PCI

OBJECTIVES OF YEARS FOR SUBNIVEL SUPERIOR OF BASIC EDUCATION

 8TH
Identify the main ideas, some details
and inferences of written texts. Ref
O.EFL 4.1)
Appreciate English as an
international language. (Ref O.EFL 4.2)
Develop creative and critical thinking
skills. Ref(O.EFL 4.4)
Introduce the need for independent
research as a daily activity. Ref(O.EFL
4.5)
Write short descriptive and
informative texts related to personal
information or familiar topics.
Ref(O.EFL 4.6)
Use spoken literary text in English
such as poems, short stories, comic
strips, short magazine articles.
Ref(O.EFL 4.7)
Integrate spoken text in order to
identify cultural differences and
similarities within a range of local
contexts. Ref(O.EFL 4.8)
9TH
Identify the main ideas, some details
and inferences of written texts, in
order to produce level-appropriate
and critical analysis (Ref O.EFL 4.1)
Appreciate and value English as an
international language (Ref O.EFL 4.2)
Develop creative and critical thinking
skills when encountering challenges
in order to promote autonomous
learning. Ref(O.EFL 4.4)
Introduce the need for independent
research as a daily activity by using
electronic resources (ICT) in class.
Ref(O.EFL 4.5)
Write short descriptive and
informative texts related to personal
information or familiar topics and use
them as a means of communication.
Ref(O.EFL 4.6)
Use spoken and written literary text
in English such as poems, short
stories, comic strips, short magazine
articles and oral interviews. Ref(O.EFL
4.7)
Integrate written and spoken text in
order to identify cultural differences
and similarities within a range of local
contexts Ref(O.EFL 4.8)
10TH
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 4.3 Independently read A2.1 level
text in English as a source of entertainment
and interpersonal and intrapersonal
interaction.
O.EFL 4.4 Develop creative and critical
thinking skills when encountering challenges
in order to promote autonomous learning and
decision making.
O.EFL 4.5 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.
Create a sense of awareness in
terms of accuracy when learners
interact in English. Ref(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.
Ref(O.EFL 4.9)
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.

CRITERIA OF EVALUATION SKILLS WITH CRITERIA PERFORMANCE / YEARS

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.
EIGHT
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.
NINTH
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.
TENTH
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 4.1.3. Display an EFL 4.1.3. Display an EFL 4.1.3. Display an

understanding of the
relationship between the
practices and perspectives
of different cultures by
recognizing and sharing
cross-cultural experiences
and ideas.
understanding of the
relationship between the
practices and perspectives
of different cultures by
recognizing and sharing
cross-cultural experiences
and ideas.
understanding of the
relationship between the
practices and perspectives
of different cultures by
recognizing and sharing
cross-cultural experiences
and ideas.
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.4.3. Interact with others using
self-monitoring and self-correcting
strategies
as well as appropriate nonverbal and
oral communication features.
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 4.1.9. Recognize the
consequences
of ones actions by
demonstrating responsible
decision-making at school,
online, at home and in the
community,
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 4.1.2. Recognize and
demonstrate an
appreciation of some
commonalities and
distinctions across cultures
and groups (differentiated
by gender, ability,
generations, etc.) including
the students the students
own.
EFL 4.1.9. Recognize the
consequences
of ones actions by of ones actions by
demonstrating responsible
decision-making at school,
online, at home and in the
community,
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 4.1.2. Recognize and
demonstrate an
appreciation of some
commonalities and
distinctions across cultures
and groups (differentiated
by gender, ability,
generations, etc.) including
own.
EFL 4.1.9. Recognize the
consequences
demonstrating responsible
decision-making at school,
online, at home and in the
community,
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.)
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..
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 4.1.6. 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 4.1.6. 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 and
face-to-face interactions.
(Example: thanking,
making promises,
apologizing, asking
permission, chatting with
friends, answering in class,
greeting an authority
figure, etc.)
CE.EFL.4.5. Display an appreciation of EFL 4.1.10. Recognize and
and demonstrate respect for individual appreciate individual
and group differences by establishing and group similarities and
and maintaining healthy and rewarding differences
relationships based on communication by establishing and
and cooperation. maintaining healthy and
rewarding online and face-
to-face relationships based
on communication
and cooperation.
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 4.1.10. 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.
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 4.1.10. 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.

EFL 4.1.4. Demonstrate EFL 4.1.4. Demonstrate EFL 4.1.4. Demonstrate

CE.EFL.4.6. Listening for Meaning:
Understand and follow the main idea in
spoken texts set in familiar everyday
mindfulness, empathy,
tolerance and an overall
respect for the integrity of
cultures in daily classroom
activities.
EFL 4.2.1. Understand
phrases and expressions
related to areas of most
immediate priority within
mindfulness, empathy,
tolerance and an overall
respect for the integrity of
cultures in daily classroom
activities.
EFL 4.2.1. Understand
phrases and expressions
related to areas of most
immediate priority within
mindfulness, empathy,
tolerance and an overall
respect for the integrity of
cultures in daily classroom
activities.
EFL 4.2.1. Understand
phrases and expressions
related to areas of most
immediate priority within
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.4.7. 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.
the personal and
educational domains,
provided speech is clearly
and slowly articulated.
(Example: daily life, free
time, school activities, etc.)
EFL 4.2.4. Deduce the
meanings of unfamiliar
phrases and words from a
context containing familiar
elements. (Example:
colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand
most changes in the topic
of discussion if people
speak slowly.
EFL 4.2.8. Follow main
ideas in topics covered in
other curricular subjects
with the help of visual
support, using concepts
and vocabulary that have
been studied in advance.
EFL 4.2.3. Follow and
understand short,
straightforward audio
messages and/or the main
idea/dialogue of a movie or
cartoon
(or other age-appropriate
audio-visual presentations)
if delivered slowly and
visuals
provide contextual support.
(Example: an
announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by
facial expressions/gestures
the personal and
educational domains,
provided speech is clearly
and slowly articulated.
(Example: daily life, free
time, school activities, etc.)
EFL 4.2.4. Deduce the
meanings of unfamiliar
phrases and words from a
context containing familiar
elements. (Example:
colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand
most changes in the topic
of discussion if people
speak slowly.
EFL 4.2.8. Follow main
ideas in topics covered in
other curricular subjects
with the help of visual
support, using concepts
and vocabulary that have
been studied in advance.
EFL 4.2.3. Follow and
understand short,
straightforward audio
messages and/or the main
idea/dialogue of a movie or
cartoon
(or other age-appropriate
audio-visual presentations)
if delivered slowly and
visuals
provide contextual support.
(Example: an
announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by
facial expressions/gestures
the personal and
educational domains,
provided speech is clearly
and slowly articulated.
(Example: daily life, free
time, school activities, etc.)
EFL 4.2.4. Deduce the
meanings of unfamiliar
phrases and words from a
context containing familiar
elements. (Example:
colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand
most changes in the topic
of discussion if people
speak slowly.
EFL 4.2.8. Follow main
ideas in topics covered in
other curricular subjects
with the help of visual
support, using concepts
and vocabulary that have
been studied in advance.
EFL 4.2.3. Follow and
understand short,
straightforward audio
messages and/or the main
idea/dialogue of a movie or
cartoon
(or other age-appropriate
audio-visual presentations)
if delivered slowly and
visuals
provide contextual support.
(Example: an
announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by
facial expressions/gestures

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.
and appropriate intonation, and appropriate intonation, and appropriate intonation,
etc.) etc.)
EFL 4.2.6. Use other
students contributions in
class as models for their
own.
EFL 4.2.7. Identify the
main idea and some details
of recorded news reports,
documentaries and
interviews reporting on
seasonal festivities,
environmental issues, food
and international customs,
climate, weather, etc.,
where the visuals support
the commentary.
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 4.2.9. Use new words and
expressions which occur in
conversations in the personal
and educational domains, and
make use of such terms and
expressions wherever
appropriate and necessary.
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
etc.)
EFL 4.2.6. Use other
students contributions in
class as models for their
own.
EFL 4.2.7. Identify the
main idea and some details
of recorded news reports,
documentaries
and interviews reporting on
seasonal festivities,
environmental issues, food
and international customs,
climate, weather, etc.,
where the visuals support
the commentary.
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 4.2.9. Use new words and
expressions which occur in
conversations in the personal
and educational domains, and
make use of such terms and
expressions wherever
appropriate and necessary.
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
EFL 4.2.6. Use other
students contributions in
class as models for their
own.
EFL 4.2.7. Identify the
main idea and some details
of recorded news reports,
documentaries
and interviews reporting on
seasonal festivities,
environmental issues, food
and international customs,
climate, weather, etc.,
where the visuals support
the commentary.
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 4.2.9. Use new words and
expressions which occur in
conversations in the personal
and educational domains, and
make use of such terms and
expressions wherever
appropriate and necessary.
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

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.
reasons, asking and answering reasons, asking and answering reasons, asking and answering
questions about routines and questions about routines and questions about routines and
preferences, etc.) preferences, etc.) preferences, etc.)
EFL 4.2.11. Give short, EFL 4.2.11. Give short, EFL 4.2.11. Give short,
basic descriptions of basic descriptions of basic descriptions of
everyday activities and everyday activities and everyday activities and
events within familiar events within familiar events within familiar
contexts and use simple contexts and use simple contexts and use simple
descriptive descriptive descriptive
language to compare and language to compare and language to compare and
make brief statements make brief statements make brief statements
about objects and about objects and about objects and
possessions. possessions. possessions.
(Example: family, school, (Example: family, school, (Example: family, school,
living conditions, living conditions, living conditions,
personal belongings, etc.) personal belongings, etc.) personal belongings, etc.)

EFL 4.2.12. Describe EFL 4.2.12. Describe EFL 4.2.12. Describe

habits, routines, past habits, routines, past habits, routines, past
activities and experiences activities and experiences activities and experiences
within the personal within the personal within the personal
and educational domains. and educational domains. and educational domains.

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.
EFL 4.2.13. Interact with
reasonable ease in
structured situations and
short conversations
within familiar contexts,
provided that speech is
given clearly, slowly and
directly. (Example: an
interview, an information
gap activity, etc.)
EFL 4.2.10. Sustain a 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.
. .
EFL 4.2.14. Ask and
answer straightforward
follow-up questions within
familiar contexts, such as
EFL 4.2.13. Interact with
reasonable ease in
structured situations and
short conversations
within familiar contexts,
provided that speech is
given clearly, slowly and
directly. (Example: an
interview, an information
gap activity, 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.
EFL 4.2.14. Ask and
answer straightforward
follow-up questions within
familiar contexts, such as
EFL 4.2.13. Interact with
reasonable ease in
structured situations and
short conversations
within familiar contexts,
provided that speech is
given clearly, slowly and
directly. (Example: an
interview, an information
gap activity, etc.)
conversational exchange
on a familiar, everyday
subject when carrying out a
collaborative/paired
learning activity in which
there are specific
instructions for a task.
.
EFL 4.2.14. Ask and
answer straightforward
follow-up questions within
familiar contexts, such as
 school and family life,
provided there are
opportunities to ask for
clarification, reformulation
or repetition of key points.
school and family life,
provided there are
opportunities to ask for
clarification, reformulation
or repetition of key points.
school and family life,
provided there are
opportunities to ask for
clarification, reformulation
or repetition of key points.

EFL 4.2.16. Initiate, EFL 4.2.16. Initiate, EFL 4.2.16. Initiate,

maintain and end a
conversation to satisfy
basic needs and/or handle
a simple transaction
CE.EFL.4.11. Demonstrate EFL 4.3.1. Understand
comprehension of main ideas and some main points in short simple
details in short simple texts on familiar texts on familiar subjects.
subjects, making use of contextual clues (Example:
to identify relevant information in a text. news about sports or
famous people,
descriptions, etc.)
maintain and end a
conversation to satisfy
basic needs and/or handle
a simple transaction
EFL 4.3.1. Understand
main points in short simple
texts on familiar subjects.
(Example:
news about sports or
famous people,
descriptions, etc.)
maintain and end a
conversation to satisfy
basic needs and/or handle
a simple transaction
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.
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.
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.4.12. 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.
EFL 4.3.3. Find specific
predictable information
in short, simple texts in a
range of age- and level-
appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and
personal accounts, formal
letters and emails, 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.
EFL 4.3.3. Find specific
predictable information
in short, simple texts in a
range of age- and level-
appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and
personal accounts, formal
letters and emails, 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.
EFL 4.3.3. Find specific
predictable information
in short, simple texts in a
range of age- and level-
appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and
personal accounts, formal
letters and emails, 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.

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.
EFL 4.3.4. Find the most
important information
in print or online sources in
order to support an idea or
argument. (Example:
Internet search engines,
online advertising,
online or print timetables,
web pages, posters,
adverts, catalogues, 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 4.3.6. Apply learning
strategies to examine and
interpret a variety of
written materials using
prior knowledge, graphic
organizers, context clues,
note taking and finding
words in a dictionary.
EFL 4.3.8. Assess,
compare and evaluate the
quality of written texts and
visual presentations using
different criteria and ICT
tools related to the
organization, subject area
and purpose of a text.
(Examples of text types:
editorials, letters to the
EFL 4.3.4. Find the most
important information
in print or online sources in
order to support an idea or
argument. (Example:
Internet search engines,
online advertising,
online or print timetables,
web pages, posters,
adverts, catalogues, 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 4.3.6. Apply learning
strategies to examine and
interpret a variety of
written materials using
prior knowledge, graphic
organizers, context clues,
note taking and finding
words in a dictionary.
EFL 4.3.8. Assess,
compare and evaluate the
quality of written texts and
visual presentations using
different criteria and ICT
tools related to the
organization, subject area
and purpose of a text.
(Examples of text types:
editorials, letters to the
EFL 4.3.4. Find the most
important information
in print or online sources in
order to support an idea or
argument. (Example:
Internet search engines,
online advertising,
online or print timetables,
web pages, posters,
adverts, catalogues, 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 4.3.6. Apply learning
strategies to examine and
interpret a variety of
written materials using
prior knowledge, graphic
organizers, context clues,
note taking and finding
words in a dictionary.
EFL 4.3.8. Assess,
compare and evaluate the
quality of written texts and
visual presentations using
different criteria and ICT
tools related to the
organization, subject area
and purpose of a text.
(Examples of text types:
editorials, letters to the
 editor, political speeches,
illustrations, charts,
advertisements, etc.)
CE.EFL.4.14. Display an ability to EFL 4.3.9. Demonstrate an
interact and engage with a wide range ability to interact
of ICT and classroom resources and and engage with a wide
texts by selecting and evaluating them range of ICT and classroom
in order to strengthen literacy skills and resources in order to
promote acquisition. strengthen literacy skills
and strategies.
EFL 4.3.10. Select from
and evaluate a range of
both physical and digital
texts and materials in order
to promote acquisition and
develop an appreciation of
the language.
CE.EFL.4.15. Express information and EFL 4.4.1. Convey
ideas and describe feelings and opinions information and ideas
in simple transactional or expository through simple
texts on familiar subjects in order to transactional or expository
influence an audience, while recognizing texts on familiar subjects
that different texts have different using ICT tools and
features and showing the ability to use conventions and features of
these features appropriately in ones English appropriate to
audience and purpose.
own writing.
EFL 4.4.4. Write to
describe feelings/opinions
in order to effectively
influence an audience.
(Example: persuade,
negotiate, argue, etc.)
EFL 4.4.5. Recognize that
various types of writing
require different language,
formatting and special
vocabulary. (Example: a
recipe, a letter, etc.)
CE.EFL.4.16. Make use of simple EFL 4.4.2. Make and use a
learning resources, including those simple print or digital
created by ones self, in order to learning resource to
compare and contrast information, and compare and contrast
choose appropriate resources according information in order to
demonstrate understanding
editor, political speeches,
illustrations, charts,
advertisements, etc.)
EFL 4.3.9. Demonstrate an
ability to interact
and engage with a wide
range of ICT and classroom
resources in order to
strengthen literacy skills
and strategies.
EFL 4.3.10. Select from
and evaluate a range of
both physical and digital
texts and materials in order
to promote acquisition and
develop an appreciation of
the language.
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 4.4.4. Write to
describe feelings/opinions
in order to effectively
influence an audience.
(Example: persuade,
negotiate, argue, etc.)
EFL 4.4.5. Recognize that
various types of writing
require different language,
formatting and special
vocabulary. (Example: a
recipe, a letter, etc.)
EFL 4.4.2. Make and use a
simple print or digital
learning resource to
compare and contrast
information in order to
demonstrate understanding
editor, political speeches,
illustrations, charts,
advertisements, etc.)
EFL 4.3.9. Demonstrate an
ability to interact
and engage with a wide
range of ICT and classroom
resources in order to
strengthen literacy skills
and strategies.
EFL 4.3.10. Select from
and evaluate a range of
both physical and digital
texts and materials in order
to promote acquisition and
develop an appreciation of
the language.
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 4.4.4. Write to
describe feelings/opinions
in order to effectively
influence an audience.
(Example: persuade,
negotiate, argue, etc.)
EFL 4.4.5. Recognize that
various types of writing
require different language,
formatting and special
vocabulary. (Example: a
recipe, a letter, etc.)
EFL 4.4.2. Make and use a
simple print or digital
learning resource to
compare and contrast
information in order to
demonstrate understanding
to the value, purpose and audience of
each.
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.
and command of a topic.
EFL 4.4.3. Critically
evaluate information from
references, including those
found on the web, and
recommend print and
digital sources to other
learners.
EFL 4.4.6. Identify a
variety of types and
formats of potential
resources and the value,
purpose and audience of
each for use in the
educational domain.
(Example: audio/video,
multimedia, website,
database, book, thesaurus,
scholarly/ popular,
current/historical, 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
facts and details in order to
illustrate diverse patterns
and structures in writing.
(Example: cause and effect,
problem and solution,
general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make
effective use of a range of
digital tools to write, edit,
revise and publish written
work in a way that supports
collaboration, learning and
productivity.
and command of a topic.
EFL 4.4.3. Critically
evaluate information from
references, including those
found on the web, and
recommend print and
digital sources to other
learners.
EFL 4.4.6. Identify a
variety of types and
formats of potential
resources and the value,
purpose and audience of
each for use in the
educational domain.
(Example: audio/video,
multimedia, website,
database, book, thesaurus,
scholarly/ popular,
current/historical, etc.)
EFL 4.4.7. Use the process
of prewriting, drafting,
revising, peer editing and
proofreading
(i.e., the writing process) (i.e., the writing process) to
to produce well-constructed
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,
general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make
effective use of a range of
digital tools to write, edit,
revise and publish written
work in a way that supports
collaboration, learning and
productivity.
and command of a topic.
EFL 4.4.3. Critically
evaluate information from
references, including those
found on the web, and
recommend print and
digital sources to other
learners.
EFL 4.4.6. Identify a
variety of types and
formats of potential
resources and the value,
purpose and audience of
each for use in the
educational domain.
(Example: audio/video,
multimedia, website,
database, book, thesaurus,
scholarly/ popular,
current/historical, etc.)
EFL 4.4.7. Use the process
of prewriting, drafting,
revising, peer editing and
proofreading
produce well-constructed
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,
general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make
effective use of a range of
digital tools to write, edit,
revise and publish written
work in a way that supports
collaboration, learning and
productivity.

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).
CE.EFL.4.19. Find and identify literary
elements and techniques and relate
those elements to the learners own
experiences and to other works,
including ones peers, in order to
present personal responses and
interpretations.
(Example: image editing,
GoogleDrive, infographic
makers, audio and video
editing, presentation apps,
etc.)
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.
EFL 4.5.3. Make
predictions, inferences and
deductions to demonstrate
different levels of meaning
of literary works presented
orally or in digital form,
including literal and implied
meanings. (Example:
summarizing, explaining
and identifying, word
choice, symbols, points of
view, etc.)
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.)
EFL 4.5.7. Locate and
identify selected literary
elements and techniques in
texts and relate those
elements to those in other
works and to learners own
experiences. (Example:
setting, character, plot,
theme, point of view,
imagery, foreshadowing,
(Example: image editing,
GoogleDrive, infographic
makers, audio and video
editing, presentation apps,
etc.)
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.
EFL 4.5.3. Make
predictions, inferences and
deductions to demonstrate
different levels of meaning
of literary works presented
orally or in digital form,
including literal and implied
meanings. (Example:
summarizing, explaining
and identifying, word
choice, symbols, points of
view, etc.)
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.)
EFL 4.5.7. Locate and
identify selected literary
elements and techniques in
texts and relate those
elements to those in other
works and to learners own
experiences. (Example:
setting, character, plot,
theme, point of view,
imagery, foreshadowing,
(Example: image editing,
GoogleDrive, infographic
makers, audio and video
editing, presentation apps,
etc.)
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.
EFL 4.5.3. Make
predictions, inferences and
deductions to demonstrate
different levels of meaning
of literary works presented
orally or in digital form,
including literal and implied
meanings. (Example:
summarizing, explaining
and identifying, word
choice, symbols, points of
view, etc.)
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.)
EFL 4.5.7. Locate and
identify selected literary
elements and techniques in
texts and relate those
elements to those in other
works and to learners own
experiences. (Example:
setting, character, plot,
theme, point of view,
imagery, foreshadowing,

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.
CE.EFL.4.21. Use pre-established
criteria, including that which is written
by learners collaboratively, in order to
evaluate and recommend literary texts
(written, online, oral, in video, etc.) and
the effectiveness of group work.
CE.EFL.4.22. Show the ability to work
collaboratively and to participate
effectively in a variety of student
climax, 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.
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.
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral,
online, in video or in print)
according to pre-
established criteria.
. .
EFL 4.5.10. Collaboratively
produce criteria for
evaluating literary texts
and the effectiveness of
group work
EFL 4.5.9. Engage in
collaborative activities
through a variety of student
groupings to create and
climax, 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.
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.
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral,
online, in video or in print)
according to pre-
established criteria.
EFL 4.5.10. Collaboratively
produce criteria for
evaluating literary texts
and the effectiveness of
group work
EFL 4.5.9. Engage in
collaborative activities
through a variety of student
groupings to create and
climax, 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.
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.
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral,
online, in video or in print)
according to pre-
established criteria.
.
EFL 4.5.10. Collaboratively
produce criteria for
evaluating literary texts
and the effectiveness of
group work
EFL 4.5.9. Engage in
collaborative activities
through a variety of student
groupings to create and
groupings by employing a wide range of
creative thinking skills through the
completion of activities such as playing
games, brainstorming and problem
solving.
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, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
peoples strengths.
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, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
peoples strengths.
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, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
peoples strengths.
 MATRIZ DE DESAGREGACIN DE D.C.D.
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.

SKILL WITH CRITERIA PERFORMANCE

8TH
Compare and contrast oral traditions, myths,
folktales and literature from Ecuador. Ref (EFL
4.1.1.)
YEARS
9TH
Compare and contrast oral
traditions, myths, folktales and
literature from Ecuador and
international regions and cultures.
Ref (EFL 4.1.1.)
10TH
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.
Display an understanding of the relationship
between the practices and perspectives. Ref
(EFL 4.1.3.)
Display an understanding of the
relationship between the practices
and perspectives of different
cultures by recognizing. Ref (EFL
4.1.3.)
EFL 4.1.3. Display an understanding
of the relationship between the
practices and perspectives of different
cultures by recognizing and sharing
cross-cultural experiences and ideas.

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.

SKILL WITH CRITERIA PERFORMANCE

8TH
Recognize and demonstrate an appreciation of
some commonalities. Ref (EFL 4.1.2.)
YEARS
9TH
Recognize and demonstrate an
appreciation of some
commonalities and distinctions
across cultures. Ref (EFL 4.1.2.)
10TH
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.

Recognize the consequences of ones actions by
demonstrating responsible decision-making at
school, online. Ref (EFL 4.1.9.)
Recognize the consequences of
ones actions by demonstrating
responsible decision-making at
school, online, at home and in the
community. Ref (EFL 4.1.9.)
EFL 4.1.9. Recognize the
consequences
of ones actions by demonstrating
responsible decision-making at school,
online, at home and in the community,
while considering ethical standards,
safety concerns, social norms and
mutual respect.

CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and
oral communication features.

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH 10TH
Apply self-correcting and self-monitoring
strategies in social and classroom interactions.
(Example: asking questions, starting over,
rephrasing, exploring alternative pronunciations
or wording, etc.) Ref (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.)
Ref (EFL 4.1.5.)
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.)

Interpret knowledge of nonverbal and oral Interpret and demonstrate EFL 4.1.7. Interpret and demonstrate
communication. Ref (EFL 4.1.7.) knowledge of nonverbal and oral knowledge of nonverbal and oral
communication. Ref (EFL 4.1.7.) communication features by applying
them in appropriate contexts.
(Example: use of stress, intonation,
pace, etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

8TH
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.
YEARS
9TH
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.
10TH
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, EFL 4.1.8. Use suitable
and language and interaction styles for formal vocabulary, expressions, language
and informal social or academic situations in and interaction styles for formal
order to communicate specific intentions in and informal social or academic
online and face-to-face interactions. (Example: situations in order to communicate
thanking, making promises, apologizing, asking specific intentions in online and
permission, chatting with friends, answering in face-to-face interactions. (Example:
class, greeting an authority figure, etc.) thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
CE.EFL.4.5. 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.
EFL 4.1.8. Use suitable vocabulary,
expressions, and 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.)
 SKILL WITH CRITERIA PERFORMANCE
8TH
Recognize individual and group similarities and
differences by establishing and maintaining
healthy and rewarding online Ref(EFL 4.1.10)
YEARS
9TH
Recognize and appreciate
individual and group similarities
and differences by establishing and
maintaining healthy and rewarding
online Ref(EFL 4.1.10)
10TH
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.

Demonstrate, tolerance and an overall respect Demonstrate mindfulness, EFL 4.1.4. Demonstrate mindfulness,
Ref(EFL 4.1.10) empathy, tolerance and an overall empathy, tolerance and an overall
respect. Ref(EFL 4.1.10) respect for the integrity of cultures in
daily classroom activities.
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.

SKILL WITH CRITERIA PERFORMANCE

8TH
Understand phrases and expressions provided
speech is clearly and slowly articulated.
(Example: daily life, free time, school activities,
etc.) Ref(EFL 4.2.1)
YEARS
9TH
Understand phrases and
expressions related to areas of
most immediate priority, provided
speech is clearly and slowly
articulated. (Example: daily life,
free time, school activities, etc.)
Ref(EFL 4.2.1)
10TH
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.)

Deduce the meanings of words from a context
containing familiar elements. (Example:
colloquial greetings, exclamations, interjections,
etc.)Ref(EFL 4.2.4.)
Deduce the meanings of unfamiliar
words from a context containing
familiar elements. (Example:
colloquial greetings, exclamations,
interjections,
etc.) Ref(EFL 4.2.4.)
EFL 4.2.4. Deduce the meanings of
unfamiliar phrases and words from a
context containing familiar elements.
(Example: colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand most changes in the topic EFL 4.2.5. Understand most EFL 4.2.5. Understand most changes
of discussion if people speak slowly. changes in the topic of discussion if in the topic of discussion if people
people speak slowly. speak slowly.

Follow main ideas in topics covered in other
curricular subjects Ref (EFL 4.2.8.)
Follow main ideas in topics covered
in other curricular subjects with the
help of visual support. Ref (EFL
4.2.8.)
EFL 4.2.8. Follow main ideas in topics
covered in other curricular subjects
with the help of visual support, using
concepts and vocabulary that have
been studied in advance.

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.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH 10TH
Follow and understand short, straightforward Follow and understand short, EFL 4.2.3. Follow and understand
audio messages and/or the main idea/dialogue. straightforward audio messages short, straightforward audio messages
Ref (EFL 4.2.3.) and/or the main idea/dialogue of a and/or the main idea/dialogue of a
movie or cartoon (or other age- movie or cartoon (or other age-
appropriate audio-visual appropriate audio-visual presentations)
presentations) if delivered slowly and visuals provide
Ref (EFL 4.2.3.) contextual support. (Example: an
announcement of a bus delay, an
intercom announcement at school, a
dialogue supported by facial
expressions/gestures and appropriate
intonation, etc.)

EFL 4.2.6. Use other students contributions in EFL 4.2.6. Use other students EFL 4.2.6. Use other students
class as models for their own. contributions in class as models for contributions in class as models for
their own. their own.

Identify the main idea and some details of
recorded news reports, documentaries and
interviews Ref (EFL 4.2.7.)
Identify the main idea and some
details of recorded news reports,
documentaries and interviews
reporting on seasonal festivities,
environmental issues, food and
international customs. Ref (EFL
EFL 4.2.7. Identify the main idea and
some details of recorded news reports,
documentaries and interviews reporting
on seasonal festivities, environmental
issues, food and international customs,
climate, weather, etc., where the
 4.2.7.) visuals support the commentary.

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.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH 10TH
Use a series of phrases and sentences to describe Use a series of phrases and sentences EFL 4.2.2. Use a series of phrases and
aspects of personal background to describe aspects of personal sentences to describe aspects of personal
Ref (EFL 4.2.2.) background, immediate environment background, immediate environment and
and matters of immediate need in matters of immediate need in simple terms
simple terms using grammatical using grammatical structures learnt in class
structures. Ref (EFL 4.2.2.) (although there may be frequent errors with
tenses, personal pronouns, prepositions,
etc.)

Use new words and expressions which occur in
conversations in the personal and educational
domains. Ref (EFL 4.2.9.)
Use new words and expressions which
occur in conversations in the personal
and educational domains, and make
use of such terms. Ref (EFL 4.2.9.)
EFL 4.2.9. Use new words and expressions
which occur in conversations in the personal
and educational domains, and make use of
such terms and expressions wherever
appropriate and necessary.

Deal with practical, everyday communication. Ref Deal with practical, everyday EFL 4.2.15. Deal with practical, everyday
(EFL 4.2.15.) communication demands within communication demands within familiar
familiar contexts. Ref (EFL 4.2.15.) 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.)
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.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH 10TH
Give short, basic descriptions of everyday Give short, basic descriptions of
activities and events. everyday activities and events
Ref (EFL 4.2.11.) within familiar contexts and use
simple descriptive language
Ref (EFL 4.2.11.)
EFL 4.2.11. Give short, basic
descriptions of everyday activities and
events within familiar contexts and use
simple descriptive language to compare
and make brief statements about
objects and possessions.
(Example: family, school, living
conditions, personal belongings, etc.)

EFL 4.2.12. Describe habits, routines, past EFL 4.2.12. Describe habits, EFL 4.2.12. Describe habits, routines,
activities and experiences within the personal routines, past activities and past activities and experiences within
and educational domains. experiences within the personal the personal and educational domains.
and educational domains.

Interact with reasonable ease in structured Interact with reasonable ease in EFL 4.2.13. Interact with reasonable
situations Ref (EFL 4.2.13.) structured situations and short ease in structured situations and short
conversations within familiar conversations within familiar contexts,
contexts Ref (EFL 4.2.13.) provided that speech is given clearly,
slowly and directly. (Example: an
interview, an information gap activity,
etc.)
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.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH 10TH
Sustain a conversational exchange on a familiar, Sustain a conversational exchange EFL 4.2.10. Sustain a conversational
everyday subject Ref (EFL 4.2.10.) on a familiar, everyday subject exchange on a familiar, everyday
. when carrying out a subject when carrying out a
collaborative/paired learning. Ref collaborative/paired learning activity in
(EFL 4.2.10.) which there are specific instructions for
. a task.
.
Ask and answer straightforward follow-up Ask and answer straightforward EFL 4.2.14. Ask and answer
questions within familiar contexts. Ref (EFL follow-up questions within familiar straightforward follow-up questions
4.2.14.) contexts, such as school and family within familiar contexts, such as school
life. Ref (EFL 4.2.14.) and family life, provided there are
opportunities to ask for clarification,
reformulation or repetition of key
points.
EFL 4.2.16. Initiate, maintain and end a EFL 4.2.16. Initiate, maintain and
conversation to satisfy basic needs and/or handle end a conversation to satisfy basic
a simple transaction needs and/or handle a simple
transaction
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.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
EFL 4.3.1. Understand main points in short EFL 4.3.1. Understand main points
simple texts on familiar subjects. (Example: news in short simple texts on familiar
about sports or famous people, descriptions, etc.) subjects. (Example: news about
sports or famous people,
descriptions, etc.)
Make use of clues such as titles, illustrations, Make use of clues such as titles,
organization, text outline and layout. Ref (EFL illustrations, organization, text
4.3.2.) outline and layout, etc. to identify
and understand relevant
information Ref (EFL 4.3.2.)
Find specific predictable information in short, Find specific predictable
simple texts Ref (EFL 4.3.3.) information in short, simple texts in information in short, simple texts in a
a range of age. Ref (EFL 4.3.3.)
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.
SKILL WITH CRITERIA PERFORMANCE
YEARS
EFL 4.2.16. Initiate, maintain and end
a conversation to satisfy basic needs
and/or handle a simple transaction
10TH
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.
EFL 4.3.3. Find specific predictable
range of age- and level-appropriate
topics. (Example: biographies, news
articles, narratives, memoirs and
personal accounts, formal letters and
emails, etc.)
 8TH
Use everyday reference material in order to
select information appropriate Ref (EFL 4.3.5.)
Find the most important information in print
sources. Ref (EFL 4.3.4.)
Read, gather, view and listen to information from
various sources
Ref (EFL 4.3.7.)
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.
SKILL WITH CRITERIA PERFORMANCE
8TH
Apply learning strategies to examine and
interpret a variety of written materials Ref (EFL
4.3.6.)
9TH
Use everyday reference material in
order to select information
appropriate to the purpose of an
inquiry ideas. Ref (EFL 4.3.5.)
Find the most important
information in print or online
sources in order to support an idea. order to support an idea or argument.
Ref (EFL 4.3.4.)
Read, gather, view and listen to
information from various sources in listen to information from various
order to organize and discuss
relationships
Ref (EFL 4.3.7.)
YEARS
9TH
Apply learning strategies to
examine and interpret a variety of
written materials using prior
knowledge Ref (EFL 4.3.6.)
10TH
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.
EFL 4.3.4. Find the most important
information in print or online sources in
(Example:
Internet search engines, online
advertising, online or print timetables,
web pages, posters, adverts,
catalogues, etc.)
EFL 4.3.7. Read, gather, view and
sources in order to organize and
discuss relationships between academic
content areas. (Example: non fiction
books for young adults, the Internet,
audio and media presentations, oral
interviews, maps, diagrams, reference
books, magazines, etc.)
10TH
EFL 4.3.6. Apply learning strategies to
examine and interpret a variety of
written materials using prior
knowledge, graphic organizers, context
clues, note taking and finding words in
a dictionary.
Assess, compare and evaluate the quality of Assess, compare and evaluate the EFL 4.3.8. Assess, compare and
written texts and visual presentations using quality of written texts and visual evaluate the quality of written texts
different criteria Ref (EFL 4.3.8.) presentations using different and visual presentations using different
criteria and ICT tools Ref (EFL criteria and ICT tools related to the
4.3.8.) organization, subject area and purpose
of a text. (Examples of text types:
editorials, letters to the editor, political
speeches, illustrations, charts,
advertisements, etc.)
CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT and classroom resources and texts by
selecting and evaluating them in order to strengthen literacy skills and promote acquisition.

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH
EFL 4.3.9. Demonstrate an ability to interact EFL 4.3.9. Demonstrate an ability
and engage with a wide range of ICT and to interact and engage with a wide
classroom resources in order to strengthen range of ICT and classroom
literacy skills and strategies. resources in order to strengthen
literacy skills and strategies.
EFL 4.3.10. Select from and evaluate a range of EFL 4.3.10. Select from and
both physical and digital texts and materials in evaluate a range of both physical
order to promote acquisition and develop an and digital texts and materials in
appreciation of the language. order to promote acquisition and
develop an appreciation of the
language.
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.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
EFL 4.4.1. Convey information and ideas EFL 4.4.1. Convey information and
through simple transactional or expository texts ideas through simple transactional
on familiar subjects using ICT tools and or expository texts on familiar
conventions and features of English appropriate subjects using ICT tools and
to audience and purpose. conventions and features of English
appropriate to audience and
purpose.
10TH
EFL 4.3.9. Demonstrate an ability to
interact
and engage with a wide range of ICT
and classroom resources in order to
strengthen literacy skills and strategies.
EFL 4.3.10. Select from and evaluate a
range of both physical and digital texts
and materials in order to promote
acquisition and develop an appreciation
of the language.
10TH
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 4.4.4. Write to describe feelings/opinions in
order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)
EFL 4.4.4. Write to describe
feelings/opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)
EFL 4.4.4. Write to describe
feelings/opinions in order to effectively
influence an audience. (Example:
persuade, negotiate, argue, etc.)

EFL 4.4.5. Recognize that various types of
writing require different language, formatting and
special vocabulary. (Example: a recipe, a letter,
etc.)
EFL 4.4.5. Recognize that various
types of writing require different
language, formatting and special
vocabulary. (Example: a recipe, a
letter, etc.)
EFL 4.4.5. Recognize that various
types of writing require different
language, formatting and special
vocabulary. (Example: a recipe, a letter,
etc.)

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.

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH
EFL 4.4.2. Make and use a simple print or digital EFL 4.4.2. Make and use a simple
learning resource to compare and contrast print or digital learning resource to
information in order to demonstrate compare and contrast information
understanding and command of a topic. in order to demonstrate
understanding and command of a
topic.
10TH
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.

EFL 4.4.3. Critically evaluate information from
references, including those found on the web,
and recommend print and digital sources to other
learners.
EFL 4.4.3. Critically evaluate
information from references,
including those found on the web,
and recommend print and digital
sources to other learners.
EFL 4.4.3. Critically evaluate
information from references, including
those found on the web, and
recommend print and digital sources to
other learners.

EFL 4.4.6. Identify a variety of types and EFL 4.4.6. Identify a variety of EFL 4.4.6. Identify a variety of types
formats of potential resources and the value, types and formats of potential and formats of potential resources and
purpose and audience of each for use in the resources and the value, purpose the value, purpose and audience of
educational domain. (Example: audio/video, and audience of each for use in the each for use in the educational domain.
multimedia, website, database, book, thesaurus, educational domain. (Example: (Example: audio/video, multimedia,
scholarly/ popular, current/historical, etc.) audio/video, multimedia, website, website, database, book, thesaurus,
database, book, thesaurus, scholarly/ popular, current/historical,
scholarly/ popular, etc.)
current/historical, etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH
EFL 4.4.7. Use the process of prewriting, drafting, EFL 4.4.7. Use the process of
revising, peer editing and proofreading prewriting, drafting, revising, peer
(i.e., the writing process) to produce well- editing and proofreading
constructed informational texts. (i.e., the writing process) to
produce well-constructed
informational texts.
10TH
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
facts and details in order to illustrate diverse
patterns and structures in writing. (Example: cause
and effect, problem and solution, general-to-specific
presentation, etc.)
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, general-to-specific
presentation, etc.)
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, general-to-
specific presentation, etc.)

EFL 4.4.9. Select and make effective use of a EFL 4.4.9. Select and make effective
range of digital tools to write, edit, revise and use of a range of digital tools to
publish written work in a way that supports write, edit, revise and publish written
collaboration, learning and productivity. work in a way that supports
(Example: image editing, GoogleDrive, infographic collaboration, learning and
makers, audio and video editing, presentation apps, productivity.
etc.) (Example: image editing,
GoogleDrive, infographic makers,
audio and video editing, presentation
apps, etc.)
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).
EFL 4.4.9. Select and make effective use
of a range of digital tools to write, edit,
revise and publish written work in a way
that supports collaboration, learning and
productivity.
(Example: image editing, GoogleDrive,
infographic makers, audio and video
editing, presentation apps, etc.)

SKILL WITH CRITERIA PERFORMANCE

8TH
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.
YEARS
9TH
EFL 4.5.1. Make use of main
points in literary texts (authentic
and semi-authentic, oral and
written) to understand short simple
10TH
EFL 4.5.1. Make use of main points in
literary texts (authentic and semi-
authentic, oral and written) to
understand short simple everyday
 everyday stories, especially if there stories, especially if there is visual
is visual support. support.

EFL 4.5.3. Make predictions, inferences and EFL 4.5.3. Make predictions, EFL 4.5.3. Make predictions,
deductions to demonstrate different levels of inferences and deductions to inferences and deductions to
meaning of literary works presented orally or in demonstrate different levels of demonstrate different levels of
digital form, including literal and implied meaning of literary works meaning of literary works presented
meanings. (Example: summarizing, explaining presented orally or in digital form, orally or in digital form, including literal
and identifying, word choice, symbols, points of including literal and implied and implied meanings. (Example:
view, etc.) meanings. (Example: summarizing, summarizing, explaining and
explaining and identifying, word identifying, word choice, symbols,
choice, symbols, points of view, points of view, etc.)
etc.)
CE.EFL.4.19. Find and identify literary elements and techniques and relate those elements to the learners own
experiences and to other works, including ones peers, in order to present personal responses and interpretations.

SKILL WITH CRITERIA PERFORMANCE

8TH
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.)
EFL 4.5.7. Locate and identify selected literary
elements and techniques in texts and relate
those elements to those in other works and to
learners own experiences. (Example: setting,
character, plot, theme, point of view, imagery,
foreshadowing, climax, etc.)
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.
YEARS
9TH
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.)
EFL 4.5.7. Locate and identify
selected literary elements and
techniques in texts and relate
those elements to those in other
works and to learners own
experiences. (Example: setting,
character, plot, theme, point of
view, imagery, foreshadowing,
climax, etc.)
10TH
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.)
EFL 4.5.7. Locate and identify selected
literary elements and techniques in
texts and relate those elements to
those in other works and to learners
own experiences. (Example: setting,
character, plot, theme, point of view,
imagery, foreshadowing, climax, etc.)

SKILL WITH CRITERIA PERFORMANCE

 YEARS
8TH 9TH
EFL 4.5.4. Create personal stories by adding EFL 4.5.4. Create personal stories
imaginative details to real-life stories and by adding imaginative details to
situations, using appropriate vocabulary and real-life stories and situations,
elements of the literature learners have read or using appropriate vocabulary and
heard. elements of the literature learners
have read or heard.
EFL 4.5.5. Gain an understanding of literary EFL 4.5.5. Gain an understanding
concepts such as genre, plot, setting, character, of literary concepts such as genre,
point of view, theme and other literary elements plot, setting, character, point of
in order to apply them to ones own creative view, theme and other literary
texts. elements in order to apply them to
ones own creative texts.
EFL 4.5.6. Create an effective voice using a EFL 4.5.6. Create an effective
variety of ICT tools, writing styles and typical voice using a variety of ICT tools,
features of a genre to create stories, poems, writing styles and typical features
sketches, songs and plays, including those that of a genre to create stories, poems,
reflect traditional and popular Ecuadorian sketches, songs and plays,
cultures. including those that reflect
traditional and popular Ecuadorian
cultures.
CE.EFL.4.21. Use pre-established criteria, including that which is written by learners collaboratively, in order to
evaluate and recommend literary texts (written, online, oral, in video, etc.) and the effectiveness of group work.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
EFL 4.5.8. Evaluate and recommend literary EFL 4.5.8. Evaluate and
texts (both written and oral, online, in video or in recommend literary
print) according to pre-established criteria. texts (both written and oral, online,
. in video or in print) according to
pre-established criteria.
. .
10TH
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.
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.
10TH
EFL 4.5.8. Evaluate and recommend
literary
texts (both written and oral, online, in
video or in print) according to pre-
established criteria.
EFL 4.5.10. Collaboratively produce criteria for EFL 4.5.10. Collaboratively EFL 4.5.10. Collaboratively produce
evaluating literary texts and the effectiveness of produce criteria for evaluating criteria for evaluating literary texts and
group work literary texts and the effectiveness the effectiveness of group work
of group work

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.

SKILL WITH CRITERIA PERFORMANCE

8TH
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.)
YEARS
9TH
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.)
10TH
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, working in groups, games and
problem-solving tasks by showing the ability to
accept a variety of ideas and capitalize on other
peoples strengths.
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.
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.
P
C
 CURRICULAR ANNUAL PLAN TEMPLATE
INSTITUTIONAL LOGO SCHOOL NAME: SCHOOL YEAR

Mons. Leonida sProao 2016-2017

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): Lic. AlejandraChicaiza
Grade/ Course: Eighth Education
Level: Basica
Superior
2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of
periods
5 Hours 40 weeks 4 weeks 36 weeks
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 Identify the main ideas, some details and inferences of written texts,
thoughtful and inquisitive manner, maturely, and openly experiencing other in order to produce level-appropriate critical analysis of familiar
cultures and languages from the secure standpoint of their own national and subjects and contexts.
cultural identity.
O.EFL 4.2
Appreciate and value English as an international language and a
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.
OG.EFL 3
Access greater flexibility of mind, creativity, enhanced linguistic intelligence,
and critical thinking skills through an appreciation of linguistic differences.
Enjoy an enriched perspective of their L1 and of language use for
communication and learning.
OG.EFL 4
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).
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.
O.EFL 4.4
Develop creative and critical thinking skills when encountering
challenges in order to promote autonomous learning and decision
making.
O.EFL 4.5
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*** Weeks
duratio
(Skills and strategies)
n
1 PEOPLE AROUND Introduce yourself and EFL 4.1.6. Seek Communication and Cultural CE.EFL.4.4.
US others and provide Awareness Display an
information and appreciation of and
- Playing games that
assistance, orally or demonstrate respect 5
practice classroom
in writing and in for individual and
language, turn-taking,
online or face-to- being polite, etc. group differences by
face interactions, - Comparing answers in establishing and
for personal, social pairs or small groups. maintaining healthy
and academic - Working in small and rewarding
purposes. groups to complete a relationships based
cultural project. on communication
EFL 4.1.8. Use - Participating in short and cooperation.
suitable vocabulary, dialogues and role
expressions, plays to practice target I.EFL.4.4.1.
language and language. Learners can
interaction styles Oral Communication: demonstrate an
for formal and (Listening and Speaking) ability to give and
informal social or ask for information
academic situations - Recording in-class and assistance using
conversations and
in order to level-appropriate
dialogues in order to
communicate language and
make note of correct
specific intentions and appropriate interaction styles in
in online and face- language usage and online or face-to-
to-face interactions. intelligibility. face social and
(Example: - Asking classmates to classroom
thanking, making repeat an answer or interactions (J.2, J.3,
promises, statement if needed to J.4, I.3)
apologizing, asking clarify something.
permission, - Asking for help in class
when necessary.
chatting with CE.EFL.4.5.
Reading
friends, answering Display and
- Reading a short text
in class, greeting an and showing appreciation of and
authority figure, comprehension by demonstrate respect
etc.) completing the for individual and
accompanying graphic group differences by
EFL 4.1.10.
organizer. establishing and
Recognize and
- Reading a text on a maintaining healthy
appreciate familiar content area and rewarding
individual and subject and then relationships based
group similarities matching phrases or on communication
and differences by labeling pictures. and cooperation.
establishing and - Reading two short
maintaining healthy simple cross curricular I.EFL.4.5.1.
and rewarding texts and using them to Learners can
online and face- support ones own appreciate and show
toface relationships argument or respect for
based on hypothesis. individual and group
communication and Writing differences by
cooperation. - Completing the gaps in establishing and
a sentence. maintaining healthy
EFL 4.1.4.
- Reading an online and rewarding
Demonstrate
movie review and online and face-to-
mindfulness, identifying common face interactions.
empathy, tolerance linguistic features, Learners can
and an overall such as use of past communicate and
respect for the verbs. Learners use the cooperate in a
integrity of cultures same features to write
respectful,
in daily classroom their own review of a
empathetic manner.
activities. movie theyve seen.
- Sequencing sentences ( J.3, S.1, S4)
EFL 4.2.15. Deal by adding words.
with practical, Language through the Arts CE.EFL.4.8.
everyday Production
- Creating literature
communication Accuracy and
circles where learners
demands within Intelligibility:
have the freedom to say
familiar contexts, anything they want Communicate needs
effectively and about a text from class and information
without undue or outside of class. clearly and in
effort. (Example: - Participating in simple terms, using
meeting people, classroom games in grammatical
extending and which problem-solving structures learned in
accepting as a team is important. class (although there
invitations, - Creating a crossword may be frequent
exchanging puzzle in groups about errors), effectively
information, giving an Ecuadorian story, and without undue
reasons, asking and region, celebrity, etc. effort. Demonstrate
Brainstorming ideas
answering an ability to make
for a writing project in
questions about appropriate use of
small groups, using a
routines and graphic organizer new words and
preferences, etc.) expressions in social
interactions.
EFL 4.3.7. Read,
gather, view and I.EFL.4.8.1.
listen to Learners can
information from communicate
various sources in personal
order to organize information and
and discuss basic immediate
relationships needs and deal with
between academic other practical
content areas. everyday demands
(Example: in familiar contexts,
nonfiction books effectively and
for young adults, without undue effort
the Internet, audio and using
and media grammatical
presentations, oral structures and
interviews, maps, vocabulary seen in
diagrams, reference class (although there
books, magazines, may be frequent,
etc.) basic errors). (I.1,
I.2, I.3, S.1)
EFL 4.4.7. Use the
process of CE.EFL.4.12. Use a
prewriting, range of reference
drafting, revising, materials and
peer editing and sources, both online
proofreading (i.e., and in print, in order
the writing to support ideas,
process) to answer inquiries,
produce well- find relationships
constructed and relate ideas
informational texts. between different
subject areas.
EFL 4.4.8. Convey
and organize I.EFL.4.12.1.
information using Learners can
facts and details in employ a range of
order to illustrate reference materials
diverse patterns and and sources, both
structures in online and in print,
writing. (Example: in order to support
cause and effect, ideas, answer
problem and inquiries, find
solution, general- relationships and
to-specific relate ideas between
presentation, etc.) different subject
areas. (I.1, I.2, J.2)
EFL 4.5.9. Engage
in collaborative CE.EFL.4.17. Show
activities through a an ability to convey
variety of student and organize
groupings to create information through
and respond to the use of facts and
literature and other details and by
literary texts. employing various
(Example: small stages of the writing
groups, cooperative process, while using
learning groups, a range of digital
literature circles, tools to promote and
process writing support
groups, etc.) collaboration,
learning and
EFL 4.5.11.
productivity.
Participate in
creative thinking I.EFL.4.17.1.
through Learners can convey
brainstorming, and organize
working in groups, information through
games and the use of facts and
problem-solving details and by
tasks by showing employing various
the ability to accept stages of the writing
a variety of ideas process, while using
and capitalize on a range of digital
other peoples tools to promote and
strengths. 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 youself and EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2.
others. and demonstrate an Awareness Recognize and
appreciation of some demonstrate an
- Making a useful object
2 commonalities and appreciation of
out of recycled
distinctions across commonalities
materials in a project.
cultures and groups - Researching through between cultures as
(differentiated by the Internet about well as the 5
gender, ability, important people from consequences of
generations, etc.) other cultures and ones actions while
including the ways of life and exhibiting socially
students own. presenting them to the responsible
EFL 4.1.9. Recognize class using digital behaviors.
the consequences of tools.
- Choosing pictures that I.EFL.4.2.1.
ones actions by
demonstrate Learners can name
demonstrating
responsibility (helping similarities and
responsible decision-
an elder cross the differences between
making at school,
sidewalk, stopping two different aspects of
online, at home and
children from throwing cultural groups.
in the community,
rocks at a dog, being Learners can
while considering respectful of people demonstrate socially
ethical standards, who dress differently, responsible
safety concerns, being open to behaviors at school,
social norms and accepting new online, at home and
mutual respect. ideas/foods, etc.) and
in the community,
identifying why each is
EFL 4.1.5. Apply desirable and what and evaluate their
self-correcting and consequences the actions by ethical,
self-monitoring irresponsible actions safety and social
strategies in social would have. standards. (J.3, S.1,
and classroom Oral Communication: I.1)
interactions. (Listening and Speaking)
CE.EFL.4.3.
(Example: asking
- Recording in-class Interact with others
questions, starting
conversations and using self-
over, rephrasing,
dialogues in order to monitoring and self-
exploring alternative make note of correct correcting strategies
pronunciations or and appropriate as well as
wording, etc.) language usage and appropriate
EFL 4.1.7. Interpret intelligibility. nonverbal and oral
- Asking classmates to
and demonstrate communication
repeat an answer or
knowledge of features.
statement if needed to
nonverbal and oral clarify something. I.EFL.4.3.1.
communication - Asking the learners to Learners can
features by applying read a dialogue in employ a range of
them in appropriate pairs. Learners record self-monitoring and
contexts. (Example: themselves and then
self-correcting
use of stress, listen to the recording
in order to assess strategies and
intonation, pace, etc.)
clarity of sounds, interpret and use
EFL 4.2.15. Deal production of appropriate verbal
with practical, phonemes, rhythm and and nonverbal
everyday intonation. communication
communication Reading features to
demands within - Highlighting relevant communicate in
familiar contexts, key information in a familiar contexts.
text and crossing out
effectively and (I.3, S.4, J.4)
irrelevant information.
without undue effort.
- Keeping a vocabulary CE.EFL.4.8.
(Example: meeting notebook of synonyms Production
people, extending and antonyms of words accuracy and
and accepting from a text. intelligibility:
invitations, - Brainstorming communicate needs
exchanging everything known
and information
information, giving about a topic and then
reading a text to check clearly and in
reasons, asking and
true and false simple terms, using
answering questions
information. grammatical
about routines and
Writing structures learned in
performances, etc)
class (although there
EFL 4.2.14. Ask and - Completing the gaps in may be frequent
answer a sentence. errors), effectively
- Reading an online
straightforward and without undue
movie review and
follow-up questions effort. Demonstrate
identifying common
within familiar linguistic features, an ability to make
contexts, such as such as use of past appropriate use of
school and family verbs. Learners use the new words and
life, provided there same features to write expressions in social
are opportunities to their own review of a interactions.
ask for clarification, movie theyve seen.
- Sequencing sentences I. EFL. 4.8.1.
reformulation or
by adding words. Learners can
repetition of key
Language through the Arts communicate
points.
personal
EFL 4.2.16. Initiate, - Creating literature information and
maintain and end a circles where learners basic immediate
conversation to have the freedom to say needs and deal with
anything they want
satisfy basic needs other practical
about a text from class
and/ or handle a
simple transaction. - Brainstorming a list of
preferences, etc.)
EFL 4.3.6. Apply
learning strategies to
examine and interpret
a variety of written - Participating in
materials using prior
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
or outside of class. everyday demands
in familiar contexts,
questions and effectively and
responses learners can without undue effort
use during small group and using
discussions about grammatical
literary texts.
structures and
vocabulary seen in
classroom games in
which problem-solving class (although there
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
learning groups, personal
literature circles, information and
process writing basic immediate
groups, etc.) needs and deal with
other practical
EFL 4.5.11.
everyday demands
Participate in creative
in familiar contexts,
thinking through
effectively and
brainstorming,
without undue effort
working in groups,
and using
games and problem-
grammatical
solving tasks by
structures and
showing the ability to
vocabulary seen in
accept a variety of
class (although there
ideas and capitalize
may be frequent,
on other peoples
basic errors) (I.1,
strengths.
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 CE.EFL.4.1.
traditions, myths,
Awareness Compare and
3 folktales and
contrast oral
literature from - Finding ways of
traditions and
Ecuador and entertainment from
literature from
international regions other cultures and
regions and then Ecuador and beyond
and cultures and
sharing them in class. in order to manifest
identify similarities
- Completing a Venn an understanding of
and differences and
diagram about two the relationship
universal cultural
stories from different between cultural
themes.
countries. perspectives and
EFL 4.1.3. Display - Reflecting on practices and by
an understanding of differences between sharing cross
the relationship people from other cultural experiences.
between the practices countries and regions.
and perspectives of - Sharing a cross- I.EFL.4.1.1.
different cultures by cultural experience Learners can
recognizing and (such as traveling, compare and
sharing cross-cultural trying a new food, contrast oral
experiences and ideas meeting someone from traditions, myths,
another country) in folktales and
EFL 4.1.6. Seek and pairs or as a class.
literature from
provide information Oral Communication:
Ecuador and other
and assistance, orally (Listening and Speaking)
cultures in order to
or in writing and in
- Recording in-class demonstrate an
online or face-to-face
conversations and understanding of the
interactions, for dialogues in order to relationship between
personal, social and make note of correct cultural practices
academic purposes. and appropriate and perspectives.
EFL 4.1.8. Use language usage and Learners can share
intelligibility. cross-cultural
suitable vocabulary,
- Asking classmates to
expressions, experiences while
repeat an answer or
language and statement if needed to naming universal
interaction styles for clarify something. cultural themes. (I.2,
formal and informal - Asking the learners to S.1, S.2, J.1)
social or academic read a dialogue in CE.EFL.4.4.
situations in order to pairs. Learners record
Demonstrate the
communicate themselves and then
ability to ask for and
specific intentions in listen to the recording
in order to assess give information
online and face-to-
clarity of sounds, and assistance using
face interactions.
production of appropriate
(Example: thanking,
phonemes, rhythm and language and
making promises,
intonation. interaction styles in
apologizing, asking
Reading a variety of social
permission, chatting - Reading a short text interactions.
with friends, and showing
answering in class, comprehension by I.EFL.4.4.1.
greeting an authority completing the Learners can
figure, etc.) accompanying graphic demonstrate an
organizer. ability to give and
EFL 4.2.15. Deal
- Reading a text on a ask for information
with practical, familiar content area
everyday subject and then and assistance using
communication matching phrases or level-appropriate
demands within labeling pictures. language and
familiar contexts, - Reading two short interaction styles in
effectively and simple cross curricular online or face-to-
without undue effort. texts and using them to face social and
support ones own
(Example: meeting classroom
argument or
people, extending interactions. (J.2,
hypothesis.
and accepting Writing J.3, J.4, I.3)
invitations,
- Completing the gaps in CE.EFL.4.8.
exchanging
a sentence. Production
information, giving
- Reading an online accuracy and
reasons, asking and
movie review and intelligibility:
answering questions
identifying common Communicate needs
about routines and
linguistic features, and information
preferences, etc.)
such as use of past clearly and in
EFL 4.2.14. Ask and verbs. Learners use the simple terms, using
answer same features to write grammatical
straightforward their own review of a structures learned in
follow-up questions movie theyve seen. class (although there
- Sequencing sentences
within familiar may be frequent
by adding words.
contexts, such as Language through the Arts errors), effectively
school and family and without undue
life, provided there - Doing extended effort. Demonstrate
are opportunities to writing, in which an ability to make
ask for clarification, learners get to choose appropriate use of
reformulation or what they write and are new words and
repetition of key not evaluated or tested expressions in social
on it.
points. interactions.
- Sharing learners
EFL 4.2.16. Initiate, stories in pairs or I.EFL. 4.8.1.
maintain and end a small groups and Learners can
conversation to choosing to represent communicate
satisfy basic needs some through a role personal
and/ or handle a play. information and
- Reading a myth from
simple transaction. basic immediate
Ecuador and writing a
preferences, etc.) song about it. needs and deal with
other practical
EFL 4.3.5. Use
everyday demands
everyday reference
in familiar contexts,
material in order to
effectively and
select information
without undue effort
appropriate to the
and using
purpose of an inquiry
grammatical
and relate ideas from
structures and
one written source to
vocabulary seen in
another. (Example:
class (although there
nonfiction books for
may be frequent,
young adults, the
and basic errors)
Internet, audio and
(I.1, I.2, I.3, S.1)
media presentations,
oral interviews, CE. EFL. 4.10.
maps, diagrams, Interaction
reference books, interpersonal:
magazines, etc.) participate
effectively in
EFL 4.4.4. Write to
familiar and
describe feelings/
predictable
opinions in order to
conversational
effectively influence
exchanges by asking
an audience.
and answering
(Example: persuade,
follow-up-questions,
negotiate, argue, etc.)
provided there are
EFL 4.5.4. Create opportunities to use
personal stories by repair strategies
adding imaginative (e.g. asking for
details to real-life clarification) and
stories and situations, sustain
using appropriate conversational
vocabulary and exchanges in pairs
elements of the to complete a task,
literature learners satisfy a need or
have read or heard 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)
EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2.
and demonstrate an Awareness Recognize and
STREET LIFE Talk about your appreciation of some demonstrate an
neighborhood - Completing and appreciation of
4 commonalities and
illustrating statements commonalities
distinctions across
about socially between cultures as
cultures and groups responsible behaviors. well as the
(differentiated by - Making a useful object consequences of
gender, ability, out of recycled ones actions while
generations, etc.) materials. exhibiting socially
including the - Creating a poster of responsible
students own. class rules. behaviors.
- Researching through I.EFL.4.2.1.
EFL 4.1.9. Recognize the Internet about Learners can name
the consequences of other cultures and similarities and
ones actions by ways of life and differences between
demonstrating presenting them to the different aspects of
responsible decision- class using digital cultural groups.
making at school, tools. Learners can
online, at home and Oral Communication: demonstrate socially
in the community, (Listening and Speaking) responsible
while considering behaviors at school,
- Recording in-class
ethical standards, online, at home and
conversations and
safety concerns, in the community,
dialogues in order to
social norms and and evaluate their
make note of correct
mutual respect. actions by ethical,
and appropriate safety and social
language usage and
EFL 4.1.6. Seek and standards. (J.3, S.1,
intelligibility.
provide information I.1)
- Having learners make CE.EFL.4.4.
and assistance, orally a selfie video to say
or in writing and in Demonstrate the
what they know about ability to ask for and
online or face-to-face a topic before coming give information
interactions, for to class. and assistance using
personal, social and - Asking for help in class appropriate
when necessary. language and
academic purposes. Reading interaction styles in
- Reading a short text a variety of social
EFL 4.1.8. Use and showing interactions.
suitable vocabulary, comprehension by I.EFL.4.4.1.
expressions, completing the Learners can
language and accompanying graphic demonstrate an
interaction styles for organizer. ability to give and
formal and informal - Reading a text on a ask for information
social or academic familiar content area and assistance using
situations in order to subject and then level-appropriate
communicate matching phrases or language and
specific intentions in labeling pictures. interaction styles in
- Reading two short online or face-to-
online and face-to-
simple cross curricular face social and
face interactions.
texts and using them to classroom
(Example: thanking, interactions. (J.2,
support ones own
making promises, argument or J.3, J.4, I.3)
apologizing, asking hypothesis.
permission, chatting Writing CE.EFL. 4.5.
with friends, Display and
answering in class, - Completing the gaps in appreciation of and
greeting an authority a sentence. demonstrate respect
- Reading an online for individual and
figure, etc.)
movie review and group differences by
EFL 4.1.10. identifying common establishing and
Recognize and linguistic features, maintaining healthy
appreciate individual such as use of past and rewarding
and group similarities verbs. Learners use the relationships based
same features to write on communication
and differences by
their own review of a and cooperation.
establishing and
movie theyve seen.
maintaining healthy - Sequencing sentences
and rewarding online I.EFL.4.5.1.
by adding words. Learners can
and face-toface Language through the Arts appreciate and show
relationships based
- Doing extended respect for
on communication individual and group
and cooperation. writing, in which
learners get to choose differences by
EFL 4.1.4. what they write and are establishing and
not evaluated or tested maintaining healthy
Demonstrate
mindfulness, on it. and rewarding
empathy, tolerance - Sharing learners online and face-to-
and an overall stories in pairs or face interactions.
respect for the small groups and Learners can
integrity of cultures choosing to represent communicate and
in daily classroom some through a role cooperate in
play. respectful,
activities.
- Reading a myth from empathetic manner.
EFL 4.2.15. Deal Ecuador and writing a (J.3, S.1, S.4)
with practical, song about it.
everyday CE.EFL.4.8.
communication Production
Accuracy and
demands within
Intelligibility:
familiar contexts,
Communicate needs
effectively and and information
without undue effort. clearly and in
(Example: meeting simple terms, using
people, extending grammatical
and accepting structures learned in
invitations, class (although there
exchanging may be frequent
information, giving errors), effectively
reasons, asking and and without undue
answering questions effort. Demonstrate
about routines and an ability to make
appropriate use of
preferences, etc.)
new words and
EFL 4.3.5. Use expressions in social
everyday reference interactions.
material in order to I.EFL.4.8.1.
select information Learners can
communicate
appropriate to the
personal
purpose of an inquiry
information and
and relate ideas from basic immediate
one written source to needs and deal with
another. (Example: other practical
nonfiction books for everyday demands
young adults, the in familiar contexts,
Internet, audio and effectively and
media presentations, without undue effort
oral interviews, and using
maps, diagrams, grammatical
reference books, structures and
vocabulary seen in
magazines, etc.)
class (although there
EFL 4.4.5. Recognize may be frequent,
that various types of basic errors). (I.1,
writing require I.2, I.3, S.1)
different language, CE.EFL.4.12. Use a
range of reference
formatting and
materials and
special vocabulary.
sources, both online
(Example: a recipe, a and in print, in order
letter, etc.) to support ideas,
EFL 4.5.5. Gain an answer inquiries,
find relationships
understanding of
and relate ideas
literary concepts such
between different
as genre, plot, subject areas.
setting, character, I.EFL.4.12.1.
point of view, theme Learners can
and other literary employ a range of
elements in order to reference materials
apply them to ones and sources, both
own creative texts. online and in print,
in order to support
EFL 4.5.6. Create an ideas, answer
effective voice using inquiries, find
a variety of ICT relationships and
tools, writing styles relate ideas between
and typical features different subject
of a genre to create areas. (I.1, I.2, J.2)
stories, poems, CE.EFL.4.15.
sketches, songs and Express information
plays, including and ideas and
describe feelings
those that reflect
traditional and and opinions in
popular Ecuadorian simple transactional
cultures 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)

EFL 4.1.1. Compare Communication and Cultural CE.EFL.4.1.

AMAZING PLACES Talk about places in the city and contrast oral Awareness compare ans
5
traditions, myths, constract oral
- Completing and
folktales and tradictions and
illustrating statements
literature from literature from
about socially
Ecuador and responsible behaviors. Ecuador and beyond
international regions - Making a useful object in order to manifest
and cultures and out of recycled and understanding
identify similarities materials. of the relationship
and differences and - Creating a poster of between cultural
universal cultural class rules. perspectives and
themes. - Researching through practices and by
the Internet about sharing cross
EFL 4.1.3. Display other cultures and cultural experiences.
an understanding of ways of life and
the relationship presenting them to the I.EFL.4.1.1.
between the practices class using digital Learners can
and perspectives of tools. compare and
different cultures by Oral Communication: contrast oral
recognizing and (Listening and Speaking) traditions, myths,
sharing cross-cultural - Asking classmates to folktales and
experiences and repeat an answer or literature from
ideas. statement if needed to Ecuador and other
clarify something. cultures in order to
EFL 4.2.15. Deal
- Showing the student a demonstrate and
with practical,
video clip of a simple understanding of the
everyday situation and asking relationship between
communication them to describe what cultural practices
demands within is happening/has and perspectives.
familiar contexts, happened. Learners can share
effectively and - Doing a mingle activity cross cultural
without undue effort. where learners ask and
experiences while
(Example: meeting answer survey
naming universal
people, extending questions about jobs
and occupations cultural themes. (I.2,
and accepting
Reading S.1, S.2, J.1)
invitations,
exchanging - Highlighting relevant CE.EFL.4.8.
key information in a
information, giving Production
text and crossing out
reasons, asking and Accuracy and
irrelevant information.
answering questions - Keeping a vocabulary Intelligibility:
about routines and notebook of synonyms Communicate needs
preferences, etc.) and antonyms of words and information
from a text. clearly and in
EFL 4.3.7. Read,
- Completing an outline simple terms, using
gather, view and
for a cross-curricular grammatical
listen to information
text. structures learned in
from various sources - Brainstorming class (although there
in order to organize everything known may be frequent
and discuss about a topic and then errors), effectively
relationships between reading a text to check and without undue
academic content true and false effort. Demonstrate
areas. information.
an ability to make
- Completing a KWL
 EFL 4.3.6. Apply chart about a text. appropriate use of
learning strategies to Writing new words and
examine and interpret expressions in social
- Reading an online
a variety of written movie review and interactions.
materials using prior identifying common I.EFL.4.8.1.
knowledge, graphic linguistic features. Learners can
organizers, context - Sequencing sentences communicate
clues, note taking and by adding words.
personal
finding words in a - Using question
information and
dictionary. prompts to interview
and then write basic immediate
EFL 4.4.7. Use the sentences about a needs and deal with
process of classmate. other practical
prewriting, drafting, - Posting a comment to a everyday demands
revising, peer editing classmates writing on in familiar contexts,
and proofreading a class blog. effectively and
(i.e., the writing Language through the Arts without undue effort
process) to produce and using
- Listening to or reading
well-constructed stories and drawing an grammatical
informational texts. important scene. structures and
- Looking at the title of a vocabulary seen in
EFL 4.4.8. Convey
text and accompanying class (although there
and organize
illustrations and may be frequent,
information using
writing three questions basic errors). (I.1,
facts and details in
about the topic. Then I.2, I.3, S.1)
order to illustrate reading to find the
diverse patterns and answers to the CE.EFL.4.12. Use a
structures in writing. questions. range of reference
(Example: cause and - Listening to a song and materials and
effect, problem and inferring if it is happy, sources, both online
solution, general-to- sad, etc. and in print, in order
specific presentation, - Writing a sentence to to support ideas,
etc.) describe the authors answer inquiries,
intention. find relationships
EFL 4.5.1. Make use
and relate ideas
of main points in
between different
literary texts
subject areas.
(authentic and semi-
authentic, oral and I.EFL.4.12.1.
written) to Learners can
understand short employ a range of
simple everyday reference materials
stories, especially if and sources, both
there is visual online and in print,
support. 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)
EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2.
and demonstrate an Awareness Recognize and
DAILY ROUTINES Talk about lifestyles appreciation of some demonstrate an
6 commonalities and - Finding recipes from appreciation of
distinctions across other cultures and commonalities
cultures and groups regions and then between cultures as
(differentiated by sharing them in class. well as the
gender, ability, - Reading two stories consequences of
generations, etc.) from different regions ones actions while
in Ecuador and
including the exhibiting socially
completing a chart to
students own. responsible
show the differences.
- Watching a video about behaviors..
EFL 4.1.9. Recognize
the consequences of a legend or traditional I.EFL.4.2.1.
ones actions by story from Ecuador or Learners can name
demonstrating another country, and similarities and
taking notes on the
responsible decision- differences between
cultural practices
making at school, different aspects of
mentioned.
online, at home and - Sharing a cross- cultural groups.
in the community, cultural experience Learners can
while considering (such as traveling, demonstrate socially
ethical standards, trying a new food, responsible
safety concerns, meeting someone from behaviors at school,
social norms and another country) in online, at home and
mutual respect. pairs or as a class. in the community,
Oral Communication: and evaluate their
EFL 4.1.6. Seek and (Listening and Speaking)
actions by ethical,
provide information
- Asking classmates to safety and social
and assistance, orally
repeat an answer or standards. (J.3, S.1,
or in writing and in
statement if needed to I.1)
online or face-to-face
interactions, for clarify something. CE.EFL.4.4.
- Showing the student a
personal, social and Demonstrate the
video clip of a simple
academic purposes. ability to ask for and
situation and asking
them to describe what give information
EFL 4.1.8. Use
is happening/has and assistance using
suitable vocabulary,
happened. appropriate
expressions,
- Doing a mingle activity language and
language and
where learners ask and interaction styles in
interaction styles for
answer survey a variety of social
formal and informal questions about jobs
social or academic and occupations interactions
situations in order to Reading
- Keeping a vocabulary I.EFL.4.4.1.
communicate
notebook of synonyms Learners can
specific intentions in
and antonyms of words demonstrate an
online and face-to-
from a text. ability to give and
face interactions.
- Completing an outline ask for information
(Example: thanking,
for a cross-curricular and assistance using
making promises,
text. level-appropriate
apologizing, asking - Brainstorming language and
permission, chatting everything known interaction styles in
with friends, about a topic and then online or face-to-
answering in class, reading a text to check face social and
greeting an authority true and false
classroom
figure, etc.) information.
interactions. (J.2,
- Completing a KWL
EFL 4.2.15. Deal chart about a text. J.3, J.4, I.3)
with practical, Writing CE.EFL.4.8.
everyday
- Reading an online Production
communication
movie review and Accuracy and
demands within
identifying common Intelligibility:
familiar contexts,
linguistic features. Communicate needs
effectively and
- Sequencing sentences and information
without undue effort.
by adding words. clearly and in
(Example: meeting - Posting a comment to a simple terms, using
people, extending classmates writing on grammatical
and accepting a class blog. structures learned in
invitations, Language through the Arts class (although there
exchanging
- Listening to or reading may be frequent
information, giving
stories and drawing an errors), effectively
reasons, asking and
important scene. and without undue
answering questions
- Looking at the title of a effort. Demonstrate
about routines and
text and accompanying an ability to make
preferences, etc.) illustrations and appropriate use of
EFL 4.4.7. Use the writing three questions new words and
process of about the topic. Then expressions in social
prewriting, drafting, reading to find the interactions.
answers to the
revising, peer editing questions. I.EFL.4.8.1.
and proofreading - Listening to a song and Learners can
(i.e., the writing inferring if it is happy, communicate
process) to produce sad, etc. personal
well-constructed - Writing a sentence to information and
informational texts. describe the authors basic immediate
intention.
needs and deal with
EFL 4.4.8. Convey
other practical
and organize
everyday demands
information using
in familiar contexts,
facts and details in
effectively and
order to illustrate
without undue effort
diverse patterns and
and using
structures in writing.
grammatical
(Example: cause and
structures and
effect, problem and
vocabulary seen in
solution, general-to-
class (although there
specific presentation,
may be frequent,
etc.)
basic errors). (I.1,
EFL 4.5.1. Make use I.2, I.3, S.1)
of main points in
CE.EFL.4.17. Show
literary texts
an ability to convey
(authentic and semi-
and organize
authentic, oral and
information through
written) to
the use of facts and
understand short
details and by
simple everyday
employing various
stories, especially if
stages of the writing
there is visual
process, while using
support.
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: Lic. Alejandra Chicaiza REVISED BY APPROVED BY

TEACHER(S): NAME: NAME:
Signature: Signature: Signature:
Date: October 10th 2016 Date: Date:
 P
U
Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza 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
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 (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.
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 4.4.2 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-
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.4.7 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.
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.4.11 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.4.16 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.
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
solving tasks by showing the ability to accept a variety of vocabulary and other literary concepts.
ideas and capitalize on other peoples strengths.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Students Book Communication and Activities
Awareness English A1.1 Cultural Awareness Identify pictures of famous
Reading two stories from (including I.EFL.4.1.1 Learners can people and their
different regions in Ecuador and interactive compare and contrast oral nationalities.
completing a chart to show the version) traditions, myths, folktales Exchange information using
differences. and literature from Ecuador personal
Audio CD
and other cultures in order information: Hello! I am
Reflecting on differences between Teachers Guide
people from other countries and to demonstrate an Juan. What is your name?
regions. understanding of the Ask for partners nationalities:
Photocopiabl Where are you
Participating in short dialogues and relationship between from?
e worksheets cultural practices and
role plays to practice target (TG) perspectives. Learners can Write profiles about famous
language.
share cross-cultural people: Lionel Messi is a
Quiz Time (SB)
Practicing the language needed to experiences while naming soccer player. He is
deal with a need through a mini role universal cultural themes. Argentinian and is 25 years
play. (I.2, S.1, S.2, J.1) old.
. I

Oral Communication: (Listening and EFL.4.4.1 Learners can Create profiles of

Speaking) demonstrate an ability family members.
Listening to a dialogue between two to give and ask for Get materials to
or more people and deciding if each information and assistance create a profile
statement is true or false. using level-appropriate (Project):
Watching a short video and then language and interaction cardboard,
talking to a partner about whether styles in online or face-to- magazines, glue,
or not they agree with the speaker or a face social and classroom markers, scissors.
statement. interactions. (J.2, J.3, J.4, Get cutouts from
Giving learners language prompts to I.3) magazines of a
use during pair/group work. Oral Communication famous person and
Asking classmates to repeat an I.EFL.4.7.1 Learners can write a profile.
answer or statement if needed to clarify identify the main idea and Oral presentation
something. some details in short
of the project: Talk
Asking for help in class when straightforward spoken
about
 necessary. audio texts set in familiar (famous person).
Reading contexts when the Identify
Reading a text and answering message is delivered True/False
information questions. slowly and there is other statements when
Choosing from a list of words to contextual support. reading a profile of
complete gaps from a reading. Learners can use other a famous person.
Reading a short story from the classmates contributions Identify mistakes
Internet and highlighting interesting in class as models for their in a dialog.
facts, then comparing them with those own. (I.2, I.3, S.4)
of a partner. I.EFL. 4.10.1 Learners can Techniques
Reading a biography and putting effectively participate in Reading
events on a timeline. familiar and predictable Scan a text to find
Writing everyday conversational its topic sentence.
Making posters in small groups of exchanges in order to Listening
complete a task, satisfy a
new phrases and expressions in order Listen for specific
need or handle a simple
to display in the classroom. information in an
transaction, using a range
Finding a variety of online references interview.
of repair strategies. (I.3,
to practice a grammar Speaking
J.3, J.4)
structure, then recommending the best Use expressions
Reading
one to the class. I.EFL.4.11.1 Learners can to encourage
Making flashcards for new words and understand main ideas someone to
using them to quiz a partner. and some details in short participate in a
Writing about a topic and choosing simple online or print texts conversation.
words for a glossary and writing the on familiar subjects, using Writing
definitions. contextual clues to help Use words in a
Language through the Arts identify the most relevant glossary to enrich a
Sharing learners stories in pairs or information. (I.2, I.4) text about a
small groups and choosing to represent Writing specific topic.
some through a role play. I.EFL.4.16.1 Learners can
Reading a myth from Ecuador and use and make simple Instruments for
writing a song about it. learning resources, both oral and written
online and in print, in order evaluation
to compare and contrast Projects and
information. Learners can presentations
choose appropriate Oral interviews in
resources and critically pairs
evaluate the information in Gap activities in
 these resources, pairs
according to the value, Game: Units
purpose and audience of Writing Quiz
each. (I.1, I.3, I.4, J.2, J.4) Glossary activities
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

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza 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
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
on communication and cooperation. social interactions.
Oral Communication: (Listening and Speaking) CE.EFL.4.7 Listening for Information: Follow and identify some
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of main ideas and details in short and straightforward spoken or audio
personal background, immediate environment and matters of texts set in familiar contexts, when delivered slowly and with
immediate need in simple terms using grammatical structures learnt visuals to provide contextual support. Use spoken contributions in
in class (although there may be frequent errors with tenses, personal class as models for ones own speech.
pronouns, prepositions, etc.).
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some
EFL 4.3.1 Understand main points in short simple texts on familiar details in short simple texts on familiar subjects, making use of
subjects. (Example: news about sports or famous people, descriptions, contextual clues to identify relevant information in a text.
etc.) CE.EFL.4.12 Use a range of reference materials and sources, both
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, online and in print, in order to support ideas, answer inquiries, find
text outline and layout, etc. to identify and understand relevant relationships and relate ideas between different subject areas.
information in written level-appropriate text types.
Writing CE.EFL.4.15 Express information and ideas and describe feelings
EFL 4.4.2 Make and use a simple print or digital learning resource to and opinions in simple transactional or expository texts on familiar
compare and contrast information in order to demonstrate subjects in order to influence an audience, while recognizing that
understanding and command of a topic. different texts have different features and showing the ability to use
these features appropriately in ones own writing.
Language through the Arts CE.EFL.4.20 Create short, original literary texts in different genres,
EFL 4.5.11 Participate in creative thinking through brainstorming, including those that reflect Ecuadorian cultures, using a range of
working in groups, games and problem-solving tasks by showing the digital tools, writing styles, appropriate vocabulary and other literary
ability to accept a variety of ideas and capitalize on other peoples concepts.
strengths.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English A1.1 Awareness I.EFL.4.1.1 Learners Draw a family tree for each
members of a family. (including interactive can compare and contrast oral student to locate their
Sharing a cross-cultural experience (such version) traditions, myths, folktales and corresponding relative.
as traveling, trying a new food, meeting Audio CD literature from Ecuador and Identify different family
someone from another country) in pairs or as Teachers Guide other cultures in order to members.
a class. Photocopiable demonstrate an understanding Have students describe their
Comparing answers in pairs or small worksheets (TG) of the relationship between relatives using
groups. Quiz Time (SB) cultural practices and What does he / she look like?
Working in small groups to create a chart perspectives. Learners can share Pair work activity: Students ask
about differences in heights and weights cross-cultural experiences while each other
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.
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.
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 onlineface-
to-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
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.
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
 subject areas. (I.1, I.2, J.2) Portfolio

Writing Scrapbook

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,
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 Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 8th Class:
Book: English Unit: 3 Objectives:
A1.1 Leisure O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce
Activities 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,
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
text outline and layout, etc. to identify and understand relevant contextual clues to identify relevant information in a text.
information in written level-appropriate text types.
Writing CE.EFL.4.15 Express information and ideas and describe feelings
EFL 4.4.1 Convey information and ideas through simple transactional and opinions in simple transactional or expository texts on familiar
or expository texts on familiar subjects using ICT tools and subjects in order to influence an audience, while recognizing that
conventions and features of English appropriate to audience and different texts have different features and showing the ability to use
purpose. these features appropriately in ones own writing.
Language through the arts CE.EFL.4.20 Create short, original literary texts in different genres,
EFL 4.5.1 Make use of main points in literary texts (authentic and including those that reflect Ecuadorian cultures, using a range of
semi-authentic, oral and written) to understand short simple everyday digital tools, writing styles, appropriate vocabulary and other literary
stories, especially if there is visual support. concepts.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English A1.1 Awareness I.EFL.4.1.1 Learners Draw a family tree for each
members of a family. (including interactive can compare and contrast oral student to locate their
Sharing a cross-cultural experience (such version) traditions, myths, folktales and corresponding relative.
as traveling, trying a new food, meeting Audio CD literature from Ecuador and Identify different family
someone from another country) in pairs or as Teachers Guide other cultures in order to members.
a class. Cover pages of demonstrate an understanding Have students describe their
Comparing answers in pairs or small movies. of the relationship between relatives using
groups. Pictures about cultural practices and What does he / she look like?
Working in small groups to create a chart cultural events. perspectives. Learners can share Pair work activity: Students ask
about differences in heights and weights Cd with songs of TV cross-cultural experiences while each other
from members of a family. naming universal cultural Are you tall?, Is she young?, etc.
Oral Communication: (Listening and themes. (I.2, S.1, S.2, J.1) Play the audio to identify
Speaking) I.EFL.4.4.1 Learners can peoples physical descriptions.
Listening to instructions for a short task demonstrate an ability Students read and identify the
and carrying them out. to give and ask for information adjectives in the paragraph.
Listening to spoken or recorded and assistance using level- Students write a description
descriptions of familiar scenes, appropriate language and using their personal information.
and marking the words you hear. interaction styles in onlineface- Get materials to create a
Listening to a dialogue between two or to-face social and classroom scrapbook.
more people and deciding if each statement interactions. (J.2, J.3, J.4, I.3) Oral presentation of the project:
is true or false. Oral Communication This is my (relative)
Watching a short video about a family I.EFL.4.7.1 Learners can
situation and writing three identify the main idea and some Techniques
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.
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
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
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
 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 Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 8th Class:
Book: English Unit: 4 Objectives:
A1.1 Street life 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.
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.
Writing CE.EFL.4.15 Express information and ideas and describe feelings
EFL 4.4.1 Convey information and ideas through simple transactional and opinions in simple transactional or expository texts on familiar
or expository texts on familiar subjects using ICT tools and subjects in order to influence an audience, while recognizing that
conventions and features of English appropriate to audience and different texts have different features and showing the ability to use
purpose. these features appropriately in ones own writing.
Language through the arts CE.EFL.4.20 Create short, original literary texts in different genres,
EFL 4.5.1 Make use of main points in literary texts (authentic and including those that reflect Ecuadorian cultures, using a range of
semi-authentic, oral and written) to understand short simple everyday digital tools, writing styles, appropriate vocabulary and other literary
stories, especially if there is visual support. concepts.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English Awareness Draw a family tree for each
members of a family. A1.1 (including I.EFL.4.1.1 Learners can student to locate their
Sharing a cross-cultural experience (such interactive version) compare and contrast corresponding relative.
as traveling, trying a new food, meeting Audio CD oral traditions, myths, Identify different family
someone from another country) in pairs or as Teachers Guide folktales and literature members.
a class. Photocopiable from Ecuador and other Have students describe their
Comparing answers in pairs or small worksheets (TG) cultures to demonstrate relatives using
groups. Quiz Time (SB) an understanding of the What does he / she look like?
Working in small groups to create a chart relationship between Pair work activity: Students ask
about differences in heights and weights cultural practices and each other
from members of a family. perspectives. (I.2, S.1, Are you tall?, Is she young?, etc.
Oral Communication: (Listening and S.2, J.1) Play the audio to identify
Speaking) I.EFL.4.3.1 Learners can peoples physical descriptions.
Listening to instructions for a short task employ a range of Students read and identify the
and carrying them out. selfmonitoring adjectives in the paragraph.
Listening to spoken or recorded and self-correcting Students write a description
descriptions of familiar scenes, strategies and using their personal information.
and marking the words you hear. interpret and use Get materials to create a
Listening to a dialogue between two or appropriate verbal and scrapbook.
more people and deciding if each statement nonverbal communication Oral presentation of the project:
is true or false. features to This is my (relative)
Watching a short video about a family communicate in familiar
situation and writing three Techniques
contexts. (I.3, S.4, J.4)
new things they learned. Oral Communication
Reading Reading
 Reading a text and answering information I.EFL.4.6.1 Learners can
questions. grasp the general
Choosing from a list of words to complete meaning of spoken texts
gaps from a reading. set in familiar everyday
Reading a short story from the Internet and contexts and infer
highlighting interesting facts, then changes in the topic of
comparing them with those of a partner. discussion, as well as
Writing deduce the meanings of
Listening to a celebrity interview and unfamiliar words and
writing three more interview questions. exchanges through the
Writing your own answers to interview use
questions. of context clues, provided
Writing an email to a friend describing speech is given slowly
your ideal friend. and clearly and there is
Language through the Arts sufficient visual support.
Sharing learners stories in pairs or small (I.3, S.1, J.4)
groups and choosing to represent some I.EFL.4.8.1 Learners can
through a role play. communicate personal
Reading a myth from Ecuador and writing information and basic
a song about it. 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
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
 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
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 Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:

Date: Date: Date:

 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza 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
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 self-
correcting 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
EFL 4.4.5 Recognize that various types of writing require different and opinions in simple transactional or expository texts on familiar
language, formatting and special vocabulary. (Example: a recipe, a subjects in order to influence an audience, while recognizing that
letter, etc.) different texts have different features and showing the ability to use
these features appropriately in ones own writing.
Language through the arts CE.EFL.4.19 Find and identify literary elements and techniques and
EFL 4.5.2 Compare and present personal and formal responses to and relate those elements to the learners own experiences and to other
interpretation of published literary works and the works of peers, works, including ones peers, in order to present personal responses
referring to details and features of the text. (Example: text structure, and interpretations.
plot, ideas, events, vocabulary, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English Awareness Draw a family tree for each
members of a family. A1.1 (including I.EFL.4.1.1 Learners can student to locate their
Sharing a cross-cultural experience (such interactive version) compare and contrast corresponding relative.
as traveling, trying a new food, meeting Audio CD oral traditions, myths, Identify different family
someone from another country) in pairs or as Teachers Guide folktales and literature members.
a class. Photocopiable from Ecuador and other Have students describe their
Comparing answers in pairs or small worksheets (TG) cultures in order to relatives using
groups. Quiz Time (SB) demonstrate an What does he / she look like?
Working in small groups to create a chart understanding of the Pair work activity: Students ask
about differences in heights and weights relationship between each other
from members of a family. cultural practices and Are you tall?, Is she young?, etc.
Oral Communication: (Listening and perspectives. Learners can Play the audio to identify
Speaking) share cross-cultural peoples physical descriptions.
Listening to instructions for a short task experiences while naming Students read and identify the
and carrying them out. universal cultural adjectives in the paragraph.
Listening to spoken or recorded themes. (I.2, S.1, S.2, J.1) Students write a description
descriptions of familiar scenes, I.EFL.4.3.1 Learners can using their personal information.
and marking the words you hear. employ a range of Get materials to create a
Listening to a dialogue between two or selfmonitoring scrapbook.
more people and deciding if each statement and self-correcting Oral presentation of the project:
is true or false. strategies and interpret This is my (relative)
Watching a short video about a family and use appropriate
situation and writing three Techniques
verbal and
new things they learned. nonverbal communication
Reading 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.
features to
communicate in familiar
contexts. (I.3, S.4, J.4)
Oral Communication
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
convey information
and ideas and describe
feelings and opinions in
simple transactional or
expository texts on
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
 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.4.19.1 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 Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
 Schools Name: Mons, Leonida Proao
1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language
Book: English Unit: 6 Objectives:
A1.1 Daily Routines 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.
Periods: 30, 6 class periods per lesson
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 face-
to-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.
Year: 2016-2017
Grade / Course: 8th Class:
Weeks: 4
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.
Writing CE.EFL.4.15 Express information and ideas and describe feelings
EFL 4.4.8 Convey and organize information using facts and details in and opinions in simple transactional or expository texts on familiar
order to illustrate diverse patterns and structures in writing. 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.
Language through the arts 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 through the use of facts and details and by employing various stages
interpretation of published literary works and the works of peers, of the writing process, while using a range of digital tools to promote
referring to details and features of the text. (Example: text structure, and support collaboration, learning and productivity.
plot, ideas, events, vocabulary, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English Awareness Draw a family tree for each
members of a family. A1.1 (including I.EFL.4.1.1 Learners can student to locate their
Sharing a cross-cultural experience (such interactive version) compare and contrast corresponding relative.
as traveling, trying a new food, meeting Audio CD oral traditions, myths, Identify different family
someone from another country) in pairs or as Teachers Guide folktales and literature members.
a class. Photocopiable from Ecuador and other Have students describe their
Comparing answers in pairs or small worksheets (TG) cultures in order to relatives using
groups. Quiz Time (SB) demonstrate an What does he / she look like?
Working in small groups to create a chart understanding of the Pair work activity: Students ask
about differences in heights and weights relationship between each other
from members of a family. cultural practices and Are you tall?, Is she young?, etc.
Oral Communication: (Listening and perspectives. (I.2, S.1, S.2, Play the audio to identify
Speaking) J.1) peoples physical descriptions.
Listening to instructions for a short task I.EFL.4.4.1 Learners can Students read and identify the
and carrying them out. demonstrate an ability adjectives in the paragraph.
Listening to spoken or recorded to give and ask for Students write a description
descriptions of familiar scenes, information and using their personal information.
and marking the words you hear. assistance Get materials to create a
Listening to a dialogue between two or using level-appropriate scrapbook.
more people and deciding if each statement language and interaction Oral presentation of the project:
is true or false. styles in online or face-to- This is my (relative)
Watching a short video about a family face social and
situation and writing three Techniques
classroom interactions.
new things they learned.
Reading (J.2, J.3, J.4, I.3)
Reading a text and answering information Oral Communication
questions. I.EFL.4.6.1 Learners can
Choosing from a list of words to complete grasp the general
gaps from a reading. meaning of spoken texts
Reading a short story from the Internet and set in familiar everyday
highlighting interesting facts, then contexts and infer
comparing them with those of a partner. changes in the topic of
Writing discussion, as well as
Listening to a celebrity interview and deduce the meanings of
writing three more interview questions. unfamiliar words and
Writing your own answers to interview exchanges through the
questions. use
Writing an email to a friend describing of context clues, provided
your ideal friend. speech is given slowly
Language through the Arts and clearly and there is
Sharing learners stories in pairs or small sufficient visual support.
groups and choosing to represent some (I.3, S.1, J.4)
through a role play. I.EFL.4.9.1 Learners can
Reading a myth from Ecuador and writing use simple language to
a song about it. 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)
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
 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.4.17.1 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 Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:

Date: Date: Date: