UNIDAD EDUCATIVA PARTICULAR “ANDRÉS BELLO”

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA

Area: Foreign Language Subject: English

Teacher(s): Lic. Maria Yanzaguano

Grade/ Course: SECOND Education Level: EGB

2. TIME

Weekly hours Number of working hours Learning Assessment Weeks an unexpected issue Total class weeks Total periods

5 Hours 40 weeks 4 weeks 36 weeks 180 Hours

3. GENERAL AIMS

Objetives of the Area Objectives of the Grade/Course

OG.EFL 1 O.EFL 2.2

Encounter socio-cultural aspects of their own and other countries in a thoughtful and Assess and appreciate English as an international language, as well as the five aspects of English
inquisitive manner, maturely, and openly experiencing other cultures and languages from that contribute to communicative competence.
the secure standpoint of their own national and cultural identity.

OG.EFL 2
O.EFL 2.5
Draw on this established propensity for curiosity and tolerance towards different cultures
to comprehend the role of diversity in building an intercultural and multinational society. Independently read level-appropriate texts in English for pure enjoyment/entertainment and to
access information.
OG.EFL 3
O.EFL 2.7
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
thinking skills through an appreciation of linguistic differences. Enjoy an enriched Read level-appropriate texts in English for pure enjoyment/entertainment and to access information.
perspective of their L1 and of language use for communication and learning.
Use in-class resources and explore the use of ICT to enrich competencies in the four skills.
OG.EFL 4 O.EFL 2.8

Deploy a range of learning strategies, thereby increasing disposition and ability to Use basic expressions to impart and elicit factual information as well as socialize (e.g. greetings,
independently access further (language) learning and practice opportunities. Respect addressing forms, introducing oneself and others, and saying ‘good-bye’, etc.)
themselves and others within the communication process, cultivating habits of honesty
and integrity into responsible academic behavior. O.EFL 2.9

OG.EFL 5 Appreciate the use of English language through spoken and written literary texts such as poems,
rhymes, chants, riddles and songs, in order to foster imagination, curiosity and memory, while
Directly access the main points and important details of up-to date. English language developing a taste for literature.
texts, such as those published on the web, for professional or general investigation,
through the efficient use of ICT and reference tools where required.

TRANSVERSAL AXES: Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5.UNITS TO BE DEVELOPED

Nº Title of theunit Contents/skills Methodological Orientations Evaluation Weeks

duration
(Skills and strategies)

Communication and Cultural Communication and Cultural Awareness Communication and Cultural
Awareness Awareness
Role-playing and participating in short dialogues.
I.EFL.2.5.1. CE.EFL.2.5.
Singing songs or chants that practice helpful 6
Learners can apply turn-taking and language. Model turn-taking and ways to express
1 MY CLASSROOM
ways to express to others when to others when something is not
something is not understood in Oral Communication: (Listening and Speaking) understood to improve comprehension
short and/or intelligibility in conversations.
identifying and saying different objects in the
conversations. (J.3, S.1, S.4) classroom

Oral Communication: (Listening and What's this?" "What color is this?". CE.EFL.2.7.
Speaking)
Talking about classroom stationery and requesting Listening for Information: Follow short
I.EFL.2.7.1. things. and simple spoken texts that include
familiar vocabulary and are set in
Learners can understand short and "What's in your bag?”, "Bring me the (pencil),
everyday contexts. Identify key items
simple spoken texts well enough to be please", "Put it / them in my bag", "Do you have
my/a (pencil)? of information within the text, and
able to pick out key items of information record or act upon them.
and record them in writing or drawings, Giving learners a picture of a familiar scene and
or physically act upon them. (I.3) asking them to tell you what they can see. Some CE.EFL.2.9.
learners may produce longer utterances. (Example: Production - Fluency: Utterances are
a picture of a classroom where learners name sometimes produced slowly but use
I.EFL.2.9.1.
Learners can express basic ideas, individual items: table, chair, clock There are four appropriate words and phrases to
initiate conversations, and respond to chairs. The clock says 4 o’clock., etc.) express basic ideas, initiate
simple questions using appropriate conversations and respond to
words, phrases, and short sentences. Reading questions, including some chunks of
Responses may be slow though pauses language and short sentences.
Reading a short simple story of just a few lines and
do not make the interaction tedious or
ordering simple pictures of familiar objects.
uncomfortable for participants. (I.3)
Reading a short simple text and circling the correct CE.EFL.2.12.
Reading
answer. (Example: Question: What’s her name?
I.EFL.2.12.1. Answer: Mary / Sandra / Mia, etc.) Understand the gist and details in short
simple written texts (online or print).
Learners can understand a short simple Writing
text on an everyday topic and
Matching words to pictures. (Example: under the
successfully complete a simple task to
picture of a chair, learners write the word chair with CE.EFL.2.17.
show that they have understood most
the five letters of the word on the five lines
or some of it. (I.4) Write simple words, phrases, and
provided, etc.)
sentences to demonstrate knowledge
Writing
Unscrambling words or sentences and writing them of spelling, punctuation, capitalization
I.EFL.2.17.1. out correctly. (Example: Word: veleen = eleven.
Sentence: There’s – under – the chair. – a and handwriting /typography, and
Learners can write words, phrases, and backpack, etc.) identify their meanings.
short simple sentences using the CE.EFL.2.18.
correct conventions (spelling, Writing new words in a picture dictionary and
punctuation, capitalization, and adding a sticker or picture.
Writing in order to perform controlled
handwriting or typography, etc.), for Completing simple sentences to practice a practice of vocabulary and grammar
making simple learning resources. (I.3) grammar structure by writing words in gapped items.

I.EFL.2.18.1. sentences. Support learners by providing pictures

for context and / or a box of answers, from which
Learners can write short simple they can choose. (Example: My best friend is ten -- CE.EFL.2.21.
phrases and sentences to show that - old. --- name is Carol. --- birthday is in May, etc.)
they know how to use simple grammar Distinguish key information in stories
or vocabulary items. (I.3, I.4) Language through the Arts and other age-appropriate literary
texts, both oral and written.
Language through the Arts Choosing pictures of or drawing the scenes of a
literary text.
I.EFL.2.21.1.
Standing up every time they hear the name of a
Learners can recognize, through character.
pictures or other media such as ICT,
key aspects of a story or literary text
(both oral and written). (J.1, I.2)
 Communication and Cultural Communication and Cultural Awareness Communication and Cultural
Awareness Awareness
Labeling pictures with the correct name.
I.EFL.2.1.1. Participating in short dialogues using the family. CE.EFL.2.1.
Practicing the use of expressions of politeness
Learners can recognize differences during collaborative pair and small group work. Learners can classify everyday objects
between where people live and write or Helping students learn a series of important and familiar names and express
talk about their own surroundings, as related words before moving on to new curiosity about the world through
well as ask questions about how other vocabulary. simple questions.
people live. Drawing upon prior knowledge
Matching person with the pictures (Example: Who Learners can classify parts of the body
I.EFL.2.3.1.
is he / she? and express curiosity about the world
MY FAMILY Learners can use basic personal through simple questions.
2 information and expressions of follow simple instructions, identify and recognize 6
politeness in short dialogues or personal pronouns CE.EFL.2.3.
conversations.
Practice by talking about different members of the Make use of basic personal information
I.EFL.2.4.1. Learners can select family. Students play a fun family photos game, and expressions of politeness in order
pictures and/or short phrases that relate make a family tree poster, make and play with to introduce oneself and participate in
to collaborating and sharing and finger puppets, sing a song and read a funny a short conversation.
express personal preferences. story.
CE.EFL.2.4. Develop skills of
Oral Communication Listening to very short (spoken or recorded) communication by working together on
descriptions of scenes, and writing, coloring, or projects and sharing materials while
I.EFL.2.6.1.
drawing items within them. (Example: learners are expressing personal preferences with
Learners can understand the main given a simple picture of their mother They listen peers.
ideas in short simple spoken texts and to a description of her and draw.
infer who is speaking and what the CE.EFL.2.6.
situation is, without decoding every Showing the student some picture flashcards of
familiar vocabulary items and asking them to Listening for Meaning: Understand the
word.
say the words. (Example: mother, brother, leg, main ideas in short simple spoken
I.EFL.2.7.1. hand, to see if they are easily understood, etc.) texts that include familiar vocabulary
and are set in everyday contexts.
Learners can understand short and Ask the learner to sing a song or recite a chant
simple spoken texts well enough to be together with a group of friends or with the Saying different parts of the body.
able to pick out key items of information teacher. Record the student’s production with the
and record them in writing or drawings, recording device quite near to the student’s mouth CE.EFL.2.7.
or physically act upon them. (I.3) and listen to the recording to assess clarity of
sounds, production of phonemes, rhythm and Listening for Information: Follow short
I.EFL.2.8.1. intonation. and simple spoken texts that include
familiar vocabulary and are set in
Learners can pronounce most familiar
Reading everyday contexts. Identify key items
vocabulary items accurately, and can
of information within the text, and
therefore usually be easily understood.
Using the alphabet to scan for particular items in record or act upon them.
They can also produce some phrases
lists. (Example: finding a word in a simple
and short sentences clearly, and may
dictionary or locating a boy’s name on a class list.)
 approximate English rhythm and Testing each other on the meaning of flashcards. CE.EFL.2.8.
intonation in longer utterances. (Example: a boy shows a picture on a flashcard
and asks: Who is she? Girl: She is my mother, Production - Pronunciation: Produce
Reading etc.) individual words and short phrases
clearly enough that other people can
I.EFL.2.14.1.
Brainstorming everything known about a topic and usually understand them easily.
Learners can successfully use simple then reading a text to check true and false
online and print learning resources. information. CE.EFL.2.14.
(Example: flashcards, picture
Reading a text and answering information Reading a short text and showing
dictionaries, word lists, etc.)
questions. comprehension by completing the
Writing Who is this?", "How are you?", "I’m fine thank accompanying graphic organizer.
you", "See you soon" (Example: learners read about my
I.EFL.2.17.1. family and me in context.
Choosing from a list of words to complete gaps
Learners can write words, phrases, and from a reading. Reading a short simple story of just a
short simple sentences using the few lines and ordering simple pictures
correct conventions (spelling, Writing of familiar objects.
punctuation, capitalization, and
handwriting or typography, etc.), for Making flashcards for new words and using them Reading a short simple text and
making simple learning resources. to quiz a partner. circling the correct answer. (Example:
Language through the Arts Question: What’s her name? Answer:
Writing new words and phrases in a vocabulary Susan
I.EFL.2.22.1. notebook.
CE.EFL.2.17.
Learners can report emotions and Writing about a topic and choosing words for a
compose short responses to literary glossary and writing the definitions Describe and write about emotions and
texts through words and images, or responses to literary texts through
other media (video, audio). Learners Language through the Arts words and images, or other media
can generate and expand on personal (video, audio) on class or school
opinions and responses to oral and Creating a dance for a song or rhyme. bulletin boards and expand on ideas
written texts through TPR, playground Participating in TPR activities such as acting out and responses to texts
games, and songs. the movements of a character in a story as it is read/seen/heard in by participating in
read aloud. songs/chants, TPR activities and
Moving to the rhythm of a song or chant.
playground games.

Communication and Cultural Communication and Cultural Awareness CE.EFL.2.1.

Awareness
Talking about different clothes. Differentiate between different living
I.EFL.2.1.1. situations in a variety of surroundings
3 Let's get dressed", "Put on your ~", "Quick, get and express curiosity about the world
THE BEDROOM
ready", "He/She is wearing ~". through simple questions.
Learners can use other classmate’s Get the students really involved in the story by
contributions in class as models for asking lots of questions (e.g. eliciting the
their own. (I.2, I.3, S.4) objects and their colors) and getting everyone CE.EFL.2.3.
to point to colors in the classroom.
I.EFL.2.3.1. Make use of basic personal information
Participating in short dialogues using greetings. and expressions of politeness in order
Learners can use basic personal to introduce oneself and participate in
information and expressions of Practicing the use of expressions of politeness a short conversation.
politeness in short dialogues or during collaborative pair and small group
conversations. (J.2, J.3) work. CE.EFL.2.4. Develop skills of
collaboration by working together on
I.EFL.2.4.1. Learners can select Completing a very short, picture-based self- projects and sharing materials while
pictures and/or short phrases that evaluation or peer evaluation form. expressing personal preferences with
relate to collaborating and sharing peers.
and express personal preferences. Oral Communication:(Listening and
(J.2, J.3, S.4) Speaking) CE.EFL.2.6.

Oral Communication practice recognizing and saying 7 colors. Listening for Meaning: Understand the
Students play lots of action-packed games, main ideas in short simple spoken
I.EFL.2.6.1. sing The Rainbow song, read a fun story about texts that include familiar vocabulary
colors and do a coloring activity worksheet. and are set in everyday contexts.
Learners can understand the main
ideas in short simple spoken texts Listening to a very short and simple story and CE.EFL.2.7.
and infer who is speaking and what ordering the pictures showing what happens.
the situation is, without decoding (Example: Jane is taking her dog for a walk. Listening for Information: Follow short
every word. (I.3) They see some birds. The birds fly away, and simple spoken texts that include
etc.) familiar vocabulary and are set in
I.EFL.2.7.1. everyday contexts. Identify key items
Listening to short, staged instructions and of information within the text, and
Learners can understand short and carrying them out. (Example: Open the door. record or act upon them.
simple spoken texts well enough to Take this book to Mr. Davila. Walk, don’t run!
be able to pick out key items of etc.) CE.EFL.2.8.
information and record them in
writing or drawings, or physically act Listening to very short (spoken or recorded) Production - Pronunciation: Produce
upon them. (I.3) descriptions of scenes, and writing, coloring, or individual words and short phrases
drawing some items. clearly enough that other people can
I.EFL.2.8.1. usually understand them easily.
Showing the student some picture flashcards of
Learners can pronounce most familiar vocabulary items and asking them to
familiar vocabulary items accurately say the words. (Example: It’s a house, a
and can therefore usually be easily E.EFL.2.14.
school, a car, a bike, to see if they are easily
understood. They can also produce understood, etc.) Demonstrate familiarity with study
some phrases and short sentences
resources (both print and digital).
clearly and may approximate Ask the learner to sing a song or recite a chant
(Example: a picture dictionary,
English together with a group of friends or with the
some
teacher. Record the student’s production with
the recording device quite near to the student’s
rhythm and intonation in longer mouth and listen to the recording to assess flashcards of known words, or a word
utterances. (I.3) clarity of sounds, production of phonemes, list.)
rhythm and intonation.
Reading CE.EFL.2.17.
Reading
I.EFL.2.14.1. Write simple words, phrases, and
Helping learners in the class who have a sentences to demonstrate knowledge
Learners can successfully use different skill set. of spelling, punctuation, capitalization
simple online and print learning and handwriting / typography, and
resources. (Example: flashcards, Sharing ideas freely and without jealousy. identify their meanings.
picture dictionaries, word lists, etc.)
(I.2) Making positive remarks to other learners in CE.EFL.2.22
class.
Writing Describe and write about emotions and
Testing each other on the meaning of responses to literary texts through
I.EFL.2.17.1. flashcards. (Example: a boy shows a picture on words and images, or other media
a flashcard and asks: What is this? Where is … (video, audio) on class or school
Learners can write words, phrases, etc.) bulletin boards and expand on ideas
and short simple sentences using the
and responses to texts
correct conventions (spelling, Writing
read/seen/heard in by participating in
punctuation, capitalization, and
Locating specific words on the page and writing songs/chants, TPR activities and
handwriting or typography, etc.), for
them in a list. (Example: all the words playground games.
making simple learning resources.
(I.3) beginning with the sound /k/ or all the words
that contain the long /a:/ sound, etc.)
Language through the Arts
Language through the Arts
I.EFL.2.22.1.
Creating a dance for a song or rhyme.
Learners can report emotions and
compose short responses to literary Participating in TPR activities such as acting
texts through words and images, or out the movements of a character in a story as
other media (video, audio). Learners it is read aloud.
can generate and expand on
Moving to the rhythm of a song or chant.
personal opinions and responses to
oral and written texts through TPR,
playground games, and songs. (I.3,
S.3)

Communication and Cultural Communication and Cultural Awareness Communication and Cultural
Awareness Awareness
Participating in short dialogues using greetings.
I.EFL.2.3.1. CE.EFL.2.3.
Practicing the use of expressions of politeness
Learners can use basic personal during collaborative pair and small group Make use of basic personal information
information and expressions of work. and expressions of politeness to
 politeness in short dialogues or Responding questions about vocabulary of the introduce oneself and participate in a
NUMBERS conversations. (J.2, J.3) unit. example (What is this? / How many? short conversation.
Listening and pronounce the numbers 1 to 20.
Playing games in which learners must gestures for CE.EFL.2.4. Develop skills of
4 to learn the numbers. collaboration by working together on
I.EFL.2.4.1. Learners can select pictures projects and sharing materials while
with the numbers in order that they Oral Communication:(Listening and Speaking) 7
expressing personal preferences with
listen. (J.2, J.3, S.4) peers.
"The Numbers Song", is great to use when you
Oral Communication are teaching numbers and counting, but it can also CE.EFL.2.6.
be used as a fun warm-up or played at any point
I.EFL.2.6.1. in the lesson. Listening for Meaning: Understand the
Listening to short, staged instructions and carrying main ideas in short simple spoken
Learners can understand the main ideas
them out. (Example: Open the door, sit down, texts that include familiar vocabulary
in short simple spoken texts and infer
stand up, Walk, silence please etc.) and are set in everyday contexts.
who is speaking and what the situation
is, without decoding every word. (I.3) Listening to very short (spoken or recorded) CE.EFL.2.7.
descriptions of scenes, and writing, coloring, or
I.EFL.2.7.1. Listening for Information: Follow short
drawing items within them.
and simple spoken texts that include
Teaching numbers and counting.
Showing the student some picture flashcards of familiar vocabulary and are set in
Identify the numbers 1-10 (I.3)
familiar vocabulary items and asking them to say everyday contexts. Identify key items
I.EFL.2.8.1. the words. (Example: circle, square, triangle, of information within the text, and
rectangle, to see if they are easily understood, record or act upon them.
Learners can pronounce most familiar etc.)
vocabulary items accurately and can Put the students in pairs and give each pair a CE.EFL.2.8.
therefore usually be easily understood. number of objects (e.g. 3 plastic fruit, 3 cars, 3
pencils, etc.). Have the students practice counting Production - Pronunciation: Produce
They can also produce some phrases
and touching the objects. individual words and short phrases
and short sentences clearly. (I.3)
clearly enough that other people can
Reading Reading usually understand them easily.

I.EFL.2.14.1. Predicting main ideas by reading the title and CE.EFL.2.9

using other contextual clues (e.g., illustrations,
Learners can successfully use simple subheadings, etc.) Practice counting up to 10. Students
online and print learning resources. Testing each other on the meaning of flashcards. sing a fun counting song, count
(Example: flashcards, picture (Example: a boy shows a picture on a flashcard different objects in the classroom, play
dictionaries, word lists, etc.) (I.2) and asks: What is this? Girl: it’s a pen, etc.) games, read a story and do a numbers
tracing worksheet.
Writing Writing
CE.EFL.2.14.
I.EFL.2.17.1. Locating specific words on the page and writing
them in a list. (Example: all the words beginning Demonstrate familiarity with study
Learners can write words, phrases, and with the sound /k/ or all the words that contain the resources (both print and digital).
short simple sentences using the correct long /a:/ sound, etc.) (Example: a picture dictionary,
conventions (spelling, punctuation, some
 capitalization, and handwriting or Language through the Arts flashcards of known words, or a word
typography, etc.), for making simple list.)
learning resources. (I.3) Creating a dance for a song or rhyme.
Participating in TPR activities such as acting out CE.EFL.2.17.
Language through the Arts the movements of a character in a story as it is
read aloud. Write simple words, phrases, and
I.EFL.2.22.1. Moving to the rhythm of a song or chant. sentences to demonstrate knowledge
of spelling, punctuation, capitalization
Learners can report emotions and and handwriting / typography, and
compose short responses to literary identify their meanings.
texts through words and images, or
other media (video, audio). CE.EFL.2.22

Learners can generate and expand on Describe and write about emotions and
personal opinions and responses to oral responses to literary texts through
and written texts through TPR, words and images, or other media
playground games, and songs. (I.3, S.3) (video, audio) on class or school
bulletin boards and expand on ideas
and responses to texts
read/seen/heard in by participating in
songs/chants, TPR activities and
playground games.

Communication and Cultural Communication and Cultural Awareness Communication and Cultural
Awareness Awareness
Drawing different houses and labeling different
I.EFL.2.1.1. rooms and objects in a house. CE.EFL.2.1.

Learners can recognize differences Reflecting on differences between a house and an Differentiate between different living
between where people live and write or apartment. situations in a variety of surroundings
talk about their own surroundings, as and express curiosity about the world
well as ask questions about how other Talking about different rooms of a house and through simple questions.
THE HOUSE people live. (I.2, S.2) household objects
5 6
What room is this?", "Where in the house do you CE.EFL.2.3.
I.EFL.2.3.1. ...?", "Do you have a/an (sofa)?"
Participating in short dialogues using greetings. Make use of basic personal information
Learners can use basic personal and expressions of politeness in order
information and expressions of Practicing the use of expressions of politeness to introduce oneself and participate in a
politeness in short dialogues or during collaborative pair and small group work. short conversation.
conversations. (J.2, J.3) Completing a very short, picture-based self-
evaluation or peer evaluation form. CE.EFL.2.4. Develop skills of
I.EFL.2.4.1. Learners can select Practice naming and describing different rooms collaboration by working together on
pictures and/or short phrases that and some common household objects in their projects and sharing materials while
relate to homes,
collaborating and sharing and express expressing personal preferences with
personal preferences. (J.2, J.3, S.4) make room posters and read a fun classroom peers.
reader.

Oral Communication Oral Communication:(Listening and Speaking) CE.EFL.2.6.

I.EFL.2.6.1. Listening to a very short and simple story and Listening for Meaning: Understand the
ordering the pictures showing what happens. main ideas in short simple spoken texts
This lesson covers the main rooms of a that include familiar vocabulary and are
(Example: Jane is taking her dog for a walk. They
house as well as vocab for some see some birds. The birds fly away, etc.) set in everyday contexts.
common household objects. (I.3)
Listening to short, staged instructions and carrying CE.EFL.2.7.
I.EFL.2.7.1.
them out. (Example: Open the door. Take this
book to Mr. Davila. Walk, don’t run! etc.) Listening for Information: Follow short
Learners can understand short and and simple spoken texts that include
simple spoken texts well enough to be familiar vocabulary and are set in
Listening to very short (spoken or recorded)
able to pick out key items of information everyday contexts. Identify key items of
descriptions of scenes, and writing, coloring, or
and record them in writing or drawings, drawing items within them. (Example: learners are information within the text, and record
or physically act upon them. (I.3) given a simple picture of a classroom. They listen or act upon them.
to a description of it and identify the table where
I.EFL.2.8.1. CE.EFL.2.8.
Sara sits and draw 3 pens and a red book on it,
Learners can pronounce most familiar etc.)
Production - Pronunciation: Produce
vocabulary items accurately, and can individual words and short phrases
Showing the student some picture flashcards of
therefore usually be easily understood. clearly enough that other people can
familiar vocabulary items and asking them to say
They can also produce some phrases the words. (Example: It’s a house, a school, a car, usually understand them easily.
and short sentences clearly, and may a bike, to see if they are easily understood, etc.)
approximate English rhythm and CE.EFL.2.14.
intonation in longer utterances. (I.3) Ask the learner to sing a song or recite a chant
together with a group of friends or with the Demonstrate familiarity with study
Reading teacher. resources (both print and digital).
Record the student’s production with the recording (Example: a picture dictionary, some
I.EFL.2.14.1. flashcards of known words, or a word
device quite near to the student’s mouth and listen
to the recording to assess clarity of sounds, list.)
Learners can successfully use simple
production of phonemes, rhythm and intonation.
online and print learning resources. CE.EFL.2.17.
(Example: flashcards, picture
Reading
dictionaries, word lists, etc.) (I.2) Write simple words, phrases, and
Using the alphabet to scan for particular items in sentences to demonstrate knowledge
Writing of spelling, punctuation, capitalization
lists. (Example: finding a word in a simple
dictionary or locating a boy’s name on a class list.) and handwriting / typography, and
I.EFL.2.17.1.
Testing each other on the meaning of flashcards. identify their meanings.
Learners can write words, phrases, and (Example: a boy shows a picture on a flashcard
and asks: What’s this? Girl: it’s an airplane, etc.) CE.EFL.2.22
short simple sentences using the
correct conventions (spelling,
punctuation,
 capitalization, and handwriting or Writing Describe and write about emotions and
typography, etc.), for making simple responses to literary texts through
learning resources. (I.3) Locating specific words on the page and writing words and images, or other media
them in a list. (Example: all the words beginning (video, audio) on class or school
Language through the Arts with the sound /k/ or all the words that contain the bulletin boards and expand on ideas
long /a:/ sound, etc.) and responses to texts
I.EFL.2.22.1. Language through the Arts
read/seen/heard in by participating in
Learners can report emotions and songs/chants, TPR activities and
Creating a dance for a song or rhyme.
compose short responses to literary Participating in TPR activities such as acting out playground games.
texts through words and images, or the movements of a character in a story as it is
other media (video, audio). Learners read aloud.
can generate and expand on personal Moving to the rhythm of a song or chant.
opinions and responses to oral and
written texts through TPR, playground
games, and songs. (I.3, S.3)

Communication and Cultural Communication and Cultural Awareness Communication and Cultural
Awareness Awareness
Listening to a poem or short story and writing a
I.EFL.3.3.1. short recommendation for a learner in another CE.EFL.3.3.
class.
Learners can employ a range of Interact with others using a variety of
verbal and nonverbal Introduce the description vocabulary both verbal and nonverbal
communication features to express communication features and express
6 ADJECTIVES describing people using common adjectives.
likes and dislikes and can give likes and dislikes while giving
recommendations in basic yet Students learn new adjectives, practice recommen¬dations in basic yet
effective terms. (I.3, S.4) describing themselves and others. effective terms.

For this lesson you are going to use Oral Communication: (Listening and Speaking)
your artistic drawing.
Play fun games and do a class survey. CE.EFL.3.7.
Oral Communication: (Listening
What does s/he look like?", "Tell me all about Listening for Information: Follow and
and Speaking)
him/her", "She/she is/has". identify key information in short
I.EFL.3.7.1. straightforward audio texts related to
Listening to a short text and demonstrating
understanding of it using an accom¬panying areas of immediate need or inter¬est,
Learners can record and identify key provided vocabulary is familiar and
information from a spoken message graphic organizer.
visual support is present, and use
of immediate need or interest when Reading these spoken contributions as models 6
the mes¬sage contains frequently for their own.
used expressions and visual Completing gaps from a reading using words
support. (I.2, I.3) from a box.
Reading Reading a paragraph about a familiar content
area subject and then correcting ¬correct
I.EFL.3.11.1. sentences. (Example: Venus is a star planet, CE.EFL.3.11.
etc.)
Learners can understand most Demonstrate comprehension of most
details in a short simple online or Writing of the details of a short sim¬ple online
print text and can follow short or print text and follow short
instructions in simple experiments Creating a class picture dictionary and adding instructions in simple experiments and
and projects if step-by-step visuals entries by writing definitions of new words or projects if illustrated through step-by-
are provided. (I.3, I.4) drawing a picture to illustrate the meaning. step visuals.

Writing Researching and writing a short paragraph about CE.EFL.3.16.

a new topic and using appropriate references to
I.EFL.3.16.1. support your ideas. Create a simple learning resource in
order to record and practice new words
Learners can make a simple Writing about a topic and choosing words for a and demonstrate knowledge of their
learning resource in order to record glossary and writing the definitions. meanings.
and practice new words. (Example:
a picture dictionary, a word list, a set Writing new words and phrases in a vocabulary
of flashcards, etc.) (I.1, J.4) notebook.
CE.EFL.3.22.
Language through the Arts Language through the Arts
Design and produce picture books,
I.EFL.3.22.1. graphic expressions and/or personal
stories by varying elements of literary
Create picture books, graph-ic Illustrating a piece of writing. texts and adding imaginative details to
expressions and personal stories by real-life stories and situations in order
adapting elements of literary texts Brainstorming a list of questions and responses
learners can use during literature circles or small to create new, original texts.
and adding imaginative details to
real-life stories and situations, using group discussions. (Example: Who is your
appropriate vocabulary and features favorite character? Why? Which story do you like
of the literature learners have read better, A or B?, etc.) CE.EFL.3.24.
or heard. (I.3, S.3)
Organize ideas and relevant
I.EFL.3.24.1. information from literary texts using
group or class brainstorms and/or mind
Learners can work in groups to maps in order to enhance collaborative
create brainstorms and/ or draw responses to literature.
mind maps to describe and organize
ideas or useful informa¬tion from
literary texts and create
collaborative responses to literature
through process writing groups or
literature circles. (I.4, S.4, J.3)
 Communication and Cultural Communication and Cultural Awareness Communication and Cultural
Awareness Awareness
Completing and illustrating statements about
I.EFL.3.2.1. socially responsible behaviors. (Ex-ample: If you CE.EFL.3.2.
see old people on a bus, you can…)
Learners can say ways to take care Recognize and exhibit responsible
of the environment and one’s Choosing pictures that demonstrate responsibility behaviors at home, at school and
surroundings. (wearing a helmet when riding a bike, crossing towards the environment.
7 SPORTS the street at a crosswalk, etc.) and/or crossing
Learners can identify and exhibit out pictures of actions that are not socially CE.EFL.3.10.
socially responsi¬ble behaviors at responsible (throwing litter on the street, wasting
home, at school and towards the Interaction – Interpersonal: Participate
water, etc.)
environment. (J.3, S.1) effectively in familiar and predictable
Oral Communication: (Listening and conversational exchanges by sharing
Oral Communication: (Listening Speaking) information and reacting ap¬propriately
and Speaking) in basic interpersonal interactions.
Introduce the sport vocabulary
I.EFL.3.10.1. Learners can use CE.EFL.3.11.
back-chan¬neling to react practice by talking about playing different sports
appropriately to what others say using the structure "I play / I don't play ...". Demonstrate comprehension of most
about familiar topics in pre¬dictable, Students play lots of fun sporting activities, sing a of the details of a short sim¬ple online
everyday situations and when song. or print text and follow short
carrying out pair work for a specific instructions in simple experiments and 6
task in class. Learners can ask talk about sports equipment and read a funny projects if illustrated through step-by-
questions to extend an interpersonal story. step visuals.
interaction. (I.3, J.3)
Introduce questions about different activities CE.EFL.3.16.
Reading "What are you doing?"
Ask and answer: What is your favorite sport? Create a simple learning resource in
I.EFL.3.11.1. Reading order to record and practice new words
and demonstrate knowledge of their
Learners can understand most Completing gaps from a reading using words meanings.
details in a short simple online or from a box.
print text and can follow short CE.EFL.3.22.
Working in pairs to complete an information gap
instructions in simple experiments
activity. Design and produce picture books,
and projects if step-by-step visuals
graphic expressions and/or personal
are provided. (I.3, I.4) Asking for help in class when necessary. stories by varying elements of literary
(Example: What’s the answer? How do you say texts and adding imaginative details to
Writing
? Do you have an eraser? Can you help me real-life stories and situations in order
I.EFL.3.16.1. with ?, etc.) to create new, original texts.
Learners can make a simple Writing CE.EFL.3.24.
learning resource to record and
practice new words. (Example: a Organize ideas and relevant
information from literary texts
using
 picture dictionary, a word list, a set Creating a class picture dictionary and adding group or class brainstorms and/or mind
of flashcards, etc.) (I.1, J.4) entries by writing definitions of new words or maps in order to enhance collaborative
drawing a picture to illustrate the meaning. responses to literature. º
Language through the Arts
Writing new words and phrases in a vocabulary
I.EFL.3.22.1. notebook.
Learners can demonstrate Language through the Arts
an ability to give and ask for Illustrating a piece of writing.
information
Brainstorming a list of questions and responses
and assistance using level- learners can use during literature circles or small
appropriate language and group discussions.
interaction styles in online or face-
to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)

I.EFL.3.24.1.

Learners can work in groups to

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

Communication and Cultural Communication and Cultural Awareness Communication and Cultural
Awareness Awareness
Talking about different nationalities.
I.EFL.2.1.1. Get the students really involved in the story by CE.EFL.2.1.
asking lots of questions (e.g.
Learners can use other classmate’s Who is he-she? Where do you live? Differentiate between different living
contributions in class as models for situations in a variety of surroundings
their own. (I.2, I.3, S.4) Participating in short dialogues using greetings. and express curiosity about the world
8 NATIONS Practicing the use of expressions of politeness through simple questions.
I.EFL.2.3.1. during collaborative pair and small group work.
Completing a very short, picture-based self- CE.EFL.2.3.
Learners can use basic personal evaluation or peer evaluation form.
information and expressions of Make use of basic personal
politeness in short dialogues or Oral Communication:(Listening and Speaking) information and expressions of
conversations. (J.2, J.3) politeness in order to introduce
Telling and asking for the time
 Structures: "What time is it?", "Please could you oneself and participate in a short
tell me the time?", "It’s _ o’clock" conversation.
I.EFL.2.4.1. Learners can select
pictures and/or short phrases that relate practice asking for and telling the time. Students CE.EFL.2.4. Develop skills of
to collaborating and sharing and practice numbers 1-12, play fun games and collaboration by working together on
express personal preferences. (J.2, J.3, activities, sing a song, read a funny story about projects and sharing materials while
clocks, and make a clock craft. 6
S.4) expressing personal preferences with
Listening to short, staged instructions and carrying peers.
Oral Communication them out. (Example: Open the door. Take this
book to Mr. Davila. Walk, don’t run! etc.) CE.EFL.2.6.
I.EFL.2.6.1.
Listening to very short (spoken or recorded) Listening for Meaning: Understand the
This is a good lesson for introducing the descriptions of scenes, and writing, coloring, or main ideas in short simple spoken
students to telling the time as it drawing some items. texts that include familiar vocabulary
contains key vocab and structures. The Showing the student some picture flashcards of and are set in everyday contexts.
gestures in the song are easy and fun – familiar vocabulary items and asking them to say
the students will enjoy swinging their the words. (Example: It’s a house, a school, a car, CE.EFL.2.7.
arms around with the times in the song. a bike, to see if they are easily understood, etc.)
(I.3) Listening for Information: Follow short
Ask the learner to sing a song or recite a chant and simple spoken texts that include
I.EFL.2.8.1. together with a group of friends or with the familiar vocabulary and are set in
teacher. Record the student’s production with the everyday contexts. Identify key items
Learners can pronounce most familiar recording device quite near to the student’s mouth of information within the text, and
vocabulary items accurately and can and listen to the recording to assess clarity of record or act upon them.
therefore usually be easily understood. sounds, production of phonemes, rhythm and
They can also produce some phrases intonation. CE.EFL.2.8.
and short sentences clearly and may
approximate English rhythm and Reading Production - Pronunciation: Produce
intonation in longer utterances. (I.3) individual words and short phrases
Helping learners in the class who have a different clearly enough that other people can
Reading skill set. usually understand them easily.
Sharing ideas freely and without jealousy.
I.EFL.2.14.1. Making positive remarks to other learners in CE.EFL.2.14.
class.
Learners can successfully use simple Demonstrate familiarity with study
online and print learning resources. Testing each other on the meaning of flashcards. resources (both print and digital).
(Example: flashcards, picture (Example: a boy shows a picture on a flashcard (Example: a picture dictionary, some
dictionaries, word lists, etc.) (I.2) and asks: What is this? Where is … etc.) flashcards of known words, or a word
list.)
Writing Writing
CE.EFL.2.17.
I.EFL.2.17.1. Locating specific words on the page and writing
them in a list. (Example: all the words beginning Write simple words, phrases, and
Learners can write words, phrases, and with the sound /k/ or all the words that contain the sentences to demonstrate knowledge
short simple sentences using the long /a:/ sound, etc.) of spelling, punctuation, capitalization,
correct conventions (spelling,
 punctuation, capitalization, and and handwriting / typography, and
handwriting or typography, etc.), for Language through the Arts identify their meanings.
making simple learning resources.
(I.3) Creating a dance for a song or rhyme. CE.EFL.2.22
Participating in TPR activities such as acting out
Language through the Arts the movements of a character in a story as it is Describe and write about emotions
read aloud. and responses to literary texts
I.EFL.2.22.1. Moving to the rhythm of a song or chant. through words and images, or other
media (video, audio) on class or
Learners can report emotions and school bulletin boards and expand on
compose short responses to literary ideas and responses to texts
texts through words and images, or read/seen/heard in by participating in
other media (video, audio). Learners songs/chants, TPR activities and
can generate and expand on personal playground games.
opinions and responses to oral and
written texts through TPR, playground
games, and songs. (I.3, S.3)

6. BIBLIOGRAPHY/ WEBGRAPHY 7. OBSERVATIONS

ELABORATED BY REVISED BY APPROVED BY

TEACHER: Lic. María Yanzaguano AREA’S COORDINATOR: VICE PRINCIPAL

Signature: English Signature: Signature:

Date Date:  Date:

PLANIFICACIÓN
POR UNIDAD
 ESCUELA DE EDUCACIÓN BÁSICA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE

CRITERIA

School’s Name: UNIDAD EDUCATIVA PARTICULAR “ANDRÉS BELLO”

Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Lic. Maria Yanzaguano Area: Grade / Course: Class:
English as a Foreign Language 2ND EGB Pre-A1.2

Book: Unit 1 Objectives

MY CLASSROOM
NEW LEADERS 3 O.EFL 2.3
STUDENT’S BOOK Independently read level-appropriate texts in English for pure
AND WORKBOOK enjoyment/entertainment and to access information.

O.EFL 2.4
Develop creative and critical thinking skills to foster problem-solving
and independent learning using both spoken and written English.

O.EFL 2.8
Demonstrate a living relationship with the English language through
interaction with written and spoken texts, in order to explore creative
writing as an outlet to personal expression.

Periods: 18, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural CE.EFL.2.5.

Awareness EFL 2.1.10 Model turn-taking and ways to express to others when
something is not understood to improve comprehension
Recognize when to speak and when to listen while and/or intelligibility in conversations.
working in pairs or small groups in class by following
classroom instructions and simple commands.

CE.EFL.2.7.
Oral Communication:(Listening and Speaking)
 ESCUELA DE EDUCACIÓN BÁSICA

Listening for Information: Follow short and simple

spoken texts that include familiar vocabulary and are
EFL 2.2.3 set in everyday contexts. Identify key items of
Recognize familiar names, words, and short phrases about information within the text, and record or act upon
simple everyday topics whether heard in isolation or them.
within short, simple spoken texts describing people and CE.EFL.2.9.
objects. (Example: vocabulary about self, family,
friends and immediate surroundings at school and home, Production - Fluency: Utterances are sometimes produced
adjectives for color and size, etc.) slowly but use appropriate words and phrases to express
basic ideas, initiate conversations and respond to
questions, including some chunks of language and short
EFL 2.2.11 sentences.

Produce simple, mainly isolated utterances using very

short phrases and sometimes individual words, possibly
with slow and/or hesitant delivery. (Example: words,
phrases, and short sentences about people, animals,
things, etc.)

CE.EFL.2.12.
Reading
Understand the gist and details in short simple written
EFL texts (online or print).

2.3.2

Read a short simple text (online or print) and

demonstrate understanding of the gist and some basic
details of the content.

CE.EFL.2.17.
Writing
Write simple words, phrases, and sentences to demonstrate
knowledge of spelling, punctuation, capitalization
EFL 2.4.3
and handwriting /typography, and identify their meanings.
Write simple words, phrases and sentences with correct
use of standard writing mechanics. (Example: spelling, CE.EFL.2.18.
punctuation, capitalization, and writing by hand and/or Writing in order to perform controlled practice of
on the computer. vocabulary and grammar items.
 ESCUELA DE EDUCACIÓN BÁSICA

EFL 2.4.4

Write simple words, phrases and sentences for

controlled practice of language items.

CE.EFL.2.21.
Language through the
Distinguish key information in stories and other age-
Arts EFL 2.5.1 appropriate literary texts, both oral and written.

Identify key information such as events, characters,

and objects in stories and other age-appropriate
literary texts if there is visual support.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments

New Curriculum EFL Communication and ACTIVITIES and TECHNIQUES

Communication and for Elemental EGB Cultural Awareness
Cultural Awareness Role-play and
New Leaders - Student’s I.EFL.2.5.1. participating in short
Role-playing and
book and workbook 3 dialogues.
participating in Learners can apply turn-
short dialogues. taking and ways to express
Listen to a short
Flash Cards from 25 to to others when something
Singing songs or chants dialogue and filling in a
is not understood in short
that practice helpful simple form.
language. 26 Activity Book conversations. (J.3,
(AB13 – AB24) S.1, S.4) Read a short simple story
Oral Communication:
of just a few lines and
(Listening and Cards with Oral Communication: ordering simple pictures of
Speaking) the Picture (Listening and familiar objects.
identifying and saying Cards Speaking)
Colored crayons pencils Complete simple sentences.
different objects in
the classroom I.EFL.2.7.1.
large sheet of Choose pictures of or
What's this?" "What color construction paper / card Learners can understand drawing the scenes of
is this?". blank paper (1 per short and simple spoken a literary text.
student) craft supplies texts well enough to be
Talking about classroom able to pick out key items Color the room 2
(e.g. glitter, cotton
stationery and of information and record worksheet Classroom
 wool, etc.)
requesting them Objects Count 2
 ESCUELA DE EDUCACIÓN BÁSICA

things. in writing or drawings, worksheet

this is optional or physically act upon
"What's in your bag?”, them. (I.3) Warm Up & Wrap Up
"Bring me the (pencil), colored lesson sheet
please", "Put it / them pens
in my bag", "Do you have I.EFL.2.9.1. Readers: Find Me in
scissors the Classroom.
my/a (pencil)? glue Learners can express basic
Giving learners a picture white / black board ideas, initiate Complete a short,
of a familiar scene and with marker / chalk conversations, and respond picture- based evaluation
asking them to tell you Blu-Tack or something to simple questions using form
what they can see. Some to stick flashcards to appropriate words, Listen to a short story
learners may produce longer the board phrases, and short and ordering the pictures
utterances. (Example: a sentences.
picture of a classroom CD / Tape player / Responses may be slow Carry out
where learners name Computer or something to though pauses do not make simple
individual items: table, play the song on the interaction tedious or instructions
chair, clock There are four uncomfortable for
chairs. The clock says 4 participants. (I.3)
o’clock., etc.)
INSTRUMENTS
Reading Reading
Picture-based test
Reading a short simple I.EFL.2.12.1.
story of just a few lines ▪ Rubrics
and ordering simple Learners can understand a
pictures of familiar short simple text on an ▪ Vocabulary Quilt
objects. everyday topic and
successfully complete a ▪ Mind Maps
Reading a short simple simple task to show that
text and circling the they have understood most
correct answer. (Example: ▪ Oral interviews
or some of it. (I.4) individual/ in
Question: What’s her name?
Answer: Mary / Sandra / pairs
Mia, etc.) Writing
▪ Practical Exams.
Writing I.EFL.2.17.1.
▪ Writing Tests
Matching words to pictures. Learners can write words,
(Example: under the picture phrases, and short simple
of a chair, learners write sentences using the correct
the word chair with the conventions (spelling,
five letters of the word on punctuation, capitalization,
the five lines provided, and handwriting or
etc.) typography, etc.), for
Unscrambling words or
sentences and writing
them out correctly.
(Example:
 ESCUELA DE EDUCACIÓN BÁSICA

Word: veleen = eleven. making simple

Sentence: There’s – under learning resources.
– the chair. – a backpack, (I.3)
etc.)
I.EFL.2.18.1.
Writing new words in a
picture dictionary and Learners can write short
adding a sticker or simple phrases and
picture. sentences to show that they
know how to use simple
Completing simple sentences grammar or vocabulary
to practice a grammar items. (I.3, I.4)
structure by writing words
in gapped sentences.
Support learners by Language through the
providing pictures for
context and / or a box of Arts I.EFL.2.21.1.
answers, from which they
can choose. (Example: My Learners can recognize,
best friend is ten --- old. through pictures or other
--- name is Carol. --- media such as ICT, key
birthday is in May, etc.) aspects of a story or
literary text (both oral
Language through the Arts and written). (J.1, I.2)
Choosing pictures of or
drawing the scenes of a
literary text.
Standing up every time
they hear the name of a
character.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be
Applied

CLIL Components - Science/Technology/Arts:

Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility,
solidarity,
 ESCUELA DE EDUCACIÓN BÁSICA

responsibility, honesty, respect,

love, peace, justice, innovation, etc.

Prepared by Revised by Approved by

Teacher: Lic. Maria Yanzaguano Teacher:

Signature:English Signature:

Date: Date: Date:

 ESCUELA DE EDUCACIÓN BÁSICA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE

CRITERIA

School’s Name: UNIDAD EDUCATIVA PARTICULAR “ANDRÉS BELLO”

Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Lic. Maria Yanzaguano Area: Grade / Course: Class:
English as a Foreign Language 2ND EGB Pre-A1.1

Book: Objectives
UNIT # 2
New Leaders O.EFL 2.2
Teacher´s Book MY FAMILY AND ME Assess and appreciate English as an international language, as well as
/ workbook # 3 the five aspects of English that contribute to communicative competence.

O.EFL 2.5
Identify some main ideas and details of written texts, in order to
develop an approach of critical inquiry to written and oral texts.

O.EFL 2.7
Read level-appropriate texts in English for pure enjoyment/entertainment
and to access information.
Use in-class resources and explore the use of ICT to enrich competencies
in the four skills.

Periods: Weeks:

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural CE.EFL.2.1.

Awareness EFL 2.1.2 Learners can classify everyday objects and

familiar names and express curiosity about the
Recognize familiar names, words, and short phrases about simple world through simple questions.
everyday topics for example: mother, father, sister, baby
Learners can classify parts of the body and
Recognize part of the body, words and short phrases about my express curiosity about the world through simple
 ESCUELA DE EDUCACIÓN BÁSICA

body, use vocabulary hand, arm, leg, arm, head questions.

EFL 2.1.6 CE.EFL.2.3.

Understand and use common expressions of politeness in class Make use of basic personal information and
while working in pairs or groups on projects. (Example: please, expressions of politeness in order to introduce
sorry, thank you, etc.) oneself and participate in a short
conversation.
EFL 2.1.7
CE.EFL.2.4. Develop skills of communication by
Express curiosity about your family and parts of the body by working together on projects and sharing materials
asking simple WH- questions in class after reading and/or
while expressing personal preferences with peers.
participating in presentations or other group work.
For example: Who is this? Who is he/she
….? "Which part of the body is that?"
"Touch your ...

Oral Communication:(Listening and CE.EFL.2.6.

Speaking) EFL 2.2.1 Listening for Meaning: Understand the main ideas
in short simple spoken texts that include
Listening to very short (spoken or recorded) descriptions of familiar vocabulary and are set in everyday
scenes, and writing, coloring, or drawing items within them. contexts.
(Example: learners are given a simple picture of their families
or bodies. They listen the person and identify after draw and Saying different parts of the
color etc.)
body. CE.EFL.2.7.

EFL 2.2.4 Listening for Information: Follow short and

simple spoken texts that include familiar
Identify items of specific information within simple messages or vocabulary and are set in everyday contexts.
from short and simple descriptions about familiar contexts, Identify key items of information within the
especially if visual support is provided. (Example: letters of text, and record or act upon them.
the alphabet, members of the family, greetings, days, parts of
the body, parts of the face etc.)
CE.EFL.2.8.

EFL 2.2.8 Production - Pronunciation: Produce individual

words and short phrases clearly enough that other
Imitate individual English language sounds, especially those people can usually understand them easily.
phonemes which do not exist in the student’s own L1, both in
isolation and within key vocabulary items. (Example: /ŋ/ /ð/ /ʌ/
 ESCUELA DE EDUCACIÓN BÁSICA

/i:/ and in words like singing, these, up, etc.)

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 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.

Reading CE.EFL.2.14.

EFL Reading a short text and showing comprehension by

completing the accompanying graphic organizer.
(Example: learners read about my family and me in
2.3.5
context.
Read a short simple text (online or print) and demonstrate Reading a short simple story of just a few lines
understanding of the gist and some basic details of the content. and ordering simple pictures of familiar objects.
Reading a short simple text and circling the
Listen, look and color by reading the following story. correct answer. (Example: Question: What’s her
name? Answer: Susan

Writing CE.EFL.2.17.

EFL Completing simple sentences to practice a grammar

structure by writing words in gapped sentences.
Support learners by providing pictures for context
2.4.1
and / or a box of answers, from which they can
Write simple words, phrases, and sentences for controlled choose. (Example: My father is ---. --- name is
practice of language items. Carol, Who ---- this etc.)
Write and complete according to the picture.
Identifying the differences between two pictures
and writing simple sentences. (Example: In
picture A, she is my mother but in picture B he
is my father etc.)
 ESCUELA DE EDUCACIÓN BÁSICA

Language through the Arts CE.EFL.2.22

Describe and write about emotions and responses to
EFL 2.5.6 literary texts through words and images, or other
media (video, audio) on class or school bulletin
Generate and expand ideas by responding in a fun and playful boards and expand on ideas and responses to texts
manner to oral and written texts in order to increase enjoyment read/seen/heard in by participating in
of the language through TPR, playground games, and songs and songs/chants, TPR activities and playground games.
chants.

Methodological Strategies Resources Performance Evaluation: Activities /

Indicators Techniques / Instruments

Communication and Cultural Awareness New Curriculum EFL for Communication and ACTIVITIES and TECHNIQUES
Elemental EGB Cultural
Labeling pictures with the correct Awareness Draw your family and
name. New Leaders Teacher´s name them in English
Book / workbook # 3 I.EFL.2.1.1. Learners can understand
Participating in short dialogues using
the family. short and simple spoken
Flash Cards from 41 to 42 Learners can
texts well enough to be
Practicing the use of expressions of Glossary recognize
able to pick out key
politeness during collaborative differences
Activity Book items of information
pair and small group work. between where
(AB27 – AB40) people live and
Helping students learn a series of Use expressions of
write or talk
important related words before moving Resource for teacher on - politeness
about their own
on to new vocabulary. line
surroundings, as
Respond to pictures by
Drawing upon prior knowledge well as ask
circling the
Match-Up the with questions about
Matching person with the corresponding one
personal pronouns how other people
pictures (Example: Who is he /
and family live.
she? Complete a short,
worksheet. picture- based evaluation
follow simple instructions, I.EFL.2.3.1. form
Picture cards Song
identify and recognize personal Poster Learners can use Listen to a short story and
pronouns
basic personal ordering the pictures about
Warm Up lesson sheet information and
Practice by talking about different my family
members of the family. Students play a expressions of
fun family photos game, make a family politeness in Carry out
tree poster, make and play with finger short dialogues or simple
puppets, sing a song and read a funny conversations. instructions
story.
I.EFL.2.4.1. Respond with the meaning of
Learners can flashcards
select pictures
and/or short
phrases that
 ESCUELA DE EDUCACIÓN BÁSICA

Listening to very short (spoken or relate to Look at the picture and

recorded) descriptions of scenes, and collaborating and recognize members of
writing, coloring, or drawing items sharing and the family
within them. (Example: learners are express personal
given a simple picture of their preferences.
mother They listen to a description INSTRUMENTS
of her and draw. Oral Communication
Picture-based test
Showing the student some picture I.EFL.2.6.1.
flashcards of familiar vocabulary ▪ Rubrics
items and asking them to say the Learners can
words. (Example: mother, brother, understand the ▪ Vocabulary Quilt
leg, hand, to see if they are easily main ideas in
understood, etc.) short simple ▪ Mind Maps
spoken texts and
Ask the learner to sing a song or infer who is
recite a chant together with a group ▪ Oral interviews
speaking and what individual/ in
of friends or with the teacher. the situation is,
Record the student’s production with pairs
without decoding
the recording device quite near to every word.
the student’s mouth and listen to the ▪ Practical Exams.
recording to assess clarity of I.EFL.2.7.1.
sounds, production of phonemes, ▪ Writing Tests
rhythm and intonation. Learners can
understand short
Reading and simple spoken
texts well enough
Using the alphabet to scan for to be able to pick
particular items in lists. (Example: out key items of
finding a word in a simple information and
dictionary or locating a boy’s name record them in
on a class list.) writing or
drawings, or
Testing each other on the meaning of physically act upon
flashcards. (Example: a boy shows a them. (I.3)
picture on a flashcard and asks: Who
is she? Girl: She is my mother, I.EFL.2.8.1.
etc.)
Learners can
Brainstorming everything known about pronounce most
a topic and then reading a text to familiar vocabulary
check true and false information. items accurately,
and can therefore
Reading a text and answering usually be easily
understood. They
can also produce
some
 ESCUELA DE EDUCACIÓN BÁSICA

information questions. phrases and short

Who is this?", "How are you?", sentences clearly,
"I’m fine thank you", "See you and may approximate
soon" English rhythm and
intonation in
Choosing from a list of words longer utterances.
to complete gaps from a
reading. Reading

Writing
I.EFL.2.14.1.
Making flashcards for new words Learners can
and using them to quiz a partner. successfully use
simple online and
Writing new words and phrases in print learning
a vocabulary notebook. resources.
(Example:
Writing about a topic and choosing flashcards, picture
words for a glossary and writing dictionaries, word
the definitions lists, etc.)

Language through the Arts Writing

Creating a dance for a song or rhyme. I.EFL.2.17.1.

Participating in TPR activities Learners can write
such as acting out the movements of words, phrases,
a character in a story as it is and short simple
read aloud. sentences using
Moving to the rhythm of a song the correct
or chant. conventions
(spelling,
punctuation,
capitalization,
and handwriting or
typography, etc.),
for making simple
learning
resources.

Language through
the Arts
I.EFL.2.22.1.
 ESCUELA DE EDUCACIÓN BÁSICA

Learners can report

emotions and
compose short
responses to
literary texts
through words and
images, or other
media (video,
audio). Learners
can generate and
expand on personal
opinions and
responses to oral
and written texts
through TPR,
playground games,
and songs.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components - Science/Technology/Arts:

Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility,
solidarity, responsibility, honesty,
respect, love, peace, justice, innovation,
etc.
Prepared by Revised by Approved by

Teacher: Lic. Maria Yanzaguano Teacher: Teacher:

Signature:English Signature: Signature:

 ESCUELA DE EDUCACIÓN BÁSICA

Date: Date: Date:

 ESCUELA DE EDUCACIÓN BÁSICA
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
CRITERIA

School’s Name: UNIDAD EDUCATIVA PARTICULAR “ANDRÉS BELLO”

Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Lic. Maria Yanzaguano Area: Grade / Course: Class:
English as a Foreign Language 2ND EGB Pre A1.2

Book: Unit 3 Objectives

BEDROOM
New Leaders O.EFL 2.2
Teacher´s Book Assess and appreciate English as an international language, as well as
/ workbook # 3 the five aspects of English that contribute to communicative competence.

O.EFL 2.5
Use in-class library resources and explore the use of ICT to enrich
competencies in the four skills.

O.EFL 2.7
Appreciate the use of English language through spoken and written
literary texts such as poems, rhymes, chants, riddles and songs, in
order to foster imagination, curiosity and memory, while developing a
taste for literature.

Periods: 18, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural CE.EFL.2.1.

Awareness EFL 2.1.2 Differentiate between different living situations

in a variety of surroundings and express
Recognize the differences between where people live among the curiosity about the world through simple
regions of the country in order to appreciate their own questions.
environment. (Example: house/apartment, country/city, etc.)
CE.EFL.2.3.

Make use of basic personal information and

EFL 2.1.6 expressions of politeness in order to introduce
oneself and participate in a short
conversation.
 ESCUELA DE EDUCACIÓN BÁSICA
Understand and use common expressions of politeness in class
while working in pairs or groups on projects. (Example: please, CE.EFL.2.4. Develop skills of collaboration by
sorry, thank you, etc.) working together on projects and sharing materials
while expressing personal preferences with peers.

EFL 2.1.7

Collaborate in a friendly manner by sharing classroom materials

and personal objects while participating in games and activities
in class and on the playground.

Oral Communication:(Listening and CE.EFL.2.6.

Speaking) EFL 2.2.1 Listening for Meaning: Understand the main ideas in
short simple spoken texts that include familiar
Understand meanings expressed in short dialogues on familiar vocabulary and are set in everyday contexts.
topics, as well as basic spoken instructions and simple
questions about self, people, animals or things, especially
when spoken slowly and clearly. (Example: greetings, short CE.EFL.2.7.
phrases, basic range of classroom instructions, common personal
information questions: What’s your name? How old are you? Where Listening for Information: Follow short and simple
do you live? etc.) spoken texts that include familiar vocabulary and
are set in everyday contexts. Identify key items
of information within the text, and record or act
EFL 2.2.4 upon them.

Identify items of specific information within simple messages or

from short and simple descriptions about familiar contexts, CE.EFL.2.8.
especially if visual support is provided. (Example: letters of
the alphabet, numbers, prices and times, days, dates and months, Production - Pronunciation: Produce individual
etc.) words and short phrases clearly enough that other
people can usually understand them easily.

EFL 2.2.8

Imitate individual English language sounds, especially those

phonemes which do not exist in the student’s own L1, both in
isolation and within key vocabulary items. (Example: /ŋ/ /ð/ /ʌ/
/i:/ and in words like singing, these, up, sea, etc.)
 ESCUELA DE EDUCACIÓN BÁSICA
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 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.

Reading CE.EFL.2.14.

EFL Demonstrate familiarity with study resources (both

print and digital). (Example: a picture dictionary,
2.3.5 some flashcards of known words, or a word list.)

Show the ability to use a simple learning resource. (Example: a

small set of flashcards, a picture-based dictionary (online or
print), or a simple word list).

Writing CE.EFL.2.17.

EFL Write simple words, phrases, and sentences to

demonstrate knowledge of spelling, punctuation,
2.4.1 capitalization and handwriting / typography,
and identify their meanings.
Know how to spell simple English words correctly, demonstrating
awareness of sound-letter relationships. (Example: sea, mean,
bee, etc.)

Language through the CE.EFL.2.22

Describe and write about emotions and responses to
Arts EFL 2.5.6 literary texts through words and images, or other
media (video, audio) on class or school bulletin
Generate and expand ideas by responding in a fun and playful boards and expand on ideas and responses to texts
manner to oral and written texts in order to increase enjoyment read/seen/heard in by participating in
of the language through TPR, playground games, and songs and songs/chants, TPR activities and playground games.
chants.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments

Communication and New Curriculum EFL Communication and ACTIVITIES and TECHNIQUES
Cultural Awareness for Elemental EGB Cultural
Awareness Draw a classroom with
New Leaders Teacher´s Book different objects and
name
 ESCUELA DE EDUCACIÓN BÁSICA
Talking about different clothes. / workbook # 3 Pre-A I.EFL.2.1.1. them in English

Let's get dressed", "Put on your 1.1 New Leaders Pre-A Learners can use
~", "Quick, get ready", "He/She other classmate’s Use expressions of
is wearing ~". 1.1 contributions in politeness
class as models for
Get the students really involved their own. (I.2, I.3,
in the story by asking lots of Flash Cards from 57 to Respond to pictures by
58 Glossary S.4) circling the
questions (e.g. eliciting the
objects and their colors) and I.EFL.2.3.1. corresponding one
getting everyone to point to Activity Book
colors in the classroom. (AB43 – AB56) Learners can use Complete a short,
basic personal picture- based evaluation
Participating in short Resource for teacher on information and form
dialogues using greetings. - line expressions of
politeness in short Listen to a short story
Practicing the use of expressions lots of old, adult- dialogues or and ordering the pictures
of politeness during sized clothes (as many conversations. (J.2,
collaborative pair and small as you can get). J.3) Carry out
group work. simple
Completing a very short, board with chalk / I.EFL.2.4.1. instructions
picture- based self-evaluation Learners can select
or peer evaluation form. markers Blu-Tack or pictures and/or Recognize the pictures
short phrases that starting with the letters
something to relate to of the alphabet from Aa
Oral Communication:(Listening stick flashcards on collaborating and to Ff
and Speaking) the board sharing and express
scissors personal Respond with the meaning
practice recognizing and saying glue preferences. (J.2, of flashcards
7 colors. Students play lots of catalogues or J.3, S.4)
action-packed games, sing The magazines (with lots of Answer the questions.
Rainbow song, read a fun story clothes pictures) Oral Communication
about colors and do a coloring - A3 paper or INSTRUMENTS
activity worksheet. construction paper to I.EFL.2.6.1.
stick the Picture-based test
Listening to a very short and catalogue/magazine Learners can
simple story and ordering the pictures on (1 sheet per understand the main ▪ Rubrics
pictures showing what happens. group of students) ideas in short simple
(Example: Jane is taking her spoken texts and ▪ Vocabulary Quilt
dog for a walk. They see some - CD / Tape player / infer who is speaking
birds. The birds fly away, Computer or something and what the ▪ Mind Maps
etc.) to play the song on situation is, without
"The Rainbow Song" decoding every word. ▪ Oral interviews
(I.3) individual/ in
Listening to short, staged I.EFL.2.7.1. pairs
instructions and carrying them
out. Learners can ▪ Practical Exams.
understand short
and simple spoken
texts
 ESCUELA DE EDUCACIÓN BÁSICA
(Example: Open the door. Take well enough to be
this book to Mr. Davila. Walk, able to pick out key ▪ Writing Tests
don’t run! etc.) items of information
and record them in
writing or drawings,
Listening to very short (spoken or physically act
or recorded) descriptions of upon them. (I.3)
scenes, and writing, coloring, or
drawing some items. I.EFL.2.8.1.

Showing the student some picture Learners can

flashcards of familiar pronounce most
vocabulary items and asking them familiar vocabulary
to say the words. (Example: It’s items accurately and
a house, a school, a car, a can therefore usually
bike, to see if they are easily be easily understood.
understood, etc.) They can also produce
some phrases and
short sentences
clearly and may
Ask the learner to sing a song or
approximate English
recite a chant together with a
rhythm and intonation
group of friends or with the
in longer utterances.
teacher. Record the student’s
(I.3)
production with the recording
device quite near to the Reading
student’s mouth and listen to the
recording to assess clarity of
sounds, production of phonemes, I.EFL.2.14.1.
rhythm and intonation.
Learners can
Reading successfully use
simple online and
Helping learners in the class print learning
who have a different skill set. resources.
Sharing ideas freely and (Example:
without jealousy. flashcards, picture
Making positive remarks to dictionaries, word
other learners in class. lists, etc.) (I.2)

Testing each other on the meaning Writing

of flashcards. (Example: a boy
shows a picture on a flashcard I.EFL.2.17.1.
and asks: What is this? Where is Learners can write
…
words, phrases,
and
 ESCUELA DE EDUCACIÓN BÁSICA
etc.) short simple
sentences using the
Writing correct conventions
(spelling,
Locating specific words on the punctuation,
page and writing them in a list. capitalization, and
(Example: all the words beginning handwriting or
with the sound /k/ or all the typography, etc.),
words that contain the long /a:/ for making simple
sound, etc.) learning resources.
(I.3)

Language through the Arts Language through

the Arts
Creating a dance for a song
or rhyme. I.EFL.2.22.1.

Learners can report

Participating in TPR activities emotions and compose
such as acting out the movements short responses to
of a character in a story as it is literary texts
read aloud. through words and
images, or other
media (video, audio).
Learners can generate
Moving to the rhythm of a song and expand on
or chant. personal opinions and
responses to oral and
written texts through
TPR, playground
games, and songs.
(I.3, S.3)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be
Applied
CLIL Components - Science/Technology/Arts:
Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.
 ESCUELA DE EDUCACIÓN BÁSICA

Prepared by Revised by Approved by

Teacher: Lic. Maria Yanzaguano Teacher: Teacher:

Signature:English Signature: Signature:

Date: Date: December Date:

 ESCUELA DE EDUCACIÓN BÁSICA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE

CRITERIA

School’s Name: UNIDAD EDUCATIVA PARTICULAR “ANDRÉS BELLO”

Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Lic. Maria Yanzaguano Area: Grade / Course: Class:
English as a Foreign Language 2ND EGB Pre-A1.1

Book: Unit 4 Objectives

NUMBERS
New Leaders - O.EFL 2.2
Student’s Assess and appreciate English as an international language, as well as
book and the five aspects of English that contribute to communicative
workbook 3 competence.
Pre A 1.1
O.EFL 2.5
Use in-class library resources and explore the use of ICT to enrich
competencies in the four skills.

O.EFL 2.7
Appreciate the use of English language through spoken and written
literary texts such as poems, rhymes, chants, riddles, and songs, in
order to foster imagination, curiosity and memory, while developing a
taste for literature.

Periods: 18, 9 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural CE.EFL.2.3.

Awareness EFL 2.1.6 Make use of basic personal information and expressions of
politeness to introduce oneself and participate in a short
Understand and use common expressions of politeness in conversation.
class while working in pairs or groups on projects.
(Example: please, sorry, thank you, etc.) CE.EFL.2.4. Develop skills of collaboration by working
together on projects and sharing materials while
 ESCUELA DE EDUCACIÓN BÁSICA

expressing personal preferences with peers.

EFL 2.1.7

Collaborate in a friendly manner by sharing

classroom materials and personal objects while
participating in games and activities in class and
on the playground.

Oral Communication:(Listening and CE.EFL.2.6.

Speaking) EFL 2.2.1 Listening for Meaning: Understand the main ideas in short
simple spoken texts that include familiar vocabulary and
Understand meanings expressed in short dialogues on are set in everyday contexts.
familiar topics, as well as basic spoken instructions
and simple questions about self, people, animals or
things, especially when spoken slowly and clearly. CE.EFL.2.7.
(Example: greetings, short phrases, basic range of
classroom instructions, common personal information Listening for Information: Follow short and simple spoken
questions: What’s your name? How old are you? Where do texts that include familiar vocabulary and are set in
you live? etc.) everyday contexts. Identify key items of information
within the text, and record or act upon them.

EFL 2.2.4
CE.EFL.2.8.
Identify items of specific information within simple
messages or from short and simple descriptions about Production - Pronunciation: Produce individual words and
familiar contexts, especially if visual support is short phrases clearly enough that other people can usually
provided. (Example: letters of the alphabet, numbers, understand them easily.
prices and times, days, dates and months, etc.)
CE.EFL.2.9

Practice counting up to 10. Students sing a fun counting

EFL 2.2.8 song, count different objects in the classroom, play
games, read a story and do a numbers tracing worksheet.
Imitate individual English language sounds, especially
those phonemes which do not exist in the student’s own
L1, both in isolation and within key vocabulary items.
(Example: /ŋ/ /ð/ /ʌ/ /i:/ and in words like singing,
these, up, sea, etc.)
 ESCUELA DE EDUCACIÓN BÁSICA

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 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.

Reading CE.EFL.2.14.

EFL Demonstrate familiarity with study resources (both print

and digital). (Example: a picture dictionary, some
2.3.5 flashcards of known words, or a word list.)

Show the ability to use a simple learning resource.

(Example: a small set of flashcards, a picture-based
dictionary (online or print), or a simple word list).

Writing CE.EFL.2.17.

EFL Write simple words, phrases, and sentences to demonstrate

knowledge of spelling, punctuation, capitalization and
2.4.1 handwriting / typography, and identify their meanings.

Know how to spell simple English words correctly,

demonstrating awareness of sound-letter relationships.
(Example: sea, mean, bee, etc.)

Language through the CE.EFL.2.22

Describe and write about emotions and responses to
Arts EFL 2.5.6 literary texts through words and images, or other media
(video, audio) on class or school bulletin boards and
Generate and expand ideas by responding in a fun and expand on ideas and responses to texts read/seen/heard in
playful manner to oral and written texts in order to by participating in songs/chants, TPR activities and
increase enjoyment of the language through TPR, playground games.
playground games, and songs and chants.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments
Communication and New Curriculum Communication and ACTIVITIES and TECHNIQUES
Cultural Awareness EFL for Elemental Cultural Awareness
EGB Use expressions of
Participating in short dialogues
New Leaders -
 ESCUELA DE EDUCACIÓN BÁSICA

using greetings. Student’s book and I.EFL.2.3.1. politeness

workbook 3 Pre-A
1.1 Learners can use basic Respond to pictures by
personal information and circling the
Practicing the use of expressions expressions of politeness
of politeness during New Leaders Pre-A corresponding one
1.1 (Audios) in short dialogues or
collaborative pair and small conversations. (J.2, J.3)
group work. Complete a short,
picture- based evaluation
Flash Cards from I.EFL.2.4.1. Learners can form
67 to 68 select pictures with the
Responding questions about numbers in order that Look and answer the
vocabulary of the unit. Activity Book they listen. (J.2, J.3, small questions. Wh.
example (What is this? / How (AB59 – AB66) S.4) Questions
many?
Cards with the Oral Communication Carry out
Listening and pronounce
the numbers 1 to 20. numbers simple
Picture Cards I.EFL.2.6.1. instructions
Playing games in which Colored Learners can understand
learners must gestures for to crayons Recognize the pictures
the main ideas in short
learn the numbers. pencils with the numbers
simple spoken texts and
infer who is speaking and
Oral Communication:(Listening CD / Tape player Respond with the meaning
what the situation is,
and Speaking) or something to of flashcards
without decoding every
play the song on word. (I.3)
"The Numbers Song", is great to Open the present. Listen and write
use when you are teaching numbers I.EFL.2.7.1. the numbers
and counting, but it can also be
used as a fun warm-up or played Teaching numbers and
at any point in the lesson. counting. Identify INSTRUMENTS
the numbers 1-10
Listening to short, staged (I.3) Rubrics
instructions and carrying them
out. (Example: Open the door, I.EFL.2.8.1. Oral interview
sit down, stand up, Walk,
silence please etc.) Learners can pronounce most
familiar vocabulary items Picture-based
accurately and can
therefore usually be easily test
Listening to very short (spoken
understood. They can also
or recorded) descriptions of
produce some phrases and
scenes, and writing, coloring, or
short sentences clearly.
drawing items within them.
(I.3)

Reading
 ESCUELA DE EDUCACIÓN BÁSICA

Showing the student some picture I.EFL.2.14.1.

flashcards of familiar
vocabulary items and asking them Learners can successfully
to say the words. (Example: use simple online and
circle, square, triangle, print learning resources.
rectangle, to see if they are (Example: flashcards,
easily understood, etc.) picture dictionaries, word
lists, etc.) (I.2)
Put the students in pairs and
give each pair a number of Writing
objects (e.g. 3 plastic fruit, 3
cars, 3 pencils, etc.). Have the I.EFL.2.17.1.
students practice counting and
touching the objects. Learners can write words,
phrases, and short simple
sentences using the correct
conventions (spelling,
Reading punctuation, capitalization,
and handwriting or
Predicting main ideas by reading typography, etc.), for
the title and using other making simple learning
contextual clues (e.g., resources. (I.3)
illustrations, subheadings,
etc.) Language through the Arts
Testing each other on the meaning
of flashcards. (Example: a boy I.EFL.2.22.1.
shows a picture on a flashcard Learners can report
and asks: What is this? Girl: emotions and compose short
it’s a pen, etc.) responses to literary texts
through words and images,
Writing or other media (video,
audio).
Locating specific words on the
page and writing them in a list. Learners can generate and
(Example: all the words expand on personal opinions
beginning with the sound /k/ or and responses to oral and
all the words that contain the written texts through TPR,
long /a:/ sound, etc.) playground games, and
songs. (I.3, S.3)
Language through the Arts

Creating a dance for a song

or rhyme.
 ESCUELA DE EDUCACIÓN BÁSICA

Participating in TPR activities

such as acting out the movements
of a character in a story as it
is read aloud.

Moving to the rhythm of a song

or chant.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components - Science/Technology/Arts:

Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility,
solidarity, responsibility, honesty,
respect, love, peace, justice, innovation,
etc.
Prepared by Revised by Approved by

Teacher: Lic. Maria Yanzaguano Teacher: Teacher:

Signature:English Signature: Signature:

Date: Date: Date:

 ESCUELA DE EDUCACIÓN BÁSICA
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
CRITERIA

School’s Name: UNIDAD EDUCATIVA PARTICULAR “ANDRÉS BELLO”

Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Lic. Maria Yanzaguano Area: Grade / Course: Class:
English as a Foreign Language 2ND EGB Pre A1.2

Book: Unit 5 Objectives

THE
New Leaders - HOUSE O.EFL 2.2
Student’s Assess and appreciate English as an international language, as well as the
book and five aspects of English that contribute to communicative competence.
workbook 3
O.EFL 2.5
Use in-class library resources and explore the use of ICT to enrich
competencies in the four skills.

O.EFL 2.7
Appreciate the use of English language through spoken and written literary
texts such as poems, rhymes, chants, riddles and songs, in order to foster
imagination, curiosity and memory, while developing a taste for literature.

Periods: 18, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural CE.EFL.2.1.

Awareness EFL 2.1.2 Differentiate between different living situations

in a variety of surroundings and express curiosity
Recognize the differences between where people live among the about the world through simple questions.
regions of the country in order to appreciate their own
environment. (Example: house/apartment, country/city, etc.) CE.EFL.2.3.

Make use of basic personal information and

expressions of politeness in order to introduce
 ESCUELA DE EDUCACIÓN BÁSICA
EFL 2.1.6 oneself and participate in a short conversation.

Understand and use common expressions of politeness in class CE.EFL.2.4. Develop skills of collaboration by
while working in pairs or groups on projects. (Example: working together on projects and sharing materials
please, sorry, thank you, etc.) while expressing personal preferences with peers.

EFL 2.1.7

Collaborate in a friendly manner by sharing classroom

materials and personal objects while participating in games
and activities in class and on the playground.

Oral Communication:(Listening and CE.EFL.2.6.

Speaking) EFL 2.2.1 Listening for Meaning: Understand the main ideas in
short simple spoken texts that include familiar
Understand meanings expressed in short dialogues on familiar vocabulary and are set in everyday contexts.
topics, as well as basic spoken instructions and simple
questions about self, people, animals or things, especially
when spoken slowly and clearly. (Example: greetings, short CE.EFL.2.7.
phrases, basic range of classroom instructions, common
personal information questions: What’s your name? How old are Listening for Information: Follow short and simple
you? Where do you live? etc.) spoken texts that include familiar vocabulary and
are set in everyday contexts. Identify key items of
information within the text, and record or act upon
EFL 2.2.4 them.

Identify items of specific information within simple messages

or from short and simple descriptions about familiar contexts, CE.EFL.2.8.
especially if visual support is provided. (Example: letters of
the alphabet, numbers, prices and times, days, dates and Production - Pronunciation: Produce individual
months, etc.) words and short phrases clearly enough that other
people can usually understand them easily.

EFL 2.2.8

Imitate individual English language sounds, especially

those phonemes which do not exist in the student’s own L1,
both in isolation and within key vocabulary items.
(Example: /ŋ/ /ð/
/ʌ/ /i:/ and in words like singing, these, up, sea, etc.)
 ESCUELA DE EDUCACIÓN BÁSICA

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 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.

Reading CE.EFL.2.14.

EFL Demonstrate familiarity with study resources (both

print and digital). (Example: a picture dictionary,
2.3.5 some flashcards of known words, or a word list.)

Show the ability to use a simple learning resource. (Example:

a small set of flashcards, a picture-based dictionary (online
or print), or a simple word list).

Writing CE.EFL.2.17.

EFL Write simple words, phrases, and sentences to

demonstrate knowledge of spelling, punctuation,
2.4.1 capitalization and handwriting / typography,
and identify their meanings.
Know how to spell simple English words correctly,
demonstrating awareness of sound-letter relationships.
(Example: sea, mean, bee, etc.)

Language through the CE.EFL.2.22

Describe and write about emotions and responses to
Arts EFL 2.5.6 literary texts through words and images, or other
media (video, audio) on class or school bulletin
Generate and expand ideas by responding in a fun and playful boards and expand on ideas and responses to texts
manner to oral and written texts in order to increase read/seen/heard in by participating in songs/chants,
enjoyment of the language through TPR, playground games, and TPR activities and playground games.
songs and chants.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments

Communication and Cultural Awareness New Curriculum EFL Communication and ACTIVITIES and TECHNIQUES
Cultural
for Elemental EGB Awareness
 ESCUELA DE EDUCACIÓN BÁSICA
Drawing different houses and Draw a classroom with
labeling different rooms and I.EFL.2.1.1. different objects and
objects in a house. New Leaders - Student’s name them in English
book and workbook 3 Learners can recognize
Pre- A 1.1 differences between Differentiate between a
where people live and house and apartment as
Reflecting on differences between write or talk about
a house and an apartment. New Leaders Pre-A 1.1 well as urban and rural
their own areas
Flash Cards from 79 surroundings, as well
to 80 as ask questions about Use expressions of
Talking about different rooms of how other people live. politeness
a house and household objects (I.2, S.2)
Activity Book
What room is this?", "Where in (AB129 – Respond to pictures by
the house do you ...?", "Do you AB130) I.EFL.2.3.1. circling the
have a/an (sofa)?" corresponding one
Cards with Learners can use
Participating in short the Picture basic personal Complete a short,
dialogues using greetings. Cards Colored information and picture- based evaluation
crayons expressions of form
pencils politeness in short
Practicing the use of expressions of dialogues or Listen to a short story
politeness during collaborative pair large sheet of conversations. (J.2, and ordering the pictures
and small group work. construction paper J.3)
/ card Carry out
Completing a very short, craft supplies (e.g. I.EFL.2.4.1. simple
picture- based self-evaluation glitter, cotton wool, Learners can select instructions
or peer evaluation form. etc.) - this is pictures and/or
optional short phrases that Recognize the pictures
Practice naming and describing
colored relate to starting with the letters
different rooms and some common
pens collaborating and of the alphabet from Aa
household objects in their
scissors sharing and express to Ff
homes,
glue personal
white / black preferences. (J.2, Respond with the meaning
make room posters and read a
board with marker / J.3, S.4) of flashcards
fun classroom reader.
chalk
Oral Communication Locate the alphabet
Oral Communication:(Listening
Blu-Tack or something letters from Aa to Ff in a
and Speaking)
to stick flashcards to I.EFL.2.6.1. list
the board
Listening to a very short and This lesson covers INSTRUMENTS
simple story and ordering the the main rooms of a
CD / Tape player /
pictures showing what happens. house as well as Picture-based test
(Example: Jane is taking her dog vocab for some common
Computer or something ▪ Rubrics
for a walk. They see some birds. household objects.
to play the song on
The birds fly away, magazines / ▪ Vocabulary Quilt
(I.3)
Catalogs with pictures I.EFL.2.7.1. ▪ Mind Maps
 ESCUELA DE EDUCACIÓN BÁSICA
etc.) of household objects Learners can
understand short and ▪ Oral interviews
Listening to short, staged simple spoken texts individual/ in
instructions and carrying them out. well enough to be able pairs
(Example: Open the door. Take this to pick out key items
book to Mr. Davila. Walk, don’t of information and ▪ Practical Exams.
run! etc.) record them in writing
Listening to very short (spoken or or drawings, or ▪ Writing Tests
recorded) descriptions of scenes, physically act upon
and writing, coloring, or drawing them. (I.3) Play the "Rooms of a
items within them. (Example: house Quiz"
learners are given a simple I.EFL.2.8.1.
picture of a classroom. They Learners can pronounce
listen to a description of it and most familiar
identify the table where Sara sits vocabulary items
and draw 3 pens and a red book on accurately, and can
it, etc.) therefore usually be
easily understood.
They can also produce
Showing the student some picture some phrases and short
flashcards of familiar sentences clearly, and
vocabulary items and asking them may approximate
to say the words. (Example: It’s English rhythm and
a house, a school, a car, a intonation in longer
bike, to see if they are easily utterances. (I.3)
understood, etc.)
Reading
Ask the learner to sing a song or
recite a chant together with a
group of friends or with the I.EFL.2.14.1.
teacher.
Record the student’s production Learners can
with the recording device quite successfully use
near to the student’s mouth and simple online and
listen to the recording to assess print learning
clarity of sounds, production of resources. (Example:
phonemes, rhythm and intonation. flashcards, picture
dictionaries, word
Reading lists, etc.) (I.2)

Using the alphabet to scan for Writing

particular items in lists.
(Example: finding a word in a I.EFL.2.17.1.
simple dictionary or locating a
boy’s name on a class list.)
Learners can write
 ESCUELA DE EDUCACIÓN BÁSICA
Testing each other on the meaning words, phrases, and
of flashcards. (Example: a boy short simple
shows a picture on a flashcard and sentences using the
asks: What’s this? Girl: it’s an correct conventions
airplane, etc.) (spelling,
punctuation,
Writing capitalization, and
handwriting or
Locating specific words on the typography, etc.),
page and writing them in a list. for making simple
(Example: all the words beginning learning resources.
with the sound /k/ or all the (I.3)
words that contain the long /a:/
sound, etc.) Language through
the Arts
Language through the Arts
I.EFL.2.22.1.
Creating a dance for a song
or rhyme. Learners can report
emotions and compose
Participating in TPR activities short responses to
such as acting out the movements of literary texts
a character in a story as it is through words and
read aloud. images, or other
Moving to the rhythm of a song media (video, audio).
or chant. Learners can generate
and expand on
personal opinions and
responses to oral and
written texts through
TPR, playground
games, and songs.
(I.3, S.3)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be
Applied
CLIL Components - Science/Technology/Arts:
Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
 ESCUELA DE EDUCACIÓN BÁSICA
peace, justice, innovation, etc.

Prepared by Revised by Approved by

Teacher: Lic. Maria Yanzaguano Teacher: Teacher:

Signature:English Signature: Signature:

Date: Date: Date:

 School’s Name: UNIDAD EDUCATIVA PARTICULAR
“ANDRÉS BELLO”
Academic Year: 2024-2025

PUD
1. INFORMATIVE DATA
Teacher: Lic. María Yanzaguano Area: Grade / Course: Class:
English as a Foreign Language 2ND EGB Pre-A1.2

Book: Unit 6 Objectives

ADJECTIVES
NEW LEADERS O.EFL 3.2
STUDENT’S BOOK
Assess and appreciate English as an international language, as well as
3 AND WORKBOOK
the skills and sub skills that contribute to communicative and pragmatic
competence.

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 3.10

Demonstrate an ability to use English as a means to interact socially and

work cooperatively in pairs and groups.

Periods: 18, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.3.3.
EFL 3.1.5 Interact with others using a variety of both verbal and
nonverbal communication features and express likes and
Describe, read about, participate in or recommend a dislikes while giving recommendations in basic yet
favorite activity, book, song or other interest to effective terms.
various audiences. (Example: peers, other classes,
teachers, other adults, etc.)
Oral Communication: (Listening and CE.EFL.3.7.

Speaking) EFL 3.2.3 Listening for Information: Follow and identify key
information in short straightforward audio texts related
Record key items of specific information from a heard to areas of immediate need or interest, provided
message or description, either in written form or by vocabulary is familiar and visual support is present,
drawing a picture. (Example: letters of the alphabet, and use these spoken contributions as models for their
numbers, quantities, prices and times, days, dates and own.
months, etc.)

Reading: CE.EFL.3.11.

EFL 3.3.1 Demonstrate comprehension of most of the details of a

short simple online or print text and follow short
Understand most of the details of the content of a short instructions in simple experiments and projects if
simple text (online or print) illustrated through step-by-step visuals.

Writing: CE.EFL.3.16.
EFL 3.4.1 Create a simple learning resource in order to record and
practice new words and demonstrate knowledge of their
Make a simple learning resource in order to record and meanings.
practice new words. (Example: a picture dictionary, a
word list, set of flashcards, etc.).

Language through the Arts: CE.EFL.3.22.

EFL 3.5.2 Design and produce picture books, graphic expressions

and/or personal stories by varying elements of literary
Create picture books and/or other graphic expressions in texts and adding imaginative details to real-life stories
pairs in class by varying scenes, characters or other and situations in order to create new, original texts.
elements of literary texts.
CE.EFL.3.24.

EFL 3.5.6 Organize ideas and relevant information from literary

texts using group or class brainstorms and/or mind maps
Work in groups to create a brainstorm and/or draw a mind in order to enhance collaborative responses to
map to describe and organize ideas or organize useful literature.
information from literary texts.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments

Communication and Cultural New Curriculum EFL for Media Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness EGB Awareness
Write a short
New Leaders - Student’s I.EFL.3.3.1. recommendation.
Listening to a poem or book and workbook 3 Pre-A
short story and writing a 1.1 Learners can employ a range Listen to a short text and
short recommendation for a of verbal and nonverbal demonstrating understanding
learner in another class. New Leaders Pre-A 1.1 communication features to of it using an
express likes and dislikes accompanying graphic
Introduce the and can give
description vocabulary organizer.
Flash Cards from 95 to recommendations in basic
describing people using yet effective terms. (I.3, Create a class
common adjectives. 96 Activity Book S.4) picture dictionary.
Students learn new (AB69 – AB94) For this lesson you are
adjectives, practice going to use your Illustrate a piece
describing themselves and Cards with artistic drawing. of writing.
others. the Picture
Cards Oral Communication:
Oral Communication: Colored crayons pencils (Listening and Do "Funny Body"
(Listening and Speaking)
Speaking) drawings Collage
large sheet of
construction paper / card I.EFL.3.7.1. You will make a
Play fun games and do
a class survey. blank paper (1 per Learners can record and collage about describe
student) craft supplies identify key information people.
What does s/he look like?", (e.g. from a spoken message of
"Tell me all about Associating vocabulary with
glitter, cotton wool, etc.) immediate need or interest
him/her", "She/she is/has". - this is pictures to get the meaning
when the message contains of words.
optional colored frequently used
Listening to a short text
pens scissors expressions and visual Coloring worksheet
and demonstrating
glue support. (I.2, I.3)
understanding of it using white / black board Look at the pictures
an accompanying graphic with marker / chalk and complete specific
organizer. Blu-Tack or something Reading information.
Reading to stick flashcards to
I.EFL.3.11.1. Gestures for "Describe Your
the board
Completing gaps from a Friend"
CD / Tape player /
reading using words from Learners can understand
Computer or something to
a box. most details in a short
play the song on
simple online or print text
Reading a paragraph about a and can follow short INSTRUMENTS
familiar content area instructions in simple
subject and then correcting experiments and projects if Do "Funny Body"
correct sentences. step-by-step visuals are
(Example: Venus is a star provided. (I.3, I.4) drawings Picture-based
planet, etc.)
Writing test
Writing
▪ Rubrics
Creating a class picture ▪ Vocabulary Quilt
dictionary and adding I.EFL.3.16.1. ▪ Mind Maps
entries by writing
definitions of new words Learners can make a ▪ Oral interviews
or drawing a picture to simple learning resource individual/ in
illustrate the meaning. in order to record and pairs
practice new words.
Researching and writing a (Example: a picture ▪ Practical Exams.
short paragraph about a dictionary, a word list,
new topic and using a set of flashcards, ▪ Writing Tests
appropriate references to etc.) (I.1, J.4)
support your ideas.
Language through the Arts
Writing about a topic
and choosing words for a I.EFL.3.22.1.
glossary and writing the
definitions. Create picture books,
graph- ic expressions and
personal stories by
adapting elements of
Writing new words and literary texts and adding
phrases in a imaginative details to
vocabulary notebook. real- life stories and
situations, using
appropriate vocabulary and
Language through the Arts features of the literature
learners have read or
heard. (I.3, S.3)
Illustrating a piece
of writing.
I.EFL.3.24.1.
Brainstorming a list of
Learners can work in groups
questions and responses
to create brainstorms and/
learners can use during
or draw mind maps to
literature circles or small
describe and organize ideas
group discussions.
or useful information from
(Example: Who is your
literary texts and create
favorite character? Why?
collaborative responses to
Which story do you like
literature through process
better, A or B?, etc.)
writing groups or
literature circles. (I.4,
S.4, J.3)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
CLIL Components - Science/Technology/Arts:
Transversal Axes

Intercultural awareness, tolerance, respect, multiculturalism,

responsibility, solidarity, responsibility, honesty, respect,
love, peace, justice, innovation, etc.

Prepared by Revised by Approved by

Teacher:Lic. María Yanzaguano Teacher: Teacher:

Signature:English Signature: Signature:

Date: Date: Date:

 ESCUELA DE EDUCACIÓN BÁSICA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE

CRITERIA

School’s Name: UNIDAD EDUCATIVA PARTICULAR “ANDRÉS BELLO”

Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Lic. Maria Yanzaguano Area: Grade / Course: Class:
English as a Foreign Language 2ND EGB Pre-A1.2

Book: Unit 7 Objectives

NEW LEADERS SPORTS
STUDENT’S BOOK O.EFL 3.2
3 AND WORKBOOK
Independently read level-appropriate texts in English for pure
enjoyment/entertainment and to access information.
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 3.10

Demonstrate an ability to use English to interact socially and work

cooperatively in pairs and groups.

Periods: 18, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural CE.EFL.3.2.

Awareness EFL 3.1.2 Recognize and exhibit responsible behaviors at home, at

school and towards the environment.
Recognize ways to relate responsibly to one’s
surroundings at home and at school by exhibiting
responsible behaviors towards the environment. (Example:
chores at home, recycling, etc.)
 ESCUELA DE EDUCACIÓN BÁSICA
Oral Communication: (Listening and CE.EFL.3.10.

Speaking) EFL 3.2.9 Interaction – Interpersonal: Participate effectively in

familiar and predictable conversational exchanges by
React appropriately to what others say using verbal/non- sharing information and reacting appropriately in basic
verbal back-channeling, or by asking further simple interpersonal interactions.
questions to extend the interaction. (Example: express
interest using facial expression or simple words with
appropriate intonation: Oh!, Yes! Thanks. And you? etc.)

Reading: CE.EFL.3.11.

EFL 3.3.1 Demonstrate comprehension of most of the details of a

short simple online or print text and follow short
Understand most of the details of the content of a short instructions in simple experiments and projects if
simple text (online or print) illustrated through step-by-step visuals.

Writing: CE.EFL.3.16.

EFL 3.4.1 Create a simple learning resource in order to record and

practice new words and demonstrate knowledge of their
Make a simple learning resource in order to record and meanings.
practice new words. (Example: a picture dictionary, a
word list, set of flashcards, etc.).

Language through the Arts: CE.EFL.3.22.

EFL 3.5.2 Design and produce picture books, graphic expressions

and/or personal stories by varying elements of literary
Create picture books and/or other graphic expressions in texts and adding imaginative details to real-life stories
pairs in class by varying scenes, characters or other and situations in order to create new, original texts.
elements of literary texts.
CE.EFL.3.24.

EFL 3.5.6 Organize ideas and relevant information from literary

texts using group or class brainstorms and/or mind maps
Work in groups to create a brainstorm and/or draw a mind in order to enhance collaborative responses to
map to describe and organize ideas or organize useful literature.
information from literary texts.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

 ESCUELA DE EDUCACIÓN BÁSICA
Techniques / Instruments

New Curriculum EFL for Communication and ACTIVITIES and TECHNIQUES

Communication and Media EGB Cultural Awareness
Cultural Awareness New Leaders - Student’s Choose pictures that
book and workbook 3 I.EFL.3.2.1. demonstrate responsibility.
Completing and illustrating
statements about socially Learners can say ways to
Flash Cards from 111 to Complete gaps from a
responsible behaviors. (Ex- take care of the
ample: If you see old reading using words from a
112 Activity Book environment and one’s
people on a bus, you can…) box.
surroundings.
(AB97 – AB110)
Choosing pictures that Learners can identify and Create a class
demonstrate responsibility exhibit socially picture dictionary.
(wearing a helmet when Cards with responsible behaviors at
riding a bike, crossing the the Picture home, at school and towards Illustrate a piece
street at a crosswalk, Cards the environment. (J.3, S.1) of writing.
etc.) and/or crossing out Colored crayons pencils
pictures of actions that Oral Communication: Describes actions
are not socially this is optional (Listening and happening at the moment of
responsible (throwing colored pens Speaking) speaking.
litter on the street, scissors
wasting water, etc.) glue I.EFL.3.10.1. Learners can Associating vocabulary with
white / black board use back-channeling to pictures to get the meaning
Oral Communication: with marker / chalk react appropriately to what of words.
(Listening and Blu-Tack or something others say about familiar
Speaking) to stick flashcards to topics in predictable, Coloring worksheet
the board everyday situations and
Introduce the Look at the pictures
CD / Tape player / when carrying out pair work
sport vocabulary and complete specific
Computer or something to for a specific task in
practice by talking about play the song on class. Learners can ask information.
playing different sports questions to extend an
using the structure "I interpersonal interaction. INSTRUMENTS
play (I.3, J.3)
/ I don't play ...".
Students play lots of fun Reading Picture-based test
sporting activities, sing ▪ Rubrics
a song. I.EFL.3.11.1.
▪ Vocabulary Quilt
talk about sports Learners can understand
equipment and read a funny most details in a short ▪ Mind Maps
story. simple online or print text
and can follow short ▪ Oral interviews
Introduce questions instructions in simple individual/ in
about different experiments and projects if pairs
activities
"What are you doing?", step-by-step visuals are
▪ Practical Exams.
"I am", "He is", "She provided. (I.3, I.4)
is",
 ESCUELA DE EDUCACIÓN BÁSICA
"They are".
Writing ▪ Writing Tests
Ask and answer
What is your favorite sport? I.EFL.3.16.1.
Reading
Learners can make a simple
Completing gaps from a learning resource to
reading using words from record and practice new
a box. words. (Example: a picture
Working in pairs to dictionary, a word list, a
complete an information gap set of flashcards, etc.)
activity. (I.1, J.4)

Asking for help in class Language through the

when necessary. (Example: Arts I.EFL.3.22.1.
What’s the answer? How do Learners can demonstrate
you say ? Do you have an an ability to give and
eraser? Can you help me ask for information
with and assistance using level-
?, etc.) appropriate language and
interaction styles in
Writing online or face-to-face
social and classroom
Creating a class picture
dictionary and adding interactions. (J.2, J.3, J.4, I.3)
entries by writing
I.EFL.3.24.1.
definitions of new words
or drawing a picture to Learners can work in groups
illustrate the meaning. to create brainstorms and/
or draw mind maps to
Writing new words and
describe and organize ideas
phrases in a
or useful information from
vocabulary notebook.
literary texts and create
Language through the Arts collaborative responses to
literature through process
Illustrating a piece writing groups or
of writing. literature circles. (I.4,
Brainstorming a list of S.4, J.3)
questions and responses
learners can use during
literature circles or
small group discussions.
 ESCUELA DE EDUCACIÓN BÁSICA
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components - Science/Technology/Arts:

Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility,
solidarity, responsibility, honesty,
respect, love, peace, justice, innovation,
etc.
Prepared by Revised by Approved by

Teacher: Lic. Maria Yanzaguano Teacher: Teacher:

Signature:English Signature: Signature:

Date: Date: Date:

 ESCUELA DE EDUCACIÓN BÁSICA
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
CRITERIA

School’s Name: UNIDAD EDUCATIVA PARTICULAR “ANDRÉS BELLO”

Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Lic. Maria Yanzaguano Area: Grade / Course: Class:
English as a Foreign Language 2ND EGB Pre A1.2

Book: Unit 8 Objectives

NATIONS
New Leaders O.EFL 2.2
Teacher´s Book Assess and appreciate English as an international language, as well as the
/ workbook # 3 five aspects of English that contribute to communicative competence.

O.EFL 2.5
Use in-class library resources and explore the use of ICT to enrich
competencies in the four skills.

O.EFL 2.7
Appreciate the use of English language through spoken and written literary
texts such as poems, rhymes, chants, riddles and songs, in order to foster
imagination, curiosity and memory, while developing a taste for literature.

Periods: 18, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and CE.EFL.2.1.

Cultural Awareness
Differentiate between different living situations in a variety of surroundings and
EFL 2.1.2 express curiosity about the world through simple questions.

Recognize the differences CE.EFL.2.3.

between where people live
among the regions of the Make use of basic personal information and expressions of politeness in order to
country in order to appreciate introduce oneself and participate in a short conversation.
their own
 ESCUELA DE EDUCACIÓN BÁSICA
environment. (Example: CE.EFL.2.4. Develop skills of collaboration by working together on projects and
house/apartment, country/city, sharing materials while expressing personal preferences with peers.
etc.)

EFL 2.1.6

Understand and use common

expressions of politeness in
class while working in pairs
or groups on projects.
(Example: please, sorry, thank
you, etc.)

EFL 2.1.7

Collaborate in a friendly
manner by sharing classroom
materials and personal objects
while participating in games
and activities in class and on
the playground.

Oral Communication:(Listening CE.EFL.2.6.

and Speaking)
Listening for Meaning: Understand the main ideas in short simple spoken texts that
EFL 2.2.1 include familiar vocabulary and are set in everyday contexts.

Understand meanings expressed

in short dialogues on familiar CE.EFL.2.7.
topics, as well as basic spoken
instructions and simple Listening for Information: Follow short and simple spoken texts that include
questions about self, people, familiar vocabulary and are set in everyday contexts. Identify key items of
animals or things, especially information within the text, and record or act upon them.
when spoken slowly and clearly.
(Example: greetings, short
phrases, basic range of CE.EFL.2.8.
classroom instructions, common
personal information questions: Production - Pronunciation: Produce individual words and short phrases clearly
What’s your name? How old are enough that other people can usually understand them easily.
you? Where do you live? etc.)
 ESCUELA DE EDUCACIÓN BÁSICA

EFL 2.2.4

Identify items of specific

information within simple
messages or from short and
simple descriptions about
familiar contexts, especially
if visual support is provided.
(Example: letters of the
alphabet, numbers, prices and
times, days, dates and months,
etc.)

EFL 2.2.8

Imitate individual English

language sounds, especially
those phonemes which do not
exist in the student’s own L1,
both in isolation and within
key vocabulary items. (Example:
/ŋ/
/ð/ /ʌ/ /i:/ and in words
like singing, these, up, sea,
etc.)

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 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.
 ESCUELA DE EDUCACIÓN BÁSICA
Reading CE.EFL.2.14.

EFL 2.3.5 Demonstrate familiarity with study resources (both print and digital). (Example: a
picture dictionary, some flashcards of known words, or a word list.)
Show the ability to use a
simple learning resource.
(Example: a small set of
flashcards, a picture-based
dictionary (online or print),
or a simple word list).

Writing CE.EFL.2.17.

EFL 2.4.1 Write simple words, phrases, and sentences to demonstrate knowledge of spelling,
punctuation, capitalization and handwriting / typography, and identify their
Know how to spell simple meanings.
English words correctly,
demonstrating awareness of
sound-letter relationships.
(Example: sea, mean, bee, etc.)

Language through the CE.EFL.2.22

Describe and write about emotions and responses to literary texts through words
Arts EFL 2.5.6 and images, or other media (video, audio) on class or school bulletin boards and
expand on ideas and responses to texts read/seen/heard in by participating in
Generate and expand ideas by songs/chants, TPR activities and playground games.
responding in a fun and playful
manner to oral and written
texts in order to increase
enjoyment of the language
through TPR, playground games,
and songs and chants.

Methodological Strategies Resources Performance Indicators Evaluation: Activities

/ Techniques /
Instruments

Communication and New Curriculum Communication and ACTIVITIES and

Cultural Awareness EFL for Elemental Cultural Awareness TECHNIQUES
EGB
Draw a classroom
Talking about New Leaders Teacher I.EFL.2.1.1.
with different
different ´s Book / workbook #
Learners can use other classmate’s objects and
nationalities. 3
 ESCUELA DE EDUCACIÓN BÁSICA
Get the students really contributions in class as name them in English
involved in the story by asking models for their own. (I.2,
lots of questions (e.g. Flash Cards from I.3, S.4)
131 to 132 Use expressions
Who is he-she? Where do I.EFL.2.3.1. of politeness
Glossary
you live?
Learners can use basic personal
Activity Book information and expressions of Respond to pictures
(AB113 – politeness in short dialogues by circling the
Participating in short AB130) or conversations. (J.2, J.3) corresponding one
dialogues using greetings.
Resource for I.EFL.2.4.1. Learners can select Complete a
Practicing the use of teacher on -line pictures and/or short phrases short, picture-
expressions of politeness
that relate to collaborating and based evaluation
during collaborative pair and board with chalk sharing and express personal form
small group work. / markers preferences. (J.2, J.3, S.4)
Completing a very short, Listen to a short
picture-based self-evaluation Blu-Tack or Oral Communication story and ordering the
or peer evaluation form. something to pictures
stick flashcards I.EFL.2.6.1.
on the board Carry out
Oral Communication:(Listening scissors This is a good lesson for simple
and Speaking) glue introducing the students to instructions
catalogues telling the time as it contains
Telling and asking for the or key vocab and structures. The Respond with the
time Structures: "What time is magazines (with gestures in the song are easy meaning of
it?", "Please could you tell lots of clothes and fun – the students will flashcards
me the time?", "It’s _ pictures) enjoy swinging their arms around
o’clock" - A3 paper or with the times in the song. Answer the questions.
construction paper (I.3)
practice asking for and telling to stick the INSTRUMENTS
the time. Students practice catalogue/magazine I.EFL.2.8.1.
numbers 1-12, play fun games pictures on (1 sheet Learners can pronounce most Picture-based test
and activities, sing a song, per group of familiar vocabulary items
read a funny story about students) accurately and can therefore ▪ Rubrics
clocks, and make a clock craft. usually be easily understood.
- CD / Tape player / They can also produce some ▪ Vocabulary Quilt
Listening to short, staged
Computer or phrases and short sentences
instructions and carrying
something to play clearly and may approximate ▪ Mind Maps
them out. (Example: Open the
the song on "The English rhythm and intonation in
door. Take this book to Mr.
Rainbow Song" longer utterances. (I.3) ▪ Oral interviews
Davila. Walk, don’t run!
individual/ in
etc.)
Reading pairs

▪ Practical Exams.
Listening to very short (spoken
▪ Writing Tests
 ESCUELA DE EDUCACIÓN BÁSICA
or recorded) descriptions of I.EFL.2.14.1.
scenes, and writing,
coloring, or drawing some Learners can successfully use
items. simple online and print learning
resources. (Example: flashcards,
Showing the student some picture dictionaries, word
picture flashcards of familiar lists, etc.) (I.2)
vocabulary items and asking
them to say the words. Writing
(Example: It’s a house, a
school, a car, a bike, to see I.EFL.2.17.1.
if they are easily understood,
etc.) Learners can write words,
phrases, and short simple
sentences using the correct
conventions (spelling,
Ask the learner to sing a song punctuation, capitalization, and
or recite a chant together with handwriting or typography, etc.),
a group of friends or with the for making simple learning
teacher. Record the student’s resources. (I.3)
production with the recording
device quite near to the Language through the Arts
student’s mouth and listen to
the recording to assess clarity I.EFL.2.22.1.
of sounds, production of
phonemes, rhythm and Learners can report emotions and
intonation. compose short responses to
literary texts through words and
Reading images, or other media (video,
audio). Learners can generate
Helping learners in the class and expand on personal opinions
who have a different skill and responses to oral and
set. written texts through TPR,
Sharing ideas freely playground games, and songs.
and without jealousy. (I.3, S.3)
Making positive remarks
to other learners in
class.

Testing each other on the

meaning of flashcards.
(Example: a boy shows a picture
on a flashcard and asks: What
is this? Where is … etc.)
Writing

Locating specific words on the

page and writing them in a
list.
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(Example: all the words
beginning with the sound /k/
or all the words that contain
the long /a:/ sound, etc.)

Language through the Arts

Creating a dance for a song

or rhyme.

Participating in TPR activities

such as acting out the
movements of a character in a
story as it is read aloud.
Moving to the rhythm of a
song or chant.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components - Science/Technology/Arts:

Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility,
solidarity, responsibility, honesty,
respect, love, peace, justice, innovation,
etc.
Prepared by Revised by Approved by
 ESCUELA DE EDUCACIÓN BÁSICA
Teacher: Lic. Maria Yanzaguano Teacher: Teacher:

Signature:English Signature: Signature:

Date: Date: Date: