6TH FL

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

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

interest,
expressing ideas and opinions effectively and appropriately.
OG.EFL7 Interact quite clearly, confidently, and appropriately in a range of formal and
informal social
situations with a limited but effective command of the spoken language (CEFR B1 level).
4. TRANSVERSAL AXES Interculturally.

Education for Democratic Citizenship
Health care and recreational habits.
Enviroment protection.
Institutional values: Respect and tolerance, Responsibility, Solidarity, Innovation
Freedom, Honesty, Equality.
5. DEVELOPMENT OF PLANNING UNITS

Nº NAME OF THE SPECIFIC OBJECTIVES OF SKILLS AND METHODOLOGICA EVALUATION CRITERIA TIME IN WEEKS
UNIT THE PLANNING UNIT PERFORMANCE L ORIENTATION AND INDICATORS
CRITERIA
1 What’s your favorite Demonstrate an ability COMMUNICATION AND COMMUNICATION COMMUNICATION 6
class? to use English as a CULTURAL AND CULTURAL AND CULTURAL
means to interact so- AWARENESS AWARENESS AWARENESS
cially in pairs and EFL 3.1.3 Exchange basic CE.EFL.3.3. Interact
groups. Ref(O.EFL personal preferences with Participating in short with others using a
3.10) peers in order to express role plays using a range variety of both verbal
likes and dislikes. of verbal and nonverbal and nonverbal
Describe, read about, communication. communication features
participate in or recommend ••Listening to a poem or and express likes and
a favorite activity, book, short story and writing a dislikes while giving
song or other interest to short recommendation recommendations in
various audiences. EFL for a learner in another basic yet effective
3.1.5 class. terms.
••Rating oral and written
literary texts with stars. I.EFL.3.3.1. Learners
(Example: five stars = can employ a range of

excellent!) verbal and nonverbal
••Talking in pairs about communication features
a video that learners to express likes and
have watched. dislikes and can give
••Completing a short recommendations in
questionnaire about a basic yet effective
text learners have read in terms. (I.3, S.4)
class.
••Asking for video
recommendations from
family members and then
discussing these
recommendations in
class the next day.
••Responding to age and
level appropriate texts by
circling the
corresponding emoticon.
(Example: happy face,
sad face, confused face,
etc.)
••Completing a short
survey about favorites or
likes/dislikes and then
sharing ideas with a
partner.
••Using the results of a
survey to complete a bar
graph about learners’
likes/dislikes.
Be able to interact in ORAL ORAL ORAL

English using basic, COMMUNICATION COMMUNICATION COMMUNICATION
frequently used expres- EFL 3.2.12 Ask and answer Conducting a role play CE.EFL.3.8.
sions and short phrases questions and exchange between two students on Production – Accuracy
in familiar and information on familiar a given topic. (Example: and Intelligibility:
personalized contexts, topics in predictable talking Communicate needs
demonstrating a limited everyday situations. about routines, finding clearly in class by
but effective command (Example: ask for directions, common free time asking questions or
of the spoken language. give directions, express a activities, playing a requesting clarification.
Ref(O.EFL 3.9) personal opinion, etc guessing game, etc.) Demonstrate acquisition
Provide a simple description •• Playing a game where of skills taught in class,
and/or opinion of a common learners choose a picture such as being able to
object or a simple account. and a partner asks and spell out words or use
EFL 3.2.15 answers some grammatical
Use a series of phrases and questions in order to structures (albeit with
sentences to describe aspects guess which picture was frequent errors)
of personal background, chosen.
immediate environment and •• Giving learners I.EFL.3.8.1. Learners
matters of immediate need language prompts to use can ask others to repeat
in simple terms using during pair/group work. themselves or to say
grammatical structures. EFL (Example: What something in a different
3.2.16 do you think? I way and ask for
agree/disagree. I think common classroom
we need to…, It’s your needs. Learners can
turn to say the answer, spell out words in
etc.) English and can
•• Doing a mingle describe matters of
activity where learners immediate need or
meet and greet each interest using some
other and ask and answer grammatical structures
questions. Observing to practiced in class
see whether the learners (although there may be
can interact effectively errors with tenses,

and personal pronouns,
whether they are able to prepositions, etc.). (I.3,
ask follow up questions J.4)
in order to extend the
exchange. CE.EFL.3.9.
(Example: Have you Production - Fluency:
ever eaten lobster? Yes? Respond to simple
Where? Did you like it? questions and familiar
– takes notes everyday social
on the answers.) situations, such as an
•• Establishing a clear invitation or request,
expectation of English relatively quickly.
use for classroom Spontaneously initiate
functions. (Example: interactions in order to
greeting, requesting, express opinions or give
thanking, asking for accounts of personal
repetition / clarification, experiences.
giving instructions,
offering help, comparing I.EFL.3.9.1. Learners
answers, taking leave, can answer simple
etc.) Informal assessment questions quickly and
could involve personal initiate basic interaction
notes from the teacher to spontaneously when
learners who use L2 given opportunities.
regularly. (Example: make an
Recording in-class invitation, give a
conversations and suggestion, etc.)
dialogues through an Learners can describe
app such as Sock simple, familiar
Puppets. situations and talk about
Learners choose a sock past experiences. (I.3,
puppet to represent J.3)

themselves and then
have a conversation CE.EFL.3.10.
with other sock puppets, Interaction –
recording their voice, Interpersonal:
adding effects and Participate effectively in
playing familiar and predictable
it back to check for conversational
errors or to improve exchanges by sharing
pronunciation. information and
•• Conducting a class reacting appropriately in
spelling bee. basic interpersonal
interactions.
I.EFL.3.10.1. Learners
can use back-channeling
to react appropriately to
what others say about
familiar topics in pre-
dictable, everyday
situations and when
carrying out pair work
for a specific task in
class. Learners can ask
questions to extend an
interpersonal
interaction. (I.3, J.3)
Read and write short READING READING

descriptive and EFL 3.3.2 Show READING CE.EFL.3.12. Display

informative texts understanding of some basic •• Reading a short text an understanding of
related to personal details in short simple cross- and showing some basic details in
information or familiar curricular texts by matching, comprehension by short simple cross-
topics and use them as a labeling and answering completing the curricular texts from
means of simple questions. accompanying various sources by
communication. EFL 3.3.3 Identify the graphic organizer. matching, labeling and
Ref(O.EFL 3.6) meaning of specific content- (Example: learners read answering simple
based words and phrases, about food chains and questions, and use the
with the aid of visual complete a information gathered in
support. Cycle chart, etc.) order to organize and
Follow short instructions •• Reading a text on a discuss relationships
illustrated through step-by- familiar content area between different
step 3.3.10 subject and then academic content areas.
matching phrases or
labeling pictures. I.EFL.3.12.1. Learners
(Example: learners read can match, label and
about animals in the answer simple questions
Amazon rain forest about basic details in a
and then match sentence short simple cross-
halves, etc.) curricular text. Learners
•• Reading two short can organize and dis-
simple cross curricular cuss information from
texts and finding things different sources of
that are similar in academic content. (I.2,
both texts and things that S.1)
are different.
•• Reading texts from CE.EFL.3.13. Show an
different subject areas ability to identify the
and choosing the best meaning of specific
title for each. content-based words
•• Completing an outline and phrases, with the
for a cross-curricular aid of visual support,

text. and use charts/mind
•• Underlining maps to distinguish
connectives from a text between fact/opinion
and then using them to and relevant/irrelevant
complete another text information in in-
on a different subject. formational texts.
(Example: however,
therefore, first, next, etc.) I.EFL.3.13.1. Learners
Highlighting relevant can determine the
key information in a text meaning of specific
and crossing out content-based words
irrelevant information. and phrases when
•• Reading a text and accompanied by visual
identifying the facts and support and distinguish
the opinions using a between fact and
concept map. opinion and relevant
•• Reading a text and and irrelevant
matching content-based information in
words to their definition informational texts
or picture. through the use of mind
•• Comparing and maps and charts. (I.2,
contrasting information. I.3)
(Example: learners read
a text about toads CE.EFL.3.11.
and frogs and identify Demonstrate
similarities and comprehension of most
differences, etc.) of the details of a short
•• Reading a text and simple online or print
answering information text and follow short
questions. instructions in simple
•• Completing gaps from experiments and
a reading using words projects if illustrated

from a box. through step-by-step
•• Reading a short story visuals.
from a class blog and
underlining the main I.EFL.3.11.1. Learners
details, then can understand most
checking answers with a details in a short simple
partner. 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)
Read and write short WRITING WRITING WRITING

descriptive and Make a simple learning CE.EFL.3.16. Create a
informative texts resource in order to record Creating a class picture simple learning resource
related to personal and practice new words. dictionary and adding in order to record and
information or familiar EFL 3.4.1 entries by writing practice new words and
topics and use them as a Write a short simple definitions of new words demonstrate knowledge
means of paragraph to describe or drawing a picture to of their meanings.
communication. yourself or other people. illustrate the meaning.
Ref(O.EFL 3.6) writ EFL 3.4.2 ••Making flashcards for I.EFL.3.16.1. Learners
new words and using can make a simple
them to quiz a partner. learning resource in

••Making a list of new order to record and
words and then practice new words.
comparing the lists in (Example: a picture
pairs. If one of the mem- dictionary, a word list, a
bers of the pair knows set of flashcards, etc.)
the word, he/she teaches (I.1, J.4)
the other person.
••Writing new words and CE.EFL.3.17. Produce
phrases in a vocabulary a short simple paragraph
notebook. to describe people,
••Recording synonyms places, things and
and antonyms of words feelings in order to
in the margins of reading influence an audience
texts. and use linking words to
••Making posters in write other narratives on
small groups of new familiar subjects.
phrases and expressions
in order to display in the I.EFL.3.17.1. Learners
classroom. can write short simple
paragraphs to describe
Looking at a picture and people, places, animals,
writing a description of things and feelings, with
what you see or how it limited support, while
makes you feel, then demonstrating an ability
comparing descriptions to effectively influence
in pairs. an audience and to
••Studying two pictures express everyday
that have ten differences activities. (I.3, S.1)
and writing the
differences in complete
sentences.
Use print and digital LANGUAGE LANGUAGE

tools and resources to LANGUAGE THROUGH THROUGH THE THROUGH THE
investigate real-world THE ARTS ARTS ARTS
issues, to answer EFL 3.5.3 Produce short, •• Doing extended CE.EFL.3.23. Create
questions Ref(O.EFL creative texts using ICT writing, in which short, original texts
3.5) arts and/or other resources at learners get to choose using a range of
home or at school in order to what they write and are resources and other
recreate familiar scenes and not evaluated or tested media, including ICT, in
themes. on it. order to recreate
Engage in collaborative •• Converting a corner of familiar scenes and
activities through a variety the room into a writer’s themes.
of student groupings to workshop, where
create and respond to learners can access I.EFL.3.23.1. Learners
literature and other literary writing prompts and can create and produce
texts. EFL 3.5.9 authentic texts which short texts using ICT
may help inspire their and/or other resources at
own creative home or at school in
writing. order to recreate
•• Sharing learners’ familiar scenes and
stories in pairs or small themes. (I.1, I.3)
groups and choosing to
represent some CE.EFL.3.24. Organize
through a role play. ideas and relevant
•• Creating the book or information from
CD cover for a song, literary texts using
story or poem. group or class
•• Responding to a poem brainstorms and/or mind
by a video maps in order to
representation. enhance collaborative
•• Using ICT to research
about a topic of learners’ responses to literature.

choice and writing a
short story with I.EFL.3.24.1. Learners
the findings. can work in groups to
•• Listening to a song create brainstorms and/
and rewriting the song or draw mind maps to
lyrics changing pre- describe and organize
determined aspects. ideas or useful informa-
(Example: replacing tion from literary texts
rhymes, changing the and create collaborative
animals, etc.) responses to literature
•• Writing a short, through process writing
fictional story about a groups or literature
family member or pet. circles. (I.4, S.4, J.3)
•• Taking pictures of a
learner’s daily routine
and writing the story of
his/her day in
groups.
2 What do you do in Develop creative COMMUNICATION AND COMMUNICATION COMMUNICATION 6
the library? thinking skills to foster CULTURAL AND CULTURAL AND CULTURAL
problem-solving and AWARENESS AWARENESS AWARENESS
independent learning EFL 3.1.6 Apply self- •• Completing a short CE.EFL.3.4. Develop
using both spoken and correcting and self- self-evaluation or peer the skills to work
written English. monitoring strategies in evaluation after a collaboratively using a
Ref(O.EFL 3.4) social and classroom communicative task. range of verbal and
interactions. (Example: •• Playing games that nonverbal
asking questions, starting practice classroom communication features
over, rephrasing, exploring language and turn- and apply self-
alternative pronunciations or taking. correcting and self-
wording, etc.) •• Comparing answers in monitoring strategies in
Recognize and demonstrate pairs or small groups. social and classroom
an appreciation of some •• Working in small interactions.

commonalities and groups to complete a
distinctions across cultures cultural project. I.EFL.3.4.1. Learners
and groups. EFL 3.1.10 (Example: different can demonstrate an
ethnic ability to work in pairs
groups in Latin America, and small groups using
traditional food in level-appropriate verbal
Ecuador, etc.) and nonverbal
•• Participating in short communication features
dialogues and role plays and apply self-
to practice thanking correcting and self-
others. monitoring strategies in
•• Practicing the social and classroom
language needed to interactions. (J.2, J.3,
resolve group conflict J.4, I.3)
through mini role plays.
•• Writing jokes or CE.EFL.3.1. Cultivate
riddles in pairs in order an awareness of
to share with other pairs. different cultures and
•• Raising hands when identify similarities and
clarification is needed. differences between
•• Finding recipes from them through oral and
other cultures and written literary texts.
making them share in
class. I.EFL.3.1.1. Learners
•• Writing a short can show an awareness
descriptive paragraph of different cultures and
about a country of the identify similarities and
learner’s choosing. differences between
them through oral and
•• Looking at images of written literary texts.
traditional dress in
regions of Ecuador or (I.2, S.2, J.1)

elsewhere.
•• Reflecting on
differences between
people from other
countries and regions.
•• Researching
traditional
food/dress/artifacts from
other cultures and
presenting
them in class through a
poster.
frequently used expres- Infer who is speaking and •• Listening to a simple,
sions and short phrases what the situation is when straightforward story and CE.EFL.3.6. Listening
in familiar and listening to short simple ordering the pictures for Meaning:
personalized contexts, texts, especially when showing what Demonstrate an
demonstrating a limited accompanied by pictures or understanding of the
happens. (Example: Tom
but effective command other visual aids, or sound main idea, speaker and
and Mike are playing
of the spoken language. effects. EFL 3.2.1 situation in spoken texts
soccer, the ball goes into
Ref(O.EFL 3.9) Record key items of specific set in familiar everyday
the water,
information from a heard contexts without having
message or description, Tom’s dog gets the ball, to decode every word.
either in written form or by etc.)
drawing a picture. EFL 3.2.3 •• Listening to a short I.EFL.3.6.1. Learners
EFL 3.2.5 Understand most conversation between can grasp the main idea
changes in the topic of two speakers and of spoken texts set in
discussion if people speak deciding who is familiar everyday
slowly. contexts and infer
speaking, changes in the topic of

discussion as well as
where they are and how
who is speaking and
they feel. (Example: two
what the situation is,
friends, at the library
without having to
doing
decode every word. (I.3,
homework, confused I.4)
because they don’t
understand the CE.EFL.3.7. Listening
assignment, etc.) for Information: Follow
•• Watching a video clip and identify key
and writing a title for it. information in short
(Example: Funny cats straightforward audio
get in trouble, texts related to areas of
immediate need or inter-
etc.) est, provided vocabulary
•• Listening to is familiar and visual
instructions for a short support is present, and
task and carrying them use these spoken
out. (Example: First put contributions as models
the dirt in the cup. Now for their own.
put the seed in the dirt.
Press down lightly. Give I.EFL.3.7.1. Learners
the seed can record and identify
key information from a
water, etc.)
spoken message of
•• Listening to spoken or immediate need or
recorded descriptions of interest when the mes-
familiar scenes, and sage contains frequently
marking the used expressions and
words you hear. visual support.
(Example: Learners hear (Example: rules for a
a dialogue about some game, classroom

kids’ free time activities. instructions, a dialogue
They circle the free time in a scene from a
activities they hear from cartoon or movie, etc.)
Learners can use other
a list, etc.)
classmate’s
contributions in class as
models for their own.
(I.2, I.3)
Independently read READING READING

level-appropriate texts Make and support READING CE.EFL.3.15. Make
in English for pure en- inferences from evidence •• Answering pre- and support inferences
joyment/entertainment in a text with reference to reading questions by from evidence in a text
and to access features of written English. inferring information with reference to
information. EFL 3.3.8 from pictures within a features of written
Ref(O.EFL 3.3) Read, gather, view and listen text. English and apply other
to information from various •• Reading inferences learning strategies to
sources in order to organize about a text and then examine and interpret a
and discuss relationships underlining the variety of written
between academic content information within the materials.
areas. EFL 3.3.7 text that gives evidence
of where the inference I.EFL.3.15.1. Learners
came from. can make and support
•• Reading statements in inferences using
pairs in order to infer evidence from texts and

information about the features of written
text, then comparing English (e.g.,
and contrasting vocabulary, format,
inferences with another sequence, etc.) and
pair. (Example: learners apply other learning
infer that strategies in order to
a dialogue takes place in examine and interpret a
a park because there are variety of written
children playing on materials. (I.2, J.3)
playground
equipment, etc.) CE.EFL.3.12. Display
•• Brainstorming a list of an understanding of
everything known about some basic details in
the topic of a text. short simple cross-
(Example: Text: curricular texts from
Robots. What I know: various sources by
machines, use batteries, matching, labeling and
technology, not human, answering simple
made of metal, questions, and use the
etc.) information gathered in
•• Reading a text and order to organize and
taking notes in the discuss relationships
margins about important between different
or interesting academic content areas.
information.
•• Reading a text on a can match, label and
familiar content area answer simple questions
subject and then matching about basic details in a
phrases or short simple cross-
labeling pictures. curricular text. Learners
(Example: learners read can organize and dis-

about animals in the cuss information from
Amazon rain forest different sources of
academic content. (I.2,
and then match sentence
S.1)
halves, etc.)
•• Reading two short
simple cross curricular
texts and finding things
that are similar in
both texts and things that
are different.
•• Reading texts from
different subject areas
and choosing the best title
for each.
•• Completing an outline
for a cross-curricular text.

descriptive and EFL 3.4.2 Write a short •• Sequencing sentences CE.EFL.3.17. Produce
informative texts simple paragraph to describe by adding words. a short simple paragraph
related to personal yourself or other people, (Example: I wake up. I to describe people,
information or familiar animals, places and things, eat breakfast. → places, things and
topics and use them as a with limited support. First I wake up. Then I feelings in order to
means of (Example: by answering eat breakfast, etc.) influence an audience
communication. questions or using key •• Using question and use linking words to
Ref(O.EFL 3.6) words) prompts to write write other narratives on
. EFL 3.4.4 Write to describe sentences about a familiar subjects.
feelings/opinions in order to classmate. (Example:
effectively influence an Where I.EFL.3.17.1. Learners
audience. (Example: does he live? What food can write short simple
persuade, negotiate, argue, does he like?, etc.) paragraphs to describe
etc.) •• Combining sentences people, places, animals,
EFL 3.4.6 Write a simple with conjunctions. things and feelings, with
narrative with linking words (Example: I like to listen limited support, while
on familiar subjects in order to music in my demonstrating an ability
to express everyday free time. I like to sing, to effectively influence
activities. (Example: free too. → I like to listen to an audience and to
time, descriptions, what music and sing in my express everyday
happened last weekend, etc.) free time, etc.) activities. (I.3, S.1)
•• Looking at a picture
and writing a description CE.EFL.3.18. Write a
of what you see or how it variety of short simple
makes you familiar text-types –
feel, then comparing online or in print –
descriptions in pairs. using appropriate
•• Studying two pictures language, layout and
that have ten differences linking words.
and writing the
differences in complete I.EFL.3.18.1. Learners
sentences. can write short simple
•• Reading a restaurant text-types and
review and identifying narratives, online and in
common linguistic print, using appropriate
language, layout and
features, such as
linking words. (I.3, J.2)
use of adjectives and food
vocabulary. Learners use
the same features to write
their
own review.
•• Posting a comment to a
classmate’s writing on a
class blog.
•• Reading a dialogue
which serves as a model
text, then writing a similar
dialogue on
a different topic.
(Example: Topics could
include: my favorite
vacation, music we like,
where I live, my weekend
plans, etc.)
Appreciate the use of LANGUAGE THROUGH LANGUAGE LANGUAGE

English language THE ARTS THROUGH THE THROUGH THE
through spoken and EFL 3.5.2 Create picture ARTS ARTS
written literary texts books and/or other graphic •• Drawing pictures to a CE.EFL.3.22. Design
such as poems, rhymes, expressions in pairs in class story and exchanging and produce picture
chants, songs, games by varying scenes, them with a partner, who books, graphic
and graphic short characters or other elements captions each expressions and/or
stories in order to foster of literary texts. picture. personal stories by
imagination, curiosity Engage in collaborative •• Illustrating a piece of varying elements of
and memory. activities through a variety writing. literary texts and
Ref(O.EFL 3.7) of student groupings to •• Reimagining a story in adding imaginative
create and respond to a different setting. details to real-life
literature and other literary (Example: Snow White stories and situations
texts. EFL 3.5.9 in Ambato, Little in order to create new,
Red Riding Hood in the original texts.
city, etc.) I.EFL.3.22.1. Create
•• Designing a graphic picture books, graphic
short story in groups expressions and
using ICT and publishing personal stories by

it on a school adapting elements of
wiki or bulletin board. literary texts and adding
•• Writing questions the imaginative details to
learners would like to real-life stories and
ask a character in the situations, using
story and using appropriate vocabulary
the imagined answers to and features of the
write a sequel or literature learners have
continuation. read or heard. (I.3, S.3)
•• Discussing things that
characters in stories have CE.EFL.3.24. Organize
done that learners would ideas and relevant
like to information from
do and writing a literary texts using
paragraph about the group or class
imagined experience. brainstorms and/or mind
(Example: go to space, maps in order to
learn how to play chess, enhance collaborative
volunteer at a soup responses to literature.
kitchen, etc.)
•• Searching for pictures I.EFL.3.24.1. Learners
on the Internet or in can work in groups to
magazines in order to create brainstorms and/
illustrate a piece or draw mind maps to
of collaborative writing. describe and organize
•• Role playing scenes ideas or useful informa-
from a story. tion from literary texts
•• Writing the dialogue and create collaborative
and stage directions for a responses to literature
story from class and through process writing
groups or literature
performing it circles. (I.4, S.4, J.3)

for an audience.
•• Discussing a scene
from a video in groups
and using the discussion
to write a review.
•• Underlining the main
ideas of a text and
mapping them onto a
graphic organizer.
•• Underlining parts of a
classmate’s personal
writing that are unclear,
and then finding
another way to write the
underlined ideas.
•• Using ICT resources
to organize and edit a
short
3 Let’s paint. Develop creative COMMUNICATION AND COMMUNICATION COMMUNICATION 6

thinking skills to foster CULTURAL AND CULTURAL AND CULTURAL
problem-solving and AWARENESS AWARENESS AWARENESS
independent learning Recognize and demonstrate •• CE.EFL.3.1. Cultivate
using both spoken and an appreciation of some Finding recipes from an awareness of
written English. commonalities and other cultures and different cultures and
Ref(O.EFL 3.4) distinctions across cultures making them share in identify similarities and
and groups EFL 3.1.10 class. differences between
EFL 3.1.1 Ask simple basic •• them through oral and
questions in class about the Writing a short written literary texts.

world beyond their own descriptive paragraph I.EFL.3.1.1. Learners
immediate environment in about a country of the can show an awareness
order to increase their learner’s choosing. of different cultures and
understanding of different •• identify
cultures. Looking at images of similarities and
traditional dress in differences between
regions of Ecuador or them through oral and
elsewhere. written literary texts.
•• (I.2, S.2, J.1)
Reflecting on differences
between people from
other countries and
regions.
••
Researching traditional
food/dress/artifacts from
other cultures and
presenting them in class
through a poster.
••
Writing a list of
questions about a people
or culture and using ICT
and/or print resources
to find the answers.
••
Watching a video or
reading a text and
recording information
about similarities and
differences in a graphic
organizer.
Identify the main ideas ORAL ORAL ORAL

and some details of oral COMMUNICATION COMMUNICATION COMMUNICATION
texts, in order to EFL 3.2.6 Use other • CE.EFL.3.7. Listening
interact with and students’ contributions in Listening to instructions for Information: Follow
develop an approach of class as models for their for a short task and and identify key
critical inquiry to a own. carrying them out. information in short
variety of texts. (Ref EFL 3.2.8 Spell out key (Example: First put the straightforward audio
O.EFL 3.1) vocabulary items using the dirt in the cup. Now put texts related to areas of
English alphabet. (Example: the seed in the dirt. Press immediate need or
names, colors, animals, down lightly. Give the interest,
possessions, etc.) seed water, etc.) provided vocabulary is
Sustain a conversational •• familiar and visual
exchange on a familiar, Listening to spoken or support is present, and
everyday subject when recorded descriptions of use these spoken
carrying out a familiar scenes, and contributions as models
collaborative/paired learning marking the words you for their own.
activity EFL 3.2.10. hear. (Example: Learners I.EFL.3.7.1. Learners
Ask for someone to repeat hear a dialogue about can record and identify
themselves or say something some kids’ free time key information from a
in a different way and ask activities. spoken message of
for common classroom They circle the free time immediate need or
needs. EFL 3.2.11 activities they hear from interest when the
Infer who is speaking and a list, etc.) message
what the situation is when •• contains frequently used
listening to short simple Listening to a dialogue expressions and visual
texts, especially when between two or more support. (Example: rules

accompanied by pictures or people and deciding if for a game, classroom
other visual aids, or sound each statement is true or instructions, a dialogue
effects. EFL 3.2.1 false. (Example: Dan in a scene from a
went to Quilotoa last cartoon or movie, etc.)
weekend – True. He Learners
broke his arm when he can use other
tripped over a rock – classmate’s
False, he hurt his ankle, contributions in class as
etc.) models for their own.
•• (I.2, I.3)
Watching a short video CE.EFL.3.8. Production
and writing three new – Accuracy and
things they learned. Intelligibility:
(Example: Spiders Communicate needs
aren’t insects. Spiders clearly in class by
live everywhere on Earth asking questions or
except Antarctica. There requesting clarification.
are 40,000 different Demonstrate acquisition
species of spiders, etc.) of skills taught in class,
•• such as being able to
Watching a short video spell out words or use
and then talking to a some grammatical
partner about whether or structures (albeit with
not they agree with the frequent errors)
speaker or a statement. I.EFL.3.8.1. Learners
(Example topics for can ask others to repeat
videos: Most beautiful themselves or to say
places in Ecuador, something in a different
funniest animal videos, way and ask for
scariest insects in the common classroom
world, etc.) needs. Learners can
•• spell out words in

Listening to a short text English and can
and demonstrating describe matters
understanding of it using of immediate need or
an accompanying interest using some
graphic organizer. grammatical structures
(Example: completing a practiced in class
Venn diagram of (although there may be
differences between errors with tenses,
whales and sharks, etc.) personal pronouns,
•• prepositions,
Listening to a short etc.). (I.3, J.4)
dialogue and then CE.EFL.3.10.
writing and acting out a Interaction –
similar dialogue, using Interpersonal:
some of the same Participate effectively in
phrases and expressions. familiar and predictable
(Example: a dialogue conversational
between two friends exchanges by sharing
asking about a information and
homework assignment, reacting appropriately
etc.) in basic interpersonal
• interactions.
Conducting a role play I.EFL.3.10.1. Learners
between two students on can use back-channeling
a given topic. (Example: to react appropriately to
talking about routines, what others say about
finding common free familiar topics in
time activities, playing a predictable,
guessing game, etc.) everyday situations and
•• when carrying out pair
Playing a game where work for a specific task
learners choose a picture in class. Learners can

and a ask questions to extend
an interpersonal
interaction. (I.3, J.3)
CE.EFL.3.6. Listening
for Meaning:
Demonstrate an
understanding of the
main idea, speaker and
situation in spoken texts
set in familiar everyday
contexts without having
to decode every word.
can grasp the main idea
of spoken texts set in
familiar
everyday contexts and
infer changes
in the topic of
who is speaking and
what the situation
is, without having to
decode every
word. (I.3, I.4)
Independently read READING READING READING
level-appropriate texts Identify and use reading • CE.EFL.3.14. Select
in English for pure en- strategies to make text more and use reading
Skimming a text and
joyment/entertainment comprehensible and strategies to understand
accompanying pictures
and to access meaningful. EFL 3.3.9 and give meaning
and then predicting the
information. to written text while
answers to questions
Ref(O.EFL 3.3) found within the text. employing a range of

everyday reference
••
materials in order to
Using a dictionary to determine information
look up key words in a appropriate to the
text. purpose of inquiry and
•• to relate ideas between
written sources.
Keeping a vocabulary I.EFL.3.14.1. Learners
notebook of synonyms can identify and use
and antonyms of words reading strategies to
from a text. make written text more
•• comprehensible and
meaningful.
Underlining main ideas Learners can use
in a text. everyday reference
•• materials to select
information appropriate
Writing questions the
to the purpose of an
learners would like to
inquiry
know about a text before
and to relate ideas from
reading it, then reading
one written source to
the text to see if the
another. (I.2, S.1)
questions were
answered.
••
Connecting ideas within
and between texts using
a double-entry journal.
••
Marking the margins of a
text with a check mark (

✓) if learners
understood the sentence/
paragraph, and a
question mark (?) if they
didn’t.
••
Using an everyday
reference material in
order to understand the
main idea and some
details from a text.
(Example: Reading a
story about the journey
of an immigrant
to Ecuador and then
tracing the journey on a
map, fact checking
information from a text
about earthquake safety
with online information,
etc.)
••
Using the think-aloud
strategy to model how
learners are making
connections
Read and write short WRITING WRITING

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

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

through spoken and Create personal stories by ARTS ARTS
written literary texts adding imaginative details to • CE.EFL.3.22. Design
such as poems, rhymes, real-life stories and Drawing pictures to a and produce picture
chants, songs, games situations EFL 3.5.4 story and exchanging books, graphic
and graphic short Create stories, poems, songs, them with a partner, who expressions and/or
stories in order to foster dances and plays including captions each picture. personal stories by
imagination, curiosity those that reflect traditional •• varying elements of
and memory. and popular Ecuadorian Illustrating a piece of literary texts and adding
Ref(O.EFL 3.7) culture EFL 3.5.8 writing. imaginative details to
•• real-life stories and
Reimagining a story in a situations in order to
different setting. create new, original
(Example: Snow White texts.
in Ambato, Little Red I.EFL.3.22.1. Create
Riding Hood in the city, picture books, graphic
etc.) expressions and
•• personal stories by
Designing a graphic adapting elements of
short story in groups literary texts and adding
using ICT and publishing imaginative details to
it on a school wiki or real-life stories and
bulletin board. situations, using
•• appropriate vocabulary
Writing questions the and features of the
learners would like to literature learners have
ask a character in the read or heard. (I.3, S.3)
story and using the CE.EFL.3.25. Observe
imagined answers to and expand on the
write a sequel or conventions of genre in
continuation. order to create a variety
•• of texts that reflect

Discussing things that traditional and popular
characters in stories have Ecuadorian culture and
done that learners would identify select literary
like to do and writing a elements in order to
paragraph about the relate them to other
imagined experience. works, including
(Example: go to space, the learners’ own
learn how to play chess, writing.
volunteer at a soup I.EFL.3.25.1. Learners
kitchen, etc.) can create stories,
•• poems, songs and plays
Searching for pictures on to reflect traditional
the Internet or in and popular Ecuadorian
magazines in order to culture, observing the
illustrate a piece of conventions of the
collaborative writing. genre.
• Learners can find and
Reading a myth from identify selected literary
Ecuador and writing a elements in texts to
song about it. relate them to other
•• works and personal
Brainstorming features experiences.
and conventions of (S.2, J.1)
genres and then reading
examples of each in
order to locate them.
(Examples: rhyme and
alliteration in a poem or
song, animals and a
moral in a fable, etc.)
4 Can you play the Demonstrate an ability COMMUNICATION AND COMMUNICATION COMMUNICATION 6
piano? to use English as a CULTURAL AND CULTURAL AND CULTURAL
means to interact so- AWARENESS AWARENESS AWARENESS
cially in pairs and EFL 3.1.5 Describe, read • CE.EFL.3.3. Interact
groups. Ref(O.EFL about, participate in or Participating in short with others using a
3.10) recommend a favorite role plays using a range variety of both verbal
activity, book, song or other of verbal and nonverbal and nonverbal
interest to various audiences. communication. communication features
(Example: peers, other •• and express likes and
classes, teachers, other Listening to a poem or dislikes while giving
adults, etc.) short story and writing a recommendations
Interpret and demonstrate short recommendation in basic yet effective
knowledge in classroom for a learner in another terms.
activities of nonverbal and class. I.EFL.3.3.1. Learners
oral communication EFL •• can employ a range of
3.1.8 Rating oral and written verbal and nonverbal
literary texts with stars. communication features
(Example: five stars = to express likes and
excellent!) dislikes and can give
•• recommendations in
Talking in pairs about a basic yet effective
video that learners have terms. (I.3, S.4)
watched. CE.EFL.3.4. Develop
•• the skills to work
Completing a short collaboratively using a
questionnaire about a range of verbal and
text learners have read in nonverbal
class. communication features
•• and apply self-
Asking for video correcting and self-
recommendations from monitoring
family members and then strategies in social and
discussing these classroom interactions.

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

and some details of oral COMMUNICATION COMMUNICATION COMMUNICATION
texts, in order to Infer who is speaking and • CE.EFL.3.6. Listening
interact with and what the situation is when for Meaning:
Listening to a simple,
develop an approach of listening to short simple Demonstrate an
straightforward story and
critical inquiry to a texts, especially when understanding of the
ordering the pictures
variety of texts. (Ref accompanied by pictures or main idea, speaker and
showing what happens.
O.EFL 3.1) other visual aids, or sound situation in spoken texts
(Example: Tom and
effects. EFL 3.2.1 set in familiar everyday
Mike are playing soccer,
Be comfortable taking contexts without having
the ball goes into the
meaning from spoken texts to decode every word.
water, Tom’s dog gets
containing words or sections I.EFL.3.6.1. Learners
the ball, etc.)
which are not understood. can grasp the main idea
EFL 3.2.2 •• of spoken texts set in
Listening to a short familiar

conversation between everyday contexts and
two speakers and infer changes
deciding who is in the topic of
speaking, discussion as well as
who is speaking and
where they are and how
what the situation
they feel. (Example: two
friends, at the library
decode every
doing homework,
word. (I.3, I.4)
confused because they
CE.EFL.3.6. Listening
don’t understand the
for Meaning:
assignment, etc.)
Demonstrate an
•• understanding of the
Watching a video clip main idea, speaker and
and writing a title for it. situation in spoken texts
(Example: Funny cats set in familiar everyday
get in trouble, etc.) contexts without having
to decode every word.
•• I.EFL.3.6.1. Learners
Listening to a poem and can grasp the main idea
circling the main idea of spoken texts set in
and setting. (Example: familiar
Main idea: our school everyday contexts and
lunch, Setting: school infer changes
cafeteria, etc.) in the topic of
who is speaking and
what the situation
decode every
word. (I.3, I.4)

level-appropriate texts EFL 3.3.1 Understand most CE.EFL.3.11.
in English for pure en- of the details of the content • Demonstrate
joyment/entertainment of a short simple text (online Reading a text and comprehension of most
and to access or print) answering information of the details of a short
information. Use everyday reference questions. simple
Ref(O.EFL 3.3 material in order to select •• online or print text and
information appropriate to Completing gaps from a follow short instructions
the purpose of an inquiry reading using words in simple experiments
EFL 3.3.5 from a box. and projects if
•• illustrated through step-
Reading a short story by-step visuals.
from a class blog and I.EFL.3.11.1. Learners
underlining the main can understand most
details, then checking details in a short simple
answers with a partner. online or print text and
•• can follow short
Reading a paragraph instructions in simple
about a familiar content experiments and
area subject and then projects if step-by-step
correcting incorrect visuals are provided.
sentences. (Example: (I.3, I.4)
Venus is a star planet, CE.EFL.3.14. Select
etc.) and use reading
•• strategies to understand
Following the steps in a and give meaning
class game. (Example: to written text while
do a class Scavenger employing a range of
Hunt, play a reading everyday reference
comprehension board materials in order to
game, etc.) determine information
•• appropriate to the
Following the steps in a purpose of inquiry and

simple science to relate ideas between
experiment. (Example: written sources.
making yogurt cheese, I.EFL.3.14.1. Learners
growing a bean plant, can identify and use
etc.) reading strategies to
••Putting steps in a make written text more
recipe in the correct comprehensible and
order. meaningful.
•Skimming a text and Learners can use
accompanying pictures everyday reference
and then predicting the materials to select
answers to questions information appropriate
found within the text. to the purpose of an
••Using a dictionary to inquiry
look up key words in a and to relate ideas from
text. one written source to
••Keeping a vocabulary another. (I.2, S.1)
notebook of synonyms
and antonyms of words
from a text.
••Underlining main ideas
in a text.
• Writing questions the
learners would like to
know about a text before
reading it, then reading
the text to see if the
questions were
answered.
Demonstrate an ability WRITING WRITING WRITING

to interact with spoken EFL 3.4.5 Write a • CE.EFL.3.19. Create a
texts, in order to questionnaire or survey for Asking learners to questionnaire or survey
explore creative writing friends, family or classmates choose a topic and to using WH- question
as an outlet to personal using WH- questions in write questions for their words in order to
expression and order to identify things in peers about the topic. identify things in
intercultural common and preferences. (Example: Topic: common and
competence. Traditional Ecuadorian preferences while
Ref(O.EFL 3.8). food. Questions: Do you displaying an ability to
like fritada? Does your convey and organize
mother make guatita? Do information using facts
you eat soup every day?, and details.
etc.) I.EFL.3.19.1. Learners
•• can write questionnaires
Interviewing classmates, and surveys for peers
asking yes/no questions and family using WH-
and recording the questions in order to
answers in a chart. Using identify things in
the answers to write a common and
paragraph about preferences,
similarities and while demonstrating an
differences. ability to convey and
•• organize information
Using the information using facts and details
from a formal or in order to illustrate
informal class survey to diverse
write cause and effect. patterns and structures
(Example: No one goes in writing. (Example:
to the park on weekdays cause and effect,
because we have too problem and solution,
much homework. general-to-specific
Everyone likes to ride presentation,
bikes on the weekend etc.) (I.2, S.2)

because the Ciclovía is
open, etc.)
••
Working in groups to
make a list of things
everybody likes, then
writing out conclusions
in paragraph form.
••
Making a class list of
everything known about
a topic, then asking
learners to organize
the list from general to
specific. Learners must
use their ideas to write a
descriptive paragraph
about the topic.
••
Giving learners a list of
facts about a topic and
having them organize
them from most to least
important.

through spoken and EFL 3.5.1 Use audio, video ARTS ARTS
written literary texts and pictures to respond to a CE.EFL.3.21.
such as poems, rhymes, variety of literary texts • Elaborate personal
chants, songs, games through online or in-class Listening to or reading responses to both oral
and graphic short ICT activities. stories and drawing the and written literary texts
stories in order to foster Evaluate literary texts (both setting or explaining through pictures,
imagination, curiosity written and oral, online, in relationships between audio/video or ICT in
and memory. video or in print) according main characters. order to evaluate literary
Ref(O.EFL 3.7) to pre-established criteria. •• texts using pre-
EFL 3.5.5 Using a checklist to established criteria,
mark off items present in individually or in
a text. (Example: setting, groups.
main character, I.EFL.3.21.1. Learners
title, etc.) can employ audio,
•• video, pictures and ICT
Explaining through to respond to oral and
pictures, physical written texts and use
expression or charts pre-established criteria
(ICT) how a text makes to evaluate literary texts
the learner feel. individually
•• or in groups. (I.2, I.3,
Inviting authors as guest I.4)
speakers into the
classroom so learners
can share their responses
to a story with them.
••
Writing short statements
about why the learner
liked (or didn’t) a
particular text.
••
Determining the
reactions all the
members of a group have
in common after
listening
to a song. (Example:
they all loved the song,
they all liked the rhythm,
they all learned new
words, etc.)
••
Producing a video
response in groups to a
story read in class.
••
Sending an email or
audio message to the
author of a story in order
to say what the learner
liked about the story.
••
Watching a video and
using the group’s
responses in order to
write a short review of
the video for another
class.
5 I like to jump! Assess and appreciate COMMUNICATION AND COMMUNICATION COMMUNICATION 6

English as an CULTURAL AND CULTURAL AND CULTURAL
international language, AWARENESS AWARENESS AWARENESS

as well as the skills that EFL 3.1.3 Exchange basic •• CE.EFL.3.3. Interact
contribute to personal preferences with Participating in short with others using a
communicative and peers in order to express role plays using a range variety of both verbal
pragmatic competence. likes and dislikes. of verbal and nonverbal and nonverbal
(Ref O.EFL 3.2) Demonstrate appropriate communication. communication features
classroom behaviors by •• and express likes and
participating in small group Listening to a poem or dislikes while giving
EFL 3.1.7 short story and writing a recommendations
short recommendation in basic yet effective
for a learner in another terms.
•• can employ a range of
Rating oral and written verbal and nonverbal
literary texts with stars. communication features
(Example: five stars = to express likes and
excellent!) dislikes and can give
•• recommendations in
Talking in pairs about a basic yet effective
video that learners have terms. (I.3, S.4)
watched. CE.EFL.3.2. Recognize
•• and exhibit responsible
Completing a short behaviors at home, at
questionnaire about a school and towards the
text learners have read in environment.
•• can say ways to take
Asking for video care of the environment
recommendations from and one’s surroundings.
family members and then Learners can identify
discussing these and exhibit socially
recommendations in responsible
class the next day. behaviors at home, at

•• school and towards the
Responding to age and environment. (J.3, S.1)
level appropriate texts by
circling the
corresponding emoticon.
(Example: happy face,
sad face, confused face,
etc.)
••
Completing a short
survey about favorites or
partner.
••
Using the results of a
survey to complete a bar
graph about learners’
likes/dislikes.

frequently used expres- Follow and understand CE.EFL.3.7. Listening
sions and short phrases short, straightforward audio • for Information: Follow
in familiar and messages and/or the main Listening to instructions and identify key
personalized contexts, idea/dialogue of a movie or for a short task and information in short
demonstrating a limited cartoon (or other age- carrying them out. straightforward audio
but effective command appropriate audio-visual (Example: First put the texts related to areas of
of the spoken language. presentations) if delivered dirt in the cup. Now put immediate need or
Ref(O.EFL 3.9) slowly and visuals provide the seed in the dirt. Press interest,
contextual support. EFL down lightly. Give the provided vocabulary is
3.2.4 seed water, etc.) familiar and visual
•• support is present, and
Listening to spoken or use these spoken
recorded descriptions of contributions as models
familiar scenes, and for their own.
marking the words you I.EFL.3.7.1. Learners
hear. (Example: Learners can record and identify
hear a dialogue about key information from a
some kids’ free time spoken message of
activities. immediate need or
They circle the free time interest when the
activities they hear from message
a list, etc.) contains frequently used
•• expressions and visual
Listening to a dialogue support. (Example: rules
between two or more for a game, classroom
people and deciding if instructions, a dialogue
each statement is true or in a scene from a
false. (Example: Dan cartoon or movie, etc.)
went to Quilotoa last Learners
weekend – True. He can use other
broke his arm when he classmate’s

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

level-appropriate texts Distinguish between fact • CE.EFL.3.13. Show an
in English for pure en- and opinion and relevant and Studying an infographic ability to identify the
joyment/entertainment irrelevant information in an on a familiar subject and meaning of specific
and to access informational text through answering questions content-based words
information. the use of mind maps/charts. about the information. and phrases, with the
Ref(O.EFL 3.3) EFL 3.3.4 (Example: learners study aid of visual support,
an infographic about and use charts/mind
EFL 3.3.1 Understand most students and social maps to distinguish
of the details of the content media between fact/opinion
of a short simple text (online use and then answer and relevant/irrelevant
or print) questions such as, Which information in
age group uses social informational
media the most? Which texts.
social media platform is I.EFL.3.13.1. Learners
the most popular for can determine the
students?, etc.) meaning of specific
•• content-based words
Highlighting relevant and phrases when
key information in a text accompanied by visual
and crossing out support and distinguish
irrelevant information. between

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

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

to interact with spoken EFL 3.4.1 Make a simple • CE.EFL.3.16. Create a
texts, in order to learning resource in order to Creating a class picture simple learning resource
explore creative writing record and practice new dictionary and adding in order to record and
as an outlet to personal words. (Example: a picture entries by writing practice new words and
expression and dictionary, a word list, set of definitions of new words demonstrate knowledge
intercultural flashcards, etc.). or drawing a picture to of their meanings.
competence. Write a short simple illustrate the meaning. I.EFL.3.16.1. Learners
Ref(O.EFL 3.8) paragraph to describe •• can make a simple
yourself or other people, Making flashcards for learning resource in
animals, places and things, new words and using order to record and
with limited support EFL them to quiz a partner. practice new words.
3.4.2 •• (Example: a picture
EFL 3.4.4 Write to describe Making a list of new dictionary, a word list, a
feelings/opinions in order to words and then set of flashcards, etc.)
effectively influence an comparing the lists in (I.1, J.4)
audience. (Example: pairs. If one of the CE.EFL.3.17. Produce
persuade, negotiate, argue, members a short simple paragraph
etc.) of the pair knows the to describe people,
word, he/she teaches the places, things and
other person. feelings in order to
•• influence an audience
Writing new words and and use linking words to

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

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

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

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

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

English using basic, ORAL COMMUNICATION COMMUNICATION
frequently used expres- COMMUNICATION • CE.EFL.3.10.
sions and short phrases React appropriately to what Conducting a role play Interaction –
in familiar and others say using verbal/non- between two students on Interpersonal:
personalized contexts, verbal back-channeling, or a given topic. (Example: Participate effectively in
demonstrating a limited by asking further simple talking about routines, familiar and predictable
but effective command questions to extend the finding common free conversational
of the spoken language. interaction. EFL 3.2.9 time activities, playing a exchanges by sharing
Ref(O.EFL 3.9) Respond to simple questions guessing game, etc.) information and
in quite a short time and •• reacting appropriately
initiate basic interaction EFL Playing a game where in basic interpersonal
3.2.13 learners choose a picture interactions.
Make and respond to and a partner asks and I.EFL.3.10.1. Learners
invitations, suggestions, answers questions in can use back-channeling
apologies and requests. EFL order to guess which to react appropriately to
3.2.14 picture was chosen. what others say about
•• familiar topics in
Giving learners language predictable,
prompts to use during everyday situations and
pair/group work. when carrying out pair
• work for a specific task
Asking learners simple in class. Learners can
questions about ask questions to extend
themselves, their family an interpersonal

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

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

level-appropriate texts •• CE.EFL.3.12. Display
in English for pure en- EFL 3.3.2 Show Reading a text on a an understanding of
joyment/entertainment understanding of some basic familiar content area some basic details in
and to access details in short simple cross- subject and then short simple cross-
information. curricular texts by matching, matching phrases or curricular texts from
Ref(O.EFL 3.3) labeling and answering labeling pictures. various sources by

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

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

(I.3, I.4)

descriptive and EFL 3.4.1 Make a simple • CE.EFL.3.16. Create a
informative texts learning resource in order to Creating a class picture simple learning resource
related to personal record and practice new dictionary and adding in order to record and
information or familiar words. (Example: a picture entries by writing practice new words and
topics and use them as a dictionary, a word list, set of definitions of new words demonstrate knowledge
means of flashcards, etc.). or drawing a picture to of their meanings.
communication. EFL 3.4.4 Write to describe illustrate the meaning. I.EFL.3.16.1. Learners
Ref(O.EFL 3.6). feelings/opinions in order to •• can make a simple
effectively influence an Making flashcards for learning resource in
audience. (Example: new words and using order to record and
persuade, negotiate, argue, them to quiz a partner. practice new words.
etc.) •• (Example: a picture
Making a list of new dictionary, a word list, a
words and then set of flashcards, etc.)
comparing the lists in (I.1, J.4)
pairs. If one of the CE.EFL.3.17. Produce
members a short simple paragraph
of the pair knows the to describe people,
word, he/she teaches the places, things and
other person. feelings in order to
•• influence an audience
Writing new words and and use linking words to
phrases in a vocabulary write other narratives on
notebook. familiar subjects.
Recording synonyms and can write short simple
antonyms of words in the paragraphs to describe
margins of reading texts. people, places, animals,
•• things and feelings, with

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

through spoken and EFL 3.5.3 Produce short, ARTS ARTS
written literary texts creative texts using ICT • CE.EFL.3.23. Create
such as poems, rhymes, and/or other resources at Converting a corner of short, original texts
chants, songs, games home or at school in order to the room into a writer’s using a range of
and graphic short recreate familiar scenes and workshop, where resources and other
stories in order to foster themes. learners can access media, including ICT, in
imagination, curiosity Engage in collaborative writing prompts and order to recreate
and memory. activities through a variety authentic texts which familiar scenes and
Ref(O.EFL 3.7) of student groupings to may help inspire their themes.
create and respond to own creative writing. I.EFL.3.23.1. Learners
literature and other literary •• can create and produce
texts. EFL 3.5.9 Sharing learners’ stories short texts using ICT
in pairs or small groups and/or other resources at
and choosing to home or at school in
represent some through a order to recreate
role play. familiar scenes and
•• themes. (I.1, I.3)
Creating the book or CD CE.EFL.3.24. Organize
cover for a song, story or ideas and relevant
poem. information from
•• literary texts using
Responding to a poem group or class
by a video brainstorms and/or mind

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

TEACHER/S: Signature: NAME: NAME:
Signature: Signature
Date: September 8th, 2017 Date: September 8th, 2017 Date: September 8th, 2017

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

“MONS.LEONIDAS PROAÑO” SCHOOL YEAR

DIRECCIÓN NACIONAL DE CURRÍCULO

peers from different L1 backgrounds on work, study, or general topics of common

4. TRANSVERSAL AXES Interculturally.

5. DEVELOPMENT OF PLANNING UNITS

DIRECCIÓN NACIONAL DE CURRÍCULO

(Example: five stars = can employ a range of

DIRECCIÓN NACIONAL DE CURRÍCULO

Be able to interact in ORAL ORAL ORAL

DIRECCIÓN NACIONAL DE CURRÍCULO

can interact effectively errors with tenses,

DIRECCIÓN NACIONAL DE CURRÍCULO

puppet to represent J.3)

Read and write short READING READING

DIRECCIÓN NACIONAL DE CURRÍCULO

descriptive and EFL 3.3.2 Show READING CE.EFL.3.12. Display

DIRECCIÓN NACIONAL DE CURRÍCULO

for a cross-curricular aid of visual support,

DIRECCIÓN NACIONAL DE CURRÍCULO

a reading using words projects if illustrated

Read and write short WRITING WRITING WRITING

DIRECCIÓN NACIONAL DE CURRÍCULO

them to quiz a partner. learning resource in

DIRECCIÓN NACIONAL DE CURRÍCULO

Use print and digital LANGUAGE LANGUAGE

DIRECCIÓN NACIONAL DE CURRÍCULO

about a topic of learners’ responses to literature.

DIRECCIÓN NACIONAL DE CURRÍCULO

an appreciation of some •• Working in small interactions.

DIRECCIÓN NACIONAL DE CURRÍCULO

regions of Ecuador or (I.2, S.2, J.1)

DIRECCIÓN NACIONAL DE CURRÍCULO

speaking, changes in the topic of

DIRECCIÓN NACIONAL DE CURRÍCULO

a dialogue about some game, classroom

Independently read READING READING

DIRECCIÓN NACIONAL DE CURRÍCULO

pairs in order to infer evidence from texts and

DIRECCIÓN NACIONAL DE CURRÍCULO

(Example: learners read can organize and dis-

Read and write short WRITING WRITING WRITING

DIRECCIÓN NACIONAL DE CURRÍCULO

DIRECCIÓN NACIONAL DE CURRÍCULO

Appreciate the use of LANGUAGE THROUGH LANGUAGE LANGUAGE

DIRECCIÓN NACIONAL DE CURRÍCULO

using ICT and publishing personal stories by

DIRECCIÓN NACIONAL DE CURRÍCULO

performing it circles. (I.4, S.4, J.3)

3 Let’s paint. Develop creative COMMUNICATION AND COMMUNICATION COMMUNICATION 6

DIRECCIÓN NACIONAL DE CURRÍCULO

questions in class about the Writing a short written literary texts.

DIRECCIÓN NACIONAL DE CURRÍCULO

Identify the main ideas ORAL ORAL ORAL

DIRECCIÓN NACIONAL DE CURRÍCULO

texts, especially when between two or more support. (Example: rules

DIRECCIÓN NACIONAL DE CURRÍCULO

•• spell out words in

DIRECCIÓN NACIONAL DE CURRÍCULO

learners choose a picture in class. Learners can

DIRECCIÓN NACIONAL DE CURRÍCULO

Ref(O.EFL 3.3) found within the text. employing a range of