2024-2025

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA

Area: Foreign Language Subject: English

Teacher(s): Stefania Chiadó

Grade/ Course: 5th Education Level: A1.1 EGB

2. TIME

Weekly hours Number of working hours Learning Assessment Weeks an unexpected issues 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.
O.EFL 2.5
OG.EFL 2
Identify some main ideas and details of written texts, in order to develop an approach of critical
Draw on this established propensity for curiosity and tolerance towards different cultures inquiry to written and oral texts.
to comprehend the role of diversity in building an intercultural and multinational society.
O.EFL 2.7
OG.EFL 3
Use in-class resources and explore the use of ICT to enrich competencies in the four skills.
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
thinking skills through an appreciation of linguistic differences. Enjoy an enriched
perspective of their L1 and of language use for communication and learning.

OG.EFL 4
O.EFL 2.8
Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning and practice opportunities. Respect Develop skills of collaboration by working together on projects and sharing materials while
themselves and others within the communication process, cultivating habits of honesty expressing personal preferences with peers
and integrity into responsible academic behavior.
O.EFL 2.9
OG.EFL 5
Directly access the main points and important details of up-to date. English language Appreciate the use of English language through spoken and written literary texts such as poems,
texts, such as those published on the web, for professional or general investigation, rhymes, chants, riddles and songs, in order to foster imagination, curiosity and memory, while
through the efficient use of ICT and reference tools where required. developing a taste for literature.

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 Awareness CE.EFL.2.1.

Differentiate between
I.EFL.2.1.1. Talking about different 6
different living situations
nationalities.
1 Learners can use other in a variety of
classmate’s contributions Get the students really involved surroundings and express
in class as models for in the story by asking lots of curiosity about the world
their own. (I.2, I.3, S.4) questions (e.g. through simple questions.

I.EFL.2.3.1. Who is he-she? Where do you live? CE.EFL.2.3.

Learners can use basic Make use of basic personal
personal information and information and expressions
expressions of politeness Participating in short dialogues
using greetings. of politeness in order to
in short dialogues or introduce oneself and
conversations. (J.2, J.3) Practicing the use of expressions participate in a short
of politeness during conversation.
I.EFL.2.4.1. Learners can collaborative pair and small
select pictures and/or group work.
short phrases that relate CE.EFL.2.4. Develop skills
to collaborating and practice talking about their of collaboration by
sharing and express abilities using "can". Students working together on
personal preferences. learn some action verbs, play fun projects and sharing
(J.2, J.3, S.4) games and activities. materials while expressing
personal preferences with
Oral Communication peers.
Oral Communication:(Listening and
I.EFL.2.6.1. Speaking) CE.EFL.2.6.

This is a good lesson for Talking about ability, 2. Asking Listening for Meaning:
introducing the students "Can you…?" questions and Understand the main ideas
to telling the time as it answering with "I can ...". in short simple spoken
contains key vocab and Structures: "Can you ...?", "I texts that include familiar
structures. The gestures can …", "What can you do?" vocabulary and are set in
in the song are easy and everyday contexts.
fun – the students will Listening to very short (spoken
enjoy swinging their arms CE.EFL.2.7.
or recorded) descriptions of
around with the times in scenes, and writing, coloring, or Listening for Information:
the song. (I.3) drawing some items. Follow short and simple
I.EFL.2.8.1. spoken texts that include
Showing the student some picture familiar vocabulary and are
Learners can pronounce flashcards of familiar vocabulary set in everyday contexts.
most familiar vocabulary items and asking them to say the Identify key items of
items accurately and can words. (Example: It’s a house, a information within the
therefore usually be school, a car, a bike, to see if text, and record or act
easily understood. They they are easily understood, etc.) upon them.
can also produce some Ask the learner to sing a song or
phrases and short CE.EFL.2.8.
recite a chant together with a
sentences clearly and may group of friends or with the Production - Pronunciation:
approximate English rhythm teacher. Record the student’s Produce individual words
and intonation in longer production with the recording and short phrases clearly
utterances. (I.3) device quite near to the enough that other people
student’s mouth and listen to the can usually understand them
Reading recording to assess clarity of easily.
sounds, production of phonemes,
rhythm and intonation. CE.EFL.2.14.
I.EFL.2.14.1.
Demonstrate familiarity
Learners can successfully Reading with study resources (both
use simple online and print and digital).
print learning resources. Helping learners in the class who (Example: a picture
have a different skill set. dictionary, some flashcards
Arts Sharing ideas freely and without of known words, or a word
jealousy. list.)
I.EFL.2.22.1. Making positive remarks to other
Learners can report learners in class. CE.EFL.2.17.
 emotions and compose short Write simple words,
responses to literary Testing each other on the meaning phrases, and sentences to
texts through words and of flashcards. demonstrate knowledge of
images, or other media spelling, punctuation,
(video, audio). Learners Writing capitalization and
can generate and expand on handwriting / typography,
personal opinions and Locating specific words on the and identify their
responses to oral and page and writing them in a list. meanings.
written texts through TPR, (Example: all the words beginning
playground games, and with the sound /k/ or all the CE.EFL.2.22
songs. (I.3, S.3) words that contain the long /a:/ Describe and write about
sound, etc.) emotions and responses to
literary texts through
words and images, or other
Language through the Arts media (video, audio) on
class or school bulletin
Creating a dance for a song or boards and expand on ideas
rhyme. and responses to texts
read/seen/heard in by
Participating in TPR activities participating in
such as acting out the movements songs/chants, TPR
of a character in a story as it activities and playground
is read aloud. games.
Moving to the rhythm of a song
or chant.

Communication and Cultural Communication and Cultural

Awareness Awareness
Communication and Cultural
Awareness Role-playing and participating in
short dialogues. CE.EFL.2.5.
I.EFL.2.5.1.
Singing songs or chants that Model turn-taking and ways
Learners can apply turn- practice helpful language. to express to others when
taking and ways to express
Oral Communication: (Listening something is not understood
to others when something
and Speaking) to improve comprehension
is not understood in short
and/or intelligibility in
2 conversations. (J.3, S.1, identifying and saying different conversations. 6
S.4) objects in the classroom
CE.EFL.2.7.
Oral Communication: What's this?" "What color is Listening for Information:
(Listening and Speaking) this?". Follow short and simple
spoken texts that include
I.EFL.2.7.1. Talking about classroom familiar vocabulary and are
stationery and requesting things. set in everyday contexts.
Learners can understand Identify key items of
short and simple spoken "What's in your bag?”, "Bring me
the (pencil), please", "Put it / information within the
texts well enough to be text, and record or act
able to pick out key items them in my bag", "Do you have
my/a (pencil)? upon them.
of information and record
them in writing or Giving learners a picture of a CE.EFL.2.9.
drawings, or physically familiar scene and asking them to
act upon them. (I.3) Production - Fluency:
tell you what they can see. Some Utterances are sometimes
I.EFL.2.9.1. learners may produce longer produced slowly but use
utterances. (Example: a picture appropriate words and
Learners can express basic of a classroom where learners phrases to express basic
ideas, initiate name individual items: table, ideas, initiate
conversations, and respond chair, clock There are four conversations and respond
to simple questions using chairs. The clock says 4 to questions, including
appropriate words, o’clock., etc.) some chunks of language and
phrases, and short short sentences.
sentences. Responses may Reading
be slow though pauses do Reading a short simple story of CE.EFL.2.12.
not make the interaction just a few lines and ordering
tedious or uncomfortable Understand the gist and
simple pictures of familiar details in short simple
for participants. (I.3) objects. written texts (online or
Reading a short simple text and print).
Reading circling the correct answer. CE.EFL.2.17.
(Example: Question: What’s her
I.EFL.2.12.1. name? Answer: Mary / Sandra / Write simple words,
Learners can understand a Mia, etc.) phrases, and sentences to
short simple text on an demonstrate knowledge of
Writing spelling, punctuation,
everyday topic and
successfully complete a Matching words to pictures. capitalization
simple task to show that (Example: under the picture of a and handwriting
they have understood most chair, learners write the word /typography, and identify
or some of it. (I.4) chair with the five letters of their meanings.
the word on the five lines
 provided, etc.) CE.EFL.2.18.
Writing
Unscrambling words or sentences Writing in order to perform
I.EFL.2.17.1. and writing them out correctly. controlled practice of
(Example: Word: veleen = eleven. vocabulary and grammar
Learners can write words, Sentence: There’s – under – the items.
phrases, and short simple chair. – a backpack, etc.)
sentences using the CE.EFL.2.21.
correct conventions Writing new words in a picture
dictionary and adding a sticker Distinguish key information
(spelling, punctuation, in stories and other age-
capitalization, and or picture.
appropriate literary texts,
handwriting or typography, Completing simple sentences to both oral and written.
etc.), for making simple practice a grammar structure by
learning resources. (I.3) writing words in gapped
I.EFL.2.18.1. sentences. Support learners by
providing pictures for context
Learners can write short and / or a box of answers, from
simple phrases and which they can choose. (Example:
sentences to show that My best friend is ten --- old.
they know how to use --- name is Carol. --- birthday
simple grammar or is in May, etc.)
vocabulary items. (I.3,
I.4) Language through the Arts

Choosing pictures of or drawing

Language through the Arts the scenes of a literary text.

Standing up every time they

I.EFL.2.21.1. hear the name of a character.

Learners can recognize,

through 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 CE.EFL.3.4. Develop the

Awareness skills to work
 I.EFL.3.4.1. Learners can Awareness collaboratively using a
demonstrate an ability to range of verbal and
work in pairs and small Singing songs that practice nonverbal communication
groups using level- helpful language. features and apply self-
3
appropriate verbal and Oral Communication: (Listening correcting and self-
nonverbal communication and Speaking) monitoring strategies in
features and apply self- social and classroom 7
correcting and self- taking place at the time of interactions.
monitoring strategies in speaking. They will do lots of
social and classroom energy burning activities, sing a CE.EFL.3.7. Listening for
song about actions and make a Information: Follow and
interactions. (J.2, J.3,
identify key information in
J.4, I.3) wall poster.
short straightforward audio
Oral Communication: Students practice describing what texts related to areas of
(Listening and Speaking) they do each morning immediate need or interest,
provided vocabulary is
Establishing a clear familiar and visual support
expectation of English use for is present, and use these
I.EFL.3.7.1. Learners can classroom functions. (Example: spoken contributions as
record and identify key greeting, requesting, thanking, models for their own.
information from a spoken asking for repetition /
message of immediate need clarification, giving instruc- CE.EFL.3.12. Display an
or interest when the tions, offering help, comparing understanding of some basic
message contains answers, taking leave, etc.) details in short simple
frequently used cross-curricular texts from
Informal assessment could
expressions and visual various sources by
involve personal
support. (Example: rules matching, labeling and
for a game, classroom notes from the teacher to answering simple questions,
instructions, a dialogue learners who use L2 regularly. and use the information
gathered in order to
in a scene from a cartoon
Saying morning routine verbs. organize and discuss
or movie, etc.) Learners relationships between
Structures: "It’s time to ...",
can use other classmate’s different academic content
"I have to ..."
contributions in class as Present simple tense to talk areas.
models for their own. about daily routines and
(I.2, I.3) different times of the day. CE.EFL.3.17. Produce a
Reading Students practice describing what short simple paragraph to
they do on school days, play fun describe people, places,
I.EFL.3.12.1. Learners can games and activities. things and feelings in
match, label and answer order to influence an
simple questions about ba- audience and use linking
sic details in a short Reading words to write other
simple cross-curricular narratives on familiar
text. Learners can Reading a text and matching subjects.
organize and discuss content-based words to their
information from different definition or picture. CE.EFL.3.25.
sources of academic
content. (I.2, S.1) Using the present simple tense to Observe and expand on the
talk about daily routines and conventions of genre in
Writing different times of the day. order to create a variety
Structures: "I ... at (8 o'clock of texts that reflect
I.EFL.3.17.1. Learners can traditional and popular
write short simple in the morning)", "What time do
you ...?", "When do you ...?" Ecuadorian culture and
paragraphs to describe
identify select literary
people, places, animals,
Writing elements in order to relate
things and feelings, with
limited support, while them to other works,
Looking at a picture and writing including the learners’ own
demonstrating an ability a description of your activities
to effectively influence writing.
days, then comparing descriptions
an audience and to express in pairs.
everyday activities. (I.3, Write the sentences with time.
S.1) Use vocabulary of the unit.

Language through the Arts Language through the Arts

I.EFL.3.25.1. Creating a crossword puzzle in

groups about an Ecuadorian story,
Learners can create region, celebrity, etc.
stories, poems, songs and
plays to reflect tra- Creating a dance for a popular
ditional and popular song or rhyme.
Ecuadorian culture,
Participating in TPR activities
observing the conventions
such as acting out situations in
of the genre. Learners can
a story as it is read aloud.
find and identify selected
literary elements in texts
to relate them to other
works and personal
experiences. (S.2, J.1)
 Communication and Cultural Communication and Cultural Communication and Cultural
Awareness Awareness Awareness

I.EFL.3.3.1. Learners can Playing games that practice

CE.EFL.3.3. Interact with
employ a range of verbal classroom language and turn- others using a variety of
4 and nonverbal taking. both verbal and nonverbal
communication features to communication features and
Raising hands when clarification
express likes and dislikes express likes and dislikes
is needed. while giving
and can give
recommendations in basic Introduced to the present recommendations in basic
yet effective terms. 7
yet effective terms. (I.3, continuous tense for actions
S.4) taking place at the time of
speaking. CE.EFL.3.6. Listening for
They will do lots of Meaning: Demonstrate an
energy burning activities, Oral Communication: (Listening understanding of the main
sing a song about actions and Speaking) idea, speaker and situation
and make a wall poster. in spoken texts set in
Introduced to the present
familiar everyday contexts
Oral Communication: continuous tense for actions
without having to decode
(Listening and Speaking) taking place at the time of
every word.
speaking. They will do lots
I.EFL.3.6.1. Learners can CE.EFL.3.13. Show an
grasp the main idea of "What are you doing?", "I am",
ability to identify the
spoken texts set in "He is", "She is", "They are".
meaning of specific
familiar Listening to a simple, content-based words and
everyday contexts and straightforward story and phrases, with the aid of
infer changes in the topic ordering the pictures showing visual support, and use
of discussion as well as what happens. (Example: Tom and charts/mind maps to
who is speaking and what Mike are playing soccer, the ball distinguish between
the situation is, without goes into the water, Tom’s dog fact/opinion and
having to decode every gets the ball, etc.) relevant/irrelevant
word? (I.3, I.4) information in
Reading informational texts
Reading
Using a dictionary to look up key CE.EFL.3.16.
words in a text.
I.EFL.3.13.1. Learners can
Create a simple learning
determine the meaning of Choosing from a list of words to resource in order to record
specific content-based complete gaps from a reading. and practice new words and
words and phrases when
demonstrate knowledge of
accompanied by visual Reading a paragraph about The
support and distinguish future city and highlighting their meanings.
between fact and opinion interesting
and relevant and CE.EFL.3.21.
irrelevant information in facts.
Elaborate personal
informational texts Writing responses to both oral and
through the use of mind written literary texts
maps and charts. (I.2, Looking at a picture and writing through pictures,
I.3) a description of what you see or audio/video or ICT in order
how it makes you feel, then to evaluate literary texts
Writing comparing descriptions in pairs using pre-established
I.EFL.3.16.1. Interviewing classmates, asking criteria, individually or
yes/no questions, and recording in groups.
Learners can make a simple the answers in a chart.
learning resource in order
to record and practice new Using the answers to write a
words. (Example: a picture paragraph about similarities and
dictionary, a word list, a differences.
set of flashcards, etc.)
(I.1, J.4)
Language through the Arts
Language through the Arts Explaining through pictures,
physical expression, or charts
I.EFL.3.21.1. (ICT) how a text makes the
Learners can employ audio, learner feel.
video, pictures and ICT to Determining the reactions all the
respond to oral and written members of a group have in common
texts and use pre- after listening to a song.
established criteria to (Example: they all loved the
evaluate literary texts song, they all liked the rhythm,
individually or in groups. they all learned new words, etc.)
(I.2, I.3, I.4)

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

Awareness Awareness
Learners can classify
I.EFL.2.1.1. Labeling pictures with the everyday objects and
correct name. familiar names and express
Learners can recognize curiosity about the world
5 differences between where Participating in short dialogues through simple questions.
people live and write or using the family.
talk about their own Learners can classify parts
surroundings, as well as Practicing the use of expressions of the body and express
ask questions about how of politeness during curiosity about the world
other people live. collaborative pair and small through simple
group work. questions.

I.EFL.2.3.1. Helping students learn a series

of important related words before CE.EFL.2.3.
Learners can use basic moving on to new vocabulary.
personal information and Make use of basic personal
expressions of politeness Drawing upon prior knowledge information and expressions
in short dialogues or Matching person with the pictures of politeness in order to
conversations. (Example: Who is he / she? introduce oneself and
participate in a short
I.EFL.2.4.1. Learners can conversation.
select pictures and/or follow simple instructions,
short phrases that relate identify, and recognize personal CE.EFL.2.4. Develop skills
to collaborating and pronouns of communication by working
sharing and express together on projects and
personal preferences. Practice by talking about sharing materials while
different members of the family.
Oral Communication Students play a fun family photos expressing personal
game, make a family tree poster, preferences with peers
I.EFL.2.6.1. make and play with finger
puppets, sing a song and read a
Learners can understand funny story. CE.EFL.2.6.
the main ideas in short
simple spoken texts and Listening to very short (spoken Listening for Meaning:
infer who is speaking and or recorded) descriptions of Understand the main ideas
what the situation is, scenes, and writing, coloring, or in short simple spoken
without decoding every drawing items within them. texts that include familiar
word. (Example: learners are given a vocabulary and are set in
simple picture of their mother everyday contexts.
I.EFL.2.7.1. They listen to a description of
her and draw. Saying different parts of
Learners can understand
the body.
short and simple spoken Showing the student some picture
texts well enough to be flashcards of familiar vocabulary CE.EFL.2.7.
able to pick out key items
of information and record items and asking them to say the Listening for Information:
them in writing or words. (Example: mother, brother, Follow short and simple
drawings, or physically leg, hand, to see if they are spoken texts that include
act upon them. (I.3) easily understood, etc.) familiar vocabulary and are
set in everyday contexts.
I.EFL.2.8.1. Ask the learner to sing a song or Identify key items of
recite a chant together with a information within the
Learners can pronounce group of friends or with the text, and record or act
most familiar vocabulary teacher. Record the student’s upon them.
items accurately, and can production with the recording
therefore usually be device quite near to the CE.EFL.2.8.
easily understood. They student’s mouth and listen to the
can recording to assess clarity of Production - Pronunciation:
sounds, production of phonemes, Produce individual words
also produce some phrases rhythm and intonation. and short phrases clearly
and short sentences enough that other people
clearly, and may Reading can usually understand them
approximate English rhythm easily.
and intonation in longer Using the alphabet to scan for
utterances. CE.EFL.2.14.
particular items in lists.
(Example: finding a word in a Reading a short text and
Reading simple dictionary or locating a showing comprehension by
boy’s name on a class list.) completing the accompanying
graphic organizer.
I.EFL.2.14.1. Testing each other on the meaning (Example: learners read
Learners can successfully of flashcards. (Example: a boy about my family and me in
shows a picture on a flashcard context.
use simple online and
and asks: Who is she? Girl: She Reading a short simple
print learning resources.
is my mother, etc.) story of just a few lines
(Example: flashcards, and ordering simple
picture dictionaries, word pictures of familiar
lists, etc.) Brainstorming everything known
objects.
about a topic and then reading a
Reading a short simple text
Writing text to check true and false and circling the correct
information. answer. (Example: Question:
I.EFL.2.17.1. What is her name? Answer:
Reading a text and answering Susan
Learners can write words, information questions. CE.EFL.2.17.
phrases, and short simple Who is this?", "How are you?",
sentences using the "I’m fine thank you", "See you Completing simple sentences
correct conventions soon" to practice a grammar
(spelling, punctuation, Choosing from a list of words to structure by writing words
capitalization, and complete gaps from a reading. in gapped sentences.
handwriting or typography, Support learners by
etc.), for making simple Writing providing pictures for
learning resources. context and / or a box of
Making flashcards for new words answers, from which they
can choose. (Example: My
Language through the Arts and using them to quiz a partner.
father is ---. --- name
is Carol, Who ---- this
I.EFL.2.22.1. Writing new words and phrases in etc.)
a vocabulary notebook.
Learners can report
Identifying the differences
emotions and compose short Writing about a topic and between two pictures and
responses to literary choosing words for a glossary and writing simple sentences.
texts through words and writing the definitions (Example: In picture A,
images, or other media she is my mother but in
(video, audio). Learners Language through the Arts picture B he is my father
can generate and expand on etc.)
personal opinions and Creating a dance for a song or
responses to oral and rhyme.
written texts through TPR, CE.EFL.2.22
playground games, and Participating in TPR activities Describe and write about
songs. such as acting out the movements emotions and responses to
of a character in a story as it literary texts through
Communication and Cultural
Awareness is read aloud. words and images, or other
Moving to the rhythm of a song or media (video, audio) on
I.EFL.3.2.1. Learners can class or school bulletin
chant
say ways to take care of boards and expand on ideas
the environment and one’s and responses to texts
surroundings. Learners can read/seen/heard in by
identify and exhibit participating in
socially responsible songs/chants, TPR
behaviors at home, at
school and towards the activities and playground
environment. (J.3, S.1) games.

I.EFL.3.4.1. Learners can

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

Oral Communication: (Listening

and Speaking)

.EFL.3.7.1. Learners can record Communication and Cultural Awareness CE.EFL.3.4. Develop the skills to
and identify key information from a work collaboratively using a range of
spoken message of immediate Take care the environmental of the house verbaland nonverbal communication
need or interest when the message and school. features and apply self-correcting
contains frequently used Completing and illustrating statements about and self-monitoring strategies in
6
expressions and visual support. socially responsible behaviors. (Example: If social and classroom interactions.
(Example: rules for a game, you see old people on a bus, you can…)
classroom instructions, a dialogue CE.EFL.3.7. Listening for
Singing songs that practice helpful language. Information: Follow and identify key
in a scene from a cartoon or movie,
information in short straightforward
etc.) Learners can use other
Oral Communication: (Listening and audio texts related to areas of
classmate’s contributions in class immediate need or interest, provided
Speaking)
as models for their own. (I.2, I.3) vocabulary is familiar and visual
Introduced to the present continuous tense support is present, and use these
Reading
for actions taking place at the time of spoken contributions as models for
I.EFL.3.12.1. Learners can match, speaking. They will do lots of energy burning their own.
label and answer simple questions activities, sing a song about actions and
about basic details in a short simple make a wall poster. CE.EFL.3.12. Display an
cross-curricular text. Learners can understanding of some basic details
organize and discuss information Using the present continuous tense to in short simple cross-curricular texts
from different sources of academic from various sources by matching,
content. (I.2, S.1) labeling and answering simple
questions, and use the information
Students play gesture and card gathered in order to organize and
talk about activities you are doing now. discuss relationships between
games, sing a song, read a funny
story and do doctor role pays different academic content areas.
Structures: "What are you doing?", "I am",
Writing "He is", "She is", "They are". CE.EFL.3.17. Produce a short
simple paragraph to describe
I.EFL.3.17.1. Learners can write Establishing a clear expectation of English people, places, things and feelings
short simple paragraphs to describe use for classroom functions. (Example: in order to influence an audience
people, places, animals, things and greeting, requesting, thanking, asking for and use linking words to write other
feelings, with limited support, while repetition / clarification, giving instructions, narratives on familiar subjects.
demonstrating an ability to offering help, comparing answers, taking
effectively influence an audience leave, etc.) Informal assessment could
and to express everyday activities.
involve personal notes from the teacher to CE.EFL.3.25.
(I.3, S.1)
learners who use L2 regularly.
Observe and expand on the
Language through the Arts talking and asking about health and sickness. conventions of genre in order to
create a variety of texts that reflect
I.EFL.3.25.1. Reading
traditional and popular Ecuadorian
Learners can create stories, culture and identify select literary
poems, songs and plays to reflect Reading a text and matching content-based elements in order to relate them to
traditional and popular Ecuadorian words to their definition or picture. other works, including the learners’
culture, observing the conventions own writing.
Writing
of the genre. Learners can find and
identify selected literary elements in Completing the gaps in a sentence.
texts to relate them to other works (Example: My best friend is Carol. ----- is ten
and personal experiences. (S.2, years old. --- birthday is in May, etc.)
J.1)
Identifying the format of a familiar text-type
and using it as a model for your own writing.
(Example: Text-type: Recipe. Format:
Ingredients, Preparation, etc.)

Language through the Arts

Creating a crossword puzzle in groups about

an Ecuadorian story, region, celebrity, etc.

Creating a dance for a popular song or

rhyme.

Participating in TPR activities such as acting

out situations in a story as it is read aloud.
 Communication and Cultural Communication and Cultural
Awareness Awareness CE.EFL.2.1.
I.EFL.3.2.1. Take care the environmental of Differentiate between
the house and school. different living situations
Learners can say ways to in a variety of
take care of the Completing and illustrating surroundings and express
7 environment and one’s statements about socially curiosity about the world
surroundings. Learners can responsible behaviors. (Example: through simple questions.
identify and exhibit If you see old people on a bus,
socially responsible you can…) CE.EFL.2.10.
behaviors at home, at
school and towards the Talking about likes and dislikes Interaction –
environment. (J.3, S.1) for food. Students sing a song Interpersonal: Participate
about food, do a craft activity, effectively in basic
as well as ask questions read a funny story and play a interpersonal interactions
about what color is your board game. in everyday contexts,
favorite food. (I.2, S.2) provided the interlocutor
speaks slowly and clearly.
Oral Communication: (Listening Example: requesting,
Oral Communication: and Speaking) introducing, responding,
(Listening and Speaking) etc.) CE.EFL.2.16.
Conducting a conversation with
I.EFL.2.10.1. the teacher and learner playing Understand the main ideas
two characters using masks or in short simple written
Learners can interact hand puppets. The learner may be texts on cross-curricular
effectively using a range given the character’s details or subjects, both print and
of basic functional invent them. (Example: name, age, digital. (Example: art,
exponents for favorite food and toy, etc.) The science, music, math,
interpersonal student’s character could history, etc.)
conversations in everyday introduce other puppets or
contexts, providing speech request permission to do
is slow and clear. something. CE.EFL.2.19.
Learners can request R practice saying different fruit Convey some simple ideas,
repetition or and talking about likes and facts or opinions in a
clarification and can dislikes. Students play fun games simple sentence or short
react appropriately to and activities, read a funny paragraph, using basic
responses received. (I.3) story, sing a song, do a coloring vocabulary and structures.
worksheet and taste some real
Reading fruit! CE.EFL.2.23.

I.EFL.2.16.1. Identifying the main ideas in a Display an affinity for a

short simple cross-curricular variety of literary texts
Learners can understand text. (Example: Text: short by responding within a
the main ideas and some descriptions of my school and range of physical,
basic details from a short friends; Task: circle the correct cognitive, and attitudinal
simple cross-curricular* photo, etc.) manners, and vary elements
text and successfully of a literary text to
complete a simple task, as Writing create a new text.
well as acquire subject-
specific lexis. (I.2) Reading a short simple paragraph
which serves as a model text,
Writing then write the correct number of
the object and complete the with
I.EFL.2.19.1. words (Example: Topics could
Learners can produce a include: my toys, my family, my
short simple sentence and school, my favorite animal, my
a paragraph – with ample town, etc.)
support - on a variety of Language through the Arts
topics, and some learners
can do so with only Listening to a small song and
limited support. (I.3) rewriting the song lyrics
changing just one aspect.
(Example: choosing and replacing
Language through the Arts the character’s name, age, etc.)

I.EFL.2.23.1.

Learners can demonstrate

an affinity for a variety
of literary texts by
responding within a range
of physical, cognitive,
and attitudinal manners
and adapt elements of a
literary text to create a
new text. (I.1, I.4)

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

 Awareness Awareness Differentiate between
different living situations
I.EFL.2.1.1. Practicing the use of expressions in a variety of
of politeness during surroundings and express
Learners can recognize collaborative pair and small curiosity about the world
8 differences between where group work. through simple questions.
people live and write or
6
talk about their own Completing a very short, picture- CE.EFL.2.3.
surroundings, as well as based self-evaluation or peer
ask questions about how eval students learn words for jobs Make use of basic personal
other people live. (I.2, and the structure "What do you information and expressions
S.2) do?". "I am a …", "My dream job", of politeness in order to
"I want to be a ..." introduce oneself and
I.EFL.2.3.1. participate in a short
Identify and recognize greetings. conversation.
Learners can use basic
personal information and CE.EFL.2.4. Develop skills
Participating in short dialogues
expressions of politeness of collaboration by working
using greetings.
in short dialogues or together on projects and
conversations. (J.2, J.3) Using common adjectives to sharing materials while
describe objects and then make expressing personal
I.EFL.2.4.1. Learners can comparisons using comparative preferences with peers.
select pictures and/or adjectives. They play comparison
CE.EFL.2.6.
short phrases that relate games and complete a comparisons
to collaborating and worksheet. Listening for Meaning:
sharing and express Understand the main ideas
Practicing the use of expressions
personal preferences. in short simple spoken
of politeness during
(J.2, J.3, S.4) texts that include familiar
collaborative pair and small
vocabulary and are set in
group work.
Oral Communication everyday contexts.

I.EFL.2.6.1. Oral Communication:(Listening and

Speaking) CE.EFL.2.7.
This lesson covers the
main rooms of a house as Listening for Information:
Listening to a very short and
well as vocab for some Follow short and simple
simple story and ordering the
common household objects. spoken texts that include
pictures showing what happens.
(I.3) familiar vocabulary and are
(Example: Jane is taking her dog
I.EFL.2.7.1. for a walk. They see some birds. set in everyday contexts.
Learners can understand The birds fly away, etc.) Identify key items of
short and simple spoken information within the
texts well enough to be Saying different fruit and text, and record or act
able to pick out key items talking about likes upon them.
of information and record Structures: "What fruit do you
them in writing or like (to eat)?", "I like ...", "I
drawings, or physically like them very much." CE.EFL.2.8.
act upon them. (I.3)
Using the past simple tense with Production - Pronunciation:
I.EFL.2.8.1. some common regular verbs. Produce individual words
Students will practice talking and short phrases clearly
Learners can pronounce about what they did yesterday, enough that other people
most familiar vocabulary conduct a class survey and sing a can usually understand them
items accurately, and can song easily.
therefore usually be
easily understood. They Showing the student some picture CE.EFL.2.14.
can also produce some flashcards of familiar vocabulary
phrases and short items and asking them to say the Demonstrate familiarity
sentences clearly, and may words. (Example: It’s a house, a with study resources (both
approximate English rhythm school, a car, a bike, to see if print and digital).
and intonation in longer they are easily understood, etc.) (Example: a picture
utterances. (I.3) dictionary, some flashcards
Reading of known words, or a word
Reading list.)
I.EFL.2.14.1. Using the alphabet to scan for
particular items in lists. CE.EFL.2.17.
Learners can successfully (Example: finding a word in a Write simple words,
use simple online and simple dictionary or locating a phrases, and sentences to
print learning resources. boy’s name on a class list.) demonstrate knowledge of
(Example: flashcards, spelling, punctuation,
picture dictionaries, word Reading a text and answering
information questions. capitalization and
lists, etc.) (I.2) handwriting / typography,
Choosing from a list of words to and identify their
Writing meanings.
complete gaps from a reading
I.EFL.2.17.1. CE.EFL.2.22
Describe and write about
Learners can write words, Writing emotions and responses to
phrases, and short simple Locating specific words on the literary texts through
sentences using the page and writing them in a list. words and images, or other
 correct conventions (Example: all the words beginning media (video, audio) on
(spelling, punctuation, with the sound /k/ or all the class or school bulletin
capitalization, and words that contain the long /a:/ boards and expand on ideas
handwriting or typography, sound, etc.) and responses to texts
etc.), for making simple read/seen/heard in by
learning resources. (I.3) Language through the Arts participating in
songs/chants, TPR
Language through the Arts Creating a dance for a song or activities and playground
rhyme. games.
I.EFL.2.22.1. Participating in TPR activities
Learners can report such as acting out the movements
emotions and compose short of a character in a story as it
responses to literary is read aloud.
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. (I.3, S.3)

6. BIBLIOGRAPHY/ WEBGRAPHY 7. OBSERVATIONS

ELABORATED BY REVISED BY APPROVED BY

TEACHER: Stefania Chiadó AREA’S COORDINATOR VICE PRINCIPAL:

 Signature: Signature:

Signature:

Date: 20 de Mayo Date  Date:

UNIT 1

School’s Name: UEP ANDRES BELLO

Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
Stefania Chiadó English as a Foreign Language 5TO EGB A2.1

Book: Unit 1 Objectives

HELLO
New Leaders O.EFL 2.2
student’s book Assess and appreciate English as an international language, as well as
and wordbook 6 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 Awareness CE.EFL.2.1.

Differentiate between different living situations
EFL 2.1.2 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
EFL 2.1.6 expressions of politeness in order to introduce
Understand and use common expressions of politeness in class oneself and participate in a short conversation.
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
EFL 2.1.7 while expressing personal preferences with peers.
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 Speaking) CE.EFL.2.6.

 Listening for Meaning: Understand the main ideas in
EFL 2.2.1 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 CE.EFL.2.7.
spoken slowly and clearly. (Example: greetings, short phrases, Listening for Information: Follow short and simple
basic range of classroom instructions, common personal spoken texts that include familiar vocabulary and
information questions: What’s your name? How old are you? Where are set in everyday contexts. Identify key items of
do you live? etc.) information within the text, and record or act upon
them.
EFL 2.2.4
Identify items of specific information within simple messages or CE.EFL.2.8.
from short and simple descriptions about familiar contexts, Production - Pronunciation: Produce individual
especially if visual support is provided. (Example: letters of words and short phrases clearly enough that other
the alphabet, numbers, prices and times, days, dates and months, people can usually understand them easily.
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.

Reading CE.EFL.2.14.
Demonstrate familiarity with study resources (both
EFL 2.3.5 print and digital). (Example: a picture dictionary,
Show the ability to use a simple learning resource. (Example: a some flashcards of known words, or a word list.)
small set of flashcards, a picture-based dictionary (online or
print), or a simple word list).

Writing CE.EFL.2.17.
Write simple words, phrases, and sentences to
EFL 2.4.1 demonstrate knowledge of spelling, punctuation,
Know how to spell simple English words correctly, demonstrating capitalization and handwriting / typography, and
awareness of sound-letter relationships. (Example: sea, mean, identify their meanings.
bee, etc.)

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

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments

Communication and Cultural Awareness New Curriculum EFL for Communication and ACTIVITIES and TECHNIQUES
Elemental EGB Cultural Awareness
Talking about different Draw a classroom with
nationalities. New Leaders Teacher´s I.EFL.2.1.1. different objects and name
Get the students really involved in Book / workbook # 6 Learners can use other them in English
the story by asking lots of classmate’s
questions (e.g. Activity Book contributions in class
Who is he-she? Where do you live? (AB15 – AB26) as models for their Use expressions of
own. (I.2, I.3, S.4) politeness
Participating in short dialogues Resource for teacher on - I.EFL.2.3.1.
using greetings. line Learners can use basic Respond to pictures by
Practicing the use of expressions of personal information circling the corresponding
politeness during collaborative pair board with chalk / and expressions of one
and small group work. markers politeness in short
practice talking about their dialogues or Complete a short, picture-
abilities using "can". Students Blu-Tack or something to conversations. (J.2, based evaluation form
learn some action verbs, play fun stick flashcards on the J.3)
games and activities. board Listen to a short story and
scissors I.EFL.2.4.1. Learners ordering the pictures
glue can select pictures
Oral Communication:(Listening and catalogues or magazines and/or short phrases Carry out simple
Speaking) (with lots of clothes that relate to instructions
pictures) collaborating and
Talking about ability, 2. Asking - A3 paper or sharing and express Respond with the meaning of
"Can you…?" questions and answering construction paper to personal preferences. flashcards
with "I can ...". stick the (J.2, J.3, S.4)
Structures: "Can you ...?", "I can catalogue/magazine
…", "What can you do?" pictures on (1 sheet per Oral Communication Answer the questions.
group of students)
Listening to very short (spoken or I.EFL.2.6.1. INSTRUMENTS
recorded) descriptions of scenes, - CD / Tape player / This is a good lesson
and writing, coloring, or drawing Computer or something to for introducing the Picture-based test
some items. play the song on students to telling
Showing the student some picture "The Rainbow Song" the time as it ▪ Rubrics
flashcards of familiar vocabulary contains key vocab and
items and asking them to say the structures. The ▪ Vocabulary Quilt
words. (Example: It’s a house, a gestures in the song
school, a car, a bike, to see if are easy and fun – the ▪ Mind Maps
they are easily understood, etc.) students will enjoy
swinging their arms ▪ Oral interviews
Ask the learner to sing a song or around with the times individual/ in pairs
recite a chant together with a group in the song. (I.3)
of friends or with the teacher. I.EFL.2.8.1. ▪ Practical Exams.
Record the student’s production with Learners can pronounce
the recording device quite near to most familiar ▪ Writing Tests
the student’s mouth and listen to vocabulary items
the recording to assess clarity of accurately and can
sounds, production of phonemes, therefore usually be
rhythm and intonation. easily understood.
They can also produce
Reading some phrases and short
sentences clearly and
Helping learners in the class who may approximate
have a different skill set. English rhythm and
Sharing ideas freely and without intonation in longer
jealousy. utterances. (I.3)
Making positive remarks to other
learners in class. Reading

Testing each other on the meaning of I.EFL.2.14.1.

flashcards. Learners can
successfully use
Writing simple online and
print learning
Locating specific words on the page resources. (Example:
and writing them in a list. flashcards, picture
(Example: all the words beginning dictionaries, word
with the sound /k/ or all the words lists, etc.) (I.2)
that contain the long /a:/ sound,
etc.) Writing

Language through the Arts I.EFL.2.17.1.

Learners can write
Creating a dance for a song or words, phrases, and
rhyme. short simple sentences
Participating in TPR activities such using the correct
as acting out the movements of a conventions (spelling,
character in a story as it is read punctuation,
aloud. capitalization, and
Moving to the rhythm of a song or handwriting or
chant. typography, etc.), for
making simple learning
resources. (I.3)

Language through the

Arts

I.EFL.2.22.1.
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. (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.

Prepared by Revised by Approved by

Teacher: Stefania Chiadó Teacher: Teacher:

Signature: Signature: Signature:

Date: 20 de Mayo Date: Date:

UNIT 2

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

 School’s Name: UEP ANDRES BELLO
Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Stefania Chiadó Area: Grade / Course: Class:
English as a Foreign Language 5th EGB A2.1

Book: Unit 1 Objectives

MY CLASSROOM
NEW LEADERS O.EFL 2.3
STUDENT’S BOOK Independently read level-appropriate texts in English for pure
AND WORKBOOK 6 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 Awareness CE.EFL.2.5.

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

CE.EFL.2.7.
Oral Communication:(Listening and Speaking) Listening for Information: Follow short and simple spoken
texts that include familiar vocabulary and are set in
EFL 2.2.3 everyday contexts. Identify key items of information
Recognize familiar names, words, and short phrases about within the text, and record or act upon them.
simple everyday topics whether heard in isolation or CE.EFL.2.9.
within short, simple spoken texts describing people and Production - Fluency: Utterances are sometimes produced
objects. (Example: vocabulary about self, family, friends slowly but use appropriate words and phrases to express
and immediate surroundings at school and home, adjectives basic ideas, initiate conversations and respond to
for color and size, etc.) questions, including some chunks of language and short
sentences.
EFL 2.2.11
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
texts (online or print).
EFL 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 CE.EFL.2.18.
use of standard writing mechanics. (Example: spelling, Writing in order to perform controlled practice of
punctuation, capitalization, and writing by hand and/or vocabulary and grammar items.
on the computer.

EFL 2.4.4
Write simple words, phrases and sentences for controlled
practice of language items.

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

Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness Elemental EGB Awareness
Role-playing and Role-play and participating
participating in short New Leaders - Student’s book I.EFL.2.5.1. in short dialogues.
dialogues. and workbook 6 Learners can apply turn-
Singing songs or chants that taking and ways to express Listen to a short dialogue
practice helpful language. to others when something is and filling in a simple
Oral Communication: Flash Cards from 25 to 26 not understood in short form.
(Listening and Speaking) conversations. (J.3, S.1,
identifying and saying Activity Book S.4) Read a short simple story of
different objects in the (AB13 – AB24) Oral Communication: just a few lines and
classroom (Listening and Speaking) ordering simple pictures of
What's this?" "What color is Cards with the familiar objects.
this?". Picture Cards I.EFL.2.7.1. Complete simple sentences.
Talking about classroom Colored crayons pencils Learners can understand
stationery and requesting short and simple spoken Choose pictures of or
things. large sheet of construction texts well enough to be able drawing the scenes of a
"What's in your bag?”, paper / card to pick out key items of literary text.
"Bring me the (pencil), blank paper (1 per student) information and record them Color the room 2 worksheet
please", "Put it / them in craft supplies (e.g. in writing or drawings, or Classroom Objects Count 2
my bag", "Do you have my/a glitter, cotton wool, etc.) physically act upon them. worksheet
(pencil)? (I.3) Warm Up & Wrap Up lesson
Giving learners a picture of this is optional sheet
a familiar scene and asking colored pens I.EFL.2.9.1. Readers: Find Me in the
them to tell you what they scissors Learners can express basic Classroom.
can see. Some learners may glue ideas, initiate Complete a short, picture-
produce longer utterances. conversations, and respond based evaluation form
(Example: a picture of a white / black board with to simple questions using Listen to a short story and
classroom where learners marker / chalk appropriate words, phrases, ordering the pictures
name individual items: Blu-Tack or something to and short sentences. Carry out simple
table, chair, clock There stick flashcards to the Responses may be slow though instructions
are four chairs. The clock board pauses do not make the
says 4 o’clock., etc.) interaction tedious or
Reading CD / Tape player / Computer uncomfortable for INSTRUMENTS
Reading a short simple story or something to play the participants. (I.3)
song on
of just a few lines and Reading Picture-based test
ordering simple pictures of
familiar objects. I.EFL.2.12.1. ▪ Rubrics
Reading a short simple text Learners can understand a
and circling the correct short simple text on an ▪ Vocabulary Quilt
answer. (Example: Question: everyday topic and
What’s her name? Answer: successfully complete a ▪ Mind Maps
Mary / Sandra / Mia, etc.) simple task to show that
Writing they have understood most or ▪ Oral interviews
Matching words to pictures. some of it. (I.4) individual/ in pairs
(Example: under the picture
of a chair, learners write Writing ▪ Practical Exams.
the word chair with the five
letters of the word on the I.EFL.2.17.1. ▪ Writing Tests
five lines provided, etc.) Learners can write words,
Unscrambling words or phrases, and short simple
sentences and writing them sentences using the correct
out correctly. (Example: conventions (spelling,
Word: veleen = eleven. punctuation, capitalization,
Sentence: There’s – under – and handwriting or
the chair. – a backpack, typography, etc.), for
etc.) making simple learning
Writing new words in a resources. (I.3)
picture dictionary and I.EFL.2.18.1.
adding a sticker or picture. Learners can write short
Completing simple sentences simple phrases and sentences
to practice a grammar to show that they know how
structure by writing words to use simple grammar or
in gapped sentences. Support vocabulary items. (I.3, I.4)
learners by providing
pictures for context and / Language through the Arts
or a box of answers, from
which they can choose. I.EFL.2.21.1.
(Example: My best friend is Learners can recognize,
ten --- old. --- name is through pictures or other
Carol. --- birthday is in media such as ICT, key
May, etc.) aspects of a story or
Language through the Arts literary text (both oral and
Choosing pictures of or written). (J.1, I.2)
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,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.

Prepared by Revised by Approved by

Teacher: Stefania Chiadó Teacher:

Signature: Signature:

Date: 20 de Mayo Date: Date:

 UNIT 3
Academic Year:
HIGH SCHOOL 2024-2025
ANDRES BELLO
PUD
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
Stefania Chiadó English as a Foreign Language 5TH EGB A2.1
Unit 6 Objectives
Book: WHAT TIME IS IT?
O.EFL 3.1
New Leaders Identify the main ideas and some details of written and oral texts, in order to interact with and to
student’s book and develop an approach of critical inquiry to a variety of texts.
wordbook 6 O.EFL 3.5
Use print and digital tools and resources to investigate real-world issues, answer questions or solve
problems.
O.EFL 3.8
Demonstrate an ability to interact with written and spoken texts, in order to explore creative writing
as an outlet to personal expression and intercultural competence.
O.EFL 3.9
Be able to interact in English using basic, frequently used expressions and short phrases in familiar
and personalized contexts, demonstrating a limited but effective command of the spoken language
in simple and routine tasks which require a direct exchange of information.

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

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
EFL 3.1.8 CE.EFL.3.4. Develop the skills to work collaboratively using a range of
Interpret and demonstrate knowledge in classroom activities of nonverbal and verbaland nonverbal communication features and apply self-correcting and
oral communication features, and understand the contexts in which they are self-monitoring strategies in social and classroom interactions.
used appropriately. (Example: gestures, body language, volume, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.3.7. Listening for Information: Follow and identify key information in
EFL 3.2.3. Record key items of specific information from a heard message or short straightforward audio texts related to areas of immediate need or inter-
description, either in written form or by drawing a picture. (Example: letters of est, provided vocabulary is familiar and visual support is present, and use
the alphabet, numbers, quantities, prices and times, days, dates and months, these spoken contributions as models for their own.
etc.)

Reading: CE.EFL.3.12. Display an understanding of some basic details in short simple

cross-curricular texts from various sources by matching, labeling and answer-
EFL 3.3.2. Show understanding of some basic details in short simple cross- ing simple questions, and use the information gathered in order to organize
curricular texts by matching, labeling and answering simple questions. and discuss relationships between different academic content areas.

Writing: CE.EFL.3.17. Produce a short simple paragraph to describe people, places,

EFL 3.4.2. Write a short simple paragraph to describe yourself or other peo- things and feelings in order to influence an audience and use linking words to
ple, animals, places and things, with limited support. (Example: by answering write other narratives on familiar subjects.
questions or using key words)

Language through the Arts: CE.EFL.3.25.

EFL 3.5.8 Observe and expand on the conventions of genre in order to create a variety
Create stories, poems, songs, dances and plays including those that reflect of texts that reflect traditional and popular Ecuadorian culture and identify
traditional and popular Ecuadorian culture, observing the conventions of the select literary elements in order to relate them to other works, including the
genre. (Example: purpose, settings, audience, voice, rhythm, etc.) learners’ own writing.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments
Communication and Cultural New Curriculum EFL for Media EGB Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness Awareness Establish a clear expectation of
Singing songs that practice helpful New Leaders - Student’s book and I.EFL.3.4.1. Learners can English use for classroom functions.
language. workbook 6 demonstrate an ability to work in pairs
Oral Communication: (Listening and small groups using level- Read a text and matching content-
and Speaking) Activity Book appropriate verbal and nonverbal based words to their definition or
taking place at the time of speaking. (AB24 - AB29) communication features and apply picture.
They will do lots of energy burning self-correcting and self-monitoring Create a dance for a popular song or
activities, sing a song about actions Cards with the strategies in social and classroom rhyme.
and make a wall poster. Picture Cards interactions. (J.2, J.3, J.4, I.3) Ask and answer questions about the
Students practice describing what Colored crayons pencils Oral Communication: (Listening time
they do each morning and Speaking)
Establishing a clear expectation of large sheet of construction paper / Look at the pictures and complete
English use for classroom functions. card I.EFL.3.7.1. Learners can record and specific information.
(Example: greeting, requesting, blank paper (1 per student) identify key information from a
thanking, asking for repetition / craft supplies (e.g. glitter, cotton spoken message of immediate need Collage
clarification, giving instructions, wool, etc.) - this is optional or interest when the message You will make a collage about daily
offering help, comparing answers, colored pens contains frequently used expressions activities.
taking leave, etc.) Informal scissors and visual support. (Example: rules
assessment could involve personal glue for a game, classroom instructions, a
notes from the teacher to learners white / black board with marker / dialogue in a scene from a cartoon or
who use L2 regularly. chalk movie, etc.) Learners can use other
Saying morning routine verbs. Blu-Tack or something to stick classmate’s contributions in class as
Structures: "It’s time to ...", "I have flashcards to the board models for their own. (I.2, I.3)
to ..." CD / Tape player / Computer or Reading
Present simple tense to talk about something to play the song on I.EFL.3.12.1. Learners can match, INSTRUMENTS
daily routines and different times of label and answer simple questions
the day. Students practice describing about basic details in a short simple Picture-based test
what they do on school days, play fun cross-curricular text. Learners can ▪ Rubrics
games and activities. organize and discuss information
Reading from different sources of academic ▪ Vocabulary Quilt
Reading a text and matching content- content. (I.2, S.1)
based words to their definition or ▪ Mind Maps
picture. Writing
Using the present simple tense to talk I.EFL.3.17.1. Learners can write short ▪ Oral interviews individual/ in pairs
about daily routines and different simple paragraphs to describe
times of the day. people, places, animals, things and ▪ Practical Exams.
Structures: "I ... at (8 o'clock in the feelings, with limited support, while
morning)", "What time do you ...?", demonstrating an ability to effectively ▪ Writing Tests
"When do you ...?" influence an audience and to express
Writing everyday activities. (I.3, S.1)
Looking at a picture and writing a
description of your activities days,
then comparing descriptions in pairs. Language through the Arts
Write the sentences with time. Use I.EFL.3.25.1.
vocabulary of the unit. Learners can create stories, poems,
Language through the Arts songs and plays to reflect traditional
Creating a crossword puzzle in and popular Ecuadorian culture,
groups about an Ecuadorian story, observing the conventions of the
region, celebrity, etc. genre. Learners can find and identify
Creating a dance for a popular song selected literary elements in texts to
or rhyme. relate them to other works and
Participating in TPR activities such as personal experiences. (S.2, J.1)
acting out situations in a story as it is
read aloud.
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: Stefania Chiadó Teacher: Teacher:

Signature: Signature: Signature:

Date: 20 de Mayo Date: Date:

UNIT 4
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: UEP ANDRES BELLO

Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Stefania Chiadó Area: Grade / Course: Class:
English as a Foreign Language 5th EGB A 2.1

Book: Unit 4 Objectives

THE PARK
New Leaders O.EFL 3.1
student’s book Identify the main ideas and some details of written and oral texts, in
and wordbook 6 order to interact with and to develop an approach of critical inquiry to
a variety of texts.
O.EFL 3.3
Independently read level-appropriate texts in English for pure en-
joyment/entertainment and to access information.
O.EFL 3.6
Read and write short descriptive and informative texts related to
personal information or familiar topics and use them as a means of
communication and written expression of thought.

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. Interact with others using a variety of both
EFL 3.1.3 verbal and nonverbal communication features and express
Exchange basic personal preferences with peers in order likes and dislikes while giving recommendations in basic
to express likes and dislikes. yet effective terms.

Oral Communication: (Listening and Speaking) CE.EFL.3.6. Listening for Meaning: Demonstrate an
EFL 3.2.1 understanding of the main idea, speaker and situation in
Infer who is speaking and what the situation is when spoken texts set in familiar everyday contexts without
listening to short simple texts, especially when having to decode every word.
accompanied by pictures or other visual aids, or sound
effects.(Example: shopkeeper speaking to a customer who
is buying some fruit.)

Reading: CE.EFL.3.13. Show an ability to identify the meaning of

specific content-based words and phrases, with the aid of
EFL 3.3.3 visual support, and use charts/mind maps to distinguish
Identify the meaning of specific content-based words and between fact/opinion and relevant/irrelevant information
phrases, with the aid of visual support. in informational texts.

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

Language through the Arts: CE.EFL.3.21.

EFL 3.5.1 Elaborate personal responses to both oral and written
Use audio, video and pictures to respond to a variety of literary texts through pictures, audio/video or ICT in
literary texts through online or in-class ICT activities. order to evaluate literary texts using pre-established
criteria, individually or in groups.
EFL 3.5.5
Evaluate literary texts (both written and oral, online,
in video or in print) according to pre-established
criteria. (Example: completing a checklist, a chart, a
personal response, etc.)
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
Playing games that practice Listen to a simple story and
classroom language and turn- Starship English - Teacher´s Communication and Cultural order the pictures showing
taking. Book 6 Awareness what happens.
Raising hands when
clarification is needed. Flash Cards of school I.EFL.3.3.1. Learners can Use a dictionary.
Introduced to the present supplies like paper, employ a range of verbal and
continuous tense for actions markers, pencils, scissors; nonverbal communication Interview classmates, asking
taking place at the time of paintbrush; crayons; fruit features to express likes yes/no questions and record
speaking. and vegetables. and dislikes and can give the answers in a chart.
Oral Communication: recommendations in basic yet
(Listening and Speaking) Activity Book effective terms. (I.3, S.4) Explain through pictures,
Introduced to the present (AB51 – AB64) They will do lots of energy how a text makes the learner
continuous tense for actions burning activities, sing a feel.
taking place at the time of song about actions and make
speaking. They will do lots Cards with the a wall poster. INSTRUMENTS
"What are you doing?", "I Picture Cards Oral Communication:
am", "He is", "She is", Colored crayons pencils (Listening and Speaking) Picture-based test
"They are". ▪ Rubrics
Listening to a simple, large sheet of construction I.EFL.3.6.1. Learners can
straightforward story and paper / card grasp the main idea of ▪ Vocabulary Quilt
ordering the pictures blank paper (1 per student) spoken texts set in familiar
showing what happens. craft supplies (e.g. everyday contexts and infer ▪ Mind Maps
(Example: Tom and Mike are glitter, cotton wool, etc.) changes in the topic of
playing soccer, the ball - this is optional discussion as well as ▪ Oral interviews
goes into the water, Tom’s colored pens who is speaking and what the individual/ in pairs
dog gets the ball, etc.) scissors situation is, without having
Reading glue to decode every word? (I.3, ▪ Practical Exams.
Using a dictionary to look white / black board with I.4)
up key words in a text. marker / chalk ▪ Writing Tests
Choosing from a list of Blu-Tack or something to Reading
words to complete gaps from stick flashcards to the
a reading. board I.EFL.3.13.1. Learners can
Reading a paragraph about CD / Tape player / Computer determine the meaning of
The future city and or something to play the specific content-based words
highlighting interesting song on and phrases when accompanied
facts. by visual support and
Writing distinguish between fact and
Looking at a picture and opinion and relevant and
writing a description of irrelevant information in
what you see or how it makes informational texts through
you feel, then comparing the use of mind maps and
descriptions in pairs charts. (I.2, I.3)
Interviewing classmates, Writing
asking yes/no questions, and
recording the answers in a I.EFL.3.16.1.
chart. Learners can make a simple
Using the answers to write a learning resource in order
paragraph about similarities to record and practice new
and differences. words. (Example: a picture
dictionary, a word list, a
Language through the Arts set of flashcards, etc.)
Explaining through pictures, (I.1, J.4)
physical expression, or
charts (ICT) how a text Language through the Arts
makes the learner feel.
Determining the reactions I.EFL.3.21.1.
all the members of a group Learners can employ audio,
have in common after listen- video, pictures and ICT to
ing to a song. (Example: respond to oral and written
they all loved the song, texts and use pre-
they all liked the rhythm, established criteria to
they all learned new words, evaluate literary texts
etc.) individually or in groups.
(I.2, I.3, I.4)

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: Stefania Chiadó Teacher Teacher:

Signature: Signature: Signature:

Date: 20 de Mayo Date: Date:

UNIT 5

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: UEP ANFRES BELLO

Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
Stefania Chiadó English as a Foreign Language 5th EGB Pre-A1.1
Book: Objectives
UNIT # 2
NEW LEADERS 2 O.EFL 2.2
FAMILY TREE Assess and appreciate English as an international language, as well as
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 Awareness CE.EFL.2.1.

Learners can classify everyday objects and
EFL 2.1.2 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
Recognize part of the body, words and short phrases about my Learners can classify parts of the body and
body, use vocabulary hand, arm, leg, arm, head express curiosity about the world through simple
questions.
EFL 2.1.6
Understand and use common expressions of politeness in class
while working in pairs or groups on projects. (Example: please, CE.EFL.2.3.
sorry, thank you, etc.) Make use of basic personal information and
expressions of politeness in order to introduce
EFL 2.1.7 oneself and participate in a short conversation.
Express curiosity about your family and parts of the body by
asking simple WH- questions in class after reading and/or CE.EFL.2.4. Develop skills of communication by
participating in presentations or other group work. working together on projects and sharing materials
For example: Who is this? Who is he/she ….? while expressing personal preferences with peers.
"Which part of the body is that?"
"Touch your ...

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

Listening for Meaning: Understand the main ideas
EFL 2.2.1 in short simple spoken texts that include familiar
Listening to very short (spoken or recorded) descriptions of vocabulary and are set in everyday contexts.
scenes, and writing, coloring, or drawing items within them. Saying different parts of the body.
(Example: learners are given a simple picture of their families CE.EFL.2.7.
or bodies. They listen the person and identify after draw and Listening for Information: Follow short and simple
color etc.) spoken texts that include familiar vocabulary and
are set in everyday contexts. Identify key items
EFL 2.2.4 of information within the text, and record or act
Identify items of specific information within simple messages or upon them.
from short and simple descriptions about familiar contexts,
especially if visual support is provided. (Example: letters of CE.EFL.2.8.
the alphabet, members of the family, greetings, days, parts of Production - Pronunciation: Produce individual
the body, parts of the face 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, 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.
Reading a short text and showing comprehension by
EFL 2.3.5 completing the accompanying graphic organizer.
Read a short simple text (online or print) and demonstrate (Example: learners read about my family and me in
understanding of the gist and some basic details of the content. context.
Listen, look and color by reading the following story. Reading a short simple story of just a few lines
and ordering simple pictures of familiar objects.
Reading a short simple text and circling the
correct answer. (Example: Question: What is her
name? Answer: Susan

Writing
CE.EFL.2.17.
EFL 2.4.1 Completing simple sentences to practice a grammar
Write simple words, phrases, and sentences for controlled structure by writing words in gapped sentences.
practice of language items. Support learners by providing pictures for context
Write and complete according to the picture. and / or a box of answers, from which they can
choose. (Example: My father is ---. --- name is
Carol, Who ---- this etc.)

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.)

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

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 Awareness
Labeling pictures with the correct name. Draw your family and name
Participating in short dialogues using New Leaders Teacher´s I.EFL.2.1.1. them in English
the family. Book / workbook # 3 Learners can Learners can understand
Practicing the use of expressions of Pre-A 1.1 recognize short and simple spoken
politeness during collaborative pair and differences between texts well enough to be
small group work. New Leaders Pre-A 1.1 where people live able to pick out key items
Helping students learn a series of (Audios) and write or talk of information
important related words before moving on about their own
to new vocabulary. Flash Cards from 41 to surroundings, as Use expressions of
Drawing upon prior knowledge 42 well as ask politeness
Matching person with the pictures Glossary questions about how
(Example: Who is he / she? other people live. Respond to pictures by
Activity Book circling the corresponding
follow simple instructions, identify, (AB27 – AB40) I.EFL.2.3.1. one
and recognize personal pronouns Learners can use
Resource for teacher basic personal Complete a short, picture-
Practice by talking about different on -line information and based evaluation form
members of the family. Students play a expressions of
fun family photos game, make a family politeness in short Listen to a short story and
tree poster, make and play with finger Match-Up the with dialogues or ordering the pictures about
puppets, sing a song and read a funny personal pronouns and conversations. my family
story. family worksheet.
Listening to very short (spoken or I.EFL.2.4.1. Carry out simple
recorded) descriptions of scenes, and Picture cards Song Learners can select instructions
writing, coloring, or drawing items Poster pictures and/or
within them. (Example: learners are Warm Up lesson sheet short phrases that Respond with the meaning of
given a simple picture of their mother relate to flashcards
They listen to a description of her and collaborating and
draw. sharing and express Look at the picture and
Showing the student some picture personal recognize members of the
flashcards of familiar vocabulary items preferences. family
and asking them to say the words.
(Example: mother, brother, leg, hand, to Oral Communication
see if they are easily understood, etc.) INSTRUMENTS
Ask the learner to sing a song or recite I.EFL.2.6.1.
a chant together with a group of friends Learners can Picture-based test
or with the teacher. Record the understand the main
student’s production with the recording ideas in short ▪ Rubrics
device quite near to the student’s mouth simple spoken texts
and listen to the recording to assess and infer who is ▪ Vocabulary Quilt
clarity of sounds, production of speaking and what
phonemes, rhythm and intonation. the situation is, ▪ Mind Maps
without decoding
Reading every word. ▪ Oral interviews
I.EFL.2.7.1. individual/ in pairs
Using the alphabet to scan for Learners can
particular items in lists. (Example: understand short and ▪ Practical Exams.
finding a word in a simple dictionary or simple spoken texts
locating a boy’s name on a class list.) well enough to be ▪ Writing Tests
Testing each other on the meaning of able to pick out key
flashcards. (Example: a boy shows a items of information
picture on a flashcard and asks: Who is and record them in
she? Girl: She is my mother, etc.) writing or drawings,
or physically act
Brainstorming everything known about a upon them. (I.3)
topic and then reading a text to check
true and false information. I.EFL.2.8.1.
Learners can
Reading a text and answering information pronounce most
questions. familiar vocabulary
Who is this?", "How are you?", "I’m fine items accurately,
thank you", "See you soon" and can therefore
usually be easily
Choosing from a list of words to understood. They can
complete gaps from a reading. also produce some
phrases and short
Writing sentences clearly,
and may approximate
Making flashcards for new words and English rhythm and
using them to quiz a partner. intonation in longer
utterances.
Writing new words and phrases in a
vocabulary notebook. Reading

Writing about a topic and choosing words I.EFL.2.14.1.

for a glossary and writing the Learners can
definitions successfully use
simple online and
Language through the Arts print learning
resources. (Example:
Creating a dance for a song or rhyme. flashcards, picture
Participating in TPR activities such as dictionaries, word
acting out the movements of a character lists, etc.)
in a story as it is read aloud.
Moving to the rhythm of a song or chant. Writing

I.EFL.2.17.1.
Learners can write
words, phrases, and
short simple
 sentences using the
correct conventions
(spelling,
punctuation,
capitalization, and
handwriting or
typography, etc.),
for making simple
learning resources.

Language through the

Arts

I.EFL.2.22.1.
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: Teacher: Teacher:

Stefania Chiadó

Signature: Signature: Signature:

Date: 20 de Mayo Date: Date:

UNIT 6
Academic Year:
HIGH SCHOOL 2024-2025
ANDRES BELLO
PUD
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
Stefania Chiadó English as a Foreign Language 5Th EGB A2.1
Unit 6 Objectives
Book: ON VACATION
O.EFL 3.1
New Leaders - Identify the main ideas and some details of written and oral texts, in order to interact with and to
Student’s book and develop an approach of critical inquiry to a variety of texts.
workbook 6 O.EFL 3.5
Use print and digital tools and resources to investigate real-world issues, answer questions or solve
problems.
O.EFL 3.8
Demonstrate an ability to interact with written and spoken texts, in order to explore creative writing
as an outlet to personal expression and intercultural competence.
O.EFL 3.9
Be able to interact in English using basic, frequently used expressions and short phrases in familiar
and personalized contexts, demonstrating a limited but effective command of the spoken language
in simple and routine tasks which require a direct exchange of information.

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

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
EFL 3.1.8 CE.EFL.3.4. Develop the skills to work collaboratively using a range of
Interpret and demonstrate knowledge in classroom activities of nonverbal and verbaland nonverbal communication features and apply self-correcting and
oral communication features, and understand the contexts in which they are self-monitoring strategies in social and classroom interactions.
used appropriately. (Example: gestures, body language, volume, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.3.7. Listening for Information: Follow and identify key information in
EFL 3.2.3. Record key items of specific information from a heard message or short straightforward audio texts related to areas of immediate need or inter-
description, either in written form or by drawing a picture. (Example: letters of est, provided vocabulary is familiar and visual support is present, and use
the alphabet, numbers, quantities, prices and times, days, dates and months, these spoken contributions as models for their own.
etc.)

Reading: CE.EFL.3.12. Display an understanding of some basic details in short simple

cross-curricular texts from various sources by matching, labeling and answer-
EFL 3.3.2. Show understanding of some basic details in short simple cross- ing simple questions, and use the information gathered in order to organize
curricular texts by matching, labeling and answering simple questions. and discuss relationships between different academic content areas.

Writing: CE.EFL.3.17. Produce a short simple paragraph to describe people, places,

EFL 3.4.2. Write a short simple paragraph to describe yourself or other peo- things and feelings in order to influence an audience and use linking words to
ple, animals, places and things, with limited support. (Example: by answering write other narratives on familiar subjects.
questions or using key words)

Language through the Arts: CE.EFL.3.25.

EFL 3.5.8 Observe and expand on the conventions of genre in order to create a variety
Create stories, poems, songs, dances and plays including those that reflect of texts that reflect traditional and popular Ecuadorian culture and identify
traditional and popular Ecuadorian culture, observing the conventions of the select literary elements in order to relate them to other works, including the
genre. (Example: purpose, settings, audience, voice, rhythm, etc.) learners’ own writing.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments
Communication and Cultural New Curriculum EFL for Media EGB Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness Awareness
Take care the environmental of the New Leaders - Student’s book and Choose pictures that demonstrate
house and school. workbook 6 I.EFL.3.2.1. Learners can say ways to responsibility.
Completing and illustrating take care of the environment and
statements about socially responsible one’s surroundings. Learners can Complete gaps from a reading using
behaviors. (Example: If you see old Activity Book identify and exhibit socially words from a box.
people on a bus, you can…) (AB77 – AB94) responsible behaviors at home, at
Singing songs that practice helpful school and towards the environment. Create poster environmental activity.
language. Cards with the (J.3, S.1)
Oral Communication: (Listening Picture Cards Establish a clear expectation of
and Speaking) Colored crayons pencils I.EFL.3.4.1. Learners can English use for classroom functions.
Introduced to the present continuous demonstrate an ability to work in pairs
tense for actions taking place at the large sheet of construction paper / and small groups using level- Read a text and matching content-
time of speaking. They will do lots of card appropriate verbal and nonverbal based words to their definition or
energy burning activities, sing a song blank paper (1 per student) communication features and apply picture.
about actions and make a wall poster. craft supplies (e.g. glitter, cotton self-correcting and self-monitoring
Using the present continuous tense to wool, etc.) - this is optional strategies in social and classroom INSTRUMENTS
talk about activities you are doing colored pens interactions. (J.2, J.3, J.4, I.3)
now. scissors Oral Communication: (Listening Picture-based test
Structures: "What are you doing?", "I glue and Speaking) ▪ Rubrics
am", "He is", "She is", "They are". white / black board with marker /
Establishing a clear expectation of chalk I.EFL.3.7.1. Learners can record and ▪ Vocabulary Quilt
English use for classroom functions. Blu-Tack or something to stick identify key information from a
(Example: greeting, requesting, flashcards to the board spoken message of immediate need ▪ Mind Maps
thanking, asking for repetition / CD / Tape player / Computer or or interest when the message
clarification, giving instructions, something to play the song on contains frequently used expressions ▪ Oral interviews individual/ in pairs
offering help, comparing answers, and visual support. (Example: rules
taking leave, etc.) Informal for a game, classroom instructions, a ▪ Practical Exams.
assessment could involve personal dialogue in a scene from a cartoon or
notes from the teacher to learners movie, etc.) Learners can use other ▪ Writing Tests
who use L2 regularly. classmate’s contributions in class as
talking and asking about health and models for their own. (I.2, I.3)
sickness. Reading
Reading I.EFL.3.12.1. Learners can match,
label and answer simple questions
Reading a text and matching content- about basic details in a short simple
based words to their definition or cross-curricular text. Learners can
picture. organize and discuss information
Writing from different sources of academic
Completing the gaps in a sentence. content. (I.2, S.1)
(Example: My best friend is Carol.
----- is ten years old. --- birthday is in Students play gesture and card
May, etc.) games, sing a song, read a funny
Identifying the format of a familiar story and do doctor role pays
text-type and using it as a model for Writing
your own writing. (Example: Text- I.EFL.3.17.1. Learners can write short
type: Recipe. Format: Ingredients, simple paragraphs to describe
Preparation, etc.) people, places, animals, things and
Language through the Arts feelings, with limited support, while
Creating a crossword puzzle in demonstrating an ability to effectively
groups about an Ecuadorian story, influence an audience and to express
region, celebrity, etc. everyday activities. (I.3, S.1)
Creating a dance for a popular song
or rhyme.
Participating in TPR activities such as Language through the Arts
acting out situations in a story as it is I.EFL.3.25.1.
read aloud. Learners can create stories, poems,
songs and plays to reflect traditional
and popular Ecuadorian culture,
observing the conventions of the
genre. Learners can find and identify
selected literary elements in texts to
relate them to other works and
personal experiences. (S.2, J.1)

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: Stefania Chiadó Teacher: Teacher:

Signature: Signature: Signature:

Date: 20 de Mayo Date: Date:

UNIT 7
Academic Year:
HIGH SCHOOL 2024 - 2025

ANDRES BELLO
PUD
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: 6H EGB Class:
Stefania Chiadó English as a Foreign Language A2.1

Book: Unit 5 Objectives

LIKE AND DISLIKE
New Leaders - O.EFL 2.1
Student’s book Identify some main ideas and detail of written text, in order to
and workbook 6 develop an approach of critical inquiry to written and oral texts.
O.EFL 2.6
Write short descriptive and informative texts and use them as a means
of communication and written expression of thought.
O.EFL 2.9
Be able to interact in English in a simple way using basic expressions
and short phrases in familiar contexts to satisfy needs of a concrete
type, provided others talk slowly and clearly and are prepared to help.

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

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.2.1.

Differentiate between different living situations in a
EFL 2.1.4 variety of surroundings and express curiosity about the
Express curiosity about the world and other cultures by world through simple questions.
asking simple WH- questions in class after reading and/or
participating in presentations or other group work.
CE.EFL.2.10.
Oral Communication:(Listening and Speaking) Interaction – Interpersonal: Participate effectively in
basic interpersonal interactions in everyday contexts,
EFL 2.2.14 provided the interlocutor speaks slowly and clearly.
Ask and answer basic personal information questions, as (Example: requesting, introducing, responding, etc.)
well as simple questions about other people, animals, and
possessions, provided the interaction is slow and clear.
(Example: Where do you live? Do you have a bicycle? What
color is it? etc.)
CE.EFL.2.16.
Reading Understand the main ideas in short simple written texts
on cross-curricular subjects, both print and digital.
EFL 2.3.7 (Example: art, science, music, math, history, etc.)
Read and understand the main ideas in a short simple text
on a cross-curricular topic. (Example: art, music,
history, etc.)
EFL 2.3.10
Read a variety of simple text-types and graphic
organizers used to present cross-curricular information
(Example: instructions, graphs, diagrams, charts, plans
or maps, etc.)

CE.EFL.2.19.
Writing Convey some simple ideas, facts or opinions in a simple
sentence or short paragraph, using basic vocabulary and
EFL 2.4.6 structures.
Write a short simple paragraph to convey some simple
facts about people, animals, places, things, yourself or
others, with the support of a model text. (Example: where
they live, what is this? etc.)

Language through the Arts CE.EFL.2.23.

Display an affinity for a variety of literary texts by
EFL 2.5.4 responding within a range of physical, cognitive, and
Listen to and read short narratives and/or other oral and attitudinal manners, and vary elements of a literary text
written literary texts in class (with a preference for to create a new text.
authentic texts) in order to stimulate imagination,
curiosity, and a love for literature.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments

Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness Elemental EGB Awareness Choose pictures that
Take care the environmental I.EFL.3.2.1. demonstrate responsibility.
of the house and school. New Leaders - Student’s book Learners can say ways to
Completing and illustrating and workbook 6 take care of the environment Complete gaps from a reading
statements about socially and one’s surroundings. using words from a box.
responsible behaviors. Activity Book Learners can identify and
(Example: If you see old (AB95 – AB110) exhibit socially responsible Create poster environmental
people on a bus, you can…) behaviors at home, at school activity
Talking about likes and Cards with the toys and towards the environment.
dislikes for food. Students Picture Cards (J.3, S.1) Use question words.
sing a song about food, do a Colored crayons pencils as well as ask questions Conduct a conversation with
craft activity, read a funny about what color is your the teacher and learner.
story and play a board game. CD / Tape player or favorite food. (I.2, S.2)
something to play the song Identify the main ideas in a
Oral Communication: on Oral Communication: short simple cross-
(Listening and Speaking) (Listening and Speaking) curricular text.
Conducting a conversation board with chalk / markers I.EFL.2.10.1.
with the teacher and learner Blu-Tack or something to Learners can interact Complete simple open-ended
playing two characters using stick flashcards on the effectively using a range of sentences in a paragraph.
masks or hand puppets. The board basic functional exponents
learner may be given the for interpersonal
character’s details or scissors conversations in everyday INSTRUMENTS
invent them. (Example: name, glue contexts, providing speech
age, favorite food and toy, supermarket magazines (with is slow and clear. Picture-based test
etc.) The student’s lots of food and drink Learners can request ▪ Rubrics
character could introduce pictures) repetition or clarification
other puppets or request and can react appropriately ▪ Vocabulary Quilt
permission to do something. A3 paper or construction to responses received. (I.3)
R practice saying different paper to stick the magazine Reading ▪ Mind Maps
fruit and talking about pictures on (1 sheet per I.EFL.2.16.1.
likes and dislikes. Students student) Learners can understand the ▪ Oral interviews
play fun games and main ideas and some basic individual/ in pairs
activities, read a funny details from a short simple
story, sing a song, do a cross-curricular* text and ▪ Practical Exams.
coloring worksheet and taste successfully complete a
some real fruit! simple task, as well as ▪ Writing Tests
Identifying the main ideas acquire subject-specific
in a short simple cross- lexis. (I.2)
curricular text. (Example: Writing
Text: short descriptions of I.EFL.2.19.1.
my school and friends; Task: Learners can produce a short
circle the correct photo, simple sentence and a
etc.) paragraph – with ample
Writing support - on a variety of
Reading a short simple topics, and some learners
paragraph which serves as a can do so with only limited
model text, then write the support. (I.3)
correct number of the object
and complete the with words Language through the Arts
(Example: Topics could I.EFL.2.23.1.
include: my toys, my family, Learners can demonstrate an
my school, my favorite affinity for a variety of
animal, my town, etc.) literary texts by responding
Language through the Arts within a range of physical,
Listening to a small song cognitive, and attitudinal
and rewriting the song manners and adapt elements
lyrics changing just one of a literary text to create
aspect. (Example: choosing a new text. (I.1, I.4)
and replacing the
character’s name, age, etc.)

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: Stefania Chiadó Teacher: Teacher:

Signature: Signature: Signature:

Date: 20 de Mayo Date: Date:

 UNIT 8

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: UEP ANDRES BELLO

Academic Year: 2024-2025

1. INFORMATIVE DATA
Teacher: Stefania Chiadó Area: Grade / Course: Class:
English as a Foreign Language 5h EGB A2.1

Book: Unit 5 Objectives

WHAT DO YOU DO?
New Leaders - O.EFL 2.2
Student’s book Assess and appreciate English as an international language, as well as
and workbook 6 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 Awareness CE.EFL.2.1.

Differentiate between different living situations in a
EFL 2.1.2 variety of surroundings and express curiosity about the
Recognize the differences between where people live among world through simple questions.
the 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
EFL 2.1.6 of politeness in order to introduce oneself and
Understand and use common expressions of politeness in class participate in a short conversation.
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
EFL 2.1.7 expressing personal preferences with peers.
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 Speaking) CE.EFL.2.6.

Listening for Meaning: Understand the main ideas in
EFL 2.2.1 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 CE.EFL.2.7.
when spoken slowly and clearly. (Example: greetings, short Listening for Information: Follow short and simple
phrases, basic range of classroom instructions, common spoken texts that include familiar vocabulary and are
personal information questions: What’s your name? How old set in everyday contexts. Identify key items of
are you? Where do you live? etc.) information within the text, and record or act upon
them.
EFL 2.2.4
Identify items of specific information within simple CE.EFL.2.8.
messages or from short and simple descriptions about Production - Pronunciation: Produce individual words
familiar contexts, especially if visual support is provided. and short phrases clearly enough that other people can
(Example: letters of the alphabet, numbers, prices and usually understand them easily.
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.

Reading CE.EFL.2.14.
Demonstrate familiarity with study resources (both
EFL 2.3.5 print and digital). (Example: a picture dictionary,
Show the ability to use a simple learning resource. some flashcards of known words, or a word list.)
(Example: a small set of flashcards, a picture-based
dictionary (online or print), or a simple word list).

Writing CE.EFL.2.17.
Write simple words, phrases, and sentences to
EFL 2.4.1 demonstrate knowledge of spelling, punctuation,
Know how to spell simple English words correctly, capitalization and handwriting / typography, and
demonstrating awareness of sound-letter relationships. identify their meanings.
(Example: sea, mean, bee, etc.)

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

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments
Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and
Awareness Elemental EGB Awareness TECHNIQUES

Practicing the use of expressions I.EFL.2.1.1. Draw a classroom with

of politeness during New Leaders - Student’s Learners can recognize different objects and
collaborative pair and small book and workbook 6 differences between where name them in English
group work. people live and write or
Completing a very short, picture- talk about their own
based self-evaluation or peer Activity Book surroundings, as well as ask Use expressions of
eval students learn words for (AB111 – AB124) questions about how other politeness
jobs and the structure "What do people live. (I.2, S.2)
you do?". "I am a …", "My dream Cards with the I.EFL.2.3.1. Respond to pictures by
job", "I want to be a ..." Picture Cards Learners can use basic circling the
Identify and recognize greetings. Colored personal information and corresponding one
Participating in short dialogues crayons expressions of politeness in
using greetings. pencils short dialogues or Complete a short,
Using common adjectives to conversations. (J.2, J.3) picture-based evaluation
describe objects and then make large sheet of form
comparisons using comparative construction paper / card I.EFL.2.4.1. Learners can
adjectives. They play comparison craft supplies (e.g. select pictures and/or short Listen to a short story
games and complete a comparisons glitter, cotton wool, phrases that relate to and ordering the
worksheet. etc.) - this is optional collaborating and sharing pictures
Practicing the use of expressions and express personal
of politeness during colored pens preferences. (J.2, J.3, S.4) Carry out simple
collaborative pair and small scissors instructions
group work. glue Oral Communication
white / black board with Recognize the pictures
Oral Communication:(Listening and marker / chalk I.EFL.2.6.1. starting with the
Speaking) This lesson covers the main letters of the alphabet
Blu-Tack or something to rooms of a house as well as from Aa to Ff
Listening to a very short and stick flashcards to the vocab for some common
simple story and ordering the board household objects. (I.3) Respond with the meaning
pictures showing what happens. I.EFL.2.7.1. of flashcards
(Example: Jane is taking her dog CD / Tape player / Learners can understand
for a walk. They see some birds. short and simple spoken Locate the alphabet
The birds fly away, etc.) Computer or something to texts well enough to be able letters from Aa to Ff in
Saying different fruit and play the song on to pick out key items of a list
talking about likes magazines / information and record them
Structures: "What fruit do you in writing or drawings, or INSTRUMENTS
like (to eat)?", "I like ...", "I Catalogs with pictures of physically act upon them.
like them very much." household objects (I.3) Picture-based test
Using the past simple tense with ▪ Rubrics
some common regular verbs. I.EFL.2.8.1.
Students will practice talking Learners can pronounce most ▪ Vocabulary Quilt
about what they did yesterday, familiar vocabulary items
conduct a class survey and sing a accurately, and can ▪ Mind Maps
song therefore usually be easily
Showing the student some picture understood. They can also ▪ Oral interviews
flashcards of familiar vocabulary produce some phrases and individual/ in pairs
items and asking them to say the short sentences clearly, and
words. (Example: It’s a house, a may approximate English ▪ Practical Exams.
school, a car, a bike, to see if rhythm and intonation in
they are easily understood, etc.) longer utterances. (I.3) ▪ Writing Tests
Reading
Reading Play the "Rooms of a
Using the alphabet to scan for I.EFL.2.14.1. house Quiz"
particular items in lists. Learners can successfully
(Example: finding a word in a use simple online and print
simple dictionary or locating a learning resources.
boy’s name on a class list.) (Example: flashcards,
Reading a text and answering picture dictionaries, word
information questions. lists, etc.) (I.2)

Choosing from a list of words to Writing

complete gaps from a reading
I.EFL.2.17.1.
Learners can write words,
Writing phrases, and short simple
Locating specific words on the sentences using the correct
page and writing them in a list. conventions (spelling,
(Example: all the words beginning punctuation, capitalization,
with the sound /k/ or all the and handwriting or
words that contain the long /a:/ typography, etc.), for
sound, etc.) making simple learning
Language through the Arts resources. (I.3)

Creating a dance for a song or Language through the Arts

rhyme.
Participating in TPR activities I.EFL.2.22.1.
such as acting out the movements Learners can report emotions
of a character in a story as it and compose short responses
is read aloud. to literary texts through
Moving to the rhythm of a song or words and images, or other
chant. media (video, audio).
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,
peace, justice, innovation, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Stefania Chiadó

Signature: Signature: Signature:

Date: 2024-2025 Date: Date: