CURRICULAR ANNUAL PLAN TEMPLATE

INSTITUTIONAL LOGO

SCHOOL NAME:

SCHOOL YEAR
2016-2017

Unidad Educativa Sina

CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area:

ENGLISH

Teacher(s):

Ing. Jaime Lliguicota

Grade/ Course:

Eighth

Subject:

Education Level:

English

Bsica Superior

2. TIME
Weekly hours
5

Hours

Number of weeks of work

Learning Assessment Weeks

40 weeks

4 weeks

Total Weeks of class

36 weeks

Total of
periods
180 Hours

3. GENERAL AIMS
Objectives of the Area

Objectives of the Grade/Course

OG.EFL 1

O.EFL 4.1

Encounter socio-cultural aspects of their own and other countries in a

thoughtful and inquisitive manner, maturely, and openly experiencing other
cultures and languages from the secure standpoint of their own national and
cultural identity.

Identify the main ideas, some details and inferences of written texts,
in order to produce level-appropriate critical analysis of familiar
subjects and contexts.

OG.EFL 2
Draw on this established propensity for curiosity and tolerance towards
different cultures to comprehend the role of diversity in building an
intercultural and multinational society.

O.EFL 4.2
Appreciate and value English as an international language and a
medium to interact globally.
O.EFL 4.3
Independently read A2.1 level text in English as a source of
entertainment and interpersonal and intrapersonal interaction.

OG.EFL 3

O.EFL 4.4

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.

Develop creative and critical thinking skills when encountering

challenges in order to promote autonomous learning and decision
making.

OG.EFL 4
Deploy a range of learning strategies, thereby increasing disposition and
ability to independently access further (language) learning and practice
opportunities. Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into responsible academic
behavior.
OG.EFL 5
Directly access the main points and important details of up-to date. English
language texts, such as those published on the web, for professional or general
investigation, through the efficient use of ICT and reference tools where
required.
OG.EFL 6
Through selected media, participate in reasonably extended spoken or written
dialogue with peers from different L1 backgrounds on work, study, or general
topics of common interest, expressing ideas and opinions effectively and
appropriately.
OG.EFL 7
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 (CEFR B1 level).

O.EFL 4.5
Introduce the need for independent research as a daily activity by
using electronic resources (ICT) in class while practicing
appropriate competences in the four skills.
O.EFL 4.6
Write short descriptive and informative texts related to personal
information or familiar topics and use them as a means of
communication and written expression of thought.
O.EFL 4.7
Use spoken and written literary text in English such as poems,
short stories, comic strips, short magazine articles and oral
interviews on familiar subjects in order to inspire oral and written
production at an A2.1 level.
O.EFL 4.8
Integrate written and spoken text in order to identify cultural
differences and similarities within a range of local, national and
global contexts familiar to the learner.
O.EFL 4.9
Create a sense of awareness in terms of accuracy when learners
interact in English using high-frequency and level-appropriate
expressions in order to reach an effective command of spoken
language

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

5.UNITS TO BE DEVELOPED*
N

Title of the unit

Unit Specific Objectives

Contents/skills **

Methodological Orientations

Evaluation***

(Skills and strategies)

1

PEOPLE AROUND
US

Introduce
others

yourself

and

EFL 4.1.6. Seek Communication and Cultural

and
provide Awareness
information
and
- Playing games that
assistance, orally or
practice classroom
in writing and in
language, turn-taking,
online or face-tobeing polite, etc.
face interactions,
- Comparing answers in
for personal, social
pairs or small groups.
and
academic
- Working in small
purposes.
groups to complete a
cultural project.
EFL 4.1.8. Use
- Participating in short
suitable vocabulary,
dialogues and role
expressions,
plays to practice target
language
and
language.
interaction styles Oral Communication:
for formal and (Listening and Speaking)
informal social or
- Recording in-class
academic situations
conversations and
in
order
to
dialogues in order to
communicate
make note of correct
specific intentions
and appropriate
in online and facelanguage usage and
to-face interactions.
intelligibility.
(Example:
- Asking classmates to
thanking, making
repeat an answer or
promises,
statement if needed to
clarify something.
apologizing, asking
- Asking for help in class
permission,
when necessary.
chatting
with
friends, answering Reading
- Reading a short text
in class, greeting an

CE.EFL.4.4.
Display an
appreciation of and
demonstrate respect
for individual and
group differences by
establishing and
maintaining healthy
and rewarding
relationships based
on communication
and cooperation.
I.EFL.4.4.1.
Learners can
demonstrate an
ability to give and
ask for information
and assistance using
level-appropriate
language and
interaction styles in
online or face-toface social and
classroom
interactions (J.2, J.3,
J.4, I.3)

CE.EFL.4.5.
Display and
appreciation of and

Weeks
duratio
n

authority
etc.)

figure,

EFL
4.1.10.
Recognize
and
appreciate
individual
and
group similarities
and differences by
establishing
and
maintaining healthy
and
rewarding
online and facetoface relationships
based
on
communication and
cooperation.

and showing
comprehension by
completing the
accompanying graphic
organizer.
- Reading a text on a
familiar content area
subject and then
matching phrases or
labeling pictures.
- Reading two short
simple cross curricular
texts and using them to
support ones own
argument or
hypothesis.
Writing

Completing the gaps in

a sentence.
- Reading an online
movie review and
identifying common
linguistic features,
such as use of past
verbs. Learners use the
same features to write
their own review of a
movie theyve seen.
- Sequencing sentences
EFL 4.2.15. Deal
by adding words.
with
practical,
Language through the Arts
everyday
communication
- Creating literature
demands
within
circles where learners
familiar contexts,
have the freedom to
effectively
and
say anything they want
without
undue
about a text from class
or outside of class.
effort. (Example:
Participating in
meeting
people,
EFL
4.1.4.
Demonstrate
mindfulness,
empathy, tolerance
and an overall
respect for the
integrity of cultures
in daily classroom
activities.

demonstrate respect
for individual and
group differences by
establishing and
maintaining healthy
and rewarding
relationships based
on communication
and cooperation.
I.EFL.4.5.1.
Learners can
appreciate and show
respect for
individual and
group differences by
establishing and
maintaining healthy
and rewarding
online and face-toface interactions.
Learners can
communicate and
cooperate in a
respectful,
empathetic manner.
( J.3, S.1, S4)
CE.EFL.4.8.
Production
Accuracy and
Intelligibility:
Communicate needs
and information
clearly and in
simple terms, using
grammatical

extending
and
accepting
invitations,
exchanging
information, giving
reasons, asking and
answering
questions
about
routines
and
preferences, etc.)
EFL 4.3.7. Read,
gather, view and
listen
to
information from
various sources in
order to organize
and
discuss
relationships
between academic
content
areas.
(Example:
nonfiction
books
for young adults,
the Internet, audio
and
media
presentations, oral
interviews, maps,
diagrams, reference
books, magazines,
etc.)
EFL 4.4.7. Use the
process
of
prewriting,
drafting, revising,
peer editing and

classroom games in
which problem-solving
as a team is important.
Creating a crossword
puzzle in groups about
an Ecuadorian story,
region, celebrity, etc.
Brainstorming ideas
for a writing project in
small groups, using a
graphic organizer

structures learned in
class (although there
may be frequent
errors), effectively
and without undue
effort. Demonstrate
an ability to make
appropriate use of
new words and
expressions in social
interactions.
I.EFL.4.8.1.
Learners can
communicate
personal
information and
basic immediate
needs and deal with
other practical
everyday demands
in familiar contexts,
effectively and
without undue effort
and using
grammatical
structures and
vocabulary seen in
class (although there
may be frequent,
basic errors). (I.1,
I.2, I.3, S.1)
CE.EFL.4.12. Use a
range of reference
materials and
sources, both online

proofreading (i.e.,
the
writing
process)
to
produce
wellconstructed
informational texts.
EFL 4.4.8. Convey
and
organize
information using
facts and details in
order to illustrate
diverse patterns and
structures
in
writing. (Example:
cause and effect,
problem
and
solution, generalto-specific
presentation, etc.)
EFL 4.5.9. Engage
in
collaborative
activities through a
variety of student
groupings to create
and respond to
literature and other
literary
texts.
(Example:
small
groups, cooperative
learning
groups,
literature
circles,
process
writing
groups, etc.)
EFL
Participate

4.5.11.
in

and in print, in order

to support ideas,
answer inquiries,
find relationships
and relate ideas
between different
subject areas.
I.EFL.4.12.1.
Learners can
employ a range of
reference materials
and sources, both
online and in print,
in order to support
ideas, answer
inquiries, find
relationships and
relate ideas between
different subject
areas. (I.1, I.2, J.2)
CE.EFL.4.17. Show
an ability to convey
and organize
information through
the use of facts and
details and by
employing various
stages of the writing
process, while using
a range of digital
tools to promote and
support
collaboration,
learning and
productivity.

creative
thinking
through
brainstorming,
working in groups,
games
and
problem-solving
tasks by showing
the ability to accept
a variety of ideas
and capitalize on
other
peoples
strengths.

I.EFL.4.17.1.
Learners can convey
and organize
information through
the use of facts and
details and by
employing various
stages of the writing
process, while using
a range of digital
tools to promote and
support
collaboration,
learning and
productivity. (I.1,
I.3, S.4, J.2, J.4)
CE.EFL.4.22. Show
the ability to work
collaboratively and
to participate
effectively in a
variety of student
groupings by
employing a wide
range of creative
thinking skills
through the
completion of
activities such as
playing games,
brainstorming and
problem solving.
I.EFL.4.22.1.
Learners can
collaborate and

participate
effectively in a
variety of student
groupings by
employing a wide
range of creative
thinking skills
through the
completion of
activities such as
playing games,
brainstorming and
problem solving.
(S.2, S.4, J.1, J.2,
J.3, J.4)

People I love

Describe
others.

youself

and

EFL 4.1.2. Recognize Communication and Cultural

and demonstrate an Awareness
appreciation of some
- Making a useful object
commonalities and
out of recycled
distinctions
across
materials in a project.
cultures and groups
- Researching through
(differentiated
by
the Internet about
gender,
ability,
important people from
generations,
etc.)
other cultures and
including
the
ways of life and
presenting them to the
students own.
class using digital
EFL 4.1.9. Recognize
tools.
the consequences of
- Choosing pictures that
ones actions by
demonstrate
demonstrating
responsibility (helping
responsible decisionan elder cross the
sidewalk, stopping two
making at school,
children from throwing
online, at home and
rocks at a dog, being
in the community,

CE.EFL.4.2.
Recognize
and
demonstrate
an
appreciation
of
commonalities
between cultures as
well
as
the
consequences
of
ones actions while
exhibiting socially
responsible
behaviors.
I.EFL.4.2.1.
Learners can name
similarities
and
differences between
different aspects of
cultural
groups.
Learners
can

while
considering
ethical
standards,
safety
concerns,
social norms and
mutual respect.
EFL 4.1.5. Apply
self-correcting and
self-monitoring
strategies in social
and
classroom
interactions.
(Example:
asking
questions,
starting
over,
rephrasing,
exploring alternative
pronunciations
or
wording, etc.)
EFL 4.1.7. Interpret
and
demonstrate
knowledge
of
nonverbal and oral
communication
features by applying
them in appropriate
contexts. (Example:
use
of
stress,
intonation, pace, etc.)
EFL 4.2.15. Deal
with
practical,
everyday
communication
demands
within
familiar
contexts,
effectively
and
without undue effort.

respectful of people
who dress differently,
being open to
accepting new
ideas/foods, etc.) and
identifying why each is
desirable and what
consequences the
irresponsible actions
would have.
Oral Communication:
(Listening and Speaking)
-

Recording in-class
conversations and
dialogues in order to
make note of correct
and appropriate
language usage and
intelligibility.
- Asking classmates to
repeat an answer or
statement if needed to
clarify something.
- Asking the learners to
read a dialogue in
pairs. Learners record
themselves and then
listen to the recording
in order to assess
clarity of sounds,
production of
phonemes, rhythm and
intonation.
Reading
- Highlighting relevant
key information in a
text and crossing out
irrelevant information.
- Keeping a vocabulary

demonstrate socially
responsible
behaviors at school,
online, at home and
in the community,
and evaluate their
actions by ethical,
safety and social
standards. (J.3, S.1,
I.1)
CE.EFL.4.3.
Interact with others
using
selfmonitoring and selfcorrecting strategies
as
well
as
appropriate
nonverbal and oral
communication
features.
I.EFL.4.3.1.
Learners
can
employ a range of
self-monitoring and
self-correcting
strategies
and
interpret and use
appropriate verbal
and
nonverbal
communication
features
to
communicate
in
familiar
contexts.
(I.3, S.4, J.4)
CE.EFL.4.8.

(Example: meeting
notebook of synonyms
and antonyms of words
people,
extending
from a text.
and
accepting
Brainstorming
invitations,
everything known
exchanging
about a topic and then
information, giving
reading a text to check
reasons, asking and
true and false
answering questions
information.
about routines and Writing
performances, etc)
- Completing the gaps in
EFL 4.2.14. Ask and
a sentence.
answer
- Reading an online
straightforward
movie review and
follow-up questions
identifying common
linguistic features,
within
familiar
such as use of past
contexts, such as
verbs. Learners use the
school and family
same features to write
life, provided there
their own review of a
are opportunities to
movie theyve seen.
ask for clarification,
- Sequencing sentences
reformulation
or
by adding words.
repetition of key Language through the Arts
points.
- Creating literature
EFL 4.2.16. Initiate,
circles where learners
maintain and end a
have the freedom to
conversation
to
say anything they want
satisfy basic needs
about a text from class
and/ or handle a
or outside of class.
- Brainstorming a list of
simple transaction.
questions and
preferences, etc.)
responses learners can
EFL 4.3.6. Apply
use during small group
learning strategies to
discussions about
examine and interpret
literary texts.
a variety of written
- Participating in
classroom games in
materials using prior

Production

accuracy
and
intelligibility:
communicate needs
and
information
clearly
and
in
simple terms, using
grammatical
structures learned in
class (although there
may be frequent
errors), effectively
and without undue
effort. Demonstrate
an ability to make
appropriate use of
new words and
expressions in social
interactions.
I.
EFL.
4.8.1.
Learners
can
communicate
personal
information
and
basic
immediate
needs and deal with
other
practical
everyday demands
in familiar contexts,
effectively
and
without undue effort
and
using
grammatical
structures
and
vocabulary seen in
class (although there

knowledge, graphic
organizers, context
clues, note taking and
finding words in a
dictionary.
EFL 4.4.1. Convey
information and ideas
through
simple
transactional
or
expository texts on
familiar
subjects
using ICT tools and
conventions
and
features of English
appropriate
to
audience
and
purpose}
EFL 4.5.9. Engage in
collaborative
activities through a
variety of student
groupings to create
and
respond
to
literature and other
literary
texts.
(Example:
small
groups, cooperative
learning
groups,
literature
circles,
process
writing
groups, etc.)
EFL
4.5.11.
Participate in creative
thinking
through
brainstorming,

which problem-solving
as a team is important.

may be frequent,
basic errors). (I.1,
1.2, 1.3, S.1)
CE.EFL.4.10.
Production

accuracy
and
intelligibility:
communicate needs
and
information
clearly
and
in
simple terms, using
grammatical
structures learned in
class (although there
may be frequent
errors), effectively
and without undue
effort. Demonstrate
and ability to make
appropriate use of
new words and
expressions in social
interactions.
I.EFL.
4.10.1.
Learners
can
communicate
personal
information
and
basic
immediate
needs and deal with
other
practical
everyday demands
in familiar contexts,
effectively
and
without undue effort

working in groups,
games and problemsolving tasks by
showing the ability to
accept a variety of
ideas and capitalize
on other peoples
strengths.

and
using
grammatical
structures
and
vocabulary seen in
class (although there
may be frequent,
basic errors) (I.1,
I.2, I.3, S.1)
CE.EFL.4.13. Apply
learning strategies
such as using prior
knowledge
and
graphic organizers
to interpret new
information in a
text, and assess this
information
according to the
organization, subject
area and purpose of
the
text,
using
different
criteria,
including ICT tools.
I.EFL.4.13.1.
Learners can apply
learning strategies
such as using prior
knowledge
and
graphic organizers
to interpret new
information in a
text. Learners can
assess
this
information
according to the

organization, subject
area and purpose of
the text, through the
use of different
criteria, including
ICT tools. (I.2, I.4,
J.4)

CE.EFL.4.15.
Express information
and
ideas
and
describe
feelings
and opinions in
simple transactional
or expository texts
on familiar subjects
in order to influence
an audience, while
recognizing
that
different texts have
different
features
and showing the
ability to use these
features
appropriately
in
ones own writing.
I.EFL.4.15.1.
Learners can convey
information
and
ideas and describe
feelings
and
opinions in simple
transactional
or
expository texts on
familiar subjects in

order to influence an
audience,
while
recognizing
that
different texts have
different
features
and showing the
ability to use these
features
appropriately
in
ones own writing.
(I.3, I.4, S.3, J.2)
CE.EFL.4.22. Show
the ability to work
collaboratively and
to
participate
effectively in a
variety of student
groupings
by
employing a wide
range of creative
thinking
skills
through
the
completion
of
activities such as
playing
games,
brainstorming and
problem solving.
I.EFL.4.22.1.
Learners
can
collaborate
and
participate
effectively in a
variety of student
groupings
by
employing a wide

range of creative
thinking
skills
through
the
completion
of
activities such as
playing
games,
brainstorming and
problem
solving.
(S.2, S.4, J.1, J.2,
J.3, J.4)
Leisure activities

Talk about cultures events.

EFL 4.1.1. Compare

and contrast oral
Communication and Cultural
traditions,
myths,
Awareness
folktales
and
literature
from
- Finding ways of
Ecuador
and
entertainment from
other cultures and
international regions
regions and then
and cultures and
sharing them in class.
identify similarities
- Completing a Venn
and differences and
diagram about two
universal
cultural
stories from different
themes.
countries.
Reflecting on
EFL 4.1.3. Display
differences between
an understanding of
people from other
the
relationship
countries and regions.
between the practices
Sharing a crossand perspectives of
cultural experience
different cultures by
(such as traveling,
recognizing
and
trying a new food,
sharing cross-cultural
meeting someone from
experiences and ideas
another country) in
pairs or as a class.
EFL 4.1.6. Seek and
Oral Communication:
provide information
(Listening and Speaking)
and assistance, orally
or in writing and in
- Recording in-class

CE.EFL.4.1.
Compare
and
contrast
oral
traditions
and
literature
from
Ecuador and beyond
in order to manifest
an understanding of
the
relationship
between
cultural
perspectives
and
practices and by
sharing
cross
cultural experiences.
I.EFL.4.1.1.
Learners
can
compare
and
contrast
oral
traditions,
myths,
folktales
and
literature
from
Ecuador and other
cultures in order to
demonstrate
an

online or face-to-face
interactions,
for
personal, social and
academic purposes.
EFL
4.1.8.
Use
suitable vocabulary,
expressions,
language
and
interaction styles for
formal and informal
social or academic
situations in order to
communicate specific
intentions in online
and
face-to-face
interactions.
(Example: thanking,
making
promises,
apologizing, asking
permission, chatting
with
friends,
answering in class,
greeting an authority
figure, etc.)
EFL 4.2.15. Deal
with
practical,
everyday
communication
demands
within
familiar
contexts,
effectively
and
without undue effort.
(Example: meeting
people,
extending
and
accepting

conversations and
dialogues in order to
make note of correct
and appropriate
language usage and
intelligibility.
- Asking classmates to
repeat an answer or
statement if needed to
clarify something.
- Asking the learners to
read a dialogue in
pairs. Learners record
themselves and then
listen to the recording
in order to assess
clarity of sounds,
production of
phonemes, rhythm and
intonation.
Reading
- Reading a short text
and showing
comprehension by
completing the
accompanying graphic
organizer.
- Reading a text on a
familiar content area
subject and then
matching phrases or
labeling pictures.
- Reading two short
simple cross curricular
texts and using them to
support ones own
argument or
hypothesis.
Writing

understanding of the
relationship between
cultural
practices
and
perspectives.
Learners can share
cross-cultural
experiences while
naming
universal
cultural themes. (I.2,
S.1, S.2, J.1)
CE.EFL.4.4.
Demonstrate
the
ability to ask for and
give
information
and assistance using
appropriate
language
and
interaction styles in
a variety of social
interactions.
I.EFL.4.4.1.
Learners
can
demonstrate
an
ability to give and
ask for information
and assistance using
level-appropriate
language
and
interaction styles in
online or face-toface social and
classroom
interactions.
(J.2,
J.3, J.4, I.3)
CE.EFL.4.8.

invitations,
exchanging
information, giving
reasons, asking and
answering questions
about routines and
preferences, etc.)

Completing the gaps in

a sentence.
- Reading an online
movie review and
identifying common
linguistic features,
such as use of past
verbs. Learners use the
same features to write
EFL 4.2.14. Ask and
their own review of a
answer
movie theyve seen.
straightforward
- Sequencing sentences
follow-up questions
by adding words.
within
familiar
Language through the Arts
contexts, such as
school and family
- Doing extended
writing, in which
life, provided there
learners get to choose
are opportunities to
what they write and
ask for clarification,
are not evaluated or
reformulation
or
tested on it.
repetition of key
Sharing learners
points.
stories in pairs or
small groups and
EFL 4.2.16. Initiate,
choosing to represent
maintain and end a
some through a role
conversation
to
play.
satisfy basic needs
Reading a myth from
and/ or handle a
Ecuador and writing a
simple transaction.
song about it.
preferences, etc.)
EFL
4.3.5.
Use
everyday reference
material in order to
select
information
appropriate to the
purpose of an inquiry
and relate ideas from
one written source to

Production

accuracy
and
intelligibility:
Communicate needs
and
information
clearly
and
in
simple terms, using
grammatical
structures learned in
class (although there
may be frequent
errors), effectively
and without undue
effort. Demonstrate
an ability to make
appropriate use of
new words and
expressions in social
interactions.
I.EFL.
4.8.1.
Learners
can
communicate
personal
information
and
basic
immediate
needs and deal with
other
practical
everyday demands
in familiar contexts,
effectively
and
without undue effort
and
using
grammatical
structures
and
vocabulary seen in
class (although there

another. (Example:
nonfiction books for
young adults, the
Internet, audio and
media presentations,
oral
interviews,
maps,
diagrams,
reference
books,
magazines, etc.)
EFL 4.4.4. Write to
describe
feelings/
opinions in order to
effectively influence
an
audience.
(Example: persuade,
negotiate, argue, etc.)
EFL 4.5.4. Create
personal stories by
adding imaginative
details to real-life
stories and situations,
using
appropriate
vocabulary
and
elements
of
the
literature
learners
have read or heard

may be frequent,
and basic errors)
(I.1, I.2, I.3, S.1)
CE. EFL. 4.10.
Interaction

interpersonal:
participate
effectively
in
familiar
and
predictable
conversational
exchanges by asking
and
answering
follow-up-questions,
provided there are
opportunities to use
repair
strategies
(e.g. asking for
clarification)
and
sustain
conversational
exchanges in pairs
to complete a task,
satisfy a need or
handle a simple
transaction.
I.EFL.4.10.1.
Learners
can
effectively
participate
in
familiar
and
predictable
everyday
conversational
exchanges in order

to complete a task,
satisfy a need or
handle a simple
transaction, using a
range of repair
strategies.
(Example:
asking
for
clarification,
etc.) (I.3, J.3, J.4)
CE.EFL.4.12. Use a
range of reference
materials
and
sources, both online
and in print, in order
to support ideas,
answer
inquiries,
find
relationships
and relate ideas
between
different
subject areas.
I.EFL.4.12.1.
Learners
can
employ a range of
reference materials
and sources, both
online and in print,
in order to support
ideas,
answer
inquiries,
find
relationships
and
relate ideas between
different
subject
areas. (I.1, I.2, J.2)
CE.EFL.4.15.
Express information

and
ideas
and
describe
feelings
and opinions in
simple transactional
or expository texts
on familiar subjects
in order to influence
an audience, while
recognizing
that
different texts have
different
features
and showing the
ability to use these
features
appropriately
in
ones own writing.
I.EFL.4.15.1.
Learners can convey
information
and
ideas and describe
feelings
and
opinions in simple
transactional
or
expository texts on
familiar subjects in
order to influence an
audience,
while
recognizing
that
different texts have
different
features
and showing the
ability to use these
features
appropriately
in
ones own writing.

(I.3, I.4, S.3, J.2

CE.EFL.4.20.
Create
short,
original
literary
texts in different
genres,
including
those that reflect
Ecuadorian cultures,
using a range of
digital tools, writing
styles, appropriate
vocabulary
and
other
literary
concepts.
I.EFL.4.20.1.
Learners can create
short,
original
literary texts in
different
genres,
including those that
reflect Ecuadorian
cultures, using a
range of digital
tools, writing styles,
appropriate
vocabulary
and
other
literary
concepts. (I.1, I.3)

STREET LIFE
4

Talk
about
neighborhood

your

EFL 4.1.2. Recognize Communication and Cultural

and demonstrate an Awareness
appreciation of some
- Completing and
commonalities and
illustrating statements
distinctions
across
about socially
cultures and groups
responsible behaviors.
(differentiated
by
- Making a useful object

CE.EFL.4.2.
Recognize and
demonstrate an
appreciation of
commonalities
between cultures as
well as the
consequences of

gender,
ability,
generations,
etc.)
including
the
students own.
EFL 4.1.9. Recognize
the consequences of
ones actions by
demonstrating
responsible decisionmaking at school,
online, at home and
in the community,
while
considering
ethical
standards,
safety
concerns,
social norms and
mutual respect.
EFL 4.1.6. Seek and
provide information
and assistance, orally
or in writing and in
online or face-to-face
interactions,
for
personal, social and
academic purposes.
EFL
4.1.8.
Use
suitable vocabulary,
expressions,
language
and
interaction styles for
formal and informal
social or academic
situations in order to
communicate specific
intentions in online

out of recycled
materials.
- Creating a poster of
class rules.
- Researching through
the Internet about
other cultures and
ways of life and
presenting them to the
class using digital
tools.
Oral Communication:
(Listening and Speaking)
-

Recording in-class
conversations and
dialogues in order to
make note of correct
and appropriate
language usage and
intelligibility.
- Having learners make
a selfie video to say
what they know about
a topic before coming
to class.
- Asking for help in class
when necessary.
Reading
- Reading a short text
and showing
comprehension by
completing the
accompanying graphic
organizer.
- Reading a text on a
familiar content area
subject and then
matching phrases or
labeling pictures.

ones actions while

exhibiting socially
responsible
behaviors.
I.EFL.4.2.1.
Learners can name
similarities and
differences between
different aspects of
cultural groups.
Learners can
demonstrate socially
responsible
behaviors at school,
online, at home and
in the community,
and evaluate their
actions by ethical,
safety and social
standards. (J.3, S.1,
I.1)
CE.EFL.4.4.
Demonstrate the
ability to ask for and
give information
and assistance using
appropriate
language and
interaction styles in
a variety of social
interactions.
I.EFL.4.4.1.
Learners can
demonstrate an
ability to give and
ask for information
and assistance using
level-appropriate
language and

and
face-to-face
- Reading two short
simple cross curricular
interactions.
texts and using them to
(Example: thanking,
support ones own
making
promises,
argument or
apologizing, asking
hypothesis.
permission, chatting
Writing
with
friends,
answering in class,
- Completing the gaps in
greeting an authority
a sentence.
- Reading an online
figure, etc.)
movie review and
EFL
4.1.10.
identifying common
Recognize
and
linguistic features,
appreciate individual
such as use of past
and group similarities
verbs. Learners use the
same features to write
and differences by
their own review of a
establishing
and
movie theyve seen.
maintaining healthy
Sequencing sentences
and rewarding online
by adding words.
and
face-toface
Language
through the Arts
relationships based
on
communication
- Doing extended
and cooperation.
writing, in which
learners get to choose
EFL
4.1.4.
what they write and
Demonstrate
are not evaluated or
mindfulness,
tested on it.
empathy, tolerance
- Sharing learners
and an overall respect
stories in pairs or
for the integrity of
small groups and
choosing to represent
cultures in daily
some through a role
classroom activities.
play.
EFL 4.2.15. Deal
- Reading a myth from
with
practical,
Ecuador and writing a
everyday
song about it.
communication
demands
within

interaction styles in
online or face-toface social and
classroom
interactions. (J.2,
J.3, J.4, I.3)
CE.EFL. 4.5.
Display and
appreciation of and
demonstrate respect
for individual and
group differences by
establishing and
maintaining healthy
and rewarding
relationships based
on communication
and cooperation.
I.EFL.4.5.1.
Learners can
appreciate and show
respect for
individual and
group differences by
establishing and
maintaining healthy
and rewarding
online and face-toface interactions.
Learners can
communicate and
cooperate in
respectful,
empathetic manner.
(J.3, S.1, S.4)
CE.EFL.4.8.

familiar
contexts,
effectively
and
without undue effort.
(Example: meeting
people,
extending
and
accepting
invitations,
exchanging
information, giving
reasons, asking and
answering questions
about routines and
preferences, etc.)
EFL
4.3.5.
Use
everyday reference
material in order to
select
information
appropriate to the
purpose of an inquiry
and relate ideas from
one written source to
another. (Example:
nonfiction books for
young adults, the
Internet, audio and
media presentations,
oral
interviews,
maps,
diagrams,
reference
books,
magazines, etc.)
EFL 4.4.5. Recognize
that various types of
writing
require
different language,
formatting
and

Production
Accuracy and
Intelligibility:
Communicate needs
and information
clearly and in
simple terms, using
grammatical
structures learned in
class (although there
may be frequent
errors), effectively
and without undue
effort. Demonstrate
an ability to make
appropriate use of
new words and
expressions in social
interactions.
I.EFL.4.8.1.
Learners can
communicate
personal
information and
basic immediate
needs and deal with
other practical
everyday demands
in familiar contexts,
effectively and
without undue effort
and using
grammatical
structures and
vocabulary seen in
class (although there
may be frequent,
basic errors). (I.1,
I.2, I.3, S.1)

special vocabulary.
(Example: a recipe, a
letter, etc.)
EFL 4.5.5. Gain an
understanding
of
literary concepts such
as
genre,
plot,
setting,
character,
point of view, theme
and other literary
elements in order to
apply them to ones
own creative texts.
EFL 4.5.6. Create an
effective voice using
a variety of ICT
tools, writing styles
and typical features
of a genre to create
stories,
poems,
sketches, songs and
plays, including those
that reflect traditional
and
popular
Ecuadorian cultures

CE.EFL.4.12. Use a
range of reference
materials and
sources, both online
and in print, in order
to support ideas,
answer inquiries,
find relationships
and relate ideas
between different
subject areas.
I.EFL.4.12.1.
Learners can
employ a range of
reference materials
and sources, both
online and in print,
in order to support
ideas, answer
inquiries, find
relationships and
relate ideas between
different subject
areas. (I.1, I.2, J.2)
CE.EFL.4.15.
Express information
and ideas and
describe feelings
and opinions in
simple transactional
or expository texts
on familiar subjects
in order to influence
an audience, while
recognizing that
different texts have
different features
and showing the
ability to use these

features
appropriately in
ones own writing.
I.EFL.4.15.1.
Learners can convey
information and
ideas and describe
feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in
order to influence an
audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
ones own writing.
(I.3, I.4, S.3, J.2)
CE.EFL.4.20.
Create short,
original literary
texts in different
genres, including
those that reflect
Ecuadorian cultures,
using a range of
digital tools, writing
styles, appropriate
vocabulary and
other literary
concepts.
I.EFL.4.20.1.
Learners can create
short, original

literary texts in
different genres,
including those that
reflect Ecuadorian
cultures, using a
range of digital
tools, writing styles,
appropriate
vocabulary and
other literary
concepts. (I.1, I.3)

AMAZING PLACES

Talk about places in the city

EFL 4.1.1. Compare Communication and Cultural

and contrast oral Awareness
traditions,
myths,
- Completing and
folktales
and
illustrating statements
literature
from
about socially
Ecuador
and
responsible behaviors.
international regions
- Making a useful object
and cultures and
out of recycled
identify similarities
materials.
and differences and
- Creating a poster of
universal
cultural
class rules.
- Researching through
themes.
the Internet about
EFL 4.1.3. Display
other cultures and
an understanding of
ways of life and
the
relationship
presenting them to the
between the practices
class using digital
tools.
and perspectives of
Oral
Communication:
different cultures by
recognizing
and (Listening and Speaking)
sharing cross-cultural
- Asking classmates to
experiences
and
repeat an answer or
ideas.
statement if needed to
EFL
with

4.2.15. Deal
practical,

clarify something.
Showing the student a

CE.EFL.4.1.
compare
ans
constract
oral
tradictions
and
literature
from
Ecuador and beyond
in order to manifest
and understanding
of the relationship
between
cultural
perspectives
and
practices and by
sharing
cross
cultural experiences.
I.EFL.4.1.1.
Learners
can
compare
and
contrast
oral
traditions,
myths,
folktales
and
literature
from
Ecuador and other
cultures in order to
demonstrate
and

everyday
video clip of a simple
situation and asking
communication
them to describe what
demands
within
is happening/has
familiar
contexts,
happened.
effectively
and
Doing a mingle activity
without undue effort.
where learners ask and
(Example: meeting
answer survey
people,
extending
questions about jobs
and
accepting
and occupations
invitations,
Reading
exchanging
- Highlighting relevant
information, giving
key information in a
reasons, asking and
text and crossing out
answering questions
irrelevant information.
- Keeping a vocabulary
about routines and
notebook of synonyms
preferences, etc.)
and antonyms of words
EFL 4.3.7. Read,
from a text.
gather, view and
- Completing an outline
listen to information
for a cross-curricular
text.
from various sources
- Brainstorming
in order to organize
everything known
and
discuss
about a topic and then
relationships between
reading a text to check
academic
content
true and false
areas.
information.
- Completing a KWL
EFL 4.3.6. Apply
chart about a text.
learning strategies to
examine and interpret Writing
a variety of written
- Reading an online
materials using prior
movie review and
knowledge, graphic
identifying common
organizers, context
linguistic features.
clues, note taking and
- Sequencing sentences
by adding words.
finding words in a
Using question
dictionary.
prompts to interview

understanding of the
relationship between
cultural
practices
and
perspectives.
Learners can share
cross
cultural
experiences while
naming
universal
cultural themes. (I.2,
S.1, S.2, J.1)
CE.EFL.4.8.
Production

Accuracy
and
Intelligibility:
Communicate needs
and
information
clearly
and
in
simple terms, using
grammatical
structures learned in
class (although there
may be frequent
errors), effectively
and without undue
effort. Demonstrate
an ability to make
appropriate use of
new words and
expressions in social
interactions.
I.EFL.4.8.1.
Learners
communicate
personal
information

can

and

EFL 4.4.7. Use the

and then write
sentences about a
process of prewriting,
classmate.
drafting,
revising,
Posting a comment to
peer editing and
a classmates writing
proofreading
(i.e.,
on a class blog.
the
writing
Language through the Arts
process) to produce
well-constructed
- Listening to or reading
informational texts.
stories and drawing an
important scene.
EFL 4.4.8. Convey
- Looking at the title of a
and
organize
text and accompanying
information
using
illustrations and
facts and details in
writing three questions
order to illustrate
about the topic. Then
diverse patterns and
reading to find the
answers to the
structures in writing.
questions.
(Example: cause and
- Listening to a song and
effect, problem and
inferring if it is happy,
solution, general-tosad, etc.
specific presentation,
- Writing a sentence to
etc.)
describe the authors
intention.
EFL 4.5.1. Make use
of main points in
literary
texts
(authentic and semiauthentic, oral and
written)
to
understand
short
simple
everyday
stories, especially if
there
is
visual
support.

basic
immediate
needs and deal with
other
practical
everyday demands
in familiar contexts,
effectively
and
without undue effort
and
using
grammatical
structures
and
vocabulary seen in
class (although there
may be frequent,
basic errors). (I.1,
I.2, I.3, S.1)
CE.EFL.4.12. Use a
range of reference
materials
and
sources, both online
and in print, in order
to support ideas,
answer
inquiries,
find
relationships
and relate ideas
between
different
subject areas.
I.EFL.4.12.1.
Learners
can
employ a range of
reference materials
and sources, both
online and in print,
in order to support
ideas,
answer
inquiries,
find

relationships
and
relate ideas between
different
subject
areas. (I.1, I.2, J.2)
CE.EFL.4.13. Apply
learning strategies
such as using prior
knowledge
and
graphic organizers
to interpret new
information in a
text, and assess this
information
according to the
organization, subject
area and purpose of
the
text,
using
different
criteria,
including ICT tools.

I.EFL.4.13.1.
Learners can apply
learning strategies
such as using prior
knowledge
and
graphic organizers
to interpret new
information in a
text. Learners can
assess
this
information
according to the
organization, subject
area and purpose of
the text, through the

use of different
criteria, including
ICT tools. (I.2, I.4,
J.4)
CE.EFL.4.17. Show
an ability to convey
and
organize
information through
the use of facts and
details
and
by
employing various
stages of the writing
process, while using
a range of digital
tools to promote and
support
collaboration,
learning
and
productivity.
I.EFL.4.17.1.
Learners can convey
and
organize
information through
the use of facts and
details
and
by
employing various
stages of the writing
process, while using
a range of digital
tools to promote and
support
collaboration,
learning
and
productivity.
(I.1,
I.3, S.4, J.2, J.4)

CE.EFL.4.18. Use
main ideas in order
to
understand,
predict, infer and
deduce literal and
implied meanings in
short,
simple,
everyday
literary
texts (online, oral or
in print).
I
I.EFL.4.18.1.
Learners
can
understand, predict,
infer and deduce
literal and implied
meanings in short,
simple,
everyday
literary
texts
(online, oral or in
print),
especially
when visual support
is provided. (I.2, I.3,
I.4)

DAILY ROUTINES
6

Talk about lifestyles

EFL 4.1.2. Recognize Communication and Cultural

and demonstrate an
Awareness
appreciation of some
- Finding recipes from
commonalities and
other cultures and
distinctions across
regions and then
cultures and groups
sharing them in class.
(differentiated by
- Reading two stories
gender, ability,
from different regions
generations, etc.)
in Ecuador and
including the
completing a chart to
show the differences.
students own.
- Watching a video
EFL 4.1.9. Recognize
about a legend or

CE.EFL.4.2.
Recognize and
demonstrate an
appreciation of
commonalities
between cultures as
well as the
consequences of
ones actions while
exhibiting socially
responsible
behaviors..

the consequences of
ones actions by
demonstrating
responsible decisionmaking at school,
online, at home and
in the community,
while considering
ethical standards,
safety concerns,
social norms and
mutual respect.
EFL 4.1.6. Seek and
provide information
and assistance, orally
or in writing and in
online or face-to-face
interactions, for
personal, social and
academic purposes.

traditional story from

Ecuador or another
country, and taking
notes on the cultural
practices mentioned.
- Sharing a crosscultural experience
(such as traveling,
trying a new food,
meeting someone from
another country) in
pairs or as a class.
Oral Communication:
(Listening and Speaking)
-

Asking classmates to
repeat an answer or
statement if needed to
clarify something.
- Showing the student a
video clip of a simple
situation and asking
them to describe what
EFL 4.1.8. Use
is happening/has
happened.
suitable vocabulary,
Doing a mingle activity
expressions,
where learners ask and
language and
answer survey
interaction styles for
questions about jobs
formal and informal
and occupations
social or academic
Reading
situations in order to
- Keeping a vocabulary
communicate specific
notebook of synonyms
intentions in online
and antonyms of words
and face-to-face
from a text.
interactions.
- Completing an outline
(Example: thanking,
for a cross-curricular
making promises,
text.
- Brainstorming
apologizing, asking
everything known

I.EFL.4.2.1.
Learners can name
similarities and
differences between
different aspects of
cultural groups.
Learners can
demonstrate socially
responsible
behaviors at school,
online, at home and
in the community,
and evaluate their
actions by ethical,
safety and social
standards. (J.3, S.1,
I.1)
CE.EFL.4.4.
Demonstrate the
ability to ask for and
give information
and assistance using
appropriate
language and
interaction styles in
a variety of social
interactions
I.EFL.4.4.1.
Learners can
demonstrate an
ability to give and
ask for information
and assistance using
level-appropriate
language and

permission, chatting
with friends,
answering in class,
greeting an authority
figure, etc.)
EFL 4.2.15. Deal
with practical,
everyday
communication
demands within
familiar contexts,
effectively and
without undue effort.
(Example: meeting
people, extending
and accepting
invitations,
exchanging
information, giving
reasons, asking and
answering questions
about routines and
preferences, etc.)
EFL 4.4.7. Use the
process of prewriting,
drafting, revising,
peer editing and
proofreading (i.e.,
the writing
process) to produce
well-constructed
informational texts.
EFL 4.4.8. Convey
and organize
information using

about a topic and then

reading a text to check
true and false
information.
- Completing a KWL
chart about a text.
Writing
Reading an online
movie review and
identifying common
linguistic features.
- Sequencing sentences
by adding words.
- Posting a comment to
a classmates writing
on a class blog.
Language through the Arts
-

Listening to or reading
stories and drawing an
important scene.
Looking at the title of a
text and accompanying
illustrations and
writing three questions
about the topic. Then
reading to find the
answers to the
questions.
Listening to a song and
inferring if it is happy,
sad, etc.
Writing a sentence to
describe the authors
intention.

interaction styles in
online or face-toface social and
classroom
interactions. (J.2,
J.3, J.4, I.3)
CE.EFL.4.8.
Production
Accuracy and
Intelligibility:
Communicate needs
and information
clearly and in
simple terms, using
grammatical
structures learned in
class (although there
may be frequent
errors), effectively
and without undue
effort. Demonstrate
an ability to make
appropriate use of
new words and
expressions in social
interactions.
I.EFL.4.8.1.
Learners can
communicate
personal
information and
basic immediate
needs and deal with
other practical
everyday demands

facts and details in

order to illustrate
diverse patterns and
structures in writing.
(Example: cause and
effect, problem and
solution, general-tospecific presentation,
etc.)
EFL 4.5.1. Make use
of main points in
literary texts
(authentic and semiauthentic, oral and
written) to
understand short
simple everyday
stories, especially if
there is visual
support.

in familiar contexts,
effectively and
without undue effort
and using
grammatical
structures and
vocabulary seen in
class (although there
may be frequent,
basic errors). (I.1,
I.2, I.3, S.1)
CE.EFL.4.17. Show
an ability to convey
and organize
information through
the use of facts and
details and by
employing various
stages of the writing
process, while using
a range of digital
tools to promote and
support
collaboration,
learning and
productivity.
I.EFL.4.17.1.
Learners can convey
and organize
information through
the use of facts and
details and by
employing various
stages of the writing
process, while using

a range of digital
tools to promote and
support
collaboration,
learning and
productivity. (I.1,
I.3, S.4, J.2, J.4)
CE.EFL.4.18. Use
main ideas in order
to understand,
predict, infer and
deduce literal and
implied meanings in
short, simple,
everyday literary
texts (online, oral or
in print) infer and
deduce literal and
implied meanings in
short, simple,
everyday literary
texts (online, oral or
in print), especially
when visual support
is provided. (I.2, I.3,
I.4)
I I.EFL.4.18.1.
Learners can
understand, predict,
infer and deduce
literal and implied
meanings in short,
simple, everyday
literary texts
(online, oral or in

print), especially
when visual support
is provided. (I.2, I.3,
I.4)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition)

7. OBSERVATIONS

Teacher guide A1.1

ELABORATED BY:

REVISED BY

APPROVED BY

TEACHER(S): Ing. Jaime Lliguicota

NAME:

NAME:

Signature:

Signature:

Signature:

Date: October 10th 2016

Date:

Date:

P
U

Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Ing. Jaime Lliguicota
Area: English as a Foreign Language
Grade / Course: 8th
Class:
Book: English
Unit: 1
Objectives:
A1.1
People around
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
us
globally.
O.EFL 4.7 Use spoken and written literary texts in English such as poems, short stories,
comic strips, short magazine articles and oral interviews on familiar subjects in order to inspire
oral and written production.
O.EFL 4.8 Integrate written and spoken texts in order to identify cultural differences and
similarities within a range of local, national and global contexts familiar to the learner
Periods: 30, 6 class periods per lesson

Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural
Awareness
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and
literature from Ecuador and international regions and cultures, and
identify similarities, differences, and universal cultural themes.
EFL 4.1.2 Recognize and demonstrate an appreciation of some

Evaluation Criteria
CE.EFL.4.1 Compare and contrast oral traditions and literature
from Ecuador and beyond, in order to manifest an understanding
of the relationship between cultural perspectives and practices
and by sharing cross cultural experiences.
CE.EFL.4.4
information

Demonstrate the ability to ask for and give

and assistance
using appropriate language and

commonalities
and distinctions across cultures and groups,
including the students own.

interaction styles in a variety of social interactions.

Oral Communication: (Listening and Speaking)

EFL 4.2.2 Use a series of phrases and sentences to describe
aspects of personal background, immediate environment and
matters of immediate need in simple terms using
grammatical structures learnt in class (although there may be
frequent errors with tenses, personal pronouns, prepositions,
etc.).
EFL 4.2.6 Use other students contributions in class as models
for their own.

CE.EFL.4.7 Listening for Information: Follow and identify

some main ideas and details in short and straightforward
spoken or audio texts set in familiar contexts, when
delivered slowly and with visuals to provide contextual
support. Use spoken contributions in class as models for
ones own speech.

Reading
EFL 4.3.2 Make use of clues such as titles, illustrations,
organization, text outline and layout, etc. to identify and
understand relevant information in written level-appropriate
text types.

CE.EFL.4.11 Demonstrate comprehension of main ideas

and some details in short simple texts on familiar subjects,
making use of contextual clues to identify relevant
information in a text.

Writing

CE.EFL.4.16 Make use of simple learning resources,

including those created by ones self, in order to compare and
contrast information, and choose appropriate resources
according to the value, purpose and audience of each.

EFL 4.4.2 Make and use a simple print or digital learning

resource to compare and contrast information in order to
demonstrate understanding and command of a topic.
Language through the Arts
EFL 4.5.11 Participate in creative thinking through
brainstorming, working in groups, games and problemsolving tasks by showing the ability to accept a variety of
ideas and capitalize on other peoples strengths.
Methodological Strategies
Communication and Cultural
Awareness
Reading two stories from
different regions in Ecuador and

Resources
Students Book
English A1.1
(including
interactive

CE.EFL.4.10 Interaction Interpersonal: Participate

effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies and
sustain conversational exchanges in pairs to complete a
task, satisfy a need or handle a simple transaction.

CE.EFL.4.20 Create short, original literary texts in different

genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles, appropriate
vocabulary and other literary concepts.
Performance Indicators
Communication and
Cultural Awareness
I.EFL.4.1.1 Learners can
compare and contrast oral

Evaluation: Activities /
Techniques / Instruments
Activities
Identify pictures of famous
people and their

completing a chart to show the

differences.
Reflecting on differences between
people from other countries and
regions.
Participating in short dialogues and
role plays to practice target
language.
Practicing the language needed to
deal with a need through a mini role
play.
.
Oral Communication: (Listening and
Speaking)
Listening to a dialogue between two
or more people and deciding if each
statement is true or false.
Watching a short video and then
talking to a partner about whether
or not they agree with the speaker or a
statement.
Giving learners language prompts to
use during pair/group work.
Asking classmates to repeat an
answer or statement if needed to clarify
something.
Asking for help in class when
necessary.
Reading
Reading a text and answering
information questions.
Choosing from a list of words to
complete gaps from a reading.
Reading a short story from the
Internet and highlighting interesting

version)
Audio CD
Teachers Guide

Photocopiabl
e worksheets
(TG)
Quiz Time (SB)

traditions, myths, folktales

and literature from Ecuador
and other cultures in order
to demonstrate an
understanding of the
relationship between
cultural practices and
perspectives. Learners can
share cross-cultural
experiences while naming
universal cultural themes.
(I.2, S.1, S.2, J.1)
I
EFL.4.4.1 Learners can
demonstrate an ability
to give and ask for
information and assistance
using level-appropriate
language and interaction
styles in online or face-toface social and classroom
interactions. (J.2, J.3, J.4,
I.3)
Oral Communication
I.EFL.4.7.1 Learners can
identify the main idea and
some details in short
straightforward spoken
audio texts set in familiar
contexts when the
message is delivered
slowly and there is other
contextual support.
Learners can use other
classmates contributions
in class as models for their
own. (I.2, I.3, S.4)

nationalities.
Exchange information using
personal
information: Hello! I am
Juan. What is your name?
Ask for partners nationalities:
Where are you
from?
Write profiles about famous
people: Lionel Messi is a
soccer player. He is
Argentinian and is 25 years
old.

Create profiles of
family members.
Get materials to
create a profile
(Project):
cardboard,
magazines, glue,
markers, scissors.
Get cutouts from
magazines of a
famous person and
write a profile.
Oral presentation
of the project: Talk
about
(famous person).
Identify
True/False
statements when
reading a profile of
a famous person.
Identify mistakes

facts, then comparing them with those

of a partner.
Reading a biography and putting
events on a timeline.
Writing
Making posters in small groups of
new phrases and expressions in order
to display in the classroom.
Finding a variety of online references
to practice a grammar
structure, then recommending the best
one to the class.
Making flashcards for new words and
using them to quiz a partner.
Writing about a topic and choosing
words for a glossary and writing the
definitions.
Language through the Arts
Sharing learners stories in pairs or
small groups and choosing to represent
some through a role play.
Reading a myth from Ecuador and
writing a song about it.

I.EFL. 4.10.1 Learners can

effectively participate in
familiar and predictable
everyday conversational
exchanges in order to
complete a task, satisfy a
need or handle a simple
transaction, using a range
of repair strategies. (I.3,
J.3, J.4)
Reading
I.EFL.4.11.1 Learners can
understand main ideas
and some details in short
simple online or print texts
on familiar subjects, using
contextual clues to help
identify the most relevant
information. (I.2, I.4)
Writing
I.EFL.4.16.1 Learners can
use and make simple
learning resources, both
online and in print, in order
to compare and contrast
information. Learners can
choose appropriate
resources and critically
evaluate the information in
these resources,
according to the value,
purpose and audience of
each. (I.1, I.3, I.4, J.2, J.4)
Language through the Arts
I.EFL.4.20.1 Learners can
create short, original literary
texts in different genres,
including those that reflect

in a dialog.
Techniques
Reading
Scan a text to find
its topic sentence.
Listening
Listen for specific
information in an
interview.
Speaking
Use expressions
to encourage
someone to
participate in a
conversation.
Writing
Use words in a
glossary to enrich a
text about a
specific topic.
Instruments for
oral and written
evaluation
Projects and
presentations
Oral interviews in
pairs
Gap activities in
pairs
Game: Units
Writing Quiz
Glossary activities

Ecuadorian cultures, using a

range of digital tools, writing
styles, appropriate

3. ADAPTED CURRICULUM
Students with Special Needs

Specifications of the Material to Be Applied

s

CLIL Components
Science/Technology/Arts: To elaborate a project group to create or recreate a story
and tell it in a storytelling show.
Prepared by
Teacher: Ing. Jaime Lliguicota
Signature:

Revised by
Teacher:
Signature:

Date:

Date:

Transversal Axes
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility,
solidarity, etc.
Approved by
Teacher:
Signature:

Date:

Schools Name: Unidad Educativa Sina

Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Ing. Jaime Lliguicota
Area: English as a Foreign Language
Grade / Course: 8th
Class:
Book: English
Unit: 2
Objectives:
A1.1
People I love
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
globally.
O.EFL 4.6 Write short descriptive and informative texts related to personal information or
familiar topics and use them as a means of communication and written expression of thought.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities
within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson
Weeks: 4
2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and
literature from Ecuador and international regions and cultures and
identify similarities and differences and universal cultural themes.
EFL 4.1.10 Recognize and appreciate individual and group
similarities and differences by establishing and maintaining
healthy and rewarding online and face-to-face relationships based
on communication and cooperation.
Oral Communication: (Listening and Speaking)
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of
personal background, immediate environment and matters of
immediate need in simple terms using grammatical structures learnt

Evaluation Criteria
CE.EFL.4.1 Compare and contrast oral traditions and literature from
Ecuador and beyond in order to manifest an understanding of the
relationship between cultural perspectives and practices and by
sharing cross cultural experiences.
CE.EFL.4.4 Demonstrate the ability to ask for and give
information and assistance using appropriate language and
interaction styles in a variety of social interactions.in a variety of
social interactions.
CE.EFL.4.7 Listening for Information: Follow and identify some
main ideas and details in short and straightforward spoken or audio
texts set in familiar contexts, when delivered slowly and with
visuals to provide contextual support. Use spoken contributions in

in class (although there may be frequent errors with tenses, personal

pronouns, prepositions, etc.).
Reading
EFL 4.3.1 Understand main points in short simple texts on familiar
subjects. (Example: news about sports or famous people, descriptions,
etc.)
EFL 4.3.2 Make use of clues such as titles, illustrations, organization,
text outline and layout, etc. to identify and understand relevant
information in written level-appropriate text types.
Writing
EFL 4.4.2 Make and use a simple print or digital learning resource to
compare and contrast information in order to demonstrate
understanding and command of a topic.
Language through the Arts
EFL 4.5.11 Participate in creative thinking through brainstorming,
working in groups, games and problem-solving tasks by showing the
ability to accept a variety of ideas and capitalize on other peoples
strengths.
Methodological Strategies
Resources
Communication and Cultural Awareness
Reflecting on differences between different
members of a family.
Sharing a cross-cultural experience (such
as traveling, trying a new food, meeting
someone from another country) in pairs or as
a class.
Comparing answers in pairs or small
groups.
Working in small groups to create a chart
about differences in heights and weights
from members of a family.
Oral Communication: (Listening and
Speaking)
Listening to instructions for a short task
and carrying them out.

Students Book
English A1.1
(including interactive
version)
Audio CD
Teachers Guide
Photocopiable
worksheets (TG)
Quiz Time (SB)

class as models for ones own speech.

CE.EFL.4.11 Demonstrate comprehension of main ideas and some
details in short simple texts on familiar subjects, making use of
contextual clues to identify relevant information in a text.
CE.EFL.4.12 Use a range of reference materials and sources, both
online and in print, in order to support ideas, answer inquiries, find
relationships and relate ideas between different subject areas.
CE.EFL.4.15 Express information and ideas and describe feelings
and opinions in simple transactional or expository texts on familiar
subjects in order to influence an audience, while recognizing that
different texts have different features and showing the ability to use
these features appropriately in ones own writing.
CE.EFL.4.20 Create short, original literary texts in different genres,
including those that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate vocabulary and other literary
concepts.
Performance Indicators
Communication and Cultural
Awareness I.EFL.4.1.1 Learners
can compare and contrast oral
traditions, myths, folktales and
literature from Ecuador and
other cultures in order to
demonstrate an understanding
of the relationship between
cultural practices and
perspectives. Learners can share
cross-cultural experiences while
naming universal cultural
themes. (I.2, S.1, S.2, J.1)
I.EFL.4.4.1 Learners can
demonstrate an ability
to give and ask for information

Evaluation: Activities /
Techniques / Instruments
Activities
Draw a family tree for each
student to locate their
corresponding relative.
Identify different family
members.
Have students describe their
relatives using
What does he / she look like?
Pair work activity: Students ask
each other
Are you tall?, Is she young?, etc.
Play the audio to identify
peoples physical descriptions.
Students read and identify the
adjectives in the paragraph.

 Listening to spoken or recorded

descriptions of familiar scenes,
and marking the words you hear.
Listening to a dialogue between two or
more people and deciding if each statement
is true or false.
Watching a short video about a family
situation and writing three
new things they learned.
Reading
Reading a text and answering information
questions.
Choosing from a list of words to complete
gaps from a reading.
Reading a short story from the Internet and
highlighting interesting facts, then
comparing them with those of a partner.
Writing
Listening to a celebrity interview and
writing three more interview questions.
Writing your own answers to interview
questions.
Writing an email to a friend describing
your ideal friend.
Language through the Arts
Sharing learners stories in pairs or small
groups and choosing to represent some
through a role play.
Reading a myth from Ecuador and writing
a song about it.

and assistance using levelappropriate language and

interaction styles in onlinefaceto-face social and classroom
interactions. (J.2, J.3, J.4, I.3)
Oral Communication
I.EFL.4.7.1 Learners can
identify the main idea and some
details in short straightforward
spoken audio texts set in
familiar contexts when the
message is delivered slowly and
there is other contextual
support. Learners can use other
classmates contributions in
class as models for their own.
(I.2, I.3, S.4)
Reading
I.EFL.4.11.1 Learners can
understand main ideas and some
details in short simple online or
print texts on familiar subjects,
using contextual clues to help
identify the most relevant
information. (I.2, I.4)
I.EFL.4.12.1 Learners can
employ a range of
reference materials and sources,
both online and in print, in order
to support ideas, answer
inquiries, find relationships and
relate ideas between different
subject areas. (I.1, I.2, J.2)
Writing
I.EFL.4.15.1 Learners can
convey information and ideas
and describe feelings and

Students write a description

using their personal information.
Get materials to create a
scrapbook.
Oral presentation of the project:
This is my (relative)
Techniques
Reading
Look for context clues to
understand new vocabulary.
Listening
Take notes while listening to
descriptions of familiar scenes.
Speaking
Use expressions learned from a
video to describe a family
situation.
Writing
Write information questions
based on a model to interview a
partner.
Instruments for oral and written
evaluation
Projects and presentations
Oral interviews in pairs
Gap activities in pairs
Game
Writing Quiz
Glossary activities
Portfolio
Scrapbook

opinions in simple transactional

or expository texts on familiar
subjects in order to influence an
audience, while recognizing that
different texts have different
features and showing the ability
to use these features
appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.20.1 Learners can
create short, original literary
texts in different genres,
including those that reflect
Ecuadorian cultures, using a
range of digital tools, writing
styles, appropriate vocabulary
and other literary concepts. (I.1,
I.3)
3. ADAPTED CURRICULUM
Students with Special Needs

Specifications of the Material to Be Applied

s
CLIL Components
Science/Technology/Arts: To elaborate a project group to create or recreate a story
and tell it in a storytelling show.
Prepared by
Teacher: Ing. Jaime Lliguicota
Signature:

Revised by
Teacher:
Signature:

Date:

Date:

Transversal Axes
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility,
solidarity, etc.
Approved by
Teacher:
Signature:

Date:

Schools Name: Unidad Educativa Sina

Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Ing. Jaime Lliguicota
Book: English
Unit: 3
A1.1
Leisure
Activities

Area: English as a Foreign Language

Grade / Course: 8th
Class:
Objectives:
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce
level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities
within a range of local, national and global contexts familiar to the learner.
Periods: 30, 6 class periods per lesson
Weeks: 4
2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and
literature from Ecuador and international regions and cultures and
identify similarities and differences and universal cultural themes.
EFL 4.1.2 Recognize and demonstrate an appreciation of some
commonalities and distinctions across cultures and groups including
the students own.
Oral Communication: (Listening and Speaking)
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of
personal background, immediate environment and matters of
immediate need in simple terms using grammatical structures learnt
in class.
Reading
EFL 4.3.2 Make use of clues such as titles, illustrations, organization,
text outline and layout, etc. to identify and understand relevant
information in written level-appropriate text types.
Writing
EFL 4.4.1 Convey information and ideas through simple transactional
or expository texts on familiar subjects using ICT tools and
conventions and features of English appropriate to audience and

Evaluation Criteria
CE.EFL.4.1 Compare and contrast oral traditions and literature from
Ecuador and beyond in order to manifest an understanding of the
relationship between cultural perspectives and practices and by
sharing cross cultural experiences.
CE.EFL.4.2 Recognize and demonstrate an appreciation of
commonalities between cultures as well as the consequences of
ones actions while exhibiting socially responsible behaviors.
CE.EFL.4.6 Listening for Meaning: Understand and follow the
main idea in spoken texts set in familiar everyday contexts,
provided speech is clear and articulate, and deduce the meanings
of unfamiliar words and phrases using context clues and/or prior
knowledge.
CE.EFL.4.11 Demonstrate comprehension of main ideas and some
details in short simple texts on familiar subjects, making use of
contextual clues to identify relevant information in a text.
CE.EFL.4.15 Express information and ideas and describe feelings
and opinions in simple transactional or expository texts on familiar
subjects in order to influence an audience, while recognizing that
different texts have different features and showing the ability to use

purpose.
Language through the arts
EFL 4.5.1 Make use of main points in literary texts (authentic and
semi-authentic, oral and written) to understand short simple everyday
stories, especially if there is visual support.
Methodological Strategies
Resources
Communication and Cultural Awareness
Reflecting on differences between different
members of a family.
Sharing a cross-cultural experience (such
as traveling, trying a new food, meeting
someone from another country) in pairs or as
a class.
Comparing answers in pairs or small
groups.
Working in small groups to create a chart
about differences in heights and weights
from members of a family.
Oral Communication: (Listening and
Speaking)
Listening to instructions for a short task
and carrying them out.
Listening to spoken or recorded
descriptions of familiar scenes,
and marking the words you hear.
Listening to a dialogue between two or
more people and deciding if each statement
is true or false.
Watching a short video about a family
situation and writing three
new things they learned.
Reading
Reading a text and answering information
questions.
Choosing from a list of words to complete
gaps from a reading.

these features appropriately in ones own writing.

CE.EFL.4.20 Create short, original literary texts in different genres,
including those that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate vocabulary and other literary
concepts.
Performance Indicators
Evaluation: Activities /
Techniques / Instruments
Students Book
Communication and Cultural
Activities
English A1.1
Awareness I.EFL.4.1.1 Learners Draw a family tree for each
(including interactive can compare and contrast oral
student to locate their
version)
traditions, myths, folktales and
corresponding relative.
Audio CD
literature from Ecuador and
Identify different family
Teachers Guide
other cultures in order to
members.
Cover pages of
demonstrate an understanding
Have students describe their
movies.
of the relationship between
relatives using
Pictures about
cultural practices and
What does he / she look like?
cultural events.
perspectives. Learners can share Pair work activity: Students ask
Cd with songs of TV cross-cultural experiences while each other
naming universal cultural
Are you tall?, Is she young?, etc.
themes. (I.2, S.1, S.2, J.1)
Play the audio to identify
I.EFL.4.4.1 Learners can
peoples physical descriptions.
demonstrate an ability
Students read and identify the
to give and ask for information
adjectives in the paragraph.
and assistance using level Students write a description
appropriate language and
using their personal information.
interaction styles in onlineface- Get materials to create a
to-face social and classroom
scrapbook.
interactions. (J.2, J.3, J.4, I.3)
Oral presentation of the project:
Oral Communication
This is my (relative)
I.EFL.4.7.1 Learners can
identify the main idea and some Techniques
details in short straightforward
Reading
spoken audio texts set in
Look for context clues to
familiar contexts when the
message is delivered slowly and understand new vocabulary.
Listening
there is other contextual
support. Learners can use other Take notes while listening to

 Reading a short story from the Internet and

highlighting interesting facts, then
comparing them with those of a partner.
Writing
Listening to a celebrity interview and
writing three more interview questions.
Writing your own answers to interview
questions.
Writing an email to a friend describing
your ideal friend.
Language through the Arts
Sharing learners stories in pairs or small
groups and choosing to represent some
through a role play.
Reading a myth from Ecuador and writing
a song about it.

classmates contributions in
class as models for their own.
(I.2, I.3, S.4)
Reading
I.EFL.4.11.1 Learners can
understand main ideas and some
details in short simple online or
print texts on familiar subjects,
using contextual clues to help
identify the most relevant
information. (I.2, I.4)
I.EFL.4.12.1 Learners can
employ a range of
reference materials and sources,
both online and in print, in order
to support ideas, answer
inquiries, find relationships and
relate ideas between different
subject areas. (I.1, I.2, J.2)
Writing
I.EFL.4.15.1 Learners can
convey information and ideas
and describe feelings and
opinions in simple transactional
or expository texts on familiar
subjects in order to influence an
audience, while recognizing that
different texts have different
features and showing the ability
to use these features
appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.20.1 Learners can
create short, original literary
texts in different genres,

descriptions of familiar scenes.

Speaking
Use expressions learned from a
video to describe a family
situation.
Writing
Write information questions
based on a model to interview a
partner.
Instruments for oral and written
evaluation
Projects and presentations
Oral interviews in pairs
Gap activities in pairs
Game
Writing Quiz
Glossary activities
Portfolio
Scrapbook

including those that reflect

Ecuadorian cultures, using a
range of digital tools, writing
styles, appropriate vocabulary
and other literary concepts. (I.1,
I.3)

3. ADAPTED CURRICULUM
Students with Special Needs

Specifications of the Material to Be Applied

s
CLIL Components
Science/Technology/Arts: To elaborate a project group to create or recreate a story
and tell it in a storytelling show.
Prepared by
Teacher: Ing. Jaime Lliguicota
Signature:

Revised by
Teacher:
Signature:

Schools Name: Unidad Educativa Sina

Transversal Axes
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility,
solidarity, etc.
Approved by
Teacher:
Signature:

Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Ing. Jaime Lliguicota
Book: English
Unit: 4
A1.1
Street life

Area: English as a Foreign Language

Grade / Course: 8th
Class:
Objectives:
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to
promote autonomous learning and decision
making.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global
contexts familiar to the learner..
Periods: 30, 6 class periods per lesson
Weeks: 4
2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and
literature from Ecuador and international regions and cultures and
identify similarities and differences and universal cultural themes.
EFL 4.1.2 Recognize and demonstrate an appreciation of some
commonalities and distinctions across cultures and groups including
the students own.
Oral Communication: (Listening and Speaking)
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of
personal background, immediate environment and matters of
immediate need in simple terms using grammatical structures learnt
in class.
Reading
EFL 4.3.2 Make use of clues such as titles, illustrations, organization,
text outline and layout, etc. to identify and understand relevant
information in written level-appropriate text types.
Writing
EFL 4.4.1 Convey information and ideas through simple transactional
or expository texts on familiar subjects using ICT tools and
conventions and features of English appropriate to audience and
purpose.
Language through the arts
EFL 4.5.1 Make use of main points in literary texts (authentic and

Evaluation Criteria
CE.EFL.4.1 Compare and contrast oral traditions and literature from
Ecuador and beyond in order to manifest an understanding of the
relationship between cultural perspectives and practices and by
sharing cross cultural experiences.
CE.EFL.4.2 Recognize and demonstrate an appreciation of
commonalities between cultures as well as the consequences of
ones actions while exhibiting socially responsible behaviors.
CE.EFL.4.6 Listening for Meaning: Understand and follow the
main idea in spoken texts set in familiar everyday contexts,
provided speech is clear and articulate, and deduce the meanings
of unfamiliar words and phrases using context clues and/or prior
knowledge.
CE.EFL.4.11 Demonstrate comprehension of main ideas and some
details in short simple texts on familiar subjects, making use of
contextual clues to identify relevant information in a text.
CE.EFL.4.15 Express information and ideas and describe feelings
and opinions in simple transactional or expository texts on familiar
subjects in order to influence an audience, while recognizing that
different texts have different features and showing the ability to use
these features appropriately in ones own writing.
CE.EFL.4.20 Create short, original literary texts in different genres,
including those that reflect Ecuadorian cultures, using a range of

semi-authentic, oral and written) to understand short simple everyday

stories, especially if there is visual support.
Methodological Strategies
Resources
Communication and Cultural Awareness
Reflecting on differences between different
members of a family.
Sharing a cross-cultural experience (such
as traveling, trying a new food, meeting
someone from another country) in pairs or as
a class.
Comparing answers in pairs or small
groups.
Working in small groups to create a chart
about differences in heights and weights
from members of a family.
Oral Communication: (Listening and
Speaking)
Listening to instructions for a short task
and carrying them out.
Listening to spoken or recorded
descriptions of familiar scenes,
and marking the words you hear.
Listening to a dialogue between two or
more people and deciding if each statement
is true or false.
Watching a short video about a family
situation and writing three
new things they learned.
Reading
Reading a text and answering information
questions.
Choosing from a list of words to complete
gaps from a reading.
Reading a short story from the Internet and
highlighting interesting facts, then
comparing them with those of a partner.

Students Book
English
A1.1 (including
interactive version)
Audio CD
Teachers Guide
Photocopiable
worksheets (TG)
Quiz Time (SB)

digital tools, writing styles, appropriate vocabulary and other literary

concepts.
Performance Indicators
Evaluation: Activities /
Techniques / Instruments
Communication and Cultural
Activities
Awareness
Draw a family tree for each
I.EFL.4.1.1 Learners can
student to locate their
corresponding relative.
compare and contrast
Identify different family
oral traditions, myths,
members.
folktales and literature
Have students describe their
from Ecuador and other
relatives using
cultures to demonstrate
What does he / she look like?
an understanding of the
Pair work activity: Students ask
relationship between
each other
cultural practices and
Are you tall?, Is she young?, etc.
perspectives. (I.2, S.1,
Play the audio to identify
S.2, J.1)
peoples physical descriptions.
I.EFL.4.3.1 Learners can
Students read and identify the
employ a range of
adjectives in the paragraph.
selfmonitoring
Students write a description
and self-correcting
using their personal information.
strategies and
Get materials to create a
interpret and use
scrapbook.
appropriate verbal and
nonverbal communication Oral presentation of the project:
This is my (relative)
features to
communicate in familiar
contexts. (I.3, S.4, J.4)
Oral Communication
I.EFL.4.6.1 Learners can
grasp the general
meaning of spoken texts
set in familiar everyday
contexts and infer
changes in the topic of
discussion, as well as

Techniques
Reading
Look for context clues to
understand new vocabulary.
Listening
Take notes while listening to
descriptions of familiar scenes.
Speaking
Use expressions learned from a

Writing
Listening to a celebrity interview and
writing three more interview questions.
Writing your own answers to interview
questions.
Writing an email to a friend describing
your ideal friend.
Language through the Arts
Sharing learners stories in pairs or small
groups and choosing to represent some
through a role play.
Reading a myth from Ecuador and writing
a song about it.

deduce the meanings of

unfamiliar words and
exchanges through the
use
of context clues, provided
speech is given slowly
and clearly and there is
sufficient visual support.
(I.3, S.1, J.4)
I.EFL.4.8.1 Learners can
communicate personal
information and basic
immediate needs and deal
with other practical
everyday demands in
familiar
contexts, effectively and
without undue effort and
using grammatical
structures and vocabulary
seen in class (although
there may be frequent,
basic errors). (I.1, I.2, I.3,
S.1)
Reading
I.EFL.4.11.1 Learners can
understand main
ideas and some details in
short simple online or
print texts on familiar
subjects, using contextual
clues to help identify the
most relevant
information (I.2, I.4)
Writing
I.EFL.4.15.1 Learners can

video to describe a family

situation.
Writing
Write information questions
based on a model to interview a
partner.
Instruments for oral and written
evaluation
Projects and presentations
Oral interviews in pairs
Gap activities in pairs
Game
Writing Quiz
Glossary activities
Portfolio
Scrapbook

convey information
and ideas and describe
feelings and opinions in
simple transactional or
expository texts on
familiar subjects in order
to influence an
audience, while
recognizing that different
texts
have different features
and showing the ability to
use these features
appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.20.1 Learners can
create short, original
literary texts in different
genres, including those
that reflect Ecuadorian
cultures, using a range of
digital tools, writing styles,
appropriate
vocabulary and other
literary concepts. (I.1, I.3)
3. ADAPTED CURRICULUM
Students with Special Needs

Specifications of the Material to Be Applied

s
CLIL Components
Science/Technology/Arts: To elaborate a project group to create or recreate a story
and tell it in a storytelling show.
Prepared by
Teacher: Ing. Jaime Lliguicota

Revised by
Teacher:

Transversal Axes
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility,
solidarity, etc.
Approved by
Teacher:

Signature:

Signature:

Signature:

Date:

Date:

Date:

Schools Name: Unidad Educativa Sina

1. INFORMATIVE DATA

Year: 2016-2017

Teacher: Ing. Jaime Lliguicota

Area: English as a Foreign Language
Grade / Course: 8th
Class:
Book: English
Unit: 5
Objectives:
A1.1
Amazing Places O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to
promote autonomous learning and decision
making.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global
contexts familiar to the learner..
Periods: 30, 6 class periods per lesson
Weeks: 4
2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 4.1.2 Recognize and demonstrate an appreciation of some
commonalities and distinctions across cultures and groups
(differentiated by gender, ability, generations, etc.) including the
students own.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies
in social and classroom interactions.
Oral Communication: (Listening and Speaking)
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of
personal background, immediate environment and matters of
immediate need in simple terms using grammatical structures learnt
in class (although there may be frequent errors with tenses, personal
pronouns, prepositions, etc.).
Reading
EFL 4.3.2 Make use of clues such as titles, illustrations, organization,
text outline and layout, etc. to identify and understand relevant
information in written level-appropriate text types.
Writing
EFL 4.4.5 Recognize that various types of writing require different
language, formatting and special vocabulary. (Example: a recipe, a
letter, etc.)
Language through the arts
EFL 4.5.2 Compare and present personal and formal responses to and

Evaluation Criteria
CE.EFL.4.1 Compare and contrast oral traditions and literature from
Ecuador and beyond in order to manifest an understanding of the
relationship between cultural perspectives and practices and by
sharing cross cultural experiences.
CE.EFL.4.3 Interact with others using self-monitoring and selfcorrecting strategies as well as
appropriate nonverbal and oral communication features.
CE.EFL.4.8 Production Accuracy and Intelligibility:
Communicate needs and information clearly and in simple terms,
using grammatical structures learned in class (although there may be
frequent errors), effectively and without undue effort. Demonstrate
an ability to make appropriate use of new words and expressions in
social interactions.
CE.EFL.4.11 Demonstrate comprehension of main ideas and some
details in short simple texts on familiar subjects, making use of
contextual clues to identify relevant information in a text.
CE.EFL.4.15 Express information and ideas and describe feelings
and opinions in simple transactional or expository texts on familiar
subjects in order to influence an audience, while recognizing that
different texts have different features and showing the ability to use
these features appropriately in ones own writing.
CE.EFL.4.19 Find and identify literary elements and techniques and
relate those elements to the learners own experiences and to other

interpretation of published literary works and the works of peers,

referring to details and features of the text. (Example: text structure,
plot, ideas, events, vocabulary, etc.)
Methodological Strategies
Resources
Communication and Cultural Awareness
Reflecting on differences between different
members of a family.
Sharing a cross-cultural experience (such
as traveling, trying a new food, meeting
someone from another country) in pairs or as
a class.
Comparing answers in pairs or small
groups.
Working in small groups to create a chart
about differences in heights and weights
from members of a family.
Oral Communication: (Listening and
Speaking)
Listening to instructions for a short task
and carrying them out.
Listening to spoken or recorded
descriptions of familiar scenes,
and marking the words you hear.
Listening to a dialogue between two or
more people and deciding if each statement
is true or false.
Watching a short video about a family
situation and writing three
new things they learned.
Reading
Reading a text and answering information
questions.
Choosing from a list of words to complete
gaps from a reading.
Reading a short story from the Internet and
highlighting interesting facts, then

Students Book
English
A1.1 (including
interactive version)
Audio CD
Teachers Guide
Photocopiable
worksheets (TG)
Quiz Time (SB)

works, including ones peers, in order to present personal responses

and interpretations.
Performance Indicators

Evaluation: Activities /
Techniques / Instruments
Communication and Cultural
Activities
Awareness
Draw a family tree for each
I.EFL.4.1.1 Learners can
student to locate their
corresponding relative.
compare and contrast
Identify different family
oral traditions, myths,
members.
folktales and literature
Have students describe their
from Ecuador and other
relatives using
cultures in order to
What does he / she look like?
demonstrate an
Pair work activity: Students ask
understanding of the
each other
relationship between
Are you tall?, Is she young?, etc.
cultural practices and
perspectives. Learners can Play the audio to identify
peoples physical descriptions.
share cross-cultural
experiences while naming Students read and identify the
adjectives in the paragraph.
universal cultural
Students write a description
themes. (I.2, S.1, S.2, J.1)
using their personal information.
I.EFL.4.3.1 Learners can
Get materials to create a
employ a range of
scrapbook.
selfmonitoring
Oral presentation of the project:
and self-correcting
This is my (relative)
strategies and interpret
and use appropriate
Techniques
verbal and
nonverbal communication
Reading
features to
Look for context clues to
communicate in familiar
understand new vocabulary.
contexts. (I.3, S.4, J.4)
Listening
Oral Communication
Take notes while listening to
I.EFL.4.8.1 Learners can
descriptions of familiar scenes.
communicate personal
Speaking

comparing them with those of a partner.

Writing
Listening to a celebrity interview and
writing three more interview questions.
Writing your own answers to interview
questions.
Writing an email to a friend describing
your ideal friend.
Language through the Arts
Sharing learners stories in pairs or small
groups and choosing to represent some
through a role play.
Reading a myth from Ecuador and writing
a song about it.

information and basic

immediate needs and deal
with other practical
everyday demands in
familiar
contexts, effectively and
without undue effort and
using grammatical
structures and vocabulary
seen in class (although
there may be frequent,
basic errors). (I.1, I.2, I.3,
S.1)
Reading
I.EFL.4.11.1 Learners can
understand main
ideas and some details in
short simple online or
print texts on familiar
subjects, using contextual
clues to help identify the
most relevant
information. (I.2, I.4)
Writing
I.EFL.4.15.1 Learners can
convey information
and ideas and describe
feelings and opinions in
simple transactional or
expository texts on
familiar subjects in order
to influence an
audience, while
recognizing that different
texts
have different features

Use expressions learned from a

video to describe a family
situation.
Writing
Write information questions
based on a model to interview a
partner.
Instruments for oral and written
evaluation
Projects and presentations
Oral interviews in pairs
Gap activities in pairs
Game
Writing Quiz
Glossary activities
Portfolio
Scrapbook

and showing the ability to

use these features
appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.19.1 Learners can
locate and identify
literary elements and
techniques in other works,
including ones own.
Learners can give
personal
responses to and interpret
a variety of literary
texts, including those of a
peer, referring to
details and features of the
text. (I.3, S.3, J.4)
3. ADAPTED CURRICULUM
Students with Special Needs

Specifications of the Material to Be Applied

s
CLIL Components
Science/Technology/Arts: To elaborate a project group to create or recreate a story
and tell it in a storytelling show.
Prepared by
Teacher: Ing. Jaime Lliguicota
Signature:

Revised by
Teacher:
Signature:

Date:

Date:

Transversal Axes
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility,
solidarity, etc.
Approved by
Teacher:
Signature:

Date:

Schools Name: Unidad Educativa Sina

1. INFORMATIVE DATA
Teacher: Ing. Jaime Lliguicota
Book: English
Unit: 6

Area: English as a Foreign Language

Objectives:

Year: 2016-2017

Grade / Course: 8th

Class:

A1.1

Daily Routines

Periods: 30, 6 class periods per lesson

O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
globally.
Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 4.1.2 Recognize and demonstrate an appreciation of some
commonalities and distinctions across cultures and groups
(differentiated by gender, ability, generations, etc.) including the
students own.
EFL 4.1.6 Seek and provide information and assistance, orally or in
writing and in online or faceto-face interactions, for personal, social and academic purposes.
Oral Communication: (Listening and Speaking)
EFL 4.2.1 Understand phrases and expressions related to areas of
most immediate priority within the personal and educational
domains, provided speech is clearly and slowly articulated. (Example:
daily life, free time, school activities, etc.)
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday
subject when carrying out
a collaborative/paired learning activity in which there are specific
instructions for a task.
Reading
EFL 4.3.2 Make use of clues such as titles, illustrations, organization,
text outline and layout, etc. to identify and understand relevant
information in written level-appropriate text types.
Writing
EFL 4.4.8 Convey and organize information using facts and details in
order to illustrate diverse patterns and structures in writing.

Language through the arts

Evaluation Criteria
CE.EFL.4.1 Compare and contrast oral traditions and literature from
Ecuador and beyond in order to manifest an understanding of the
relationship between cultural perspectives and practices and by
sharing cross cultural experiences.
CE.EFL.4.4 Demonstrate the ability to ask for and give
information and assistance using
appropriate language and interaction styles in a variety of social
interactions.
CE.EFL.4.6 Listening for Meaning: Understand and follow the
main idea in spoken texts set in familiar everyday contexts,
provided speech is clear and articulate, and deduce the meanings
of unfamiliar words and phrases using context clues and/or prior
CE.EFL.4.9 Production Fluency: Use simple language to
describe, compare and make statements about familiar everyday
topics such as objects, possessions and routines in structured
situations and short conversations. Interaction is with reasonable
ease, provided speech is given clearly, slowly and directly.
CE.EFL.4.11 Demonstrate comprehension of main ideas and some
details in short simple texts on familiar subjects, making use of
contextual clues to identify relevant information in a text.
CE.EFL.4.15 Express information and ideas and describe feelings
and opinions in simple transactional or expository texts on familiar
subjects in order to influence an audience, while recognizing that
different texts have different features and showing the ability to use
these features appropriately in ones own writing.
CE.EFL.4.17 Show an ability to convey and organize information

EFL 4.5.2 Compare and present personal and formal responses to and
interpretation of published literary works and the works of peers,
referring to details and features of the text. (Example: text structure,
plot, ideas, events, vocabulary, etc.)
Methodological Strategies
Resources

through the use of facts and details and by employing various stages
of the writing process, while using a range of digital tools to promote
and support collaboration, learning and productivity.

Communication and Cultural Awareness

Reflecting on differences between different
members of a family.
Sharing a cross-cultural experience (such
as traveling, trying a new food, meeting
someone from another country) in pairs or as
a class.
Comparing answers in pairs or small
groups.
Working in small groups to create a chart
about differences in heights and weights
from members of a family.
Oral Communication: (Listening and
Speaking)
Listening to instructions for a short task
and carrying them out.
Listening to spoken or recorded
descriptions of familiar scenes,
and marking the words you hear.
Listening to a dialogue between two or
more people and deciding if each statement
is true or false.
Watching a short video about a family
situation and writing three
new things they learned.
Reading
Reading a text and answering information
questions.
Choosing from a list of words to complete
gaps from a reading.
Reading a short story from the Internet and

Communication and Cultural

Awareness
I.EFL.4.1.1 Learners can
compare and contrast
oral traditions, myths,
folktales and literature
from Ecuador and other
cultures in order to
demonstrate an
understanding of the
relationship between
cultural practices and
perspectives. (I.2, S.1, S.2,
J.1)
I.EFL.4.4.1 Learners can
demonstrate an ability
to give and ask for
information and
assistance
using level-appropriate
language and interaction
styles in online or face-toface social and
classroom interactions.
(J.2, J.3, J.4, I.3)
Oral Communication
I.EFL.4.6.1 Learners can
grasp the general
meaning of spoken texts
set in familiar everyday

Students Book
English
A1.1 (including
interactive version)
Audio CD
Teachers Guide
Photocopiable
worksheets (TG)
Quiz Time (SB)

Performance Indicators

Evaluation: Activities /
Techniques / Instruments
Activities
Draw a family tree for each
student to locate their
corresponding relative.
Identify different family
members.
Have students describe their
relatives using
What does he / she look like?
Pair work activity: Students ask
each other
Are you tall?, Is she young?, etc.
Play the audio to identify
peoples physical descriptions.
Students read and identify the
adjectives in the paragraph.
Students write a description
using their personal information.
Get materials to create a
scrapbook.
Oral presentation of the project:
This is my (relative)
Techniques
Reading
Look for context clues to
understand new vocabulary.
Listening
Take notes while listening to
descriptions of familiar scenes.

highlighting interesting facts, then

comparing them with those of a partner.
Writing
Listening to a celebrity interview and
writing three more interview questions.
Writing your own answers to interview
questions.
Writing an email to a friend describing
your ideal friend.
Language through the Arts
Sharing learners stories in pairs or small
groups and choosing to represent some
through a role play.
Reading a myth from Ecuador and writing
a song about it.

contexts and infer

changes in the topic of
discussion, as well as
deduce the meanings of
unfamiliar words and
exchanges through the
use
of context clues, provided
speech is given slowly
and clearly and there is
sufficient visual support.
(I.3, S.1, J.4)
I.EFL.4.9.1 Learners can
use simple language to
describe, compare and
state facts about familiar
everyday topics such as
possessions, classroom
objects and routines in
short, structured
situations, interacting with
relative ease. (I.3, I.4,
S.4)
Reading
I.EFL.4.11.1 Learners can
understand main
ideas and some details in
short simple online or
print texts on familiar
subjects. (I.2, I.4)
Writing
I.EFL.4.15.1 Learners can
convey information
and ideas and describe
feelings and opinions in
simple transactional or

Speaking
Use expressions learned from a
video to describe a family
situation.
Writing
Write information questions
based on a model to interview a
partner.
Instruments for oral and written
evaluation
Projects and presentations
Oral interviews in pairs
Gap activities in pairs
Game
Writing Quiz
Glossary activities
Portfolio
Scrapbook

expository texts on
familiar subjects in order
to influence an
audience, while
recognizing that different
texts
have different features
and showing the ability to
use these features
appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.17.1 Learners can
convey and organize
information through the
use of facts and details
and by employing various
stages of the writing
process, while using a
range of digital tools to
promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4,
J.2, J.4)
3. ADAPTED CURRICULUM
Students with Special Needs

Specifications of the Material to Be Applied

s

CLIL Components
Science/Technology/Arts: To elaborate a project group to create or recreate a story
and tell it in a storytelling show.
Prepared by
Teacher: Ing. Jaime Lliguicota
Signature:

Revised by
Teacher:
Signature:

Transversal Axes
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility,
solidarity, etc.
Approved by
Teacher:
Signature:

Date:

Date:

Date: