts through
personal response, etc.) - Sharing learners’ pictures, audio/video or
stories about holidays ICT in order to evaluate
EFL 3.5.2. Create picture books in pairs or small literary texts using pre-
and/ or other graphic expressions groups and choosing established criteria,
in pairs in class by varying scenes, to represent some individually or in groups.
characters or other elements of through a role play.
literary texts.
- Underlining the main [Link].3.23. Create short,
ideas of a text and original texts using a
EFL 3.5.9. Engage in collaborative using them to answer range of resources and
activities through a variety of some questions. other media, including
student ICT, in order to recreate
groupings to create and respond to familiar scenes and
literature and other literary texts. themes.
(Example: small groups,
cooperative learning groups, [Link].3.24. Organize
literature circles, process writing ideas and relevant
groups, etc.) information from literary
texts using group or class
brainstorms and/or mind
maps in order to enhance
collaborative responses to
literature.

COMMUNICATION AND
CULTURAL AWARENESS

[Link].3.3.1. Learners can

employ a range of verbal
and nonverbal
communication features
to express likes and
dislikes and can give
recommendations in basic
yet effective terms. (I.3,
S.4)

ORAL COMMUNICATION

[Link].3.7.1. Learners can

record and identify key
information from a
spoken message of
immediate need or
interest when the
message contains
frequently used
expressions and visual
support. (Example: rules
for a game, classroom
instructions, a dialogue in
a scene from a cartoon or
movie, etc.) Learners can
use other classmate’s
contributions in class as
models for their own. (I.2,
I.3)

[Link].3.10.1. Learners can

use back-channeling 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)

READING

[Link].3.11.1. 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)

[Link].3.12.1. Learners can

match, label and answer
simple 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)

[Link].3.13.1. Learners can

determine the meaning of
specific content-based
words and phrases when
accompanied by visual
support and distinguish
between fact and opinion
and relevant and
irrelevant information in
informational texts
through the use of mind
maps and charts. (I.2, I.3)

[Link].3.15.1. Learners can

make and support
inferences using evidence
from texts and features of
written English (e.g.,
vocabulary, format,
sequence, etc.) and apply
other learning strategies
in order to examine and
interpret a variety of
written materials. (I.2, J.3)

WRITING

[Link].3.18.1. Learners can

write short simple text-
types and narratives,
online and in print, using
appropriate language,
layout and linking words.
(I.3, J.2)

[Link].3.19.1. 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)

LANGUAGE THROUGH
THE ARTS

[Link].3.21.1. 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)

[Link].3.22.1. Create
picture books, graphic
expressions and 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)
 [Link].3.23.1. Learners can
create and produce short
texts using ICT and/or
other resources at home
or at school in order to
recreate familiar scenes
and themes. (I.1, I.3)

[Link].3.24.1. Learners can

work in groups to create
brainstorms and/ or draw
mind maps to describe
and organize ideas or
useful information from
literary texts and create
collaborative responses to
literature through process
writing groups or
literature circles. (I.4, S.4,
J.3)
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

DONE BY: REVISED BY: APPROVED BY:

TEACHER (S): NAME: NAME:
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE: