ESCUELA DE EDUCACIÓN BÁSICA

“MARÍA TERESA DÁVILA DE

ROSANÍA”

NOMBRE DE LA INSTITUCIÓN
ESCUELA DE EDUCACIÓN BÁSICA “MARÍA TERESA DÁVILA DE ROSANÍA” AÑO LECTIVO: 2022 – 2023

PLAN CURRICULAR ANUAL

1. DATOS INFORMATIVOS
Área: Asignatura INGLÉS
INGLÉS
Docente(s): LIC. BRAVO ARACELY & LIC.CABRERA CHRISTIAN & LIC. VÁSCONEZ ALBA
Subnivel/Grado 2dos – 3ros – 4tos Nivel Educativo: Elemental Básica
2. TIEMPO

Carga horaria semanal No. Semanas de trabajo Evaluación del aprendizaje e imprevistos Total de semanas clases Total de periodos 40

3 40 Currículo Priorizado CON ENFASIS EN COMPETENCIAS 40

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3. OBJETIVOS
Objetivos Integradores de Subnivel (currículo priorizado para la emergencia) Objetivos de aprendizaje (currículo priorizado para la emergencia)
Thread 1 Communication and cultural awareness. GENERAL OBJECTIVES
This performance criteria could be evaluated by: O.EFL 2.1 Identify some main ideas and details of written texts, in order to develop
Asking about a partner’s interests and recording the interview to share on a an approach of critical inquiry to written and oral texts.
class blog. O.EFL 2.2 Assess and appreciate English as an international language, as well as
Singing songs that practice helpful language. the five aspects of English that contribute to communicative competence.
Writing a weekly journal entry. O.EFL 2.3 Independently read level-appropriate texts in English for pure
Sending an audio message to a learner in another classroom. enjoyment/entertainment and to access information.
Recommending a favorite past time activity to a classmate. O.EFL 2.4 Develop creative and critical thinking skills to foster
Giving a book recommendation to a classmate, teacher or another adult. problem-solving and independent learning using both spoken and written English.
Participating in a reading book contest. O.EFL 2.5 Use in-class library resources and explore the use of ICT to enrich
Recording books, comics, poems or short stories read by the learners outside competencies in the four skills.
of class on a class chart. O.EFL 2.6 Write short descriptive and informative texts and use them as a means
Curricular Thread 2 Oral Communication of communication and written expression of thought.
This performance criteria could be evaluated by: O.EFL 2.7 Appreciate the use of English language through spoken and written
Conducting a role play between two students on a given topic. (Example: literary texts such as poems, rhymes, chants, riddles and songs, in order to foster
talking about routines, finding common free time activities, playing a guessing game, imagination, curiosity and memory, while developing a taste for literature.
etc.) Playing a game where learners choose a picture and a partner asks and answers O.EFL 2.8 Demonstrate a living relationship with the English language through
questions in order to guess which interaction with written and spoken texts, in order to explore creative writing as an
picture was chosen. outlet to personal expression.
Giving learners language prompts to use during pair/group work. (Example: O.EFL 2.9 Be able to interact in English in a simple way using basic expressions
What do you think? and short phrases in familiar contexts to satisfy needs of a concrete type, provided
I agree/disagree. I think we need to…, It’s your turn to say the answer, etc.) others talk slowly and clearly and are prepared to help.
Doing a mingle activity where learners meet and greet each other and ask and OG.EFL5. Directly access the main points and important details of up-to-date

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 answer questions. English language texts, such as those published on the web, for professional or
Observing to see whether the learners can interact effectively and whether they are general investigation, through the efficient use of ICT and reference tools where
able to ask follow up questions in order to extend the exchange. (Example: Have required.
you ever eaten lobster? Yes? Where? Did you like it? – takes notes on the answers.) I.3. We can communicate in a clear manner, in our own and other languages.
Establishing a clear expectation of English use for classroom functions. We make use of different codes of communication such as numerical, digital,
(Example: greeting, requesting, thanking, asking for repetition / clarification, giving artistic and gestures. We take responsibility for what we say.
instructions, offering help, comparing answers, taking leave, etc.) I.4. We perform our actions in an organized manner, with independence
Informal assessment could involve personal notes from the teacher to learners and autonomy. We use logical, complex and critical thinking skills and
who use L2 regularly. practice
Curricular Thread 3 Reading intellectual humility throughout our learning process in life.
This performance criteria could be evaluated by:
OG.EFL6. Through selected media, participate in reasonably extended spoken or
• Answering pre-reading questions by inferring information from pictures within
written dialogue with peers from different L1 backgrounds on work, study or general
a text.
topics of common interest, expressing ideas and opinions effectively and appropriately.
• Reading inferences about a text and then underlining the information within the
OG.EFL7. Interact quite clearly, confidently and appropriately in a range of formal
text that gives evidence of where the inference came from.
• Reading statements in pairs in order to infer information about the text, then and informal social situations with a limited but effective command of the spoken
comparing and contrasting inferences with another pair. (Example: learners infer that language (CEFR B1 level).
a dialogue takes place in a park because there are J.3. We act with respect and responsibility both towards ourselves and others, nature
children playing on playground equipment, etc.) and the world of ideas. We meet our obligations and demand respect for our rights.
• Brainstorming a list of everything known about the topic of a text. (Example: S.1. We take on social responsibility and have the ability to interact with hetero generous
Text: Robots. groups from an understanding, tolerant and empathetic standpoint
What I know: machines, use batteries, technology, not human, made of metal, etc.) S.4. We adapt to the demands of working as part of a team, understanding the context
• Reading a text and taking notes in the margins about important or interesting and respecting the ideas and contributions of other people.
information. OG.EFL5. Directly access the main points and important details of up-to date
Curricular Thread 4 Writing English language texts, such as
This performance criteria could be evaluated by: those published on the web, for professional or general investigation, through the
efficient use of ICT and reference tools where required.
• Using an app such as Workflowy to complete an outline for a writing topic.
I.2. We are driven by intellectual curiosity, question both local and international
• Reading a text and using a checklist to talk about how it is organized. (Example:
Is there a title? Does it have an opening sentence?, etc.) realities, reflect on and apply our interdisciplinary knowledge to cope with problems
• Collaborating on a brainstorm through the use of an online bulletin board such in a collaborative and codependent manner, so as to take advantage of all possible
as padlet.com. resources and information.
• Using GoogleApps to revise and edit student work both as a class and in pairs. OG.EFL6. Through selected media, participate in reasonably extended spoken or
• Adding pictures to a group presentation. written dialogue with peers from different L1 backgrounds on work, study or
• Exchanging writing in pairs in order to make suggestions about things that could general topics of common interest, expressing ideas and opinions effectively and
be improved. appropriately.
• Doing pair editing, where pairs work together in order to find errors in a text and OG.EFL6. Through selected media, participate in reasonably extended spoken or
then rewrite the written dialogue with peers from different L1 backgrounds on work, study or
text without the errors. general topics of common interest, expressing ideas and opinions effectively an
• Completing an online graphic organizer in order to help plan a piece of writing. appropriately.
• Creating a group presentation using biteslide.com.
• Doing extended or free writing on a class blog, such as kidblog.org.
Curricular Thread 5 Language through the arts
This performance criteria could be evaluated by:
• Reading a myth from Ecuador and writing a song about it.
• Brainstorming features and conventions of 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.)
• Completing a chart with literary elements from a text seen in class. (Example:

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 main character, setting, theme,
imagery, etc.)
• Creating a crossword puzzle in groups about an Ecuadorian story, region,
celebrity, etc.
• Discussing similarities between a text and the learners’ personal experiences.
• Creating a dance for a popular song or rhyme.
• Identifying elements of a story (and/or song) from two different regions or time
periods (including pop culture)
and using them to produce a new, original text in small groups. (Example:
writing a story where “The lion and the mouse”, etc.)
• Participating in TPR activities such as acting out situations in a story as it
is read aloud.

4. VALORES VALUES Conflict resolutions, critical thinking, awareness communication, take decisions.
TRANSVERSAL AXES.- Justice Innovation Solidarity
J.3. We act with respect and responsibility both towards ourselves and others, nature, and the world of ideas. We meet our obligations and demand respect for our rights.

CLIL COMPONENTS
1.Communication and Cultural Awareness
Intercultural Awareness
and Identity
Social Competence and Values
2.Oral Communication:(Listening and Speaking)
Listening Skills
Spoken Production
Spoken Interaction
3.Reading
Literacy-rich Environment
Reading Comprehension
Use of Resources & Study Skills
Cross-curricular Content
4.Writing
Initial Literacy
Text Production
5.Language through the Arts
Literary Texts in Context
Creative Writing
Creative Thinking Skills
EJES DE DESARROLLO Y APRENDIZAJE
Desarrollo personal y social
Descubrimiento del medio natural y cultural
Expresión y comunicación
Comprensión y expresión oral y escrita
Basic expressions: It´s my turn, It´s your turn..., Let´s play, Ok, you start
Expressions: Let’s share, please, thank you, pass me the… please, here’s a... for
you Prepositions: on, in, under
Expressing likes and dislikes: I like… ,I don´t like…
Identify the basic colors: black, blue, red, white, yellow, green
Songs with words learned

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Expresión Corporal
Vocabulary of the body: arm, eye, hand, nose, head, ear, leg, mouth, feet
Songs of the parts of the body
Action words: run, stop, jump, walk, up, and down
ÁMBITOS DE DESARROLLO Y APRENDIZAJE
Identidad y autonomía
Simple questions about personal information: What´s your name? I´m..., How old are you? I´m…, Where do you live? In …
Follow instructions: open your book, close your book, stand up, listen, sit down, be quiet, look, point, paint, cut, glue, circle
Convivencia
Vocabulary school: bag pack, book, chair, eraser, pencil, table, teacher,
peer Vocabulary of the house: bedroom, kitchen, living room, bed, door,
sofa Descubrimiento y comprensión del medio natural y cultural
Vocabulary animals: bird, dog, cat, duck, fish, frog, tiger
Sounds of animals
Vocabulary food: cake, apple, orange, banana, egg, milk, chips
Relaciones lógico-matemáticas
Count numbers 0-9 10-100
Basic shapes: circle, square, triangle
Comprensión y expresión oral y escrita
Basic expressions: It´s my turn, It´s your turn..., Let´s play, Ok, you start
Expressions: Let’s share, please, thank you, pass me the… please, here’s a... for
you Prepositions: on, in, under
Expressing likes and dislikes: I like…, I don´t like…

5. NOMBRE DE LOS PROYECTOS INTERDISCIPLINARIOS: (DURACION DE CADA PROYECTO)

PROYECTOS
2nd EGB /
- Proyecto 1 Conociendo mi entorno, aprendo a cuidarlo
- Proyecto 2 La diversidad de mi entorno me invita crecer
-Proyecto 3 ¡Manos a la obra ¡Cuidemos el agua en nuestra comunidad
-Proyecto 4 En familia nos preparemos para estar seguros y salvos en la vida
-Proyecto 5 Entre juegos, cultura y diversión informo mi tradición
-Proyecto 6 Mi país diverso a través de una máscara
- Proyecto 7 Todos somos iguales y compartimos un mismo Sol
3rd EGB
-Proyecto 1 Para proteger y valor mi entro, debo conocerlo
- Proyecto 2 Un mundo diverso por descubrir
-Proyecto 3 Yaku-Llacta campaña para el cuidado del planeta
- Proyecto 4 Me preparo ante una emergencia
- Proyecto 5 Construyo mi proyecto de vida
-Proyecto 6 Ecuador diversidad y colores
-Proyecto 7 Tres, dos, uno...los derechos en acción
4th EGB /
- Proyecto 1 Conozco, cuido y conservo mi entorno
- Proyecto 2 La riqueza de la vida y la diversidad la encuentro en todo lugar
-Proyecto 3 Somos superhéroes y superheroínas del ambiente

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-Proyecto 4 Cuentos preparados para enfrentar un desastre natural
-Proyecto 5 Títeres, luces, acción: Ejercicios y una buena alimentación
-Proyecto 6 Soy parte de un país megadiverso llamado Ecuador
- Proyecto 7 Aporto en la construcción de un mundo mejor

6. RECOMENDACIONES A PADRES DE FAMILIA

Advices to parents :
To help at their sons or daughters in their activities to development the macro skills such as reading, writing, listening, understanding
Encouraging to make lucid cards to understand the meanings of vocabulary
Send activities by WhatsApp or mail and in the school to evaluate
Provide didactic resources, digitals and connectivity
Review pedagogical page (ficha)
Adecuate times to academical activities time to develop
Define home´s time Motive at their kids development themselves work
Work together in observations in zoom classes or videos
Guide to create a storytelling
File all works with their evaluation to check evidence of
Tele-Educación
Pide a un miembro de tu familia que lea contigo lo que se muestra en las imágenes y practiquen su inglés:
Con ayuda de un miembro de tu familia, realiza las actividades de inglés. Cuando se tengas que escribir, hazlo en un cuaderno o una hoja.
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7. RESOURCES / RECURSOS:

Textbooks:
Pictionary
Puppets
Cutouts
Flashcards
Big posters
CD room
CD class
CD teacher´s guide
Realia
Portfolios
Digital books
Newspapers
Magazines
Encyclopedias
The internet
Stories
Little text Pictionary production
Computer Projector
Zoom Apps
WhatsApp Groups and personal chats

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DESARROLLO DE LOS PROYECTOS INTERDISCIPLINARIOS (ANEXAR LAS MICROPLANIFACIONES)

PROYEC SKILLS EVALUATION CRITERIA METHODOLOGICAL STRATEGIES

TS
ESSENTIAL CONTENTS
GRADES & INTERDISCIPLINARIO AND PERFORMANCE
WEEKS S CRITERIA TO SUGGESTIONS OF TEACHERS
BE DEVELOPED
LENGUA Y Participating in short dialogues using greetings and leave-taking.
Curricular Thread
LITERATURA Curricular Thread • Listening to or reading short dialogues and answering questions about the
GREETINGS 1: Communication speakers’ names, grades, schools, etc.
1: Communication • Practicing the use of expressions of politeness during collaborative pair and small
and cultural group work.
LENGUA Y and cultural
awareness • Adding expressions of politeness to dialogues.
LITERATURA EFL.2.1.2 Recognize the differences awareness • Completing a short questionnaire or form about one’s basic personal
VERB TO-BE between where people live among information. (Example: name, school, age, address, etc.)
Learners can recognize differences • Responding to pictures or short texts by circling the corresponding emoticon.
SIMPLE the regions of the country in order to between where people live and
PRESENT TENSE appreciate their own environment. (Example: happy face, sad face, confused face, etc.)
write about their own surroundings,
(Example: house/apartment. A 1.2
AFFIRMATIVE, as well ask simple questions.
Country/city, etc.) CC I.2. We are driven by intellectual curiosity, question both local and international
NEGATIVE, (I.2, S.2) REF. (I.EFL.2.1.1) CC
realities, reflect on and apply our interdisciplinary knowledge to cope with
INTERROGATIVA EFL 2.1.4. Express curiosity about problems
FORMS the world and other cultures by in a collaborative and codependent manner, so as to take advantage of all possible
FRECUENCY asking simple WH- questions in class resources and information.
after reading and/or participating in S.2. We build our national identity in search of a peaceful world and we value
ADVERBS presentations or other group work. our multi-ethnicity and multi-cultural background. We respect the identity of other
CC CS peoples and individuals.
MATEMATICA. J.1 We understand the needs and strengths of our country and commit to
NUMBERS- building an equal, inclusive and democratic society.
EFL.2.1.4. Express curiosity about Learners ask questions about how
ADDITION&SUBS the world and other cultures by other people live. REF. • Participating in short role plays using a range of verbal and nonverbal
TRACTION asking simple WH- questions in class I.EFL.2.2. A. (J.3, S.1) CC communication.
ESTUDIOS after reading and/or participating in • Listening to a poem or short story and writing a short recommendation for a
presentations or other group work. learner in another class.
SOCIALES.
CC C • Rating oral and written literary texts with stars. (Example: five stars = excellent!)
THE
• Talking in pairs about a video that learners have watched.
NEIGHBORHOO • Completing a short questionnaire about a text learner have read in class.
EFL.2.1.1. Exchange basic I.EFL.2.3.1. Learners can use ba
D.OCCUPATIONS introductions and limited personal sic personal information and • Asking for video recommendations from family members and
MEMEBERS OF information in class using simple expressions of politeness in short then discussing these recommendations in class the next day.
THE FAMILY present tense in order to get to know dialogues or conversations. (J.2, • Responding to age and level appropriate texts by circling the corresponding
THE HOUSE their peers. (Example: where one J.3) CC emoticon.
lives or goes to school, etc.) CC (Example: happy face, sad face, confused face, etc.)
THE SCHOOL
EFL.2.1.6. Understand and use • Completing a short survey about favorites or likes/dislikes and then sharing ideas
CIENCIAS common expressions of politeness with a partner.
NATURALES. in class while working in pairs or
 THE SEASONS • Using the results of a survey to complete a bar graph about learners’
groups on projects. (Example:
HEALTHY FOOD likes/dislikes.
Please, sorry, thank you, etc.) CC C
Thread 1 Communication and cultural
Técnicas de estudio
que apoyen el proceso
EFL.2.1.7. Collaborate in a friendly
manner by sharing classroom
Learners can select pictures
and/or short phrases that
awareness.
de escritura: lluvia de materials and personal objects while relate to collaborating and sharing.
participating in games and activities REF I.EFL.2.4.1. (J.2, J.3, S.4) This performance criteria could be evaluated by: Asking about a partner’s
ideas, parafraseo, interests and recording the interview to share on a class blog.
in class and on the playground. CS
esquemas, toma de Singing songs that practice helpful language.
notas, entre otras Writing a weekly journal entry.
EFL.2.1.9. Communicate to peers I.EFL.2.5.1. Learners can apply turn
and teacher when something is not taking and ways to express to Sending an audio message to a learner in another
Uso del sustantivo, understood in class through the use others when something is not classroom. Recommending a favorite past time activity to
el adjetivo y verbos of simple basic questions. CC CS understood in short conversations. a classmate.
(J.3, S.1, S.4) CC Giving a book recommendation to a classmate, teacher or another adult.
en la expresión
Participating in a reading book contest.
escrita. EFL.2.1.10. Recognize when to Recording books, comics, poems or short stories read by the learners outside of
Propósitos con los speak and when to listen while class on a class chart.
que se usa la lengua working in pairs or small groups in
escrita en el entorno class by following classroom
instructions and simple commands.
(persuadir,
CC CS
expresar
emociones, Curricular Thread 2 Oral Communication
informar, requerir, This performance criteria could be evaluated by: Conducting a role play
between two students on a given topic. (Example: talking about routines, finding
etc.) Thread 2: Oral Thread 2: Oral common free time activities, playing a guessing game, etc.)
Textos literarios
(cuento, fábula, Communication Communication Playing a game where learners choose a picture and a partner asks and
answers questions in order to guess which picture was chosen.
leyenda) elementos, EFL.2.2.1. Understand meanings Giving learners language prompts to use during pair/group work. (Example:
estructura, expressed in short dialogues on
Learners can understand the What
características. familiar topics, as well as basic
spoken instructions and simple main ideas in short simple do you think? I agree/disagree. I think we need
Essential Contents questions about self, people, spoken texts. Ref.: I.EFL.2.6.1. to…, It’s your turn to say the answer, etc.)
Basic personal animals, or things, especially when (I.3) CC Doing a mingle activity where learners meet and greet each other and ask and
information spoken slowly and clearly. (Example: answer
Expressions of greetings, short phrases, basic range questions. Observing to see whether the learners can interact effectively
of classroom instructions, common and whether they are able to ask follow up questions in order to extend the
politeness in short personal information questions: exchange. (Example: Have you ever eaten lobster? Yes? Where? Did you like it?
dialogues or What’s your name? etc.) CC C – takes notes on the answers.)
conversations CS Establishing a clear expectation of English use for classroom functions.
Greetings and (Example: greeting, requesting, thanking, asking for repetition / clarification,
Introducing myself EFL.2.2.6. Enjoy extensive listening giving instructions, o f f e r i n g h e l p , c o m p a r i n g a n s w e r s , t a k i n g
in English. Example: listen to stories, l e a v e , e t c . ) Informal assessment could involve personal notes from the
and Yourself watch short movies, experience song
There is / There are teacher to learners who use L2 regularly.
lyrics or poetry, etc.) CC C CS
Action Verbs
Understanding
commands
Describing objects
EFL2.2.3. Recognize familiar
Alphabet names, words, and short phrases
Learners can understand short and
Verbs in Simple simple spoken texts well enough to
about simple everyday topics be able to pick out key items of
Present Tense whether heard in isolation or information. Ref. I.EFL.2.7.1. (I.3)
Verb To Be in within short, simple spoken texts CC
describing people and objects.
Present (Example: vocabulary about self,
Personal Pronouns family, friends and immediate
Counting from 1 to surroundings at school and
home, adjectives for color and
50
Possessive Nouns size, etc.) CC
WH Questions
Writing simple EFL.2.2.4. Identify items of
specific information within
words, phrases and
simple messages or from short
sentences and simple descriptions about
1St QUIM familiar contexts, especially if
# 1.-BLOCK 1 P1 visual support is provided.
MODULE 1 What do (Example: letters of the alphabet,
you know about your numbers, prices and times,
school? days, dates and months, etc.)
Greetings and CC C
commands
Simple present
EFL.2.2.8. Imitate individual English Learners can pronounce most
tense, WH- language sounds, especially those familiar vocabulary items
questions phonemes which do not exist in the accurately. They can also produce
Recycling student’s own L1, both in isolation some phrases and short sentences
vocabulary and within key vocabulary items. clearly. Ref. I.EFL.2.8.1. CC
(Example: /ŋŋ/ /ð/ /ʌ/ /i: / and in
My qualities words like singing, these, up, sea,
Possessive Saxon etc.) CC C
genitive EFL.2.2.10 Clap, move, chant, or
MODULE 2 What sing along with short authentic
English language rhymes or songs,
are your approximating English rhythm and
favorite foods? intonation once familiar with the text.
Fruits, vegetables, (Example: jump or clap in time to
dairy, grains and jump rope rhymes, do the actions to
action songs or short rhythmic
proteins poems, enunciating some of words in
Quantifiers, simple time with the rhythm, etc.) CC
present tense,
review EFL.2.2.13. Understand and use Learners can interact effectively
basic greetings, leave taking using a range of basic functional
MODULE 3 expressions, and other simple exponents for interpersonal
everyday phrases to facilitate conversations in everyday contexts,
Explaining recipes interpersonal interaction, to introduce providing speech is slow and clear.
to prepare your others, and to name things. Learners can request repetition or
favorite food (Example: Thank you, Can I help clarification. I.EFL.2.10.1. (I.3)
Food in Ecuador you? This is [name], etc.) CC CS
Food art
Calculations and
Measurements EFL.2.2.14. Ask and answer basic
Typical Ecuadorian personal information questions, as
food well as simple questions about other
MODULE 4 people, animals, and possessions,
provided the interaction is slow and
What instrument clear. (Example: Where do you live?
would you like to
Do you have a bicycle? Etc.) CC
play?
CS
Music, adjectives
Comparatives, EFL.2.2.16. Say when they do not
superlatives understand and ask for slower or
My favorite music clearer repetition where required.
(Example: Sorry? Could you say that
Ecuadorian music again, etc.) CS

Thread 3: Reading Thread 3: Reading Thread 3: Reading

EFL 2.3.1. Demonstrate basic I.EFL.2.11.1. Learners can
reading comprehension skills by understand familiar words, phrases, This performance criteria could be evaluated by:
identifying the meaning of individual and short simple sentences and can • Answering pre-reading questions by inferring information from pictures
words, phrases, and sentences, successfully complete the simple within a text.
including simple written accompanying task. (I.4) CC • Reading inferences about a text and then underlining the information within
instructions. CC C the
text that gives evidence of where the inference came from.
EFL 2.3.1. Demonstrate basic I.EFL.2.11.1. Learners can • Reading statements in pairs in order to infer information about the text,
reading comprehension skills by understand familiar words, phrases, then comparing and contrasting inferences with another pair. (Example: learners
identifying the meaning of individual and short simple sentences and can infer
words, phrases, and sentences, successfully complete the simple that a dialogue takes place in a park because there are children playing on
including simple written accompanying task. (I.4) CC playground
instructions. CC C equipment, etc.) • Brainstorming a list of everything known about the
topic of a text. (Example: Text: Robots. What I know: machines, use
EFL 2.3.2. Read a short simple text Learners can understand a short batteries, technology, not human,
(online or print) and demonstrate simple text on an everyday topic. made of metal, etc.)
understanding of the gist and some Ref. EFL.2.12.1. (I.4) CC • Reading a text and taking notes in the margins about important or interesting
basic details of the content. CC CD information.

EFL 2.3.4. Understand the content in I.EFL.2.13.1. Learners can

simple short written environmental understand a short simple
print text types, using artwork, environmental print text type and
symbols and layout for support. successfully complete a simple
(Example: price tags, signs, notices task. (Example: a sign, notice,
(No eating, etc.), candy wrappers, menu, etc.) (I.3)
etc.) CD

EFL 2.3.5. Show the ability to use a

simple learning resource. (Example: I.EFL.2.14.1. Learners can
a small set of flashcards, a picture- successfully use simple online and
based dictionary (online or print), or a print learning resources. (Example:
flashcards, picture dictionaries,
simple word list). CD word lists, etc.) (I.2) CD

EFL 2.3.6. Understand the content of I.EFL.2.15.1. Learners can use

a simple graphic organizer (online or simple graphic organizers to show
print). (Example, Venn Diagrams, that they can understand a short
charts, and labeled diagrams.) CD simple text. (Example: maps,
diagrams, bar charts, Venn
diagrams, etc.) (I.4)

EFL 2.3.7. Read and understand Learners can understand the main
the main ideas in a short simple text ideas in short simple text on a
on a cross curricular topic. (Example: cross curricular* topic. Ref.
art, music, history, etc.) CC I.EFL.2.6.1. (I.2) CC
EFL 2.3.10. Read a variety of simple *The content is from other
text types and graphic organizers school subjects like art, music,
used to present cross curricular math, science, geography.
information (Example: instructions,
graphs, diagrams, charts, plans or
maps, etc.) CC

Thread 4: Writing Thread 4: Writing Curricular Thread 4 Writing

EFL.2.4.1 Know how to spell simple Learners can write words, phrases,
English words correctly, and short simple sentences using This performance criteria could be evaluated by:
demonstrating awareness of sound the correct conventions (spelling, • Using an app such as Workflow to complete an outline for a writing topic.
letter relationships. (Example: punctuation, capitalization, and • Reading a text and using a checklist to talk about how it is organized.
sea, mean, bee, etc.) CC C handwriting or typography, etc.). (Example: Is there a title? Does it have an opening sentence? etc.)
Ref.I.EFL.2.17.1. (I.3) CC • Collaborating on a brainstorm through the use of an online bulletin board such as
EFL.2.4.3. Write simple words, padlet.com.
phrases and sentences with correct • Using Google Apps to revise and edit student work both as a class and in pairs.
use of standard writing mechanics.
• Adding pictures to a group presentation.
(Example: spelling, punctuation,
capitalization, and writing by hand • Exchanging writing in pairs in order to make suggestions about things that could
and/or on the computer. CC CD
be improved.
• Doing pair editing, where pairs work together in order to find errors in a
text and then rewrite the text without the errors.
• Completing an online graphic organizer in order to help plan a piece of writing.
• Creating a group presentation using biteslide.com.
• Doing extended or free writing on a class blog, such as kidblog.org.

EFL 2.4.4. Write simple words, I.EFL.2.18.1. Learners can write

phrases and sentences for controlled short simple phrases and sentences
practice of language items. CC to show that they know how to use
simple grammar or vocabulary
items. (I.3, I.4)

EFL.2.4.5. Write simple sentences on Learners can produce a short

familiar topics to communicate basic simple sentence and a paragraph
ideas. CC C with ample support on a variety of
topics with the support of a model
EFL 2.4.6 Write a short simple text. I.EFL.2.19.1 (I.3) CC
paragraph to convey some simple
facts about people, animals, places,
things, yourself or others, with the
support of a model text. (Example:
where they live, what they do, etc.)
CC

EFL 2.4.8 Complete a basic survey Learners can write information in a

or a questionnaire by providing simple survey form or
personal details. CC questionnaire. Ref I.EFL.2.20.1.
Thread 5: Language Thread 5: Language
through the Arts Thread 5: Language through the Arts
through the Arts
I.EFL.2.21.1. Learners can This performance criteria could be evaluated by:
recognize, through pictures or other • Reading a myth from Ecuador and writing a song about it.
EFL 2.5.1. Identify key information • Brainstorming features and conventions of genres and then reading
media such as ICT, key aspects of
such as events, characters, and examples of each in order to locate them. (Examples: rhyme and
a story or literary text (both oral and
objects in stories and other
written). (J.1, I.2) CC alliteration in a poem or
age-appropriate literary texts if there
song, animals and a moral in a fable, etc.)
is visual support. CC C
• Completing a chart with literary elements from a text seen in class.
(Example: main character, setting, theme, imagery, etc.)
EFL.2.5.2. Express emotions and Learners can report emotions and
• Creating a crossword puzzle in groups about an Ecuadorian story, region,
feelings using basic adjectives and compose
related images through written work short responses to literary texts celebrity, etc.
on the school or class bulletin board. through words and images. • Discussing similarities between a text and the learners’ personal experiences.
Learners can generate and expand • Creating a dance for a popular song or rhyme.
CS
on personal opinions and • Identifying elements of a story (and/or song) from two different regions or time
EFL.2.5.6. Generate and expand
ideas by responding in a fun and
responses to oral and written periods
texts through TPR, playground (including pop culture) and using them to produce a new, original
playful manner to oral and written
games, and songs. Ref text in small groups. (Example: writing a story where “The lion and the mouse
texts in order to increase enjoyment
I.EFL.2.22.1. (I.3, S.3) “aloud.
of the language through TPR,
playground games, and songs and
chants. CS

EFL.2.5.2. Express emotions and Learners can report emotions and

feelings using basic adjectives and compose
related images through written work short responses to literary texts
on the school or class bulletin board. through words and images.
CS Learners can generate and expand
on personal opinions and
EFL.2.5.6. Generate and expand
responses to oral and written
ideas by responding in a fun and
texts through TPR, playground
playful manner to oral and written
games, and songs. Ref
texts in order to increase enjoyment
I.EFL.2.22.1. (I.3, S.3)
of the language through TPR,
playground games, and songs and
chants. CS

EFL.2.5.4. Listen to and read short Learners can demonstrate an

narratives and/or other oral and affinity for a variety of literary texts
written literary texts in class (with a in order to stimulate imagination
preference for authentic texts) in and curiosity for literature. Ref
order to stimulate imagination, I.EFL.2.23.1 (I.1, I.4) CC
curiosity and a love for literature. CC
C

EFL.2.5.5. Apply ICT and/or other Learners can communicate

resources to communicate thoughts, feelings, and/or personal
simple thoughts in small groups. CC experiences through a range of
C CD resources and other media,
including ICT. Ref I.EFL.2.24.1. (I.2,
I.3, I.4) CD CC

EFL.2.5.9. Use creative thinking I.EFL.2.25.1. Learners can utilize a

skills to learn how to share and range of creative thinking skills to
respect all ideas through show a respect for sharing and
brainstorming activities and pair work accepting different ideas while CC
in class. CM

6
 Practice these dialogues with your family (Practica estos diálogos con tu familia).
Conociendo mi
entorno, aprendo a EFL.2.2.11. Produce simple,
PROYECT 1 cuidarlo mainly isolated utterances
● Learners can express basic ideas,
using very short phrases and
initiate conversations, possibly with
WEEK 1 sometimes individual words,
slow and/or hesitant delivery.
possibly with slow and/or
(Ref.I.EFL.2.9.1.
2ND GRADE hesitant delivery. (Example:
words, phrases and short
sentences about people,
animals, things, etc.) CC
Match the words with the pictures (Une las palabras con las imágenes correspondientes).

EFL.2.2.11. Produce simple, Activities 5: Greet your teacher and classmates ● Say “Hello” to your teacher. Say “Hi” to a friend.
mainly isolated utterances Introduce yourself to a partner. Example: my name is
using very short phrases and What is your name? ● Listen, point and repeat (Escucha, señala y repite). ● Look at the numbers.
Conociendo mi sometimes individual words, Draw objects to show the value (Mira los
entorno, aprendo a possibly with slow and/or números. Dibuja objetos de acuerdo con el número presentado).
cuidarlo hesitant delivery. (Example:
● Learners can express basic ideas,
PROYECT 1 words, phrases and short
initiate conversations, possibly with
WEEK 2 sentences about people,
slow and/or hesitant delivery.
2nd GRADE animals, things, etc.) CC (Ref.I.EFL.2.9.1.
.

EFL.2.2.11. Produce simple, Activities 5: The numbers ● Count and write how many things you see (Cuenta y escribe cuántos
mainly isolated utterances objetos observas).
using very short phrases and ● Match the picture with the number (Enlaza la imagen con el número que corresponde).
sometimes individual words,
possibly with slow and/or
PROYECT 1 Conociendo mi hesitant delivery. (Example:
● Learners can express basic ideas,
entorno, aprendo a words, phrases and short
initiate conversations, possibly with
WEEK 3 cuidarlo sentences about people, slow and/or hesitant delivery.
2ndBASIC animals, things, etc.) CC (Ref.I.EFL.2.9.1.

EFL.2.2.11. Produce simple, Actividad 5: Words and letters ● Listen, point, and repeat the words and letters. Listen to your
mainly isolated utterances teacher’s audio (Escucha, señala y repite las palabras y letras. Escucha el audio de tu docente).
PROYECT 1
Conociendo mi using very short phrases and ● Learners can express basic ideas,
entorno, aprendo a sometimes individual words, initiate conversations, possibly with
WEEK 4
cuidarlo possibly with slow and/or slow and/or hesitant delivery.
hesitant delivery. (Example: (Ref.I.EFL.2.9.1.
2ND BASIC ● Read and color the correct picture (Lee y pinta la imagen correcta).
words, phrases and short
sentences about people,

9
 Actividad 1: La localidad en la que vivo
EFL 2.3.1. Demonstrate En nuestra localidad conocemos a amigos con quienes compartimos muchos momentos importantes.
basic reading comprehension Saludemos a nuestros amigos en inglés: hello friends Look, listen, and repeat (Mira, escucha y repite).
skills by identifying the
PROYECT 1 meaning of individual words, ● I.EFL.2.11.1. Learners can
Para proteger y phrases, and sentences, understand familiar words, phrases,
WEEK 1 valorar mi entorno, including simple written and short simple sentences and can
debo conocerlo. successfully complete the simple 2. Complete the sentences with your information (Completa las oraciones con tu propia
instructions. CC C
3RD BASIC accompanying task. CC información).

Activities: 5 Personal Pronouns Look at the pictures and repeat the words (Mira las imágenes y repite
EFL 2.3.1. Demonstrate basic las palabras).
reading comprehension skills by 2. Write the correct personal pronoun (Escribe el pronombre personal correcto).
identifying the meaning of
individual words, phrases, and
sentences, including simple
PROY 1 written instructions. CC ● I.EFL.2.11.1. Learners can
Para proteger y C understand familiar words, phrases,
WEEK 2 valorar mi entorno, and short simple sentences and can
debo conocerlo. successfully complete the simple
3rdBASIC accompanying task. CC

Actividad 5: Verbs Read the following verbs, listen, and repeat (Lee los siguientes verbos, escucha y
EFL 2.3.1. Demonstrate basic repite). Find the verbs in the word search (Encuentra los verbos en la sopa de letras).
reading comprehension skills
PROY 1 by identifying the meaning of ● I.EFL.2.11.1. Learners can
Para proteger y individual words, phrases, and understand familiar words, phrases,
sentences, including simple
WEEK 3 valorar mi entorno, and short simple sentences and can
written instructions. CC
debo conocerlo. successfully complete the simple
3rd BASIC C accompanying task. CC

10
 Activity 5: Let’s count! Numbers from 1-20 Look at the picture and listen to the story (Mira la imagen
EFL 2.3.1. Demonstrate basic y escucha el cuento).
reading comprehension skills by Write the numbers in words in your notebook (Escribe los números en tu cuaderno).
identifying the meaning of
individual words, phrases, and
sentences, including simple
PROYECT 1 written instructions. CC ● I.EFL.2.11.1. Learners can
Para proteger y C understand familiar words, phrases,
WEEK 4 valorar mi entorno, and short simple sentences and can
debo conocerlo. successfully complete the simple
3rdBASIC accompanying task. CC

Activity 5: Verbs in the simple present tense Look at the picture, listen and repeat (Mira, escucha y
EFL 2.3.1. Demonstrate basic repite).
reading comprehension skills
by identifying the meaning of
PROYECT 1 individual words, phrases, and ● I.EFL.2.11.1. Learners can
sentences, including simple understand familiar words, phrases,
Conozco, cuido y
WEEK 1 written instructions. CC and short simple sentences and can
conservo mi entorno
C successfully complete the simple
4TH BASIC accompanying task. CC

Listen and read along. Then copy the verbs in the simple present and draw them in your notebook
EFL 2.3.1. Demonstrate basic
(Escucha y sigue la lectura. Luego, copia los verbos en presente simple y dibújalos en tu cuaderno):
reading comprehension skills
by identifying the meaning of
LEARN-TAKE-READ-WRITE-HAVE-ENJOY-BE-PLAY-SMILE-SHARE
individual words, phrases, and ● I.EFL.2.11.1. Learners can Read the text and find the activities we do every day in class.
PROYECT 1 Conozco, cuido y
sentences, including simple understand familiar words, phrases,
WEEK 2 written instructions. CC and short simple sentences and can
conservo mi entorno
4thGRADE C successfully complete the simple
accompanying task. CC

EFL 2.3.1. Demonstrate basic Activity 5: The /Z/ sound in words and verbs
reading comprehension skills
PROYECT 1 by identifying the meaning of ● I.EFL.2.11.1. Learners can
individual words, phrases, and understand familiar words, phrases,
Conozco, cuido y
WEEK 3 sentences, including simple and short simple sentences and can
conservo mi entorno
written instructions. CC successfully complete the simple
4TH GRADE C accompanying task. CC

11
 EFL 2.3.1. Demonstrate basic Activity 5: Verbs in the simple present Pide apoyo a un familiar y lean los verbos en inglés. Listen and
reading comprehension skills repeat the verbs (Escucha y repite los verbos).
PROYECT 1 ● I.EFL.2.11.1. Learners can
by identifying the meaning of Draw these actions in your notebook (Dibuja estas acciones en tu cuaderno).
understand familiar words, phrases,
Conozco, cuido y individual words, phrases, and
4th GRADE and short simple sentences and can
conservo mi entorno sentences, including simple
successfully complete the simple
written instructions. CC
WEEK 4 accompanying task. CC
C

EFL2.2.3. Recognize ● Look, point, and repeat the words (Mira, señala y repite las palabras).
familiar names, words, and
short phrases about simple
everyday topics whether
PROYECT 2 heard in isolation or
within short, simple spoken ● Learners can understand short and
La diversidad de mi
texts describing people simple spoken texts and identify ● Write the sense next to the correct part of the body (Escribe el sentido correspondiente a cada parte
2ndBASIC entorno me invita
and objects. (Example: important information. (Ref. del cuerpo).
crecer
vocabulary about self, I.EFL.2.7.1. CC
WEEK 1
family, friends and
immediate surroundings at
school and home,
adjectives for color and
size, etc.) CC

EFL.2.2.4. Identify items of Actividad 5: A good life ● Listen, point, and repeat the sentences (Mira, señala y repite las oraciones).
specific information within ● Look at the pictures and write the correct word (Mira las imágenes, y escribe la palabra correcta).
simple messages or from
short and simple descriptions ● Learners can understand short and
PROYECT 2 La diversidad de mi about familiar contexts,
entorno me invita especially if visual support is simple spoken texts and identify
2nd BASIC
crecer important information. (Ref.
WEEK 2 provided. (Example: letters of I.EFL.2.7.1. CC
the alphabet, numbers, prices
and times, days, dates
and months, etc.) CC C
EFL2.2.3. Recognize Actividad 5: Gender ● Look, listen, and repeat the sentences (Mira, escucha y repite las oraciones).
familiar names, words, and ● Look at the pictures and complete the sentences with the correct gender word (Mira las imágenes y
short phrases about simple completa usando el género correcto).
everyday topics whether
PROYECT 2 heard in isolation or
within short, simple spoken ● Learners can understand short and
La diversidad de mi
texts describing people simple spoken texts and identify
2nd BASIC entorno me invita
and objects. (Example: important information. (Ref.
crecer
vocabulary about self, I.EFL.2.7.1. CC
WEEK 3
family, friends and
immediate surroundings at
school and home, ● Are you a girl or a boy? Draw yourself and complete the sentence (¿Eres una niña o un niño? Dibuja
y completa la oración). I am a ……….
adjectives for color and
size, etc.) CC
12
 EFL.2.2.4. Identify items of Actividad 5: What color is it? ● Look, point and say the color (Mira, señala y di el color).
specific information within
simple messages or from
PROYECT 2 short and simple descriptions
about familiar contexts, ● Learners can understand short and
La diversidad de mi
simple spoken texts and identify
2ndBASIC entorno me invita especially if visual support is
crecer provided. (Example: letters of important information. (Ref.
the alphabet, numbers, prices I.EFL.2.7.1. CC
WEEK 4
and times, days, dates
and months, etc.) CC C

EFL.2.2.1. Understand meanings Actividad 5: Family members Look and read the vocabulary. Then, find them in the story (Mira y lee el
expressed in short dialogues on vocabulario. Luego, encuentra las palabras en la historia).
familiar topics, as well as basic
spoken instructions and
simple questions about
PROYECT 2 self, people, animals, or things, ● Understand the main ideas in
Un mundo diverso especially when spoken slowly
3RD BASIC simple spoken texts. (Ref.
WEEK 1 por descubrir and clearly. (Example: greetings, I.EFL.2.6.1.
short phrases, basic range of
classroom instructions, common
personal information questions:
What’s your name? etc.) CC C
CS

EFL.2.2.6. Enjoy extensive Actividad 5: Article a/an Look, listen, and read the story (Mira, escucha y lee la historia).
listening in English. Example:
listen to stories, watch short
movies, experience song lyrics
or poetry, etc.) CC C CS
PROYECT 2 ● Understand the main ideas in
3RD BASIC Un mundo diverso
simple spoken texts. (Ref.
WEEK 2 por descubrir
I.EFL.2.6.1.

EFL.2.2.1. Understand meanings Actividad 1: Prepositions of place Read and repeat the words (Lee y repite las palabras).
expressed in short dialogues on
familiar topics, as well as basic
PROYECT 2 spoken instructions and
simple questions about
● Understand the main ideas in
Un mundo diverso self, people, animals, or things,
3RD BASIC por descubrir especially when spoken slowly simple spoken texts. (Ref.
and clearly. (Example: greetings, I.EFL.2.6.1.
WEEK 3 short phrases, basic range of
classroom instructions, common
personal information questions:
What’s your name? etc.) CC C
 EFL.2.2.6. Enjoy extensive Complete each sentence using the vocabulary words (Completa cada oración usando las palabras del
listening in English. Example: vocabulario).
listen to stories, watch short
movies, experience song lyrics
or poetry, etc.) CC C CS
PROYECT 2
Un mundo diverso ● Understand the main ideas in
RD por descubrir simple spoken texts. (Ref.
3 BASIC
I.EFL.2.6.1.
WEEK 4

EFL 2.3.2. Read a short Activity 5: Occupations and activities Look at and read the occupations. Then, find them in the picture
simple text (online or print) and (Mira y lee las ocupaciones. Luego, encuéntralas en el cuadro).
demonstrate understanding of
the gist and some basic details
PROYECT 2
La riqueza de la vida of the content. CC CD
● Learners can understand a simple
y la diversidad la
4th BASIC text o n a n e v e r y d a y t o p i c .
encuentro en todo
(Ref. EFL.2.12.1)
lugar.
WEEK 1
Ask your friends about the occupations and professions they like. For example, what are you going to
be? I am going to be a doctor (Pregunta a sus amigos acerca de las ocupaciones y profesiones que a
ellos les gusta. Ejemplo. ¿Qué vas a ser cuando crezcas? Yo seré un doctor).
EFL 2.3.2. Read a short simple Activity 5: Members of the family and occupations Look, listen, and read about the members of the
text (online or print) and family and the occupations. Mira, escucha y lee los miembros de la familia y las ocupaciones.
demonstrate understanding of
the gist and some basic details
of the content. CC CD

PROYECT 2
La riqueza de la vida
● Learners can understand a simple
y la diversidad la
4thBASIC text o n a n e v e r y d a y t o p i c .
encuentro en todo (Ref. EFL.2.12.1)
lugar. Make sentences using the two words. The first word is a member of the family, and the second the
WEEK 2
occupation (Crea oraciones usando las dos palabras. La primera corresponde a un miembro de la
familia y la segunda una ocupación). Example (mother/artist): My mother is an artist.
1. Grandfather/veterinarian
2. Sister/pilot

Activity 5: Actions and subjects in school Listen and read along about what Jazmine tells her
EFL 2.3.2. Read a short grandmother about school (Escucha y lee lo que Jazmine le cuenta a su abuela sobre la escuela).
PROYECT 2 simple text (online or print) and
La riqueza de la vida
demonstrate understanding of ● Learners can understand a simple
y la diversidad la text o n a n e v e r y d a y t o p i c .
4thBASIC the gist and some basic details
encuentro en todo (Ref. EFL.2.12.1)
of the content. CC CD
lugar.
WEEK 3

14
 EFL 2.3.2. Read a short Answer the questions about the school activities (Contesta las preguntas sobre las actividades de la
simple text (online or print) and escuela). What are you learning now in your class? What are you doing in Math? What are you
demonstrate understanding of investigating in Science?
the gist and some basic details
of the content. CC CD

PROYECT 2
La riqueza de la vida
● Learners can understand a simple
y la diversidad la
4thBASIC text o n a n e v e r y d a y t o p i c .
encuentro en todo
(Ref. EFL.2.12.1)
lugar.
WEEK 4

¡Manos a la obra! EFL.2.2.8. Imitate individual Activity 5: My family ● Look, point and repeat the words. (Mira, señala y repite las palabras.)
Cuidemos el agua en English language sounds,
nuestra comunidad. especially those phonemes
which do not exist in the
PROYECT 3 student’s own L1, both in ●L e a r n e r s c a n p r o n o u n c e
isolation and within key m o s t familiar vocabulary
WEEK 1 vocabulary items. (Example: items accurately. They can also
/ŋŋ/ /ð/ /ʌ/ /i: / and in words like produce some phrases and short
2nd BASIC singing, these, up, sea, etc.) sentences clearly. (Ref.
CC C I.EFL.2.8.1.) Make a family tree using the new vocabulary: father, mother, sister, brother, grandmother, grandfather.
Paste pictures or draw your family. (Haz un árbol genealógico usando el nuevo vocabulario. Pega
imágenes o dibuja a tu familia.)

¡Manos a la obra! EFL.2.2.10 Clap, move, chant, Activity 5: My family ● Read out loud. (Lee en voz alta.)
Cuidemos el agua en or sing along with short
nuestra comunidad. authentic English language
rhymes or songs,
approximating English rhythm
and intonation once familiar
PROYECT 3 with the text. (Example: jump ●L e a r n e r s c a n p r o n o u n c e
or clap in time to jump rope m o s t familiar vocabulary
rhymes, do the actions to
WEEK 2 items accurately. They can also
action songs or short rhythmic
poems, enunciating some of produce some phrases and short
2nd BASIC words in time with the rhythm, sentences clearly. (Ref.
etc.) CC I.EFL.2.8.1.)
● Practice the dialogue with a member of your family. Take turns to ask and answer. Use your family
tree from the last task.

15
 ¡Manos a la obra! EFL.2.2.8. Imitate individual Activity 5: How do you feel? ● Look, listen and repeat the sentences. (Mira, escucha y repite las
Cuidemos el agua en English language sounds, oraciones.
nuestra comunidad. especially those phonemes
which do not exist in the
student’s own L1, both in ●L e a r n e r s c a n p r o n o u n c e
PROYECT 3 isolation and within key m o s t familiar vocabulary
vocabulary items. (Example:
WEEK 3 items accurately. They can also
/ŋŋ/ /ð/ /ʌ/ /i: / and in words like
2nd BASIC singing, these, up, sea, etc.) produce some phrases and short
CC C sentences clearly. (Ref.
I.EFL.2.8.1.) ● Read and draw a face. (Lee y dibuja un rostro.)

EFL.2.2.10 Clap, move, chant, Actividad 5: My home Look, point, and repeat the words. (Mira, señala y repite las palabras.)
or sing along with short
authentic English language
rhymes or songs, ●L e a r n e r s c a n p r o n o u n c e
approximating English rhythm m o s t familiar vocabulary
PROYECT3 ¡Manos a la obra! and intonation once familiar items accurately. They can also
WEEK 4 Cuidemos el agua en with the text. (Example: jump produce some phrases and short
2nd BASIC nuestra comunidad. or clap in time to jump rope sentences clearly. (Ref. I.EFL.2.8.1.)
rhymes, do the actions to
action songs or short rhythmic
poems, enunciating some of Read and draw the rooms. (Lee y dibuja los cuartos.)
words in time with the rhythm, ● Answer the question in your notebook. Write or draw your answer. (Responde la pregunta en tu
etc.) CC cuaderno. Puedes escribir o dibujar tu respuesta.) How can kids help the earth? (¿Cómo los/las niños/as
EFL.2.2.8. Imitate individual pueden ayudar
GRUPO a la tierra?)
1.- PRONOMBRES PERSONALES TOTAL 8 TARJETAS GRUPO 2.- VERBO TO-BE
English language sounds, ●L e a r n e r s c a n p r o n o u n c e TOTAL 9 TARJETAS Elaborar tarjetas que fueron nota para exámenes quimestrales completar
especially those phonemes m o s t familiar vocabulary y
which do not exist in the realizar las mismas puede ser de hojas recicladas de algún cuaderno y poner la palabra en inglés con el
items accurately. They can also
student’s own L1, both in
produce some phrases and short dibujo correspondiente del significado y en la parte de atrás en español; una vez terminada debe cubrir
isolation and within key
vocabulary items. (Example: sentences clearly. (Ref. con cinta de embalaje para protegerles y perforar o hacer un hueco donde pueda pasar una cinta o una
Proyect
Tema: MY /ŋŋ/ /ð/ /ʌ/ /i: / and in words like I.EFL.2.8.1.) lana y organizar por grupos como está indicado en la parte de arriba solo las últimas van separadas
LUDIC CARDS singing, these, up, sea, etc.) pues estas tarjetas didácticas ayudarán para entender el inglés y la formación de oraciones afirmativas,
2nd / 3rd / negativas e interrogativas durante 5 minutos diarios en su casa y cada clase de zoom con su teacher.
CC C
4th BASIC

16
 Tema: MY EFL.2.2.10 Clap, move, chant, ●L e a r n e r s c a n p r o n o u n c e GRUPO 3.- LOS SENTIMIENTOS Y EMOCIONES “Feelings & emotions”
LUDIC CARDS or sing along with short m o s t familiar vocabulary Elaborar tarjetas que fueron nota para exámenes quimestrales completar y realizar las mismas puede
authentic English language items accurately. They can also ser de hojas recicladas de algún cuaderno y poner la palabra en inglés con el dibujo correspondiente
rhymes or songs, produce some phrases and short del
approximating English rhythm sentences clearly. (Ref. significado y en la parte de atrás en español; una vez terminada debe cubrir con cinta de embalaje para
and intonation once familiar I.EFL.2.8.1.) protegerles y perforar o hacer un hueco donde pueda pasar una cinta o una lana y organizar por grupos
with the text. (Example: jump como está indicado en la parte de arriba solo las últimas van separadas pues estas tarjetas didácticas
or clap in time to jump rope ayudarán para entender el inglés y la formación de oraciones afirmativas, negativas e interrogativas
rhymes, do the actions to durante 5 minutos diarios en su casa y cada clase de zoom con su teacher.
action songs or short rhythmic
PROYECT poems, enunciating some of
words in time with the rhythm,
2nd / 3rd / etc.) CC

4th BASIC

Yaku-llakta: EFL.2.2.8. Imitate individual ●L e a r n e r s c a n p r o n o u n c e Activity: My neighborhood Look, point, and repeat the words. Mira, señala y repite las palabras.
campaña para el English language sounds, m o s t familiar vocabulary
cuidado del planeta. especially those phonemes items accurately. They can also
which do not exist in the produce some phrases and short
student’s own L1, both in sentences clearly. (Ref.
isolation and within key I.EFL.2.8.1.)
vocabulary items. (Example:
PROYECT /ŋŋ/ /ð/ /ʌ/ /i: / and in words like Listen, read, and draw the place in the correct box. (Escucha, lee y dibuja en el cuadro correcto). The
3 singing, these, up, sea, etc.) hospital is to the right of the movie theater. The store is to the left of the playground. The swimming
CC C pool is next to the bus stop.
WEEK 1
3rd BASIC

Write the correct place according to the activity or word. Escribe el lugar correcto de acuerdo con la
actividad o la palabra. Swim………….. animals……………… sick …………….. cars ………………..

17
 Yaku-llakta: EFL.2.2.10 Clap, move, chant, ●L e a r n e r s c a n p r o n o u n c e Activity: Prepositions of place Read aloud. Lee en voz alta.
campaña para el or sing along with short m o s t familiar vocabulary
cuidado del planeta. authentic English language items accurately. They can also
PROYECT rhymes or songs,
produce some phrases and short
3 approximating English rhythm
and intonation once familiar sentences clearly. (Ref.
with the text. (Example: jump I.EFL.2.8.1.) Read the following sentences and draw. (Lee las siguientes oraciones y dibuja).
WEEK 2 1. The zoo is behind many trees.
or clap in time to jump rope
rhymes, do the actions to 2. The market is next to a hospital.
3rd BASIC action songs or short rhythmic 3. The store is to the left of the playground.
poems, enunciating some of
words in time with the rhythm,
etc.) CC
Yaku-llakta: EFL.2.2.8. Imitate individual ● L e a r n e r s c a n p r o n o u n c e Activity: How do you feel? Look, listen and repeat. Mira, escucha y repite.
campaña para el English language sounds, m o s t familiar vocabulary
cuidado del planeta. especially those phonemes items accurately. They can also
which do not exist in the produce some phrases and short
student’s own L1, both in sentences clearly. (Ref.
PROYECT isolation and within key I.EFL.2.8.1.)
3 vocabulary items. (Example:
/ŋŋ/ /ð/ /ʌ/ /i: / and in words like
WEEK 3 singing, these, up, sea, etc.)
CC C
3rd BASIC
Yaku-llakta: EFL.2.2.10 Clap, move, chant, or ● Learners can Read and draw a face. Lea y dibuje un rostro.
campaña para el sing along with short authentic p r o n o u n c e m o s t familiar
PROYECT cuidado del planeta. English language rhymes or vocabulary items accurately. They
songs, approximating English can also produce some phrases and
3 rhythm and intonation once
WEEK 4 short sentences clearly. (Ref.
familiar with the text. (Example:
3rd BASIC I.EFL.2.8.1.)
jump or clap in time to jump rope
rhymes, do the actions to action
songs or short rhythmic poems,
enunciating some of words in
time with the rhythm, etc.) CC

Somos superhéroes EFL.2.2.8. Imitate individual ● L e a r n e r s c a n p r o n o u n c e Activity 5: Dairy Products on the Farm Listen to the story and follow along. (Escucha el cuento y
y superheroínas del English language sounds, m o s t familiar vocabulary síguelo.)
ambiente especially those phonemes items accurately. They can also
which do not exist in the produce some phrases and short
PROYECT student’s own L1, both in sentences clearly. (Ref.
3 isolation and within key I.EFL.2.8.1.)
vocabulary items. (Example:
WEEK 1 /ŋŋ/ /ð/ /ʌ/ /i: / and in words like
singing, these, up, sea, etc.)
CC C
4th BASIC
Circle the sentence with the best summary of the story. (Encierra la oración con el mejor resumen de la
historia.)

18
 Somos superhéroes EFL.2.2.8. Imitate individual ● Learners can pronounce most Activity 5: Farm Products Read out loud. (Lee en voz alta.)
y superheroínas del English language sounds, familiar vocabulary items
PROYECT especially those phonemes
ambiente accurately. They can also produce
3 which do not exist in the some phrases and short sentences
student’s own L1, both in
isolation and within key
clearly. (Ref. I.EFL.2.8.1.)
WEEK 2
vocabulary items. (Example:
4th BASIC /ŋŋ/ /ð/ /ʌ/ /i: / and in words like
singing, these, up, sea, etc.)
CC C

Somos superhéroes EFL.2.2.10 Clap, move, chant, ● Learners can pronounce most Activity 5: Old MacDonald Look, listen, and read, then sing the song. (Mira, escucha y lee. Luego,
y superheroínas del or sing along with short familiar vocabulary items canta la canción.) Draw the animals on the farm in your notebook. What animals are on the farm?
ambiente authentic English language accurately. They can also produce
rhymes or songs,
PROYECT some phrases and short sentences
approximating English rhythm
3 and intonation once familiar
clearly. (Ref. I.EFL.2.8.1.)
with the text. (Example: jump
WEEK 3 or clap in time to jump rope
rhymes, do the actions to
4th BASIC action songs or short rhythmic
poems, enunciating some of
words in time with the rhythm,
etc.) CC
Somos superhéroes EFL.2.2.8. Imitate individual ● Learners can pronounce most Activity 5: Plurals Look, point, and say the words. (Mira, señala y di las palabras.)
y superheroínas del English language sounds, familiar vocabulary items
PROYECT ambiente especially those phonemes accurately. They can also produce
3 which do not exist in the some phrases and short sentences
student’s own L1, both in clearly. (Ref. I.EFL.2.8.1.)
WEEK 4 isolation and within key
vocabulary items.
4th BASIC (Example: /ŋŋ/ /ð/ /ʌ/ /i: / and
in words like singing, these,
up, sea, etc.) CC C Read and draw the plural nouns. (Lee y dibuja los plurales.)

MY LUDIC CARDS EFL.2.2.8. Imitate individual ● Learners can pronounce most TOTAL 13 TARJETAS GRUPO 4.- VERBOS TOTAL 15 TARJETAS GRUPO 5.- “SCHOOL
2 English language sounds, familiar vocabulary items SUPPLIES” MATERIAL ESCOLAR TOTAL 6 TARJETAS
especially those phonemes accurately. They can also produce GRUPO 6.- “NOUNS” SUSTANTIVOS PARA CAMBIAR A PLURALES TOTAL 14
which do not exist in the some phrases and short sentences TARJETAS
student’s own L1, both in clearly applying the ludic cards. GRUPO 7.- PARTES DE LA CASA “HOME” TOTAL 5 TARJETAS GRUPO 8.-
isolation and within key (Ref. I.EFL.2.8.1.) “NEIGHBORHOOD” EL VECINDARIO TOTAL 11 TARJETAS GRUPO 9.- “THE CLOTHES” LA
vocabulary items. (Example: ROPA O VESTIMENTA TOTAL 8 TARJETAS GRUPO 10.- “DAILY ROUTINES”
/ŋŋ/ /ð/ /ʌ/ /i: / and in words like RUTINAS DIARIAS TOTAL 10
singing, these, up, sea, etc.) TARJETAS GRUPO 11.- “THE TIME” EL
CC C TIEMPO
ARTÍCULOS, PREPOSICIONES, LETRAS, (VAN SUELTAS NO EN GRUPO ) N.- 16TARJETAS
the
LENGUA Y = EL , LA , LOS , LAS / a = UN , UNO, UNA /at = A LAS (para dar la hora) /in = EN , DENTRO /
LITERATURA These= ESTAS-ESTOS /not / / ES con rojo/ IES con rojo don´t (auxiliar en negativo para los
pronombres
19
 EFL.2.2.10 Clap, move, chant,
or sing along with short
authentic English language
rhymes or songs,
approximating English rhythm
and intonation once familiar
with the text. (Example: jump
EFL.2.2.10 Clap, move, chant,
or sing along
EFL.2.2.10 with move,
Clap, short chant,
or sing along with short
authentic English language
rhymes or songs,
PROYECT En la familia nos EFL.2.2.8. Imitate individual ● Learners can pronounce most Actividad 5: School Supplies ● Look, point, and repeat the sentences. (Mira, señala y repite las
4 English language sounds, “family vocabulary” items accurately. oraciones.) What is this? What are these?
preparamos para especially those phonemes
2nd WEEK estar seguros y They can also produce some phrases
which do not exist in the
1BASIC and short sentences clearly. (Ref.
salvar la vida student’s own L1, both in
isolation and within key I.EFL. 2.8.1)
vocabulary items. (Example:
/ŋŋ/ /ð/ /ʌ/ /i: / and in words like
singing, these, up, sea, etc.) Take turns with a partner to ask and answer the questions about the previous pictures. (Con la ayuda de
CC C otra persona y por turnos, respondan las preguntas sobre las imágenes anteriores.)
En familia n EFL.2.2.8. Imitate individual ● Learners can pronounce most Activity 5: Adjectives Read the sentences out loud. (Lee las oraciones en voz alta.)
preparamos po English language sounds, “familiy vocabulary” items
estar seguros ay especially those phonemes accurately. They can also produce
PROYECT 4 salvar la vida. which do not exist in the some phrases and short sentences
student’s own L1, both in clearly. (Ref. I.EFL.2.8.1.)
WEEK 2 isolation and within key
vocabulary items. (Example:
2nd BASIC /ŋŋ/ /ð/ /ʌ/ /i: / and in words like
singing, these, up, sea, etc.)
CC C

EFL.2.2.8. Imitate individual ● Learners can pronounce most

English language sounds, “familiy vocabulary” items Look at the pictures and circle the correct sentence. (Mira las imágenes y encierra la oración correcta.
PROYECT 4 especially those phonemes accurately. They can also produce
which do not exist in the some phrases and short sentences
WEEK 3 En familia n student’s own L1, both in clearly. (Ref. I.EFL.2.8.1.)
preparamos po isolation and within key
estar seguros ay vocabulary items. (Example:
2nd BASIC salvar la vida. /ŋŋ/ /ð/ /ʌ/ /i: / and in words like
singing, these, up, sea, etc.)
CC C

20
 EFL.2.2.8. Imitate individual ● Learners can pronounce most
English language sounds, “familiy vocabulary” items
especially those phonemes accurately. They can also produce
PROJECT 4 which do not exist in the some phrases and short sentences
student’s own L1, both in clearly. (Ref. I.EFL.2.8.1.)
isolation and within key
WEEK 4 vocabulary items. (Example:
/ŋŋ/ /ð/ /ʌ/ /i: / and in words like Activity 5: Clothes Look, point, and repeat the sentences. (Mira, señala y repite las oraciones.)
En familia nos
singing, these, up, sea, etc.) This is a t-shirt. This is a jacket. These are jeans. These are socks. These are shoes. This is a skirt.
preparamos para
CC C Draw the clothes you are wearing today. (Dibuja la ropa que estás usando hoy.) Say: This is a……. or
2nd BASIC estar seguros y
These are … Di: Esto es un…. O … Estos son …
salvar la vida.

EFL.2.1.2 Recognize the ● Learners can recognize Activity: My Day Look, listen and repeat the words. (Mira, escucha y repite las palabras.)
PROJECT 4 differences between where differences
people live among the regions between where people live and
of the country in order to write about their own surroundings,
WEEK 1
appreciate their own
Me preparo ante una environment. (Example:
as well as ask simple questions.
3rd BASIC emergencia (Ref. I.2., S.2.) Look at the pictures and match the words. (Mira las imágenes y empareja las palabras.)
house/apartment. Country/city,
etc.) CC

EFL.2.1.4. Express curiosity ● Learners can recognize differences Activity 5: Meals of the Day Read the sentences out loud. (Lee las oraciones en voz alta.)
about the world and other between where people live and
cultures by asking simple write about t h e i r o w n
WH- questions in class after s u r r o u n d i n g s , a s well as ask
PROJECT 4 reading and/or participating in simple questions. (Ref.
presentations or other group I.2., S.2.)
work. CC C
WEEK 2 Me preparo ante una
emergencia
3rd BASIC
Read and complete the sentences with your information. (Lee y completa las oraciones con su
información.) For example: In the morning, I eat breakfast. In the afternoon, I eat…….. In the evening,
I eat……

EFL.2.1.2 Recognize the ● Learners can recognize Activity: There is / There are. Read the story and circle there is and there are. (Lee la historia y encierra
PROJECT 4 differences between where differences between where people there is y there are.)
Me preparo ante una people live among the regions live and write
of the country in order to about t h e i r o w n s u r r o u n d i n g s ,
WEEK 3 emergencia
appreciate their own as well as ask simple questions.
environment. (Example:
3rd BASIC (Ref. I.2., S.2.)
house/apartment. Country/city,
etc.) CC house/apartment,
country/city, etc.)

21
 Look and write there is or there are

EFL.2.1.2 Recognize the ● Learners can recognize differences Activity: Questions Look, listen, and repeat the questions. (Mira, escucha y repite las preguntas.
differences between where between where people live and
people live among the regions write about their own
of the country in order to surroundings, as
appreciate their own well as ask simple questions. (Ref.
PROJECT 4 environment. (Example: I.2., S.2.)
house/apartment. Country/city,
etc.) CC
Listen, read, and complete the sentences. (Escucha, lee y completa las oraciones.)
What Where Who When
Me preparo ante una
WEEK 4 emergencia

3rd BASIC

Interview your classmate. (Entrevista a tu compañero.) What day is it today? Who is your mother?
When is your birthday? Where is your pencil?

EFL.2.1.4. Express curiosity ● Learners can recognize differences Activity 5: Musical Instruments Listen to the names of the instruments and make the sounds of each
about the world and other between where people live and one of them.
PROJECT 4 cultures by asking simple WH- write about their own
questions in class after reading surroundings, as
and/or participating in well as ask simple questions. (Ref.
Estamos preparados presentations or other group I.2., S.2.)
WEEK 1 para enfrentar un work. CC C
desastre natural.
4TH BASIC Read, point, and answer the questions. Lee, señala y contesta la pregunta. What instruments can you
play? I can play the guitar. ¿Qué instrumentos puedes tocar? Yo puedo tocar la guitarra.
“THE MUSIC STORE” I play the tin tin of the piano I play the bum bum of the drum I play the ching
ching of the cymbals and I play the yiiii yiiiii of the violin I play the tuuu tuuu of the trumpet I’d like to
play all the instruments inside the music store!

22
 EFL.2.1.2 Recognize the ● Learners can recognize Activity 5: Can, can’t Read and practice the dialogues. Lee y practica los diálogos
differences between where differences
people live among the regions between where people live and
of the country in order to write about their own surroundings,
appreciate their own as well as ask simple questions.
PROJECT 4 environment. (Example: (Ref. I.2., S.2.)
house/apartment. Country/city,
etc.) CC
Estamos preparados
para enfrentar un
WEEK 2
desastre natural.
4 TH BASIC Read and answer the questions. Lee y responde las oraciones.
I can play the guitar. Can you play the piano? …………………….
What instrument can you play?
………………………………………………….
I can play the marimba. I can’t play the trumpet and you? ……………………

EFL 2.1.4. Express curiosity ● Learners can recognize Activity 4: Musical Instruments Read the story aloud. Then find the musical instruments. Lee el cuento
about the world and other differences between where people en voz alta. Luego, encuentra los instrumentos musicales.
cultures by asking simple WH- live and write
questions in class after reading about their own surroundings, as
PROJECT 4 and/or participating in well as ask simple questions. (Ref.
presentations or other group I.2., S.2.)
work. CC CS

WEEK 3
Estamos preparados
TH para enfrentar un
4 BASIC desastre natural.

Using the story above,

circle the correct answer to the following questions. Usando la historia de arriba, encierra la respuesta
correcta para las siguientes preguntas. • Where did Kate want to go? home / school / in the store • What
did Ben see in the window? pets / instruments / food • What instrument did Kate see? violin / marimba
/ drum • How was the piano? little / ugly / big

EFL.2.1.2 Recognize the ● Learners can recognize differences Activity 5: Can, can’t and actions Look, point, and read the actions. Mira, señala y repite las acciones
differences between where between where people live and ACTIONS VERBS
PROJECT 4 people live among the regions write about their own
of the country in order to surroundings, as
appreciate their own
WEEK 4 environment. (Example:
well as ask simple questions. (Ref.
Estamos preparados I.2., S.2.)
4TH house/apartment. Country/city,
para enfrentar un
BASIC etc.) CC
desastre natural.

23
 Entre juegos, cultura ● Learners can interact using a Activity 5: Numbers Look, point and repeat the numbers. (Mira, señala y repite los números.)
EFL.2.2.13. Understand and
PROJECT 5 y diversión informo use basic greetings, leave taking range
mi tradición. expressions, and other simple of basic functional exponents for
everyday phrases to interpersonal conversations in
WEEK 1 facilitate interpersonal interaction, everyday contexts. (Ref.
to introduce others, and to name I.EFL.2.10.1.)
2ND things. (Example: Thank you,
BASIC Can I help you? This is [name],
Look at the numbers and write the words. (Mira los números y escribe las palabras.) 13----------------16-
etc.) CC CS
------------------19-------------------17------------
Entre juegos, cultura EFL.2.2.14. Ask and answer ● Learners can interact using a range Activity 4: My clothes Look, point, and repeat the sentences. (Mira, señala y repite las oraciones.)
y diversión informo basic personal information of basic functional exponents for
mi tradición. questions, as well as simple interpersonal conversations in
questions about other people, everyday contexts. (Ref.
animals, and possessions, I.EFL.2.10.1.)
PROJECT 5 provided the interaction is slow
and clear. (Example: Where do
you live? Do you have a
WEEK 2 bicycle? Etc.) CC CS

2ND
BASIC

Draw your favorite clothes. Ask your partner about his/ her clothes. (Dibuja tu ropa favorita.
Pregúntale a un compañero por su ropa.) Questions: Is this your …? Are these your …? Answer: Yes,
it is. This is my … Yes, they are. These are my …

Entre juegos, cultura EFL.2.2.16. Say when they do ● Learners can interact using a Activity 5: Sentences Read the sentences out aloud. (Lee las oraciones en voz alta.)
PROJECT 5 y diversión informo not understand and ask for range of basic functional
5mi tradición. slower or clearer repetition exponents for
where required. (Example: interpersonal conversations in
WEEK 3
Sorry? Could you say that everyday contexts. (Ref.
again, etc.) CS I.EFL.2.10.1.)
2ND
BASIC Write the correct action words on the lines. (Escribe la acción correcta en las líneas.

PROJECT 5 EFL.2.2.13. Understand and

● Learners can interact using a Healthy and junk food . Choose the healthy food and circle the answer
range of basic functional Vocabulary : vegetables, ice-cream, fruits, soda, chicken, French fries, meat, candies
use basic greetings, leave taking
expressions, and other simple exponents for
WEEK 4 Entre juegos, cultura everyday phrases to interpersonal conversations in
y diversión informo facilitate interpersonal interaction, everyday contexts. (Ref.
2ND mi tradición. to introduce others, and to name I.EFL.2.10.1.)
BASIC things. (Example: Thank you,
Can I help you? This is [name],
etc.) CC CS

24
 EFL 2.4.8 Complete a basic ● Learners can write information in Activity 5: Expressions of time Look and listen to the vocabulary. (Mira y escucha el vocabulario.)
survey or a questionnaire by a simple survey form. (Ref. 100%
providing personal details. I.EFL.2.20.1. - Always – every day – usually - often – sometimes – rarely –twice - once – 0% Read the story and
CC circle the expression of the time. (Lee la historia y encierra en un círculo las expresiones de tiempo.)
PROJECT 5 Mary and Paul Mary and Paul have a dog. Every day, they take their dog for a walk. There is a park
near their house. Mary always eats a snack before going to the park. Sometimes they go to the park
with their parents, they rarely go with their grandparents. Mary and Paul go to the park twice a week
and they often stay at the park until 5 o`clock in the afternoon. Once a week they have dinner with their
WEEK 1
Construyo mi family. Circle the right answer. (Encierra la respuesta correcta.) • Who are Mary and Paul? friends
proyecto de vida. cousins siblings
3rd BASIC
•What does Mary always eat before going to the park? ice cream cookies snack •Who do they usually
go with? their parents their grandparents their cousins

EFL 2.4.8 Complete a basic ● Learners can write information in Activity 5: Numbers 80-90 Read aloud. (Lee en voz alta.) 80 81 82 83 84 85 Eighty eighty-one eighty-
PROJECT 5 survey or a questionnaire by a simple survey form. (Ref. two eighty-three eighty-four eighty-five 86 87 88 89 90 Eighty-six eighty-seven eighty-eight eighty-
providing personal details. I.EFL.2.20.1. nine
CC ninety Read and write the number. (Lee y escribe el número.) Eighty Eighty one Eighty two Eighty
WEEK 2 three
Construyo mi
proyecto de vida.
3rd BASIC

EFL 2.4.8 Complete a basic ● Learners can write information in Activity 5: Story Structure: beginning, middle and end Read the story. (Lee la historia.) Gymnastics
survey or a questionnaire by a simple survey form. (Ref. classes I love my gymnastics classes. I go to class three times a week. First, we run around the filed to
providing personal details. I.EFL.2.20.1. warm up. The teacher asks us to run four times around the court. Then, a volunteer shows us new
CC
PROJECT 5 tricks.
We practice many times until we can do it right. Finally, we stretch our legs and arms. Sometimes we
go and eat something together. Gymnastics is fantastic! Look at the pictures and number the scenes.
What happens at the beginning, middle, and at the end? (Mira las imágenes y numera las escenas. ¿Qué
sucede al principio, en el medio y al final?) 1. Beginning 2. Middle 3. End
WEEK 3 Construyo mi
proyecto de vida.
3rd BASIC

25
 EFL 2.4.8 Complete a basic ● Learners can write information in Actividad 4: Creo mi títere.- Mi proyecto de vida. En cada dedo de la mano del títere dibujar los
survey or a questionnaire by a simple survey form. (Ref. miembros de la familia. Draw in each finger the members of the family.
PROJECT 5 providing personal details. I.EFL.2.20.1.
CC.
WEEK 4 Construyo mi
3rd BASIC proyecto de vida.

EFL 2.4.8 Complete a basic • Learners can write information in Activity 5: Musical Instruments Look and say the names of the instruments. Read the dialogue. (Mira y
PROJECT 5 survey or a questionnaire by a simple survey form. di el nombre de los instrumentos. Lee el diálogo.) guitar Drum trumpet piano Cymbals Violin
Títeres, luces, providing personal details. CC. (Ref. tambourine
WEEK 1 acción: ejercicio y I.EFL.2.20.1.)
4th BASIC una buena
alimentación.

EFL 2.4.8 Complete a basic • Learners can write information in Write a sentence with these instruments. (Escribe una oración con estos instrumentos). Example: I can
survey or a questionnaire by a simple survey form. play the guitar.
PROJECT 5 providing personal details. (Ref. Read the questions and answer. (Lee las preguntas y responde.) Can you play the violin? Can you play
Títeres, luces, CC I.EFL.2.20.1.) the drums? Can you play the piano? Can you play the guitar?
WEEK 2 acción: ejercicio y
una buena
4TH BASIC alimentación.

EFL 2.4.8 Complete a basic • Learners can write information in I want to see the orchestra! One day our teacher said, “we are going on a field trip.” We went to a
survey or a questionnaire by a simple survey form. theatre in Quito by bus. There were many children in the theatre and many people playing instruments.
PROJECT 5 providing personal details. (Ref. A man
CC. I.EFL.2.20.1.) was playing the piano. There were a drum and cymbals in the orchestra. There was a singer, too. This
Títeres, luces, was my favourite day. 1. Who was playing instruments? …………………………………………… 2.
WEEK 3
acción: ejercicio y Who was playing the piano? …………………………………………… 3. Who else was there?
una buena …………………………………………… 4. Where was the theatre?
4th BASIC
alimentación.

PROJECT 5 EFL 2.4.8 Complete a basic • Learners can write information in Actividad 4: Creo mi títere.- Mi proyecto de vida. En cada dedo de la mano del títere dibujar los
survey or a questionnaire by a simple survey form. miembros de la familia. Draw in each finger the members of the family
providing personal details. CC. (Ref.
Títeres, luces, I.EFL.2.20.1.)
WEEK 4
acción: ejercicio y
una buena
4th BASIC
alimentación.
Activity 5: Can/Can´t Think about the things you can and cannot do. Draw them in your notebook and
then write the words. (Piensa en las cosas que puedes/no puedes hacer. Dibuja y escribe.) Things I can
do/Things I can’t do

26
PROJECT 6 Mi país diverso a EFL 2.3.7. Read and ● Learners can understand the main Activity 5: Numbers ● Review the numbers from the previous fichas. You can listen to the song
WEEK 1 través de una understand the main ideas in a ideas in a short simple text on a https://www.youtube.com/watch?v=D0Ajq682yrA. (Revisa los números de las fichas anteriores.
máscara short simple text on a cross cross-curricular topic. (Ref. Puedes escuchar la canción.) ● Add and write the answer in words. (Suma y escribe la respuesta en
2nd BASIC curricular topic. (Example: art, I.EFL.2.16.1. palabras.) six + three = one + eight = two + five = fifteen + two = four + ten = sixteen + four = three +
music, history, etc.) CC eleven = eighteen + one = nine + one = thirteen + five =

Mi país diverso a EFL 2.3.10. Read a variety of ● Learners can understand the main Activity 5. Colors ● Check the colors and rooms in the house from previous fichas. (Revisa los colores
través de una simple text types and graphic ideas in a short simple text on a y habitaciones de la casa de las fichas anteriores.)
PROJECT 6 máscara organizers used to present cross-curricular topic. (Ref. ● Read the sentences and draw a picture. (Lee las oraciones y dibuja una imagen) ● The bedroom is
cross curricular information I.EFL.2.16.1. red and yellow. ● The living room is green. ● The kitchen is brown. ● The bathroom is white and
(Example: instructions, graphs, blue. ● The dining room is pink and purple.
WEEK 2 diagrams, charts, plans or
maps, etc.) CC
2nd BASIC

Mi país diverso a EFL 2.3.7. Read and

través de una understand the main ideas in a Activity 5: How are you? ● Practice the following dialogue with a member of your family. (Practica el
PROJECT 6 máscara short simple text on a cross siguiente diálogo con un miembro de su familia.
curricular topic. (Example: art,
music, history, etc.) CC
WEEK 3 ● Learners can understand the main
ideas in a short simple text on a
2nd BASIC cross-curricular topic. (Ref.
I.EFL.2.16.1.

EFL 2.3.10. Read a variety of ● Learners can understand the main Activity 5: Sentences ● Check the adjectives from ficha 5. Tall – short - old – young – dirty – clean.
simple text types and graphic ideas in a short simple text on a (Revisa los adjetivos de la ficha 5). Alto, bajo, viejo, joven, sucio, limpio. ● Look at the picture and
PROJECT 6 organizers used to present cross-curricular topic. (Ref. write a sentence.
cross curricular information I.EFL.2.16.1.
WEEK 4 Mi país diverso a (Example: instructions, graphs,
través de una diagrams, charts, plans or
2nd BASIC máscara maps, etc.) CC

PROJECT 6 EFL 2.3.7. Read and ● Learners can understand the main Actividad 5: Sentences ● Read and answer the questions. Lee y responde las preguntas.
Mi país diverso a understand the main ideas in a
WEEK 5 ideas in a short simple text on a
través de una short simple text on a cross cross-curricular topic. (Ref.
máscara curricular topic. (Example: art,
I.EFL.2.16.1.
music, history, etc.) CC

27
 instructions and simple
2nd BASIC

● Learners can understand the main Activity 5: Verbs Read the verbs aloud and act out their meaning. (Lee los verbos en voz alta y haz
PROJECT 6 ideas in a short simple text on a una actuación con su significado). Use the verbs to complete the sentences. (Usa los verbos para
EFL 2.3.10. Read a variety of cross-curricular topic. (Ref. completar las oraciones). 1. Nathalie and I ……………. in pairs in English class. 2. Juan and Pablo
simple text types and graphic I.EFL.2.16.1.) …………….
organizers used to present an apple 3. I ……………. in the park. “read – write - eat – jump – play - say – like “
cross curricular information A verb is a word or a combination of words that indicates an action. A verb is the part of a sentence
(Example: instructions, graphs,
that tells us what the subject performs. Verbs are the heart of English sentences. Examples: Andres
diagrams, charts, plans or
maps, etc.) CC reads in
Ecuador: diversidad the morning.
WEEK 1 y colores
3rd BASIC

● Learners can understand the main Activity 5: Neighborhood Read aloud and practice with a classmate. (Lee en voz alta y practica con un
EFL 2.3.7. Read and ideas in a short simple text on a compañero-a). Look at the map and fill in the blanks. (Mira el mapa y llena los espacios). Playground
PROJECT 6 understand the main ideas in a cross-curricular topic. (Ref. Hospital Street Bus stop Movie theater Swimming pool Market Train station Zoo store
short simple text on a cross I.EFL.2.16.1.)
Ecuador: diversidad curricular topic. (Example: art,
WEEK 2 y colores music, history, etc.) CC
3rd BASIC

PROJECT 6 ● Learners can understand the main Activity: Prepositions of Place Read out loud. (Lee en voz alta).
WEEK 3 ideas in a short simple text on a
3rd BASIC EFL 2.3.10. Read a variety of cross-curricular topic. (Ref.
simple text types and graphic I.EFL.2.16.1.)
Ecuador: diversidad organizers used to present
y colores cross curricular information
(Example: instructions, graphs,
diagrams, charts, plans or
maps, etc.) CC

28
 EFL 2.3.10. Read a variety of Read and draw the place in the correct box. (Lee y dibuja el lugar en el espacio correcto). ● The hospital
simple text types and graphic is around to the movie theater and bus stop. ● The store is to the left of the park. ● The swimming pool
organizers used to present cross is next to the park.
curricular information (Example:
instructions, graphs, diagrams,
charts, plans or maps, etc.) CC

EFL 2.3.7. Read and ● Learners can understand the main Activity 5: Frequency Adverbs Look and read the description of each picture. (Mira y lee la
PROJECT 6 understand the main ideas in a ideas in a short simple text on a descripción).
short simple text on a cross cross-curricular topic. (Ref.
WEEK 4 Ecuador: diversidad curricular topic. (Example: art, I.EFL.2.16.1.)
y colores music, history, etc.) CC
3rd BASIC

a.The baker ….....bakes cakes.(100%) b.The doctor ………… works in hospitals.(75%) The dentist
EFL 2.3.10. Read a variety of ● Learners can understand the main …………..
Activity cleans teeth.
5: Questions (50%)
Look, Theand
listen veterinarian
repeat the ………….takes
questions. (Mira,care of cows.
escucha (75%)
y repite las preguntas).
simple text types and graphic ideas in a short simple text on a
PROJECT 6 organizers used to present cross-curricular topic. (Ref.
cross curricular information I.EFL.2.16.1.)
(Example: instructions, graphs,
diagrams, charts, plans or
WEEK 5 Ecuador: diversidad maps, etc.) CC
y colores
3rd BASIC

Interview your classmate. (Entrevista a tu compañero). What day is today? Who is your mother? When
is your birthday? Where is your pencil?

, EFL 2.3.7. Read and • Learners can understand the main Read the verbs aloud and act out their meaning. (Lee los verbos en voz alta y haz una actuación con su
understand the main ideas in a ideas in short simple spoken texts. significado). A verb is a word that indicates an action. It tells us what a person does. Example: Jacob
short simple text on a cross (Ref. I.EFL.2.6.1.) walks in the morning. Play study sit wait come Look at the verbs and use them to complete the
PROJECT 6 curricular topic. (Example: art, sentences. (Mira los verbos y úsalos para completar las oraciones.)
music, history, etc.) CC 1. Nathalie and I …………….. soccer together.
2. Jerry and Tim ……………….. next to me.
3. I ……………. English every day.
Soy parte de un país
WEEK 1 megadiverso
llamado Ecuador.
4thBASIC

29
 EFL 2.3.10. Read a variety of • Learners can understand the main Activity 5: Jobs and Professions Read aloud and practice with a classmate. (Lee en voz alta y practica
simple text types and graphic ideas in short simple spoken texts. con un compañero-a). My name is Manu, I live in Chone. My mother is a baker. My father is a
organizers used to present (Ref. I.EFL.2.6.1.) mechanic,
PROJECT 6 cross curricular information he fixes cars. He is very good at science. He needs science to understand mechanics. I have two
(Example: instructions, graphs, brothers. My favorite subject is Math. I am good at addition and subtraction. Science is also my
WEEK 1 diagrams, charts, plans or favorite. I am
Soy parte de un país maps, etc.) CC going to be an engineer or a scientist. What are you going to be?
th
4 BASIC megadiverso
llamado Ecuador. Read the sentences about the story and write T (True) or F (False) on the line. a. Manu lives in Quito.
------------- b. Manu’s father is a dentist. -
EFL.2.2.1. Understand • Learners can understand the main Activity 5: Math Listen to your teacher and circle the numbers you hear. (Escucha a tu maestro/a y
PROJECT 6 meanings expressed in short ideas in short simple spoken texts. encierra en un círculo los números que escuchas.)
Soy parte de un país dialogues on familiar topics, as (Ref. I.EFL.2.6.1.)
WEEK 2 megadiverso well as basic spoken
4thBASIC llamado Ecuador. instructions and simple
questions about self, people,
animals, or things, especially
when spoken slowly and clearly.
(Example: greetings, short
phrases, basic range of
classroom instructions, common
personal information questions:
What’s your name? etc.) CC
C
PROJECT 6 EFL.2.2.6. Enjoy extensive • Learners can understand the main Work on the addition and subtraction. Then listen and check your answers. (Suma y resta. Luego
listening in English. Example: ideas in short simple spoken texts. escucha a tu maestro/a.)
Soy parte de un país listen to stories, watch short (Ref. I.EFL.2.6.1.)
WEEK 3 megadiverso movies, experience song lyrics
4th BASIC llamado Ecuador. or poetry, etc.) CC C CS

PROJECT 6 EFL.2.2.1. Understand • Learners can understand the main Activity 5: Frequency Adverbs Complete the sentences with the correct frequency adverb. (Completa
meanings expressed in short ideas in short simple spoken texts. las oraciones con el adverbio de frecuencia correcto.)
dialogues on familiar topics, as (Ref. I.EFL.2.6.1.) .The baker ….....bakes cakes.(100%) b.The doctor ………… works in hospitals.(75%) The dentist
Soy parte de un país well as basic spoken ………….. cleans teeth. (50%) The veterinarian ………….takes care of cows. (0%)
WEEK 4 megadiverso instructions and simple
llamado Ecuador. questions about self, people,
4th BASIC
animals, or things, especially
when spoken slowly and clearly.
(Example: greetings, short
phrases, basic range of
classroom instructions, common
personal information questions:
What’s your name? etc.) CC
C

EFL.2.2.6. Enjoy extensive • Learners can understand the main Activity 5: Short /o/ and /u/. Listen to, read, and repeat the words with short /o/, /u/, /a/. (Escucha, lee, y
PROJECT 6 Soy parte de un país listening in English. Example: ideas in short simple spoken texts. repite las palabras con /o/, /u/, /a/.) Color the words with /o/ in green, /u/ in yellow, and /a/ in brown.
megadiverso listen to stories, watch short (Ref. I.EFL.2.6.1.) (Pinta las palabras con /o/ en verde, /u/ en amarillo y /a/ en café.)
WEEK 5 llamado Ecuador. movies, experience song lyrics
or poetry, etc.) CC C CS
4th BASIC
 30

Todos somos iguales

y compartimos un EFL.2.2.11. Produce
mismo Sol simple, mainly isolated Activity 5: What is there? ● Read the sentences and grammar tip. (Lee las siguientes oraciones y el tip
utterances using very short de gramática.) How many things are there?
PROJECT 7 phrases and sometimes
individual words, possibly ● Learners can express basic ideas,
WEEK 1 with slow and/or hesitant initiate conversations, possibly with Read and complete the sentences using there is /there are. (Lee y completa las oraciones usando there
delivery. (Example: words, slow and/or hesitant delivery. is o there are.) 1. a fox. 2. five apples. 3. an
2nd BASIC phrases and short (Ref.I.EFL.2.9.1. elephant.
sentences about people, 4. ten cats.
animals, things, etc.) CC

Todos somos iguales Activity 5. How many things are there? ● Look at the pictures and count the objects that you see. Ask
y compartimos un EFL.2.2.11. Produce and answer the questions with a partner. (Mira las imágenes y cuenta los objetos que miras. Pregunta y
PROJECT 7 mismo Sol simple, mainly isolated responde las preguntas a un compañero.
utterances using very short
phrases and sometimes ● Learners can express basic ideas,
individual words, possibly initiate conversations, possibly with
WEEK 2
with slow and/or hesitant slow and/or hesitant delivery.
delivery. (Example: words, (Ref.I.EFL.2.9.1.
2nd BASIC
phrases and short
sentences about people, A: How many elephants are there? B: There is… / there are … A: How many foxes are there? A: How
animals, things, etc.) CC many hats are there? A: How many gifts are there?
Todos somos iguales Activity 5: In my home ● Listen, repeat the sentences, and draw pictures doing those activities.
y compartimos un EFL.2.2.11. Produce simple, (Escucha, repite las oraciones y dibuja haciendo estas actividades. Actividad 4: Mi pequeña historia I
PROJECT 7 mismo Sol mainly isolated utterances eat in the
● Learners can express basic ideas,
using very short phrases and dining room. I sleep in the bedroom. I cook in the kitchen. I take a shower in the bathroom.
initiate conversations, possibly with
sometimes individual words, slow and/or hesitant delivery.
WEEK 3 possibly with slow and/or (Ref.I.EFL.2.9.1.
hesitant delivery. (Example:
2nd BASIC words, phrases and short
sentences about people,
EFL.2.2.11. Produce Activity 5: Activities in my home ● Look at the pictures and answer the questions. Then practice with a
simple, mainly isolated partner. (Mira las imágenes y responde las preguntas. Luego practica con un compañero.
PROJECT 7
utterances using very short ● Learners can express basic ideas,
Todos somos iguales
phrases and sometimes initiate conversations, possibly with
WEEK 4 y compartimos un
individual words, possibly slow and/or hesitant delivery.
mismo Sol
with slow and/or hesitant (Ref.I.EFL.2.9.1.
2nd BASIC
delivery. (Example: words,
phrases and short
sentences about people, 31
 Where do you eat? Where do you take a shower? Where do you cook? Where do you sleep?
I eat in the

EFL.2.2.11. Produce Activity 5: Shapes ● Look, listen, and repeat. (Mira, escucha y repite.) What is it?
PROJECT 7 simple, mainly isolated
utterances using very short ● Learners can express basic ideas,
Todos somos iguales
phrases and sometimes initiate conversations, possibly with
WEEK 5 y compartimos un
individual words, possibly slow and/or hesitant delivery. ● Read the sentences and draw. (Lee las oraciones y dibuja.) 1. It is a red circle. 3. It is a big pink
mismo Sol
with slow and/or hesitant (Ref.I.EFL.2.9.1. triangle.
2nd BASIC
delivery. (Example: words, 2. It is a small red square. 4. It is a black rectangle.
phrases and short What do I know about my school?
EFL.2.2.11. Read the verbs aloud and act out their meaning. (Lee los verbos en voz alta y haz una actuación con su
PROJECT 7 Produce simple, significado.)
mainly isolated ● Learners can produce a short
utterances using simple sentence and a paragraph –
Tres, dos, uno...los very short phrases
WEEK 1 with ample support - on a variety of
derechos en acción and sometimes topics with the support of a model
3rd BASIC individual words, text. I.EFL.2.19.1 (I.3)
possibly with slow
and/or hesitant Match the picture with the word. (Enlaza la imagen con la palabra.)
delivery. (Example:
Activity 5: Family Read the story. (Lee la historia)
EFL.2.2.11. Produce simple,
mainly isolated utterances
PROJECT 7 using very short phrases and ● Learners can produce a short
simple sentence and a paragraph –
Tres, dos, uno...los sometimes individual words,
with ample support - on a variety of
WEEK 2 derechos en acción possibly with slow and/or
hesitant delivery. (Example: topics with the support of a model
text. I.EFL.2.19.1 (I.3) My family is small. I live with my mother and my sister. We like to watch TV together. I like to visit
words, phrases and short my grandparents on the weekend. Answer the questions about the story. (Responde las preguntas
2nd BASIC sentences about people, acerca de la historia.) ● Is this family big or small? This family is ● What activity
animals, things, etc.) CC do they like doing at home together?
Activity 5: Prepositions of place Look at and read the vocabulary. (Mira y lee el vocabulario.) In
EFL.2.4.5. Write simple
between on under
sentences on familiar topics to
PROJECT 7 communicate basic ideas.
CC C ● Learners can produce a short
simple sentence and a paragraph –
Tres, dos, uno...los
WEEK 3 with ample support - on a variety of
derechos en acción
topics with the support of a model Read the text and add the object. (Lee el texto y añade el objeto.)
3rd BASIC text. I.EFL.2.19.1 (I.3)

The book in on the table. The spider is in the jar. The cat in under the bed.

32
 EFL 2.4.6 Write a short
simple paragraph to Activity 5: Emotions Listen and repeat. (Escucha y repite.)
convey some simple
facts about people,
PROJECT 7 animals, places, things,
yourself or others, with
the support of a model ● Learners can produce a short
text. (Example: where simple sentence and a paragraph –
Tres, dos, uno...los
WEEK 4 they live, what they do, with ample support - on a variety of
derechos en acción Draw your answers. (Dibuja sus respuestas.)
etc.) CC topics with the support of a model ● When are you happy? ● When are you sad? ● When are you scared? ● When are you angry?
3rd BASIC text. I.EFL.2.19.1 (I.3)

EFL.2.4.5. Write simple

sentences on familiar topics to Activity 5: Questions Look, read, listen, and repeat. (Mira, lee, escucha y repite.
communicate basic ideas.
CC C

PROJECT 7 ● Learners can produce a short

simple sentence and a paragraph –
Tres, dos, uno...los
WEEK 5 with ample support - on a variety of Answer the questions. (Responde las preguntas.)
derechos en acción
topics with the support of a model ● What is your favorite part of the day?
3rd BASIC text. I.EFL.2.19.1 (I.3) ● Who is your favorite person in the world? ●
●Where do you play after school?
● When is your birthday?

. EFL 2.5.1. Identify key Activity 5: Numbers Read the numbers aloud saying plus (+) and hyphen (-). (Lee los números,
information such as events, diciendo más (+) y guion (-).) Add and write the answer in words using the hyphen. (Suma y escribe la
characters, and objects in • I.EFL.2.21.1. Learners can
PROJECT 7 Aporto en la recognize, through pictures or other respuesta en palabras usando el guion).
stories and other age-
construcción de un appropriate literary texts if there media such as ICT, key aspects of a
WEEK 1 mundo mejor is visual support. CC C story or literary text (both oral and
written).
4th BASIC
EFL 2.5.1. Identify key
information such as events,
PROJECT 7 characters, and objects in
• I.EFL.2.21.1. Learners can Activity 5: Numbers Pay attention and learn the most important numbers. (Pon atención y aprende los
Aporto en la stories and other age- recognize, through pictures or other números más importantes.) 100 = one hundred 100 +100 = 200 two hundred 100+100+100 = 300 three
WEEK 2 construcción de un appropriate literary texts if media such as ICT, key aspects of a hundred 100+ 25 = 125 one hundred twenty-five 400+55= 455 four hundred fifty-five. 100: one
mundo mejor there is visual support. CC C story or literary text (both oral and hundred has 10 tens. Listen and repeat the numbers. Write the numbers in the box. (Escucha y repite
4th BASIC written). los números. Escribe el número en el cuadro.)

33
 EFL 2.5.1. Identify key Activity 5: Food and Verbs in the Present Simple Read the text with your classmates. (Lee el texto
PROJECT 7 information such as events, con tus compañeros.)
characters, and objects in • I.EFL.2.21.1. Learners can
Aporto en la stories and other age- recognize, through pictures or other
WEEK 3 construcción de un appropriate literary texts if media such as ICT, key aspects of a
mundo mejor there is visual support. CC C story or literary text (both oral and
4th BASIC written).

EFL 2.5.1. Identify key

information such as events, Activity 5: Fruit and Vegetables Make list of the fruit and vegetables you find in your refrigerator.
PROJECT 7 characters, and objects in • I.EFL.2.21.1. Learners can (Haz una lista de las frutas y vegetales que encuentres en tu refrigeradora.) Fill in the chart about fruit
Aporto en la stories and other age- recognize, through pictures or other and vegetables. (Llena el cuadro sobre frutas y vegetales.)
WEEK 4 construcción de un appropriate literary texts if there media such as ICT, key aspects of a
mundo mejor is visual support. CC C story or literary text (both oral and
4th BASIC written).

EFL 2.5.1. Identify key

information such as events,
characters, and objects in
PROJECT 7 stories and other age- Activity 5: Introductions : Read and complete the introduction. (Lee y completa.) Draw yourself
appropriate literary texts if • I.EFL.2.21.1. Learners can meeting a new person. (Dibújate a ti, conociendo a una nueva persona.)
Proyect 7 Aporto en la there is visual support. CC C recognize, through pictures or other
construcción de un media such as ICT, key aspects of a
WEEK 5 mundo mejor story or literary text (both oral and
written).
4th BASIC

Dificultades para el Programa para el desarrollo de las áreas madurativas básicas. Acompañamiento de terapistas
aprendizaje : Dislexia – físicos, del lenguaje y psicomotricistas.
Disgrafía Programa de apoyo psicopedagógico. Adaptaciones a la metodología y a la evaluación.
Trastornos del Acompañamiento de terapias.
ADAPTED Orientación y psicoterapia familiar. Valoración y tratamiento médico, si el caso lo requiere.
Specification of comportamiento: Trastorno Specification of the adapted
CURRICU
Educational Needs por deficit de atención material to be applied
LUM
(TDA) – TDA con
hiperactividad (TDA-H)

34
6. BIBLIOGRAFÍA/ WEBGRAFÍA (Utilizar normas APA VI edición) 7. OBSERVACIONES
Fuente:
https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_2_MODULO_1.pd
https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_2_MODULO_2.pd
https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_2_MODULO_3.pdf
https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_2_MODULO_4.pdf

https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_3_MODULO_1.pd
https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_3_MODULO_2.pd
https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_3_MODULO_3.pdf
https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_3_MODULO_4.pdf

https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_4_MODULO_1.pd
https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_4_MODULO_2.pd
https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_4_MODULO_3.pdf
https://recursos2.educacion.gob.ec/wp-content/uploads/2019/11/INGLES_4_MODULO_4.pdf
PREPARED BY: REVISED BY: APPROVED BY :
DOCENTE(S): Teachers: Lic. Bravo Aracely &Lic. Cabrera SUBDIRECTORA (E) Viceprincipal: Junta Académica:
Christian & Lic. Vásconez Alba Lic. Lourdes Boada
Firma:

FECHA : Wednesday, 23rd , July , 2021 Fecha: Wednesday, 23rd, July,2021 DINCU- Coordinación de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-
2015-00168-A de 01-12-2015)

35