Pca - 5th, 6th, 7th Egb English Pre A1.2
Pca - 5th, 6th, 7th Egb English Pre A1.2
Pca - 5th, 6th, 7th Egb English Pre A1.2
SCHOOL YEAR:
OG.EFL5. Directly access the main points and important details of up-to-date English poems, rhymes, chants, songs, games and graphic short stories in order to foster imagination,
language texts, such as those published on the web, for professional or general curiosity and memory, while developing a taste for oral and written literary texts.
investigation, through the efficient use of ICT and reference tools where required.
O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore
OG.EFL6. Through selected media, participate in reasonably extended spoken or creative writing as an outlet to personal expression and intercultural competence.
written dialogue with peers from different L1 backgrounds on work, study or general
topics of common interest, expressing ideas and opinions effectively and appropriately. 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.
OG.EFL7. Interact quite clearly, confidently and appropriately in a range of formal and
informal social situations with a limited but effective command of the spoken language O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work
(CEFR B1 level). cooperatively in pairs and groups.
4. TRANSVERSAL AXES: Listening, speaking, reading, and writing to build up learners’ communicative language
competence in its linguistic, sociolinguistic, and pragmatic components.
greet; ask and answer short simple texts, and acting out a similar dialogue, using some of CE.EFL.3.6. Listening for
questions to identify family especially when the same phrases and expressions. (Example: a Meaning: Demonstrate an
members. accompanied by dialogue between two friends asking about a understanding of the main
• Global Benchmarks: Students pictures or other homework assignment, etc.) idea, speaker and situation in
can: recognize own name visual aids, or sound spoken texts set in familiar
accompanied by photo; effects. everyday contexts without
differentiate one object/picture/ (Example: Completing gaps from a reading using words having to decode every
letter/word from another; shopkeeper speaking from a box. word.
respond to visual cues/ to a customer who is •Reading a short story from a class blog and
gestures/objects to make a buying some fruit.) underlining the main details, then checking I.EFL.3.6.1. Learners can
choice verbally or non-verbally EFL 3.3.1 answers with a partner. grasp the main idea of
Understand most of spoken texts set in familiar
• Students learn to: recognize the details of the everyday contexts and infer
and pronounce words with the content of a short Creating a class picture dictionary and adding changes in the topic of
short /a/ and long /a/ sounds. simple text (online or entries by writing definitions of new words or discussion as well as who is
• Global Benchmarks: Students print) drawing a picture to illustrate the meaning. speaking and what the situa-
can: distinguish between, EFL 3.3.2 •Making flashcards for new words and using tion is, without having to
identify, or repeat sounds. Show understanding them to quiz a partner. decode every word. (I.3, I.4)
of some basic details •Making a list of new words and then
in short simple cross- comparing the lists in pairs. If one of the mem-
curricular texts by bers of the pair knows the word, he/she teaches CE.EFL.3.11. Demonstrate
matching, labeling the other person. comprehension of most of
and answering simple ••Writing new words and phrases in a the details of a short simple
questions. vocabulary notebook. online or print text and
EFL 3.3.3 follow short instructions in
Identify the meaning simple experiments and
of specific content- Role playing scenes from a story. projects if illustrated through
based words and ••Writing the dialogue and stage directions for a step-by-step visuals.
phrases, with the aid story from class and performing it for an
of visual support. audience. I.EFL.3.11.1. Learners can
EFL 3.4.1 understand most details in a
Make a simple short simple online or print
learning resource in text and can follow short
order to record and instructions in simple
practice new words. experiments and projects if
(Example: a picture step-by-step visuals are
dictionary, a word provided. (I.3, I.4)
list, set of flashcards,
etc.). CE.EFL.3.12. Display an
CE.EFL.3.13. Show an
ability to identify the
meaning of specific content-
based words and phrases,
with the aid of visual
support, and use charts/mind
maps to distinguish between
fact/opinion and
relevant/irrelevant
information in informational
texts.
accompanied by visual
support and distinguish be-
tween fact and opinion and
relevant and irrelevant
information in informational
texts through the use of mind
maps and charts. (I.2, I.3)
CE.EFL.3.16. Create a
simple learning resource in
order to record and practice
new words and demonstrate
knowledge of their
meanings.
CE.EFL.3.21. Elaborate
personal responses to both
oral and written literary texts
through pictures, audio/video
or ICT in order to evaluate
literary texts using pre-
established criteria,
individually or in groups.
individually or in groups.
(I.2, I.3, I.4)
CE.EFL.3.13. Show an
ability to identify the
meaning of specific content-
based words and phrases,
CE.EFL.3.17. Produce a
short simple paragraph to
describe people, places,
things and feelings in order
to influence an audience and
use linking words to write
other narratives on familiar
subjects.
3. Students learn how to: offer EFL 3.1.3 CE.EFL.3.3. Interact with
food and drink; politely accept Exchange basic •Completing a short survey about favorites or others using a variety of both
I want juice, and decline offers of food and personal preferences likes/dislikes and then sharing ideas with a verbal and nonverbal
please. drink; politely express with peers in order to partner communication features and
preferences using want. express likes and •Practicing the use of expressions of politeness express likes and dislikes
• Global Benchmarks: Students dislikes. during collaborative pair and small group work. while giving recommen-
can: respond to spoken word •Adding expressions of politeness to dialogues. dations in basic yet effective 6 weeks
non-verbally; differentiate EFL 3.1.7 •Brainstorming ways to help others, at school terms.
one object/picture/letter/ Demonstrate and in the community.
word from another; greet, say appropriate I.EFL.3.3.1. Learners can
please and thank you with classroom behaviors employ a range of verbal and
prompting; repeat modeled by participating in nonverbal communication
sentences; convey meaning small group or whole features to express likes and
through personal drawings. class discussions. Listening to a short dialogue and then writing dislikes and can give
(Example: being and acting out a similar dialogue, using some of recommendations in basic
Students learn how to: label courteous, respecting the same phrases and expressions. (Example: a yet effective terms. (I.3, S.4)
rooms and describe their the person and dialogue between two friends asking about a
location within the home; ask property of others, homework assignment, etc.) CE.EFL.3.2. Recognize and
and answer questions about etc.) Asking classmates to repeat an answer or exhibit responsible behaviors
where rooms are located. EFL 3.2.7 statement if needed to clarify something. at home, at school and
• Global Benchmarks: Identify the main idea (Example: Can you say that again? Do you towards the environment.
Students can: respond to of short, clear, simple mean ?, etc.)
simple questions or directions messages and an- •Asking for help in class when necessary.
supported by visual cues/ nouncements and (Example: What’s the answer? How do you I.EFL.3.2.1. Learners can
gestures/ objects; understand understand sentences say? Do you have an eraser? Can you help me say ways to take care of the
basic concepts of print e.g. and frequently used with ?, etc.) environment and one’s
front and back; left to right; expressions related to surroundings. Learners can
turns pages; make a request areas of immediate Establishing a clear expectation of English use identify and exhibit socially
through visual cues/gestures/ relevance. (Example: for classroom functions. (Example: greeting, responsible behaviors at
objects; begin to join in with a follow verbal requesting, thanking, asking for repetition / home, at school and towards
familiar rhyme or story; hold instructions for a clarification, giving instructions, offering help, the environment. (J.3, S.1)
writing tools effectively. game, ask for prices comparing answers, taking leave, etc.) Informal
at a store, follow assessment could involve personal notes from CE.EFL.3.7. Listening for
• Students learn to: recognize simple classroom the teacher to learners who use L2 regularly. Information: Follow and
and pronounce words with the instructions, describe identify key information in
short /i/ and long /i/ sounds. places nearby, etc.) short straightforward audio
• Global Benchmarks: Students EFL 3.2.8 texts related to areas of
can: distinguish between, Spell out key immediate need or interest,
identify, or repeat sounds. vocabulary items provided vocabulary is
using the English familiar and visual support is
alphabet. (Example: Answering pre-reading questions by inferring present, and use these spoken
names, colors, information from pictures within a text. contributions as models for
animals, possessions, their own.
etc.)
EFL 3.2.9 I.EFL.3.7.1. Learners can
React appropriately record and identify key
to what others say information from a spoken
using verbal/non- Posting a comment to a classmate’s writing on a message of immediate need
verbal back- class blog. or interest when the message
channeling, or by contains frequently used
asking further simple expressions and visual
questions to extend support. (Example: rules for
the interaction. a game, classroom
(Example: express Doing extended writing, in which learners get to instructions, a dialogue in a
interest using facial choose what they write and are not evaluated or scene from a cartoon or
expression or simple tested on it. movie, etc.) Learners can use
words with other classmate’s
appropriate contributions in class as
intonation: Oh!, Yes! models for their own. (I.2,
Thanks. And you? I.3)
etc.)
EFL 3.3.8 CE.EFL.3.8. Production –
Make and support Accuracy and Intelligibility:
inferences from Communicate needs clearly
evidence in a text in class by asking questions
with reference to or requesting clarification.
features of written Demonstrate acquisition of
English. (Example: skills taught in class, such as
vocabulary, facts, being able to spell out words
format, sequence, or use some grammatical
relevance of ideas, structures (albeit with
etc.) frequent errors)
EFL 3.4.3
Write a variety of
short simple text- I.EFL.3.8.1. Learners can
types, commonly ask others to repeat
used in print and themselves or to say
online, with something in a different way
appropriate language and ask for common
and layout. classroom needs. Learners
(Example: write a can spell out words in
greeting on a birthday English and can describe
card, name and matters of immediate need or
address on an interest using some
envelope, a URL for grammatical structures
a website, an email practiced in class (although
address, etc.) there may be errors with
EFL 3.5.3 tenses, personal pronouns,
Produce short, prepositions, etc.). (I.3, J.4)
creative texts using
ICT and/or other CE.EFL.3.10. Interaction –
resources at home or Interpersonal: Participate
at school in order to effectively in familiar and
CE.EFL.3.18. Write a
variety of short simple
familiar text-types – online
or in print – using
appropriate language, layout
and linking words
CE.EFL.3.18. Write a
variety of short simple
familiar text-types – online
or in print – using
appropriate language, layout
and linking words
or more words to respond to self, electronic themselves, their family or their possessions and employ various print and
simple questions; make marks messages, etc.) noting that their response time is relatively digital sources in order to
on paper with a range of EFL 3.2.13 quick (i.e., not so slow that the interaction communicate with others in
materials. Respond to simple becomes uncomfortable for the student or the oral and written form in
questions in quite a teacher, and the response is appropriate social situations. (J.3, S.1,
• Students learn to: recognize short time and initiate although there may be some basic errors) S.4)
and pronounce words with the basic interaction •Giving learners a picture of a familiar scene
short /o/ and long /o/ sounds. spontaneously when and asking them to give full statements about CE.EFL.3.9. Production -
• Global Benchmarks: Students there are what they can see. (Example: a picture of a Fluency: Respond to simple
can: distinguish between, opportunities to classroom: There are ten students and one questions and familiar
identify, or repeat sounds. speak. Speech is teacher. The teacher is writing on the board. A everyday social situations,
produced a little less boy’s throwing paper, etc.) such as an invitation or
slowly and hesitantly. request, relatively quickly.
EFL 3.3.9 Spontaneously initiate
Identify and use interactions in order to
reading strategies to •Skimming a text and accompanying pictures express opinions or give ac-
make text more and then predicting the answers to questions counts of personal
comprehensible and found within the text. experiences.
meaningful. •Using a dictionary to look up key words in a
(Example: skimming, text.
scanning, previewing, I.EFL.3.9.1. Learners can
predicting, reading answer simple questions
for main ideas and quickly and initiate basic in-
details, etc.) teraction spontaneously
EFL 3.4.5 •Asking learners to choose a topic and to write when given opportunities.
Write a questionnaire questions for their peers about the topic. (Example: make an
or survey for friends, (Example: Topic: Traditional Ecuadorian food. invitation, give a suggestion,
family or classmates Questions: Do you like fritada? Does your etc.) Learners can describe
using WH- questions mother make guatita? Do you eat soup every simple, familiar situations
in order to identify day?, etc.) and talk about past
things in common experiences. (I.3, J.3)
and preferences.
EFL 3.5.5 CE.EFL.3.14. Select and use
Evaluate literary texts reading strategies to
(both written and •Determining the reactions all the members of a understand and give meaning
oral, online, in video group have in common after listening to a song. to written text while
or in print) according (Example: they all loved the song, they all liked employing a range of
to pre-established the rhythm, they all learned new words, etc.) everyday reference materials
criteria. (Example: in order to determine
CE.EFL.3.19. Create a
questionnaire or survey using
WH- question words in order
to identify things in common
and preferences while
displaying an ability to
convey and organize
information using facts and
details.
CE.EFL.3.21. Elaborate
personal responses to both
oral and written literary texts
through pictures, audio/video
or ICT in order to evaluate
literary texts using pre-
established criteria,
individually or in groups.
5. Students learn how to: ask EFL 3.1.5 CE.EFL.3.3. Interact with
for and tell the time; name Describe, read about, others using a variety of both
What time is it, daily activities associated with participate in or •Participating in short role plays using a range verbal and nonverbal
please? certain times of the day. recommend a favorite of verbal and nonverbal communication. communication features and
• Global Benchmarks: Students activity, book, song express likes and dislikes 6 weeks
can: show awareness of or other interest to while giving recommen-
objects of reference e.g. music various audiences. dations in basic yet effective
signifies tidy up time; recognize (Example: peers, terms.
a sequence; convey immediate other classes, •Conducting a role play between two students
needs using visual cues, teachers, other adults, on a given topic. (Example: talking about I.EFL.3.3.1. Learners can
gestures, and objects; repeat etc.) routines, finding common free time activities, employ a range of verbal and
modeled sentences; convey EFL 3.2.12 playing a guessing game, etc.) nonverbal communication
meaning through personal Ask and answer •Playing a game where learners choose a picture features to express likes and
drawings. questions and and a partner asks and answers questions in dislikes and can give
exchange information order to guess which picture was chosen. recommendations in basic
• Students learn how to: ask and on familiar topics in •Giving learners language prompts to use during yet effective terms. (I.3, S.4)
answer questions about predictable everyday pair/group work. (Example: What do you think?
birthdays and age; express situations. (Example: I agree/disagree. I think we need to…, It’s your CE.EFL.3.10. Interaction –
birthday greetings; give and ask for directions, turn to say the answer, etc.) Interpersonal: Participate
receive a gift; name birthday give directions, effectively in familiar and
party items. express a personal predictable conversational
• Global Benchmarks: Students opinion, etc.) exchanges by sharing
can: keep a steady beat; EFL 3.2.14 •Reading a text and answering information information and reacting ap-
differentiate one object/picture/ Make and respond to questions. propriately in basic
letter/word from another; invitations, •Completing gaps from a reading using words interpersonal interactions.
greet, say please and thank suggestions, from a box.
you with prompting; make a apologies and re-
request through visual cues/ quests. I.EFL.3.10.1. Learners can
gestures/objects; begin to join in EFL 3.3.10 use back-channeling to react
with a familiar rhyme or story; Follow short •Completing the gaps in a sentence. (Example: appropriately to what others
hold writing tools effectively. instructions My best friend is Carol. ----- is ten years old. --- say about familiar topics in
illustrated through birthday is in May, etc.) predictable, everyday
• Students learn to: recognize step-by-step visuals situations and when carrying
and pronounce words with the in simple experiments out pair work for a specific
short /u/ and long /u/ sounds. and projects. task in class. Learners can
• Global Benchmarks: Students (Example: simple ask questions to extend an
can: distinguish between, science experiments, interpersonal interaction.
identify, or repeat sounds. instructions for an art •Role playing scenes from a story. (I.3, J.3)
project, etc.)
EFL 3.4.6 CE.EFL.3.9. Production -
Write a simple Fluency: Respond to simple
narrative with linking questions and familiar
words on familiar everyday social situations,
subjects in order to such as an invitation or
express everyday request, relatively quickly.
activities. (Example: Spontaneously initiate
free time, descrip- interactions in order to
tions, what happened express opinions or give ac-
last weekend, etc.) counts of personal
EFL 3.5.6 experiences.
Work in groups to
create a brainstorm I.EFL.3.9.1. Learners can
CE.EFL.3.11. Demonstrate
comprehension of most of
the details of a short simple
online or print text and
follow short instructions in
simple experiments and
projects if illustrated through
step-by-step visuals.
CE.EFL.3.18. Write a
variety of short simple
familiar text-types – online
or in print – using
appropriate language, layout
and linking words.
CE.EFL.3.24. Organize
ideas and relevant
information from literary
texts using group or class
brainstorms and/or mind
maps in order to enhance
collaborative responses to
literature.
word from another; respond to description and/or through oral and written
basic questions through facial opinion of a common •Asking learners simple questions about literary texts. (I.2, S.2, J.1)
expression and gestures; with object or a simple themselves, their family or their possessions and
prompting use one or more account of something noting that their response time is relatively CE.EFL.3.9. Production -
words to respond to simple experienced. quick (i.e., not so slow that the interaction Fluency: Respond to simple
questions; convey meaning (Example: an Ec- becomes uncomfortable for the student or the questions and familiar
through personal drawings uadorian celebration, teacher, and the response is appropriate everyday social situations,
a class trip, a party, a although there may be some basic errors) such as an invitation or
• Students learn to: recognize game played, etc.) request, relatively quickly.
and pronounce words with the EFL 3.4.9 Spontaneously initiate
short /a/ and long /a/ sounds. Make effective use of interactions in order to
• Global Benchmarks: Students a range of digital •Answering pre-reading questions by inferring express opinions or give ac-
can: distinguish between, tools to write, edit, information from pictures within a text. counts of personal
identify, or repeat sounds. revise and publish •Reading inferences about a text and then experiences.
written work in a way underlining the information within the text that
that supports gives evidence of where the inference came
collaboration. from. I.EFL.3.9.1. Learners can
(Example: add sound answer simple questions
or images to a quickly and initiate basic in-
presentation, use an teraction spontaneously
app to collaborate on •Adding pictures to a group presentation. when given opportunities.
a mind map, •Exchanging writing in pairs in order to make (Example: make an
contribute to a class suggestions about things that could be invitation, give a suggestion,
wiki, etc.) improved. etc.) Learners can describe
EFL 3.5.8 simple, familiar situations
Create stories, poems, and talk about past
songs, dances and experiences. (I.3, J.3)
plays including those •Creating a crossword puzzle in groups about an
that reflect traditional Ecuadorian story, region, celebrity, etc. CE.EFL.3.20. Demonstrate
and popular •Discussing similarities between a text and the an ability to use a variety of
Ecuadorian culture, learners’ personal experiences. digital tools during the
observing the writing process in order to
conventions of the collaborate on well-
genre. (Example: constructed informational
purpose, settings, texts.
audience, voice,
rhythm, etc.) I.EFL.3.20.1. Learners can
effectively use a range of
digital tools during the