ANNUAL CURRICULUM PLAN

ENGLISH AS A SECOND LANGUAJE 7 GRADE

INSTITUTIONAL LOGO INSTITUTIONAL NAME SCHOOL YEAR
ANNUAL CURRICULUM PLAN
1. INFORMATIVE DATA
Area: ENGLISH FOR LEARNING Subject: ENGLISH FOR LEARNING
Teacher(s):
Grade/curse: 7 GRADE Level: MEDIA
2. TIME
Weekly hourly load No. weekly work hours Learning evaluation and Total weeks of classes Total class periods Number of curricular
contingencies units

40 4 36 8

3. OBJECTIVES OF THE DEGREE / COURSE

O.EFL 3.6 Read and write short descriptive and informative texts related to personal information or familiar topics and use them as a
means of communication and written expression of thought.
O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as poems, rhymes, chants, songs, games
and graphic short stories in order to foster imagination, curiosity and memory, while developing a taste for oral and written literary
texts.
O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore creative writing as an outlet to personal ex-
pression and intercultural competence.
O.EFL 3.9 Be able to interact in English using basic, frequently used expressions and short phrases in familiar and personalized contexts,
demonstrating a limited but effective command of the spoken language in simple and routine tasks which require a direct ex-
change of information.
O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work cooperatively in pairs and groups.

1. Citizen education and for democracy

4. CROSSCUTTING: 2. Environmental protection
3. The correct development of health and recreation of students
4. Sex education in childhood and adolescence

5. DEVELOPMENT OF PLANNING UNITS

N.º Unit tittle Specific Contents Methodological orientations Evaluation Duration
objectives of in weeks
the planning
 unit

1 One O. EFL. 3.7 Skills with performance criteria: Motivation Evaluation criteria
O. EFL. 3.8 Read and comprehension of
O. EFL. 3.9 COMMUNICATION AND CULTURAL many words that be CE.EFL.3.3. Interact with
O. EFL. 3.10 AWARENESS approached in the unit. others using a variety of
EFL 3.1.4 Use a variety of oral, both verbal and nonverbal
print and electronic forms for so- Observation and communication features and
cial communication and for writ- understanding express likes and dislikes
ing to oneself. (Example: friendly while giving recommenda-
notes, In group read the activities tions in basic yet effective
invitations, diary entries, notes to with adverbs of quantity and terms.
self, electronic messages, etc.) repeat. I.EFL.3.3.1. Learners can
EFL 3.1.8 Interpret and demon- Repeat the use of employ a range of verbal and
strate knowledge in classroom ac- comparatives with the nonverbal communication
tivities of teacher. features to express likes and
nonverbal and oral communica- Complete the sentences with dislikes and can give recom-
tion features, and understand the use of before – after. mendations in basic yet
contexts in which they are used Repeat some new words effective terms. (I.3, S.4)
appropriately. (Example: ges- Make sentences.
tures, CE.EFL.3.9. Production -
body language, volume, etc.) Linguistic resources Fluency: Respond to simple
questions and familiar ev-
ORAL COMMUNICATION Read and learn. eryday social situations,
EFL 3.2.12 Ask and answer ques- Practice the dialogues with such as an invitation or re-
tions and exchange information adverbs of quantity, quest, relatively quickly.
on familiar comparatives, use of before – Spontaneously initiate inter-
topics in predictable everyday sit- after. actions in order to express
uations. (Example: ask for direc- Read sentences and short opinions or give accounts
tions, give directions, express a paragraphs of personal experiences
personal opinion, etc.) I.EFL.3.9.1. Learners can an-
Produce and communicate swer simple questions quickly
EFL 3.2.13 Respond to simple
and initiate basic interaction
questions in quite a short time
spontaneously when given
and initiate basic interaction Look the graphics. Listen the
opportunities.
spontaneously when there are op- sentences with adverbs of
(Example: make an invitation,
portunities to speak. Speech is quantity, comparatives, use of
give a suggestion, etc.)
produced a little less slowly and before – after. Learners can describe simple,
hesitantly. Repeat any sentences. familiar situations and talk
EFL 3.2.14 Make and respond to Look at the pictures and about past experiences. (I.3,
invitations, suggestions, apolo- pronounce the sentences. J.3)
gies and requests.
Personal Production CE.EFL.3.15. Make and
READING Write simple paragraph with support inferences from evi-
EFL 3.3.8 Make and support infer- adverbs of quantity, dence in a text with refer-
ences from evidence in a text comparatives, use of before – ence to features of written
with reference after. English and apply other
to features of written English. (Ex- Read in class. learning strategies to exam-
ample: vocabulary, facts, format, Develop Literacy activities. ine
sequence, relevance of ideas, Develop the progress test. and interpret a variety of
etc.) written materials.
EFL 3.3.9 Identify and use reading Evaluation I.EFL.3.15.1. Learners can
strategies to make text more Heteroevaluation make and support inferences
comprehensible and meaningful. Co-evaluation using evidence from texts
(Example: skimming, scanning, Self-appraisal and features of written Eng-
previewing, predicting, reading lish (e.g., vocabulary, format,
for main ideas and details, etc.) sequence, etc.) and apply
EFL 3.3.10 Follow short instruc- other learning strategies in
tions illustrated through step-by- order to examine and inter-
pret a variety
step visuals
of written materials. (I.2, J.3)
in simple experiments and
projects. (Example: simple sci-
CE.EFL.3.18. Write a vari-
ence experiments,
ety of short simple familiar
instructions for an art project,
text-types – online or in
etc.).
print – using appropriate
language, layout and linking
WRITING
words.
EFL 3.4.5 Write a questionnaire or
I.EFL.3.18.1. Learners can
survey for friends, family or class-
write short simple text-types
mates and narratives, online and in
using WH- questions in order to print, using appropriate lan-
identify things in common and guage, layout and linking
preferences. words. (I.3, J.2)
EFL 3.4.9 Make effective use of a
range of digital tools to write, CE.EFL.3.21. Elaborate
edit, revise and publish written personal responses to both
work in a way that supports col- oral and written literary
laboration. texts through pictures, au-
(Example: add sound or images dio/video or ICT in order to
to a presentation, use an app to evaluate literary texts
collaborate on a mind map, con- using pre-established crite-
tribute to a class wiki, etc.) ria, individually or in groups.
I.EFL.3.21.1. Learners can
LANGUAGE THROUGH THE ARTS employ audio, video, pictures
EFL 3.5.8 Create stories, poems, and ICT to respond to oral
 songs, dances and plays including and written texts and use pre-
those that reflect traditional and established criteria to evalu-
popular Ecuadorian culture, ob- ate literary texts individually
serving the conventions of the or in groups. (I.2, I.3, I.4)
genre. (Example: purpose, set-
tings, audience, voice, rhythm, CE.EFL.3.24. Organize
etc.) ideas and relevant informa-
EFL 3.5.9. Engage in collaborative tion from literary texts using
activities through a variety of stu- group or class brainstorms
dent groupings to create and re- and/or mind maps in order
spond to literature and other liter- to enhance collaborative
ary texts. (Example: small groups, responses to Literature.
cooperative learning groups, litera- I.EFL.3.24.1. Learners can
ture circles, process writing groups, work in
etc.) groups to create brainstorms
and/
or draw mind maps to de-
scribe and
organize ideas or useful infor-
mation from literary texts and
create collaborative re-
sponses to literature through
process writing groups or lit-
erature circles. (I.4, S.4, J.3)

2 TWO O. EFL. 3.7 Skills with performance criteria: Motivation Evaluation criteria
O. EFL. 3.8 Read and comprehension of
O. EFL. 3.9 COMMUNICATION AND CULTURAL many words that be CE.EFL.3.3. Interact with
O. EFL. 3.10 AWARENESS approached in the unit. others using a variety of
EFL 3.1.4 Use a variety of oral, both verbal and nonverbal
print and electronic forms for so- Observation and communication features and
cial communication and for writ- understanding express likes and dislikes
ing to oneself. (Example: friendly while giving recommenda-
notes, In group read and compare tions in basic yet effective
invitations, diary entries, notes to between objects. terms.
self, electronic messages, etc.) Repeat the use of I.EFL.3.3.1. Learners can
EFL 3.1.8 Interpret and demon- comparative and superlative employ a range of verbal and
strate knowledge in classroom ac- with the teacher. nonverbal communication
tivities of Complete the sentences with features to express likes and
nonverbal and oral communica- use of long adjectives. dislikes and can give recom-
tion features, and understand the Make a dialogue about mendations in basic yet
contexts in which they are used computers. effective terms. (I.3, S.4)
appropriately. (Example: ges- Lets know how to write a
tures, letter and invitation. CE.EFL.3.9. Production -
body language, volume, etc.) Repeat some new words Fluency: Respond to simple
Make slogans. questions and familiar ev-
ORAL COMMUNICATION eryday social situations,
EFL 3.2.12 Ask and answer ques- Linguistic resources such as an invitation or re-
tions and exchange information quest, relatively quickly.
on familiar Read and learn. Spontaneously initiate inter-
topics in predictable everyday sit- Practice the dialogues with actions in order to express
uations. (Example: ask for direc- use of comparative and opinions or give accounts
tions, give directions, express a superlative, long adjectives, of personal experiences
personal opinion, etc.) computers, and know how to I.EFL.3.9.1. Learners can an-
EFL 3.2.13 Respond to simple write a letter and invitation. swer simple questions quickly
questions in quite a short time Read a letter and invitation in and initiate basic interaction
and initiate basic interaction class. spontaneously when given
spontaneously when there are op- opportunities.
portunities to speak. Speech is Produce and communicate (Example: make an invitation,
produced a little less slowly and give a suggestion, etc.)
hesitantly. Look the graphics. Listen the Learners can describe simple,
sentences with use of familiar situations and talk
EFL 3.2.14 Make and respond to
comparative and superlative, about past experiences. (I.3,
invitations, suggestions, apolo-
J.3)
gies and requests. long adjectives, computers,
and know how to write a
CE.EFL.3.15. Make and
READING letter and invitation.
support inferences from evi-
EFL 3.3.8 Make and support infer- Repeat any sentences.
dence in a text with refer-
ences from evidence in a text Look at the pictures and
ence to features of written
with reference pronounce the sentences.
English and apply other
to features of written English. (Ex-
learning strategies to exam-
ample: vocabulary, facts, format, Personal Production
Write simple paragraph with
ine
sequence, relevance of ideas,
use of comparative and
and interpret a variety of
etc.)
superlative, long adjectives,
written materials.
EFL 3.3.9 Identify and use reading
I.EFL.3.15.1. Learners can
strategies to make text more computers, and know how to
make and support inferences
comprehensible and meaningful. write a letter and invitation.
using evidence from texts
(Example: skimming, scanning, Read in class.
and features of written Eng-
previewing, predicting, reading Develop Literacy activities. lish (e.g., vocabulary, format,
for main ideas and details, etc.) Develop the progress test. sequence, etc.) and apply
EFL 3.3.10 Follow short instruc- other learning strategies in
tions illustrated through step-by- Evaluation order to examine and inter-
step visuals Heteroevaluation pret a variety
in simple experiments and Co-evaluation of written materials. (I.2, J.3)
projects. (Example: simple sci- Self-appraisal
ence experiments, CE.EFL.3.18. Write a vari-
instructions for an art project, ety of short simple familiar
etc.). text-types – online or in
print – using appropriate
WRITING language, layout and linking
EFL 3.4.5 Write a questionnaire or words.
survey for friends, family or class- I.EFL.3.18.1. Learners can
mates write short simple text-types
using WH- questions in order to and narratives, online and in
identify things in common and print, using appropriate lan-
preferences. guage,
EFL 3.4.9 Make effective use of a layout and linking words. (I.3,
range of digital tools to write, J.2)
edit, revise and publish written
work in a way that supports col- CE.EFL.3.21. Elaborate
laboration. personal responses to both
(Example: add sound or images oral and written literary
to a presentation, use an app to texts through pictures, au-
collaborate on a mind map, con- dio/video or ICT in order to
tribute to a class wiki, etc.) evaluate literary texts
using pre-established crite-
LANGUAGE THROUGH THE ARTS ria, individually or in groups.
EFL 3.5.8 Create stories, poems, I.EFL.3.21.1. Learners can
employ audio, video, pictures
songs, dances and plays including
and ICT to respond to oral
those that reflect traditional and
and written texts and use pre-
popular Ecuadorian culture, ob-
established criteria to evalu-
serving the conventions of the ate literary texts individually
genre. (Example: purpose, set- or in groups. (I.2, I.3, I.4)
tings, audience, voice, rhythm,
etc.) CE.EFL.3.24. Organize
EFL 3.5.9. Engage in collaborative ideas and relevant informa-
activities through a variety of stu- tion from literary texts using
dent groupings to create and re-
group or class brainstorms
spond to literature and other liter-
and/or mind maps in order
ary texts. (Example: small groups,
cooperative learning groups, litera- to enhance collaborative
ture circles, process writing groups, responses to Literature.
etc.) I.EFL.3.24.1. Learners can
work in
groups to create brainstorms
and/
or draw mind maps to de-
scribe and
organize ideas or useful infor-
 mation from literary texts and
create collaborative re-
sponses to literature through
process writing groups or lit-
erature circles. (I.4, S.4, J.3)

3. THREE O. EFL. 3.7 Skills with performance criteria: Motivation Evaluation criteria
O. EFL. 3.8 Read and comprehension of
O. EFL. 3.9 COMMUNICATION AND CULTURAL many words that be CE.EFL.3.3. Interact with
O. EFL. 3.10 AWARENESS approached in the unit. others using a variety of
EFL 3.1.4 Use a variety of oral, both verbal and nonverbal
print and electronic forms for so- Observation and communication features and
cial communication and for writ- understanding express likes and dislikes
ing to oneself. (Example: friendly while giving recommenda-
notes, In group read the list of tions in basic yet effective
invitations, diary entries, notes to irregular verbs and repeat. terms.
self, electronic messages, etc.) Repeat the list of regular I.EFL.3.3.1. Learners can
EFL 3.1.8 Interpret and demon- verbs with the teacher. employ a range of verbal and
strate knowledge in classroom ac- Complete the sentences with nonverbal communication
tivities of present perfect. features to express likes and
nonverbal and oral communica- Repeat activities with before / dislikes and can give recom-
tion features, and understand the during / after mendations in basic yet
contexts in which they are used Make short descriptions. effective terms. (I.3, S.4)
appropriately. (Example: ges-
tures, Linguistic resources CE.EFL.3.9. Production -
body language, volume, etc.) Fluency: Respond to simple
Read and learn. questions and familiar ev-
ORAL COMMUNICATION Practice the dialogues with eryday social situations,
EFL 3.2.12 Ask and answer ques- regular and irregular verbs, such as an invitation or re-
tions and exchange information present perfect, before and quest, relatively quickly.
on familiar after and during. Spontaneously initiate inter-
topics in predictable everyday sit- Read description sentences actions in order to express
uations. (Example: ask for direc- and short paragraphs opinions or give accounts
tions, give directions, express a of personal experiences
personal opinion, etc.) Produce and communicate I.EFL.3.9.1. Learners can an-
swer simple questions quickly
EFL 3.2.13 Respond to simple
Look the graphics. Listen the and initiate basic interaction
questions in quite a short time
spontaneously when given
and initiate basic interaction sentences with with regular
opportunities.
spontaneously when there are op- and irregular verbs, present
(Example: make an invitation,
portunities to speak. Speech is perfect, before and after and
give a suggestion, etc.)
produced a little less slowly and during. Learners can describe simple,
hesitantly. Repeat any description familiar situations and talk
EFL 3.2.14 Make and respond to sentences. about past experiences. (I.3,
invitations, suggestions, apolo- Look at the pictures and J.3)
gies and requests. pronounce the sentences.
CE.EFL.3.15. Make and
READING Personal Production support inferences from evi-
EFL 3.3.8 Make and support infer- Write simple paragraph with dence in a text with refer-
ences from evidence in a text regular and irregular verbs, ence to features of written
with reference present perfect, before, after English and apply other
to features of written English. (Ex- and during. learning strategies to exam-
ample: vocabulary, facts, format, Read in class. ine
sequence, relevance of ideas, Develop Literacy activities. and interpret a variety of
etc.) Develop the progress test. written materials.
EFL 3.3.9 Identify and use reading I.EFL.3.15.1. Learners can
strategies to make text more Evaluation make and support inferences
comprehensible and meaningful. Heteroevaluation using evidence from texts
(Example: skimming, scanning, Co-evaluation and features of written Eng-
previewing, predicting, reading Self-appraisal lish (e.g., vocabulary, format,
for main ideas and details, etc.) sequence, etc.) and apply
other learning strategies in
EFL 3.3.10 Follow short instruc-
order to examine and inter-
tions illustrated through step-by-
pret a variety
step visuals
of written materials. (I.2, J.3)
in simple experiments and
projects. (Example: simple sci- CE.EFL.3.18. Write a vari-
ence experiments, ety of short simple familiar
instructions for an art project, text-types – online or in
etc.). print – using appropriate
language, layout and linking
WRITING
words.
EFL 3.4.5 Write a questionnaire or I.EFL.3.18.1. Learners can
survey for friends, family or class- write short simple text-types
mates and narratives, online and in
using WH- questions in order to print, using appropriate lan-
identify things in common and guage, layout and linking
preferences. words. (I.3, J.2)
EFL 3.4.9 Make effective use of a
range of digital tools to write, CE.EFL.3.21. Elaborate
edit, revise and publish written personal responses to both
work in a way that supports col- oral and written literary
laboration. texts through pictures, au-
(Example: add sound or images dio/video or ICT in order to
to a presentation, use an app to evaluate literary texts
collaborate on a mind map, con- using pre-established crite-
 tribute to a class wiki, etc.) ria, individually or in groups.
I.EFL.3.21.1. Learners can
LANGUAGE THROUGH THE ARTS employ audio, video, pictures
EFL 3.5.8 Create stories, poems, and ICT to respond to oral
songs, dances and plays including and written texts and use pre-
those that reflect traditional and established criteria to evalu-
popular Ecuadorian culture, ob- ate literary texts individually
serving the conventions of the or in groups. (I.2, I.3, I.4)
genre. (Example: purpose, set-
tings, audience, voice, rhythm, CE.EFL.3.24. Organize
etc.) ideas and relevant informa-
EFL 3.5.9. Engage in collaborative tion from literary texts using
activities through a variety of stu- group or class brainstorms
dent groupings to create and re- and/or mind maps in order
spond to literature and other liter- to enhance collaborative
ary texts. (Example: small groups, responses to Literature.
cooperative learning groups, litera- I.EFL.3.24.1. Learners can
ture circles, process writing groups, work in
etc.) groups to create brainstorms
and/
or draw mind maps to de-
scribe and
organize ideas or useful infor-
mation from literary texts and
create collaborative re-
sponses to literature through
process writing groups or lit-
erature circles. (I.4, S.4, J.3)

4. FOUR O. EFL. 3.7 Skills with performance criteria: Motivation Evaluation criteria
O. EFL. 3.8 Read and comprehension of
O. EFL. 3.9 COMMUNICATION AND CULTURAL many words that be CE.EFL.3.3. Interact with
O. EFL. 3.10 AWARENESS approached in the unit. others using a variety of
EFL 3.1.4 Use a variety of oral, both verbal and nonverbal
print and electronic forms for so- Observation and communication features and
cial communication and for writ- understanding express likes and dislikes
ing to oneself. (Example: friendly while giving recommenda-
notes, In group read the tions in basic yet effective
invitations, diary entries, notes to conversation and repeat. terms.
self, electronic messages, etc.) Repeat the use of present I.EFL.3.3.1. Learners can
EFL 3.1.8 Interpret and demon- perfect employ a range of verbal and
strate knowledge in classroom ac- continuous/Affirmative with nonverbal communication
tivities of the teacher. features to express likes and
nonverbal and oral communica- Complete the sentences with dislikes and can give recom-
tion features, and understand the Negative / interrogative form mendations in basic yet
contexts in which they are used Talk about musical effective terms. (I.3, S.4)
appropriately. (Example: ges- instruments.
tures, Repeat some new words CE.EFL.3.9. Production -
body language, volume, etc.) Make sentences and read in Fluency: Respond to simple
class. questions and familiar ev-
ORAL COMMUNICATION eryday social situations,
EFL 3.2.12 Ask and answer ques- Linguistic resources such as an invitation or re-
tions and exchange information quest, relatively quickly.
on familiar Read and learn. Spontaneously initiate inter-
topics in predictable everyday sit- Practice the dialogues use of actions in order to express
uations. (Example: ask for direc- present perfect opinions or give accounts
tions, give directions, express a continuous/Affirmative, of personal experiences
personal opinion, etc.) sentences with negative / I.EFL.3.9.1. Learners can an-
EFL 3.2.13 Respond to simple interrogative form, musical swer simple questions quickly
questions in quite a short time instruments and new words. and initiate basic interaction
and initiate basic interaction Read sentences and short spontaneously when given
spontaneously when there are op- paragraphs opportunities.
(Example: make an invitation,
portunities to speak. Speech is
Produce and communicate give a suggestion, etc.)
produced a little less slowly and
Learners can describe simple,
hesitantly. familiar situations and talk
EFL 3.2.14 Make and respond to Look the graphics. Listen the
about past experiences. (I.3,
invitations, suggestions, apolo- sentences with Practice the
J.3)
gies and requests. dialogues use of present
perfect
CE.EFL.3.15. Make and
READING continuous/Affirmative,
support inferences from evi-
EFL 3.3.8 Make and support infer- sentences with negative /
dence in a text with refer-
ences from evidence in a text interrogative form, musical
ence to features of written
with reference instruments and new words
English and apply other
to features of written English. (Ex- Repeat any sentences.
learning strategies to exam-
ample: vocabulary, facts, format, Look at the pictures and
ine
sequence, relevance of ideas, pronounce the sentences.
and interpret a variety of
etc.) written materials.
EFL 3.3.9 Identify and use reading Personal Production
I.EFL.3.15.1. Learners can
strategies to make text more Write simple paragraph with make and support inferences
comprehensible and meaningful. Practice the dialogues use of using evidence from texts
(Example: skimming, scanning, present perfect and features of written Eng-
previewing, predicting, reading continuous/Affirmative, lish (e.g., vocabulary, format,
for main ideas and details, etc.) sentences with negative / sequence, etc.) and apply
EFL 3.3.10 Follow short instruc- interrogative form, musical other learning strategies in
tions illustrated through step-by- instruments and new words order to examine and inter-
step visuals Read in class. pret a variety
in simple experiments and Develop Literacy activities. of written materials. (I.2, J.3)
projects. (Example: simple sci- Develop the project. Top Ten
ence experiments, Develop the progress test. CE.EFL.3.18. Write a vari-
instructions for an art project, ety of short simple familiar
etc.). Evaluation text-types – online or in
Heteroevaluation print – using appropriate
WRITING Co-evaluation language, layout and linking
EFL 3.4.5 Write a questionnaire or Self-appraisal words.
survey for friends, family or class- I.EFL.3.18.1. Learners can
mates write short simple text-types
using WH- questions in order to and narratives, online and in
identify things in common and print, using appropriate lan-
preferences. guage, layout and linking
EFL 3.4.9 Make effective use of a words. (I.3, J.2)
range of digital tools to write,
edit, revise and publish written CE.EFL.3.21. Elaborate
work in a way that supports col- personal responses to both
laboration. oral and written literary
(Example: add sound or images texts through pictures, au-
to a presentation, use an app to dio/video or ICT in order to
collaborate on a mind map, con- evaluate literary texts
tribute to a class wiki, etc.) using pre-established crite-
ria, individually or in groups.
I.EFL.3.21.1. Learners can
LANGUAGE THROUGH THE ARTS
employ audio, video, pictures
EFL 3.5.8 Create stories, poems,
and ICT to respond to oral
songs, dances and plays including
and written texts and use pre-
those that reflect traditional and established criteria to evalu-
popular Ecuadorian culture, ob- ate literary texts individually
serving the conventions of the or in groups. (I.2, I.3, I.4)
genre. (Example: purpose, set-
tings, audience, voice, rhythm, CE.EFL.3.24. Organize
etc.) ideas and relevant informa-
EFL 3.5.9. Engage in collaborative tion from literary texts using
activities through a variety of stu- group or class brainstorms
dent groupings to create and re- and/or mind maps in order
spond to literature and other liter-
to enhance collaborative
ary texts. (Example: small groups,
responses to Literature.
cooperative learning groups, litera-
I.EFL.3.24.1. Learners can
ture circles, process writing groups,
work in
etc.)
groups to create brainstorms
and/
 or draw mind maps to de-
scribe and
organize ideas or useful infor-
mation from literary texts and
create collaborative re-
sponses to literature through
process writing groups or lit-
erature circles. (I.4, S.4, J.3)

5. FIVE O. EFL. 3.6 Skills with performance criteria: Motivation Evaluation criteria
O. EFL. 3.7 Read and comprehension of
O. EFL. 3.9 COMMUNICATION AND CULTURAL many words that be CE.EFL.3.1. Cultivate an
AWARENESS approached in the unit. awareness of different cul-
EFL 3.1.9 Compare and contrast tures and identify similari-
oral traditions, myths, folktales Observation and ties and differences be-
and literature from Ecuador and understanding tween them through oral
international regions/cultures and and written literary texts.
identify similarities and differ- Read about The Solar System. I.EFL.3.1.1. Learners can
ences, as well as universal cul- Read the use of simple show an awareness of differ-
tural themes, present tense and read with ent cultures and identify simi-
through the use of graphic orga- de students. larities and differences be-
nizers and dramatic enactments Repeat sentences with tween them through oral and
in class. present continuous. written literary texts. (I.2, S.2,
EFL 3.1.10 Recognize and demon- Complete the sentences with J.1)
strate an appreciation of some reflexive pronouns
commonalities and distinctions Repeat the sentences. CE.EFL.3.8. Production –
across cultures and groups (dif- Accuracy and Intelligibility:
ferentiated Linguistic resources Communicate needs clearly
by gender, ability, generations, in class by asking questions
etc.) including the students’ own, Read and learn. or requesting clarification.
by asking WH- questions and for- Practice the conversation Demonstrate
mulating simple, culturally aware about the solar System, using acquisition of skills taught in
statements. simple present tense, present class, such as being able to
continuous and reflexive spell out words or use some
ORAL COMMUNICATION pronouns. grammatical structures (al-
EFL 3.2.15 Provide a simple de- Read sentences and short beit with frequent errors).
scription and/or opinion of a com- paragraphs I.EFL.3.8.1. Learners can
ask others to repeat them-
mon object
Produce and communicate selves or to say something in
or a simple account of something
a different way and ask for
experienced. (Example: an
common classroom needs.
Ecuadorian Look the graphics. Listen the
Learners can spell out words
celebration, a class trip, a party, a read the use of the solar
in English and can describe
game played, etc.) System, using simple present
EFL 3.2.16 Use a series of tense, present continuous and matters
phrases and sentences to de- reflexive pronouns. of immediate need or interest
scribe aspects of personal back- Repeat any sentences. using
ground, immediate environment Look at the pictures and some grammatical structures
and matters of immediate need in pronounce the sentences. practiced in class (although
simple terms using grammatical there may be errors with
structures practiced Personal Production tenses, personal pronouns,
in class (although there may be Write any short paragraph prepositions, etc.). (I.3, J.4)
frequent errors with tenses, per- about the solar System, using
sonal simple present tense, present CE.EFL.3.11. Demonstrate
pronouns, prepositions, etc.) continuous and reflexive comprehension of most of
pronouns. the details of a short simple
READING Read in class. online or print text and fol-
EFL 3.3.8 Make and support infer- Develop Literacy activities. low short instructions in sim-
ences from evidence in a text Develop the progress test. ple experiments and
with reference projects if illustrated
to features of written English. (Ex- Evaluation through step-by-step visu-
ample: vocabulary, facts, format, Heteroevaluation als.
Co-evaluation I.EFL.3.11.1. Learners can
sequence, relevance of ideas,
Self-appraisal understand most details in a
etc.)
short simple online or print
EFL 3.3.9 Identify and use reading
text and can follow short in-
strategies to make text more structions in simple
comprehensible and meaningful. experiments and projects if
(Example: skimming, scanning, step-by-step visuals are pro-
previewing, predicting, reading vided. (I.3, I.4)
for main ideas and details, etc.)
EFL 3.3.10 Follow short instruc- CE.EFL.3.19. Create a
tions illustrated through step-by- questionnaire or survey us-
step visuals ing WH- question words in
in simple experiments and order to identify things in
projects. (Example: simple sci- common and preferences
ence experiments, while displaying an ability to
instructions for an art project, convey and organize infor-
etc.) mation using facts and de-
tails.
WRITING I.EFL.3.19.1. Learners can
EFL 3.4.5 Write a questionnaire or write questionnaires and sur-
survey for friends, family or class- veys for peers and family us-
mates ing WH- questions in order to
using WH- questions in order to identify things in common
identify things in common and and preferences, while
preferences. demonstrating an ability to
 EFL 3.4.9 Make effective use of a convey and organize informa-
range of digital tools to write, tion using facts and details in
edit, revise and publish written order to illustrate diverse pat-
work in a way that supports col- terns and structures in writ-
laboration. ing. (Example: cause and ef-
(Example: add sound or images fect, problem and solution,
to a presentation, use an app to general-to-specific presenta-
collaborate on a mind map, con- tion,
etc.) (I.2, S.2)
tribute to a class wiki, etc.)
CE.EFL.3.25. Observe and
LANGUAGE THROUGH THE ARTS
expand on the conventions
EFL 3.5.8 Create stories, poems,
of genre in order to create a
songs, dances and plays including
variety of texts that reflect
those that reflect traditional and
traditional and popular
popular Ecuadorian culture, ob-
Ecuadorian culture and
serving the conventions of the
identify select literary ele-
genre. (Example: purpose, set-
ments in order to relate
tings, audience, voice, rhythm,
them to other works, includ-
etc.)
EFL 3.5.9. Engage in collaborative ing the learners’ own writ-
activities through a variety of stu- ing.
dent groupings to create and re- I.EFL.3.25.1. Learners can
spond to literature and other liter- create stories, poems, songs
ary texts. (Example: small groups, and plays to reflect traditional
cooperative learning groups, litera- and popular Ecuadorian cul-
ture circles, process writing groups, ture, observing the conven-
etc.) tions of the genre.
Learners can find and identify
selected literary elements in
texts to relate them to other
works and personal experi-
ences. (S.2, J.1)

6. SIX O. EFL. 3.6 Skills with performance criteria: Motivation Evaluation criteria
O. EFL. 3.7 Read and comprehension of
O. EFL. 3.9 COMMUNICATION AND CULTURAL many words that be CE.EFL.3.1. Cultivate an
AWARENESS approached in the unit. awareness of different cul-
EFL 3.1.9 Compare and contrast tures and identify similari-
oral traditions, myths, folktales Observation and ties and differences be-
and literature from Ecuador and understanding tween them through oral
international regions/cultures and and written literary texts.
identify similarities and differ- Look and read new words I.EFL.3.1.1. Learners can
ences, as well as universal cul- with the students. show an awareness of differ-
tural themes, Read and solution of riddles ent cultures and identify simi-
through the use of graphic orga- with the teacher. larities and differences be-
nizers and dramatic enactments Read and write answers. tween them through oral and
in class. Talk about the Incas. written literary texts. (I.2, S.2,
EFL 3.1.10 Recognize and demon- Make a puzzle. J.1)
strate an appreciation of some
commonalities and distinctions Linguistic resources CE.EFL.3.8. Production –
across cultures and groups (dif- Accuracy and Intelligibility:
ferentiated Read and learn. Communicate needs clearly
by gender, ability, generations, Practice the dialogues with in class by asking questions
etc.) including the students’ own, new words, riddles, the Incas. or requesting clarification.
by asking WH- questions and for- Read sentences and short Demonstrate
mulating simple, culturally aware paragraphs. acquisition of skills taught in
statements. class, such as being able to
Produce and communicate spell out words or use some
ORAL COMMUNICATION grammatical structures (al-
EFL 3.2.15 Provide a simple de- Look the graphics. Listen the beit with frequent errors).
scription and/or opinion of a com- read with new words, riddles, I.EFL.3.8.1. Learners can
mon object the Incas ask others to repeat them-
or a simple account of something Repeat any riddles. selves or to say something in
Look at the pictures and a different way and ask for
experienced. (Example: an
pronounce the sentences. common classroom needs.
Ecuadorian
Learners can spell out words
celebration, a class trip, a party, a
in English and can describe
game played, etc.) Personal Production
matters
EFL 3.2.16 Use a series of Write a short paragraph using
of immediate need or interest
phrases and sentences to de- new words, riddles and the using
scribe aspects of personal back- Incas. Read in class. some grammatical structures
ground, immediate environment Develop Literacy activities. practiced in class (although
and matters of immediate need in Develop the progress test. there may be errors with
simple terms using grammatical tenses, personal pronouns,
structures practiced Evaluation prepositions, etc.). (I.3, J.4)
in class (although there may be Heteroevaluation
frequent errors with tenses, per- Co-evaluation
sonal Self-appraisal
pronouns, prepositions, etc.) CE.EFL.3.11. Demonstrate
comprehension of most of
READING the details of a short simple
EFL 3.3.8 Make and support infer- online or print text and fol-
ences from evidence in a text low short instructions in sim-
with reference ple experiments and
to features of written English. (Ex- projects if illustrated
ample: vocabulary, facts, format, through step-by-step visu-
sequence, relevance of ideas, als.
etc.) I.EFL.3.11.1. Learners can
EFL 3.3.9 Identify and use reading understand most details in a
strategies to make text more short simple online or print
comprehensible and meaningful. text and can follow short in-
(Example: skimming, scanning, structions in simple
previewing, predicting, reading experiments and projects if
for main ideas and details, etc.) step-by-step visuals are pro-
EFL 3.3.10 Follow short instruc- vided. (I.3, I.4)
tions illustrated through step-by-
step visuals CE.EFL.3.19. Create a
in simple experiments and questionnaire or survey us-
projects. (Example: simple sci- ing WH- question words in
ence experiments, order to identify things in
instructions for an art project, common and preferences
etc.) while displaying an ability to
convey and organize infor-
WRITING mation using facts and de-
EFL 3.4.5 Write a questionnaire or tails.
I.EFL.3.19.1. Learners can
survey for friends, family or class-
write questionnaires and sur-
mates
veys for peers and family us-
using WH- questions in order to ing WH- questions in order to
identify things in common and identify things in common
preferences. and preferences, while
EFL 3.4.9 Make effective use of a demonstrating an ability to
range of digital tools to write, convey and organize informa-
edit, revise and publish written tion using facts and details in
work in a way that supports col- order to illustrate diverse pat-
laboration. terns and structures in writ-
(Example: add sound or images ing. (Example: cause and ef-
to a presentation, use an app to fect, problem and solution,
collaborate on a mind map, con- general-to-specific presenta-
tribute to a class wiki, etc.) tion,
etc.) (I.2, S.2)
LANGUAGE THROUGH THE ARTS
EFL 3.5.8 Create stories, poems, CE.EFL.3.25. Observe and
songs, dances and plays including expand on the conventions
those that reflect traditional and of genre in order to create a
popular Ecuadorian culture, ob- variety of texts that reflect
serving the conventions of the traditional and popular
genre. (Example: purpose, set- Ecuadorian culture and
tings, audience, voice, rhythm, identify select literary ele-
 etc.) ments in order to relate
EFL 3.5.9. Engage in collaborative them to other works, includ-
activities through a variety of stu- ing the learners’ own writ-
dent groupings to create and re- ing.
spond to literature and other liter- I.EFL.3.25.1. Learners can
ary texts. (Example: small groups, create stories, poems, songs
cooperative learning groups, litera- and plays to reflect traditional
ture circles, process writing groups, and popular Ecuadorian cul-
etc.) ture, observing the conven-
tions of the genre.
Learners can find and identify
selected literary elements in
texts to relate them to other
works and personal experi-
ences. (S.2, J.1)

7 SEVEN O. EFL. 3.6 Skills with performance criteria: Motivation Evaluation criteria
O. EFL. 3.7 Read and comprehension of
O. EFL. 3.9 COMMUNICATION AND CULTURAL many words that be CE.EFL.3.1. Cultivate an
AWARENESS approached in the unit. awareness of different cul-
EFL 3.1.9 Compare and contrast tures and identify similari-
oral traditions, myths, folktales Observation and ties and differences be-
and literature from Ecuador and understanding tween them through oral
international regions/cultures and and written literary texts.
identify similarities and differ- Read and pronounce poems I.EFL.3.1.1. Learners can
ences, as well as universal cul- with students. show an awareness of differ-
tural themes, Read any short stories, ent cultures and identify simi-
through the use of graphic orga- riddles, tongue twisters with larities and differences be-
nizers and dramatic enactments de students. tween them through oral and
in class. Repeat the read aloud. written literary texts. (I.2, S.2,
EFL 3.1.10 Recognize and demon- J.1)
strate an appreciation of some Linguistic resources
commonalities and distinctions CE.EFL.3.8. Production –
across cultures and groups (dif- Read and learn. Accuracy and Intelligibility:
ferentiated Practice reading poems, short Communicate needs clearly
by gender, ability, generations, stories, riddles, tongue in class by asking questions
etc.) including the students’ own, twisters. or requesting clarification.
by asking WH- questions and for- Read sentences and short Demonstrate
mulating simple, culturally aware paragraphs acquisition of skills taught in
statements. class, such as being able to
Produce and communicate spell out words or use some
ORAL COMMUNICATION grammatical structures (al-
EFL 3.2.15 Provide a simple de- Look the graphics. Practice beit with frequent errors).
scription and/or opinion of a com- reading and memorize of I.EFL.3.8.1. Learners can
mon object riddles and tongue twisters. ask others to repeat them-
or a simple account of something Repeat any riddle selves or to say something in
experienced. (Example: an Look at the pictures and a different way and ask for
Ecuadorian pronounce the tongue common classroom needs.
celebration, a class trip, a party, a twisters. Learners can spell out words
game played, etc.) in English and can describe
EFL 3.2.16 Use a series of Personal Production matters
Write riddles and tongue of immediate need or interest
phrases and sentences to de-
using
scribe aspects of personal back- twisters.
some grammatical structures
ground, immediate environment Read in class.
practiced in class (although
and matters of immediate need in Develop Literacy activities.
there may be errors with
simple terms using grammatical Develop the progress test. tenses, personal pronouns,
structures practiced prepositions, etc.). (I.3, J.4)
in class (although there may be Evaluation
frequent errors with tenses, per- Heteroevaluation CE.EFL.3.11. Demonstrate
sonal Co-evaluation comprehension of most of
pronouns, prepositions, etc.) Self-appraisal the details of a short simple
online or print text and fol-
READING low short instructions in sim-
EFL 3.3.8 Make and support infer- ple experiments and
ences from evidence in a text projects if illustrated
with reference through step-by-step visu-
to features of written English. (Ex- als.
ample: vocabulary, facts, format, I.EFL.3.11.1. Learners can
sequence, relevance of ideas, understand most details in a
etc.) short simple online or print
EFL 3.3.9 Identify and use reading text and can follow short in-
strategies to make text more structions in simple
comprehensible and meaningful. experiments and projects if
(Example: skimming, scanning, step-by-step visuals are pro-
previewing, predicting, reading vided. (I.3, I.4)
for main ideas and details, etc.)
EFL 3.3.10 Follow short instruc- CE.EFL.3.19. Create a
tions illustrated through step-by- questionnaire or survey us-
step visuals ing WH- question words in
in simple experiments and order to identify things in
projects. (Example: simple sci- common and preferences
ence experiments, while displaying an ability to
instructions for an art project, convey and organize infor-
etc.) mation using facts and de-
tails.
 WRITING I.EFL.3.19.1. Learners can
EFL 3.4.5 Write a questionnaire or write questionnaires and sur-
survey for friends, family or class- veys for peers and family us-
mates ing WH- questions in order to
using WH- questions in order to identify things in common
identify things in common and and preferences, while
preferences. demonstrating an ability to
EFL 3.4.9 Make effective use of a convey and organize informa-
tion using facts and details in
range of digital tools to write,
order to illustrate diverse pat-
edit, revise and publish written
terns and structures in writ-
work in a way that supports col- ing. (Example: cause and ef-
laboration. fect, problem and solution,
(Example: add sound or images general-to-specific presenta-
to a presentation, use an app to tion,
collaborate on a mind map, con- etc.) (I.2, S.2)
tribute to a class wiki, etc.)
CE.EFL.3.25. Observe and
LANGUAGE THROUGH THE ARTS expand on the conventions
EFL 3.5.8 Create stories, poems, of genre in order to create a
songs, dances and plays including variety of texts that reflect
those that reflect traditional and traditional and popular
popular Ecuadorian culture, ob- Ecuadorian culture and
serving the conventions of the identify select literary ele-
genre. (Example: purpose, set- ments in order to relate
tings, audience, voice, rhythm, them to other works, includ-
etc.) ing the learners’ own writ-
EFL 3.5.9. Engage in collaborative ing.
activities through a variety of stu- I.EFL.3.25.1. Learners can
dent groupings to create and re- create stories, poems, songs
spond to literature and other liter- and plays to reflect traditional
ary texts. (Example: small groups, and popular Ecuadorian cul-
cooperative learning groups, litera- ture, observing the conven-
ture circles, process writing groups, tions of the genre.
etc.) Learners can find and identify
selected literary elements in
texts to relate them to other
works and personal experi-
ences. (S.2, J.1)

8 EIGHT O. EFL. 3.6 Skills with performance criteria: Motivation Evaluation criteria
O. EFL. 3.7 Read and comprehension of
O. EFL. 3.9 COMMUNICATION AND CULTURAL many words that be CE.EFL.3.1. Cultivate an
AWARENESS approached in the unit. awareness of different cul-
EFL 3.1.9 Compare and contrast tures and identify similari-
oral traditions, myths, folktales Observation and ties and differences be-
and literature from Ecuador and understanding tween them through oral
international regions/cultures and Read and practice asking a and written literary texts.
identify similarities and differ- favor. I.EFL.3.1.1. Learners can
ences, as well as universal cul- Read and complete the show an awareness of differ-
tural themes, sentences. ent cultures and identify simi-
through the use of graphic orga- Answer the questions. larities and differences be-
nizers and dramatic enactments Write orders. tween them through oral and
in class. Use prepositions, and written literary texts. (I.2, S.2,
EFL 3.1.10 Recognize and demon- complete sentences. J.1)
strate an appreciation of some Read the story and use the
commonalities and distinctions dictionary. CE.EFL.3.8. Production –
across cultures and groups (dif- Accuracy and Intelligibility:
ferentiated Linguistic resources Communicate needs clearly
by gender, ability, generations, in class by asking questions
etc.) including the students’ own, Read and learn. or requesting clarification.
by asking WH- questions and for- Practice the dialogues with Demonstrate
mulating simple, culturally aware answering the questions, acquisition of skills taught in
statements. complete the sentences. class, such as being able to
Read sentences and short spell out words or use some
ORAL COMMUNICATION paragraphs grammatical structures (al-
EFL 3.2.15 Provide a simple de- beit with frequent errors).
scription and/or opinion of a com- Produce and communicate I.EFL.3.8.1. Learners can
ask others to repeat them-
mon object
Look the graphics. Listen the selves or to say something in
or a simple account of something
a different way and ask for
experienced. (Example: an read the use any words that
common classroom needs.
Ecuadorian learn.
Learners can spell out words
celebration, a class trip, a party, a Repeat any sentences.
in English and can describe
game played, etc.) Look at the pictures and matters
EFL 3.2.16 Use a series of pronounce the sentences. of immediate need or interest
phrases and sentences to de- using
scribe aspects of personal back- Personal Production some grammatical structures
ground, immediate environment Write a short story using practiced in class (although
and matters of immediate need in questions and answers. there may be errors with
simple terms using grammatical Read in class. tenses, personal pronouns,
structures practiced Develop Literacy activities. prepositions, etc.). (I.3, J.4)
in class (although there may be Develop the progress test.
frequent errors with tenses, per- CE.EFL.3.11. Demonstrate
sonal Evaluation comprehension of most of
pronouns, prepositions, etc.) Heteroevaluation the details of a short simple
 Co-evaluation online or print text and fol-
READING Self-appraisal low short instructions in sim-
EFL 3.3.8 Make and support infer- ple experiments and
ences from evidence in a text projects if illustrated
with reference through step-by-step visu-
to features of written English. (Ex- als.
ample: vocabulary, facts, format, I.EFL.3.11.1. Learners can
sequence, relevance of ideas, understand most details in a
etc.) short simple online or print
EFL 3.3.9 Identify and use reading text and can follow short in-
strategies to make text more structions in simple
comprehensible and meaningful. experiments and projects if
(Example: skimming, scanning, step-by-step visuals are pro-
previewing, predicting, reading vided. (I.3, I.4)
for main ideas and details, etc.)
EFL 3.3.10 Follow short instruc- CE.EFL.3.19. Create a
tions illustrated through step-by- questionnaire or survey us-
step visuals ing WH- question words in
in simple experiments and order to identify things in
projects. (Example: simple sci- common and preferences
ence experiments, while displaying an ability to
instructions for an art project, convey and organize infor-
etc.) mation using facts and de-
tails.
I.EFL.3.19.1. Learners can
WRITING
write questionnaires and sur-
EFL 3.4.5 Write a questionnaire or
veys for peers and family us-
survey for friends, family or class-
ing WH- questions in order to
mates identify things in common
using WH- questions in order to and preferences, while
identify things in common and demonstrating an ability to
preferences. convey and organize informa-
EFL 3.4.9 Make effective use of a tion using facts and details in
range of digital tools to write, order to illustrate diverse pat-
edit, revise and publish written terns and structures in writ-
work in a way that supports col- ing. (Example: cause and ef-
laboration. fect, problem and solution,
(Example: add sound or images general-to-specific presenta-
to a presentation, use an app to tion,
collaborate on a mind map, con- etc.) (I.2, S.2)
tribute to a class wiki, etc.)
CE.EFL.3.25. Observe and
LANGUAGE THROUGH THE ARTS expand on the conventions
 EFL 3.5.8 Create stories, poems, of genre in order to create a
songs, dances and plays including variety of texts that reflect
those that reflect traditional and traditional and popular
popular Ecuadorian culture, ob- Ecuadorian culture and iden-
serving the conventions of the tify select literary elements
genre. (Example: purpose, set- in order to relate them to
tings, audience, voice, rhythm, other works, including the
etc.) learners’ own writing.
EFL 3.5.9. Engage in collaborative I.EFL.3.25.1. Learners can
activities through a variety of stu- create stories, poems, songs
dent groupings to create and re- and plays to reflect traditional
spond to literature and other liter- and popular Ecuadorian cul-
ary texts. (Example: small groups, ture, observing the conven-
cooperative learning groups, litera- tions of the genre.
ture circles, process writing groups, Learners can find and identify
etc.) selected literary elements in
texts to relate them to other
works and personal experi-
ences. (S.2, J.1)

7. OBSERVATIONS
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition standards)
MINEDUC. Documento de Ajustes Curriculares 2016. The novelties in the fulfillment of the planning will be consigned. In
EDIPCENTRO. I Speak 7 addition, you can suggest adjustments for the best compliance with what
is planned in the instrument.

PREPARED REVISED APROVED

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