Annual Plan 9no Ingles

UNIDAD EDUCATIVA 30 DE ABRIL
Enokanqui La Joya de los Sachas Orellana

CURRICULAR ANNUAL PLAN
INSTITUTIONAL LOGO: SCHOOL NAME: UNIDAD EDUCATIVA 30 DE ABRIL SCHOOL YEAR: 2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): Lcda. Verenice Manobanda Ruiz
Course: 9no EGB Education Level: A1.2
2. TIME
Weekly hours: Number of weeks of Learning Assessment Weeks: 4 weeks Total Weeks of class: Total of periods:
5 Hours work: 36 weeks 40 weeks 200 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 Identify the main ideas, some details and inferences of written texts, in
in a thoughtful and inquisitive manner, maturely, and openly order to produce level-appropriate critical analysis of familiar subjects
experiencing other cultures and languages from the secure and contexts.
standpoint of their own national and cultural identity.
O.EFL 4.2
OG.EFL 2 Appreciate and value English as an international language and a medium to
Draw on this established propensity for curiosity and tolerance interact globally.
towards different cultures to comprehend the role of diversity in
building an intercultural and multinational society. O.EFL 4.3
Independently read A2.1 level text in English as a source of entertainment
OG.EFL 3 and interpersonal and intrapersonal interaction.
Access greater flexibility of mind, creativity, enhanced
linguistic intelligence, and critical thinking skills through an O.EFL 4.4
appreciation of linguistic differences. Enjoy an enriched Develop creative and critical thinking skills when encountering challenges
perspective of their L1 and of language use for communication and in order to promote autonomous learning and decision making.
learning.
O.EFL 4.5
OG.EFL 4 Introduce the need for independent research as a daily activity by using
Deploy a range of learning strategies, thereby increasing electronic resources (ICT) in class while practicing appropriate
disposition and ability to independently access further competences in the four skills.
(language) learning and practice opportunities. Respect
themselves and others within the communication process, O.EFL 4.6
cultivating habits of honesty and integrity into responsible Write short descriptive and informative texts related to personal
academic behavior. information or familiar topics and use them as a means of communication and
written expression of thought.
OG.EFL 5
Directly access the main points and important details of up-to O.EFL 4.7
Produced by: Teacher: Verenice Manobanda Matter: English

Educamos para tener Patria
date. English language texts, such as those published on the web, Use spoken and written literary text in English such as poems, short
for professional or general investigation, through the efficient stories, comic strips, short magazine articles and oral interviews on
use of ICT and reference tools where required. familiar subjects in order to inspire oral and written production at an
A2.1 level.
OG.EFL 6
Through selected media, participate in reasonably extended spoken O.EFL 4.8
or written dialogue with peers from different L1 backgrounds on Integrate written and spoken text in order to identify cultural differences
work, study, or general topics of common interest, expressing and similarities within a range of local, national and global contexts
ideas and opinions effectively and appropriately. familiar to the learner.
OG.EFL 7 O.EFL 4.9

Interact quite clearly, confidently, and appropriately in a range Create a sense of awareness in terms of accuracy when learners interact in
of formal and informal social situations with a limited but English using high-frequency and level-appropriate expressions in order to
effective command of the spoken language (CEFR B1 level). reach an effective command of spoken language.
4.TRANSVERSAL AXES: Intercultural awareness, tolerance, respect, multiculturalism,

responsibility, solidarity, responsibility, honesty, respect, love, peace,
justice, innovation, etc.
5.UNITS TO BE DEVELOPED*
N Title of Unit Specific Contents/skills Methodological Orientations Evaluation Weeks
the unit Objectives (Skills and strategies) duration
Communication and Cultural CE.EFL.4.2.
1 My Family You will learn how EFL 4.1.2 Awareness Recognize and demonstrate an
and Me to Recognize and appreciation of commonalities be-
demonstrate an Completing and illustrating tween cultures as well as the 6
describe appreciation of some statements about socially consequences of ones actions while
peoples commonalities and responsible behaviors. (Example: exhibiting socially responsible
personality. distinctions across One thing I do to help the behaviors.
cultures and groups environment is, I can help
talk about (differentiated by people in my neighborhood when I.EFL.4.2.1.
lifestyles and gender, ability, I) Learners can name similarities and
free generations, etc.) differences between different
time activities. including the Creating a poster of class rules. aspects of cultural groups. Learners
students own. can demonstrate socially responsible
express likes Oral Communication: behaviors at school, online, at home
and dislikes. EFL 4.2.2 Listening and Speaking) and in the community, and evaluate
Use a series of Listening to spoken or recorded their actions by ethical, safety and
phrases and descriptions of familiar scenes, social standards. (J.3, S.1, I.1)
sentences to and marking the words you hear.
describe aspects of (Example: Learners hear a CE.EFL.4.7.
personal background, dialogue between two teenagers Listening for Information: Follow
immediate talking about an assignment. They and identify some main ideas and
environment and circle the verbs they hear, etc.) details in short and straightforward

matters of immediate spoken or audio texts set in
need in simple terms Listening to a dialogue between familiar contexts, when delivered
using grammatical two or more people and deciding slowly and with visuals to provide
structures learnt in if each statement is true or contextual support. Use spoken
class (although false. (Example: Julia wants to contributions in class as models for
there may be call her mother True. Ms. ones own speech.
frequent errors with Trenton gives her permission to
tenses, personal use the cell phone in class I.EFL.4.7.1.
pronouns, False, etc.) Learners can identify the main idea
prepositions, etc.) and some details in short
Watching a short video and then straightforward spoken audio texts
EFL 4.2.3 talking to a partner about set in familiar contexts when the
Follow and whether or not they agree with message is delivered slowly and
understand short, the speaker or a statement. there is other contextual support.
straightforward (Example topics for videos: Best (Example: rules for a game,
audio messages vacation sites in Ecuador, classroom instructions, a dialogue
and/or the main strangest foods, scariest animals in a scene from a cartoon or movie,
idea/dialogue of a in the world, etc.) etc.) Learners can use other class-
movie or cartoon (or mates contributions in class as
other age- Recording in-class conversations models for their own. (I.2, I.3,
appropriate audio- and dialogues in order to make S.4)
visual note of correct and appropriate
presentations) if language usage and CE.EFL.4.8.
delivered slowly and intelligibility. Production Accuracy and
visuals provide Intelligibility: Communicate needs
contextual support. Doing a mingle activity where and information clearly and in
(Example: an learners ask and answer survey simple terms, using grammatical
announcement of a questions about after school structures learned in class
bus delay, an activities. (Example: Do you play (although there may be frequent
intercom chess? What activities do you do errors), effectively and without
announcement at after school?, etc.) Observing to undue effort. Demonstrate an ability
school, a dialogue see whether each students to make appropriate use of new words
supported by facial questions and answers are and expressions in social
expressions/gestures understandable by other learners interactions.
and appropriate and if they use appropriate or
intonation, etc.) new vocabulary. I.EFL.4.8.1.
Learners can communicate personal
EFL 4.2.11 Asking the learners to read a information and basic immediate
Give short, basic dialogue in pairs. Learners needs and deal with other practical
descriptions of record themselves and then listen everyday demands in familiar
everyday activities to the recording in order to contexts, effectively and without
and events within assess clarity of sounds, undue effort and using grammatical
familiar contexts production of phonemes, rhythm structures and vocabulary seen in
and use simple and intonation. class (although there may be

descriptive language frequent, basic errors). (I.1, I.2,
to compare and make Asking learners simple questions I.3, S.1)
brief statements about themselves, their family or
about objects and their possessions and noting that CE.EFL.4.9.
possessions. their response time is relatively Production Fluency: Use simple
(Example: family, quick (i.e., not so slow that the language to describe, compare and
school, living interaction becomes uncomfortable make statements about familiar
conditions, personal for the student or the teacher, everyday topics such as objects,
belongings, etc.) and the response is appropriate possessions and routines in
although there may be some basic structured situations and short
EFL 4.3.2 errors) conversations. Interaction is with
Make use of clues reasonable ease, provided speech is
such as titles, Conducting a class survey where given clearly, slowly and directly.
illustrations, learners ask each other about a
organization, text familiar topic and record each I.EFL.4.9.1.
outline and layout, others answers. (Example: Whats Learners can use simple language to
etc. to identify and your favorite sport? Do you have describe, compare and state facts
understand relevant a favorite team? What sports do about familiar everyday topics such
information in you play? Are you good at it?, as possessions, classroom objects
written level- etc.) Sharing a few things about and routines in short, structured
appropriate text their classmates answers. situations, interacting with
types. (Example: Sam is an Emelec fan. relative ease. (I.3, I.4, S.4)
He loves soccer but he isnt good
EFL 4.3.6 at it. He is the only Emelec fan CE.EFL.4.11.
Apply learning in our class. Everyone in our Demonstrate comprehension of main
strategies to class plays soccer, etc.) ideas and some details in short
examine and simple texts on familiar subjects,
interpret a variety Playing a conversation game, making use of contextual clues to
of written materials where learners move their tokens identify relevant information in a
using prior around the board after choosing a text.
knowledge, graphic card and answering the question.
organizers, context (Example questions: What sports I.EFL.4.11.1.
clues, note taking do you play? How often do you go Learners can understand main ideas
and finding words in to the movies? What do you do and some details in short simple on-
a dictionary. after school? What do you do on line or print texts on familiar
weekends?, etc.) subjects, using contextual clues to
EFL 4.4.2 help identify the most relevant
Make and use a Reading information. (Example: title,
simple print or Reading a text and answering illustrations, organization, etc.)
digital learning information questions. (I.2, I.4)
resource to compare
and contrast Choosing from a list of words to CE.EFL.4.13.
information in order complete gaps from a reading. Apply learning strategies such as
to demonstrate using prior knowledge and graphic

understanding and Predicting main ideas by reading organizers to interpret new
command of a topic. the title and using other information in a text, and assess
contextual clues (e.g., illus- this information according to the
EFL 4.4.7 trations, subheadings, etc.) organization, subject area and
Use the process of purpose of the text, using different
prewriting, Reading a short news article and criteria, including ICT tools.
drafting, revising, completing an outline.
peer editing and I.EFL.4.13.1.
proofreading (i.e., Reading a paragraph about a Learners can apply learning
the writing familiar content area subject and strategies such as using prior
process) to produce then correcting incorrect knowledge and graphic organizers to
well-constructed sentences. (Example: The United interpret new information in a text.
informational texts. States is the country that grows Learners can assess this information
the most rice corn, etc.) according to the organization,
EFL 4.5.5 subject area and purpose of the
Gain an Studying an infographic on a text, through the use of different
understanding of familiar subject and answering criteria, including ICT tools. (I.2,
literary concepts questions about the information. I.4, J.4)
such as genre, plot, (Example: learners study an
setting, character, infographic about teenagers and CE.EFL.4.16.
point of view, theme sleep and then answer questions Make use of simple learning
and other literary such as, How many hours a night resources, including those created
elements in order to do most teenagers get?, What by ones self, in order to compare
apply them to ones percentage of teens fall asleep and contrast information, and choose
own creative texts. in class?, etc.) appropriate resources according to
the value, purpose and audience of
EFL 4.5.10 Highlighting relevant key each.
Collaboratively information in a text and
produce criteria for crossing out irrelevant I.EFL.4.16.1.
evaluating literary information. Learners can use and make simple
texts and the learning resources, both online and
effectiveness of Keeping a vocabulary notebook of in print, in order to compare and
group work. synonyms and antonyms of words contrast information. Learners can
from a text. choose appropriate resources and
critically evaluate the information
Brainstorming everything known in these resources, according to the
about a topic and then reading a value, purpose and audience of each.
text to check true and false (I.1, I.3,
information. I.4, J.2, J.4)
Reading a text and matching CE.EFL.4.17.

content-based words to their Show an ability to convey and
definition or picture. organize information through the use
of facts and details and by

Completing a KWL TRI-FOLD chart employing various stages of the
about a text. writing process, while using a range
Using a dictionary to look up key of digital tools to promote and
words in a text. support collaboration, learning and
productivity.
Writing
Making posters in small groups of I.EFL.4.17.1.
new phrases and expressions in Learners can convey and organize
order to display in the information through the use of facts
classroom. and details and by employing various
stages of the writing process, while
Recording synonyms and antonyms using a range of digital tools to
of words in the margins of promote and support collaboration,
reading texts. learning and productivity. (I.1,
I.3, S.4, J.2, J.4)
Writing new words and phrases in
a vocabulary notebook. CE.EFL.4.20.
Create short, original literary
Researching and writing a short texts in different genres, including
paragraph about a new topic and those that reflect Ecuadorian
using appropriate references to cultures, using a range of digital
support your ideas. tools, writing styles, appropriate
vocabulary and other literary
Writing about a topic and concepts.
choosing words for a glossary and
writing the definitions. I.EFL.4.20.1.
Learners can create short, original
Using a glossary from a text to literary texts in different genres,
understand new words and including those that reflect
recording the definitions and Ecuadorian cultures, using a range
example sentences in a vocabulary of digital tools, writing styles,
notebook. appropriate vocabulary and other
literary concepts. (I.1, I.3)
Completing the gaps in a
sentence. (Example: Nancy has a CE.EFL.4.21.
car. ---- car is green. ---- Use pre-established criteria,
needs a new car, etc.) including that which is written by
learners collaboratively, in order
Using question prompts to to evaluate and recommend literary
interview and then write texts (written, online, oral, in
sentences about a classmate. video, etc.) and the effectiveness
(Example: Where does he live? of group work.
What food does he like?, etc.)
I.EFL.4.21.1.

Reading a text and using a Learners can evaluate and recommend
checklist to talk about how it is literary texts (both written and
organized. (Example: Is there a oral, online, in video or in print)
title? Does it have an opening according to pre-established crite-
sentence?, etc.) ria. Learners can work in
collaborative groups to write their
Adding pictures to a group own criteria for evaluating literary
presentation. texts and the effectiveness of group
work. (I.4, S.3, S.4, J.3)
Writing about a subject using key
words given in class. (Example:
Key words: reptile, cold-blooded,
scales, tail, vertebrates.
Reptiles are cold-blooded. When
its cold outside, theyre cold,
too. They have scales. They also
have a tail. They are ver-
tebrates, etc.)
Language through the Arts

Sharing learners stories in
pairs or small groups and
choosing to represent some
through a role play.
Evaluating and assessing the

effectiveness of group work by
answering a set of questions.
(Example: Who always
participates? Who gets the things
the group needs? Who asks good
questions?, etc.)
Selecting desirable behaviors for

group work from a list and
reaching a consensus as a group
for the three most important.
Discussing rules and norms for a

group project before the project
begins. (Example: Dont interrupt
others, Do your work on time,
Dont make negative remarks,
etc.)

Assigning roles for a group

project. (Example: deciding who
is secretary, who is the
organizer, who makes the artwork,
etc.)

2 Cultures You will learn how EFL 4.1.1 Awareness Compare and contrast oral traditions
around the to Compare and contrast and literature from Ecuador and
World oral traditions, Reflecting on differences between beyond in order to manifest an
talk about myths, folktales and people from other countries and understanding of the relationship
customs of other literature from regions. between cultural perspectives and
cultures. Ecuador and practices and by sharing cross
international Reading a story about another cultural experiences.
talk about regions and cultures culture and responding to the
celebrations in and identify main ideas with a short opinion. I.EFL.4.1.1.
other countries. similarities and Learners can compare and contrast
differences and Oral Communication: oral traditions, myths, folktales
universal cultural Listening and Speaking) and literature from Ecuador and
themes. Listening to spoken or recorded other cultures in order to
descriptions of familiar scenes, demonstrate an understanding of the 6
EFL 4.2.3 and marking the words you hear. relationship between cultural
Follow and (Example: Learners hear a practices and perspectives. Learners
understand short, dialogue between two teenagers can share cross-cultural experiences
straightforward talking about an assignment. They while naming universal cultural
audio messages circle the verbs they hear, etc.) themes. (I.2, S.1, S.2, J.1)
and/or the main
idea/dialogue of a Listening to a dialogue between CE.EFL.4.7.
movie or cartoon (or two or more people and deciding Listening for Information: Follow
other age- if each statement is true or and identify some main ideas and
appropriate audio- false. (Example: Julia wants to details in short and straightforward
visual call her mother True. Ms. spoken or audio texts set in
presentations) if Trenton gives her permission to familiar contexts, when delivered
delivered slowly and use the cell phone in class slowly and with visuals to provide
visuals provide False, etc.) contextual support. Use spoken
contextual support. contributions in class as models for
(Example: an Watching a short video and ones own speech.
announcement of a writing three new things they
bus delay, an learned. (Example: Sharks arent I.EFL.4.7.1.
intercom mammals. They are fish. Sometimes Learners can identify the main idea
announcement at they attack humans, but not all and some details in short
school, a dialogue sharks are dangerous. Their teeth straightforward spoken audio texts
supported by facial can grow back, etc.) set in familiar contexts when the

expressions/gestures message is delivered slowly and
and appropriate Asking learners simple questions there is other contextual support.
intonation, etc.) about themselves, their family or (Example: rules for a game,
their possessions and noting that classroom instructions, a dialogue
EFL 4.2.11 their response time is relatively in a scene from a cartoon or movie,
Give short, basic quick (i.e., not so slow that the etc.) Learners can use other class-
descriptions of interaction becomes uncomfortable mates contributions in class as
everyday activities for the student or the teacher, models for their own. (I.2, I.3,
and events within and the response is appropriate S.4)
familiar contexts although there may be some basic
and use simple errors) CE.EFL.4.9.
descriptive language Production Fluency: Use simple
to compare and make Conducting a class survey where language to describe, compare and
brief statements learners ask each other about a make statements about familiar
about objects and familiar topic and record each everyday topics such as objects,
possessions. others answers. (Example: Whats possessions and routines in
(Example: family, your favorite sport? Do you have structured situations and short
school, living a favorite team? What sports do conversations. Interaction is with
conditions, personal you play? Are you good at it?, reasonable ease, provided speech is
belongings, etc.) etc.) Sharing a few things about given clearly, slowly and directly.
their classmates answers.
EFL 4.3.2 (Example: Sam is an Emelec fan. I.EFL.4.9.1.
Make use of clues He loves soccer but he isnt good Learners can use simple language to
such as titles, at it. He is the only Emelec fan describe, compare and state facts
illustrations, in our class. Everyone in our about familiar everyday topics such
organization, text class plays soccer, etc.) as possessions, classroom objects
outline and layout, and routines in short, structured
etc. to identify and Reading situations, interacting with
understand relevant relative ease. (I.3, I.4, S.4)
information in Reading a text and answering
written level- information questions. CE.EFL.4.11.
appropriate text Demonstrate comprehension of main
types. Choosing from a list of words to ideas and some details in short
complete gaps from a reading. simple texts on familiar subjects,
EFL 4.3.6 making use of contextual clues to
Apply learning Predicting main ideas by reading identify relevant information in a
strategies to the title and using other text.
examine and contextual clues (e.g., illus-
interpret a variety trations, subheadings, etc.) I.EFL.4.11.1.
of written materials Learners can understand main ideas
using prior Reading a short news article and and some details in short simple on-
knowledge, graphic completing an outline. line or print texts on familiar
organizers, context subjects, using contextual clues to
clues, note taking Reading a paragraph about a help identify the most relevant

and finding words in familiar content area subject and information. (Example: title,
a dictionary. then correcting incorrect illustrations, organization, etc.)
sentences. (Example: The United (I.2, I.4)
EFL 4.4.2 States is the country that grows
Make and use a the most rice corn, etc.) CE.EFL.4.13.
simple print or Apply learning strategies such as
digital learning Studying an infographic on a using prior knowledge and graphic
resource to compare familiar subject and answering organizers to interpret new
and contrast questions about the information. information in a text, and assess
information in order (Example: learners study an this information according to the
to demonstrate infographic about teenagers and organization, subject area and
understanding and sleep and then answer questions purpose of the text, using different
command of a topic. such as, How many hours a night criteria, including ICT tools.
do most teenagers get?, What
EFL 4.4.7 percentage of teens fall asleep I.EFL.4.13.1.
Use the process of in class?, etc.) Learners can apply learning
prewriting, strategies such as using prior
drafting, revising, Highlighting relevant key knowledge and graphic organizers to
peer editing and information in a text and interpret new information in a text.
proofreading (i.e., crossing out irrelevant Learners can assess this information
the writing information. according to the organization,
process) to produce subject area and purpose of the
well-constructed Keeping a vocabulary notebook of text, through the use of different
informational texts. synonyms and antonyms of words criteria, including ICT tools. (I.2,
from a text. I.4, J.4)
EFL 4.5.6
Create an effective Brainstorming everything known CE.EFL.4.16.
voice using a about a topic and then reading a Make use of simple learning
variety of ICT text to check true and false resources, including those created
tools, writing information. by ones self, in order to compare
styles and typical and contrast information, and choose
features of a genre Reading a text and matching appropriate resources according to
to create stories, content-based words to their the value, purpose and audience of
poems, sketches, definition or picture. each.
songs and plays,
including those that Completing a KWL TRI-FOLD chart I.EFL.4.16.1.
reflect traditional about a text. Learners can use and make simple
and popular learning resources, both online and
Ecuadorian cultures. Using a dictionary to look up key in print, in order to compare and
words in a text. contrast information. Learners can
EFL 4.5.10 choose appropriate resources and
Collaboratively Writing critically evaluate the information
produce criteria for Making posters in small groups of in these resources, according to the
evaluating literary new phrases and expressions in value, purpose and audience of each.

texts and the order to display in the (I.1, I.3,
effectiveness of classroom. I.4, J.2, J.4)
group work.
Making flashcards for new words CE.EFL.4.17.
and using them to quiz a partner. Show an ability to convey and
organize information through the use
Recording synonyms and antonyms of facts and details and by
of words in the margins of employing various stages of the
reading texts. writing process, while using a range
of digital tools to promote and
Writing new words and phrases in support collaboration, learning and
a vocabulary notebook. productivity.
Researching and writing a short I.EFL.4.17.1.

paragraph about a new topic and Learners can convey and organize
using appropriate references to information through the use of facts
support your ideas. and details and by employing various
Writing about a topic and using a range of digital tools to
choosing words for a glossary and promote and support collaboration,
writing the definitions. learning and productivity. (I.1,
I.3, S.4, J.2, J.4)
Using a glossary from a text to
understand new words and CE.EFL.4.20.
recording the definitions and Create short, original literary
example sentences in a vocabulary texts in different genres, including
notebook. those that reflect Ecuadorian
cultures, using a range of digital
Completing the gaps in a tools, writing styles, appropriate
sentence. (Example: Nancy has a vocabulary and other literary
car. ---- car is green. ---- concepts.
needs a new car, etc.)
I.EFL.4.20.1.
Using question prompts to Learners can create short, original
interview and then write literary texts in different genres,
sentences about a classmate. including those that reflect
(Example: Where does he live? Ecuadorian cultures, using a range
What food does he like?, etc.) of digital tools, writing styles,
appropriate vocabulary and other
Reading a text and using a literary concepts. (I.1, I.3)
checklist to talk about how it is
organized. (Example: Is there a CE.EFL.4.21.
title? Does it have an opening Use pre-established criteria,
sentence?, etc.) including that which is written by

Adding pictures to a group to evaluate and recommend literary
presentation. texts (written, online, oral, in
video, etc.) and the effectiveness
Writing about a subject using key of group work.
words given in class. (Example:
Key words: reptile, cold-blooded, I.EFL.4.21.1.
scales, tail, vertebrates. Learners can evaluate and recommend
Reptiles are cold-blooded. When literary texts (both written and
its cold outside, theyre cold, oral, online, in video or in print)
too. They have scales. They also according to pre-established crite-
have a tail. They are ver- ria. Learners can work in
tebrates, etc.) collaborative groups to write their
own criteria for evaluating literary
Language through the Arts texts and the effectiveness of group
Using ICT to research about a work. (I.4, S.3, S.4, J.3)
topic of learners choice and
writing a short story with the
findings.

questions?, etc.)


etc.)


etc.)
EFL 4.1.2 Communication and Cultural CE.EFL.4.2.

3 Amazing You will learn how Recognize and Awareness Recognize and demonstrate an 6
Abilities to demonstrate an Simulating desirable social appreciation of commonalities be-
appreciation of some behaviors through role play tween cultures as well as the
talk about commonalities and activities. consequences of ones actions while
abilities. distinctions across exhibiting socially responsible
cultures and groups Choosing pictures that behaviors.
compare peoples (differentiated by demonstrate responsibility
attributes gender, ability, (helping an elder cross the I.EFL.4.2.1.
and abilities. generations, etc.) sidewalk, stopping two children Learners can name similarities and
including the from throwing rocks at a dog, differences between different
express students own. being respectful of people who aspects of cultural groups. Learners
opinions. dress differently, being open to can demonstrate socially responsible
EFL 4.2.2 accepting new ideas/foods, etc.) behaviors at school, online, at home
Use a series of and identifying why each is and in the community, and evaluate
phrases and desirable and what consequences their actions by ethical, safety and
sentences to the irresponsible actions would social standards. (J.3, S.1, I.1)
describe aspects of have.
personal background, CE.EFL.4.7.
immediate Oral Communication: Listening for Information: Follow
environment and Listening and Speaking) and identify some main ideas and
matters of immediate Listening to spoken or recorded details in short and straightforward
need in simple terms descriptions of familiar scenes, spoken or audio texts set in
using grammatical and marking the words you hear. familiar contexts, when delivered
structures learnt in (Example: Learners hear a slowly and with visuals to provide
class (although dialogue between two teenagers contextual support. Use spoken
there may be talking about an assignment. They contributions in class as models for
frequent errors with circle the verbs they hear, etc.) ones own speech.
tenses, personal
pronouns, Listening to a dialogue between I.EFL.4.7.1.
prepositions, etc.) two or more people and deciding Learners can identify the main idea
if each statement is true or and some details in short
EFL 4.2.3 false. (Example: Julia wants to straightforward spoken audio texts
Follow and call her mother True. Ms. set in familiar contexts when the
understand short, Trenton gives her permission to message is delivered slowly and
straightforward use the cell phone in class there is other contextual support.
audio messages False, etc.) (Example: rules for a game,
and/or the main classroom instructions, a dialogue
idea/dialogue of a Recording in-class conversations in a scene from a cartoon or movie,
movie or cartoon (or and dialogues in order to make etc.) Learners can use other class-
other age- note of correct and appropriate mates contributions in class as
appropriate audio- language usage and models for their own. (I.2, I.3,

visual intelligibility. S.4)
presentations) if
delivered slowly and Showing the student a video clip CE.EFL.4.8.
visuals provide of a simple situation and asking Production Accuracy and
contextual support. them to describe what is Intelligibility: Communicate needs
(Example: an happening/has happened. (Example: and information clearly and in
announcement of a The boys crying because he cant simple terms, using grammatical
bus delay, an find his dog. The girl is helping structures learned in class
intercom him look for the dog. They cant (although there may be frequent
announcement at find it, etc.) errors), effectively and without
school, a dialogue undue effort. Demonstrate an ability
supported by facial Asking the learners to read a to make appropriate use of new words
expressions/gestures dialogue in pairs. Learners and expressions in social
and appropriate record themselves and then listen interactions.
intonation, etc.) to the recording in order to
assess clarity of sounds, I.EFL.4.8.1.
EFL 4.2.11 production of phonemes, rhythm Learners can communicate personal
Give short, basic and intonation. information and basic immediate
descriptions of needs and deal with other practical
everyday activities Conducting a class survey where everyday demands in familiar
and events within learners ask each other about a contexts, effectively and without
familiar contexts familiar topic and record each undue effort and using grammatical
and use simple others answers. (Example: Whats structures and vocabulary seen in
descriptive language your favorite sport? Do you have class (although there may be
to compare and make a favorite team? What sports do frequent, basic errors). (I.1, I.2,
brief statements you play? Are you good at it?, I.3, S.1)
about objects and etc.) Sharing a few things about
possessions. their classmates answers. CE.EFL.4.9.
(Example: family, (Example: Sam is an Emelec fan. Production Fluency: Use simple
school, living He loves soccer but he isnt good language to describe, compare and
conditions, personal at it. He is the only Emelec fan make statements about familiar
belongings, etc.) in our class. Everyone in our everyday topics such as objects,
class plays soccer, etc.) possessions and routines in
EFL 4.3.2 structured situations and short
Make use of clues Playing a conversation game, conversations. Interaction is with
such as titles, where learners move their tokens reasonable ease, provided speech is
illustrations, around the board after choosing a given clearly, slowly and directly.
organization, text card and answering the question.
outline and layout, (Example questions: What sports I.EFL.4.9.1.
etc. to identify and do you play? How often do you go Learners can use simple language to
understand relevant to the movies? What do you do describe, compare and state facts
information in after school? What do you do on about familiar everyday topics such
written level- weekends?, etc.) as possessions, classroom objects
appropriate text and routines in short, structured

types. Reading situations, interacting with
Reading a text and answering relative ease. (I.3, I.4, S.4)
EFL 4.3.6 information questions.
Apply learning CE.EFL.4.11.
strategies to Choosing from a list of words to Demonstrate comprehension of main
examine and complete gaps from a reading. ideas and some details in short
interpret a variety simple texts on familiar subjects,
of written materials Predicting main ideas by reading making use of contextual clues to
using prior the title and using other identify relevant information in a
knowledge, graphic contextual clues (e.g., illus- text.
organizers, context trations, subheadings, etc.)
clues, note taking I.EFL.4.11.1.
and finding words in Reading a short news article and Learners can understand main ideas
a dictionary. completing an outline. and some details in short simple on-
line or print texts on familiar
EFL 4.4.2 Reading a paragraph about a subjects, using contextual clues to
Make and use a familiar content area subject and help identify the most relevant
simple print or then correcting incorrect information. (Example: title,
digital learning sentences. (Example: The United illustrations, organization, etc.)
resource to compare States is the country that grows (I.2, I.4)
and contrast the most rice corn, etc.)
information in order CE.EFL.4.13.
to demonstrate Studying an infographic on a Apply learning strategies such as
understanding and familiar subject and answering using prior knowledge and graphic
command of a topic. questions about the information. organizers to interpret new
(Example: learners study an information in a text, and assess
EFL 4.4.7 infographic about teenagers and this information according to the
Use the process of sleep and then answer questions organization, subject area and
prewriting, such as, How many hours a night purpose of the text, using different
drafting, revising, do most teenagers get?, What criteria, including ICT tools.
peer editing and percentage of teens fall asleep
proofreading (i.e., in class?, etc.) I.EFL.4.13.1.
the writing Learners can apply learning
process) to produce Highlighting relevant key strategies such as using prior
well-constructed information in a text and knowledge and graphic organizers to
informational texts. crossing out irrelevant interpret new information in a text.
information. Learners can assess this information
EFL 4.5.5 according to the organization,
Gain an Keeping a vocabulary notebook of subject area and purpose of the
understanding of synonyms and antonyms of words text, through the use of different
literary concepts from a text. criteria, including ICT tools. (I.2,
such as genre, plot, I.4, J.4)
setting, character, Brainstorming everything known
point of view, theme about a topic and then reading a CE.EFL.4.16.

and other literary text to check true and false Make use of simple learning
elements in order to information. resources, including those created
apply them to ones by ones self, in order to compare
own creative texts. Reading a text and matching and contrast information, and choose
content-based words to their appropriate resources according to
EFL 4.5.10 definition or picture. the value, purpose and audience of
Collaboratively each.
produce criteria for Completing a KWL TRI-FOLD chart
evaluating literary about a text. I.EFL.4.16.1.
texts and the Learners can use and make simple
effectiveness of Using a dictionary to look up key learning resources, both online and
group work. words in a text. in print, in order to compare and
contrast information. Learners can
Writing choose appropriate resources and
Making posters in small groups of critically evaluate the information
new phrases and expressions in in these resources, according to the
order to display in the value, purpose and audience of each.
classroom. (I.1, I.3,
I.4, J.2, J.4)
Making flashcards for new words
and using them to quiz a partner. CE.EFL.4.17.
Show an ability to convey and
Recording synonyms and antonyms organize information through the use
of words in the margins of of facts and details and by
reading texts. employing various stages of the
writing process, while using a range
Writing new words and phrases in of digital tools to promote and
a vocabulary notebook. support collaboration, learning and
productivity.
Researching and writing a short
paragraph about a new topic and I.EFL.4.17.1.
using appropriate references to Learners can convey and organize
support your ideas. information through the use of facts
and details and by employing various
Writing about a topic and stages of the writing process, while
choosing words for a glossary and using a range of digital tools to
writing the definitions. promote and support collaboration,
learning and productivity. (I.1,
Using a glossary from a text to I.3, S.4, J.2, J.4)
understand new words and
recording the definitions and CE.EFL.4.20.
example sentences in a vocabulary Create short, original literary
notebook. texts in different genres, including
those that reflect Ecuadorian

Completing the gaps in a cultures, using a range of digital
sentence. (Example: Nancy has a tools, writing styles, appropriate
car. ---- car is green. ---- vocabulary and other literary
needs a new car, etc.) concepts.
Using question prompts to I.EFL.4.20.1.

interview and then write Learners can create short, original
sentences about a classmate. literary texts in different genres,
(Example: Where does he live? including those that reflect
What food does he like?, etc.) Ecuadorian cultures, using a range
of digital tools, writing styles,
Reading a text and using a appropriate vocabulary and other
checklist to talk about how it is literary concepts. (I.1, I.3)
organized. (Example: Is there a
title? Does it have an opening CE.EFL.4.21.
sentence?, etc.) Use pre-established criteria,
including that which is written by
Adding pictures to a group learners collaboratively, in order
presentation. to evaluate and recommend literary
texts (written, online, oral, in
Writing about a subject using key video, etc.) and the effectiveness
words given in class. (Example: of group work.
scales, tail, vertebrates. I.EFL.4.21.1.
Reptiles are cold-blooded. When Learners can evaluate and recommend
its cold outside, theyre cold, literary texts (both written and
too. They have scales. They also oral, online, in video or in print)
have a tail. They are ver- according to pre-established crite-
tebrates, etc.) ria. Learners can work in
Language through the Arts own criteria for evaluating literary
Creating a dance for a popular or texts and the effectiveness of group
traditional song. work. (I.4, S.3, S.4, J.3)

questions?, etc.)



etc.)

etc.)
4 Healthy You will learn how EFL 4.1.1 Awareness Compare and contrast oral traditions 6
Food to Compare and contrast and literature from Ecuador and
oral traditions, Finding recipes from other beyond in order to manifest an
talk about food myths, folktales and cultures and regions and then understanding of the relationship
preferences. literature from sharing them in class. between cultural perspectives and
Ecuador and practices and by sharing cross
express international Oral Communication: cultural experiences.
agreement. regions and cultures Listening and Speaking)
and identify I.EFL.4.1.1.
ask and answer similarities and Listening to instructions for a Learners can compare and contrast
questions differences and short task and carrying them out. oral traditions, myths, folktales
about food universal cultural (Example: First paint the stick. and literature from Ecuador and
quantities. themes. Next put the beads on the ribbon. other cultures in order to
Then tie the ribbons to the demonstrate an understanding of the
EFL 4.2.2 stick. Hang the ribbon on a tree relationship between cultural
Use a series of branch, etc.) practices and perspectives. Learners
phrases and can share cross-cultural experiences
sentences to Listening to spoken or recorded while naming universal cultural
describe aspects of descriptions of familiar scenes, themes. (I.2, S.1, S.2, J.1)
personal background, and marking the words you hear.
immediate (Example: Learners hear a CE.EFL.4.7.
environment and dialogue between two teenagers Listening for Information: Follow
matters of immediate talking about an assignment. They and identify some main ideas and
need in simple terms circle the verbs they hear, etc.) details in short and straightforward
using grammatical spoken or audio texts set in
structures learnt in Listening to a dialogue between familiar contexts, when delivered
class (although two or more people and deciding slowly and with visuals to provide
there may be if each statement is true or contextual support. Use spoken

frequent errors with false. (Example: Julia wants to contributions in class as models for
tenses, personal call her mother True. Ms. ones own speech.
pronouns, Trenton gives her permission to
prepositions, etc.) use the cell phone in class I.EFL.4.7.1.
False, etc.) Learners can identify the main idea
EFL 4.2.3 and some details in short
Follow and Watching a short video and then straightforward spoken audio texts
understand short, talking to a partner about set in familiar contexts when the
straightforward whether or not they agree with message is delivered slowly and
audio messages the speaker or a statement. there is other contextual support.
and/or the main (Example topics for videos: Best (Example: rules for a game,
idea/dialogue of a vacation sites in Ecuador, classroom instructions, a dialogue
movie or cartoon (or strangest foods, scariest animals in a scene from a cartoon or movie,
other age- in the world, etc.) etc.) Learners can use other class-
appropriate audio- mates contributions in class as
visual Recording in-class conversations models for their own. (I.2, I.3,
presentations) if and dialogues in order to make S.4)
delivered slowly and note of correct and appropriate
visuals provide language usage and CE.EFL.4.8.
contextual support. intelligibility. Production Accuracy and
(Example: an Intelligibility: Communicate needs
announcement of a Showing the student a video clip and information clearly and in
bus delay, an of a simple situation and asking simple terms, using grammatical
intercom them to describe what is structures learned in class
announcement at happening/has happened. (Example: (although there may be frequent
school, a dialogue The boys crying because he cant errors), effectively and without
supported by facial find his dog. The girl is helping undue effort. Demonstrate an ability
expressions/gestures him look for the dog. They cant to make appropriate use of new words
and appropriate find it, etc.) and expressions in social
intonation, etc.) interactions.
Asking the learners to read a
EFL 4.2.11 dialogue in pairs. Learners I.EFL.4.8.1.
Give short, basic record themselves and then listen Learners can communicate personal
descriptions of to the recording in order to information and basic immediate
everyday activities assess clarity of sounds, needs and deal with other practical
and events within production of phonemes, rhythm everyday demands in familiar
familiar contexts and intonation. contexts, effectively and without
and use simple undue effort and using grammatical
descriptive language Asking learners to describe a structures and vocabulary seen in
to compare and make picture of a familiar scene and class (although there may be
brief statements asking them to give full frequent, basic errors). (I.1, I.2,
about objects and statements about what they can I.3, S.1)
possessions. see. (Example: a picture of a
(Example: family, classroom: There are ten students CE.EFL.4.9.

school, living and one teacher. The teacher is Production Fluency: Use simple
conditions, personal writing on the board. A boys language to describe, compare and
belongings, etc.) throwing paper, etc.) make statements about familiar
everyday topics such as objects,
EFL 4.3.2 Reading possessions and routines in
Make use of clues Reading a text and answering structured situations and short
such as titles, information questions. conversations. Interaction is with
illustrations, reasonable ease, provided speech is
organization, text Choosing from a list of words to given clearly, slowly and directly.
outline and layout, complete gaps from a reading.
etc. to identify and I.EFL.4.9.1.
understand relevant Predicting main ideas by reading Learners can use simple language to
information in the title and using other describe, compare and state facts
written level- contextual clues (e.g., illus- about familiar everyday topics such
appropriate text trations, subheadings, etc.) as possessions, classroom objects
types. and routines in short, structured
Reading a short news article and situations, interacting with
EFL 4.3.6 completing an outline. relative ease. (I.3, I.4, S.4)
Apply learning
strategies to Reading a paragraph about a CE.EFL.4.11.
examine and familiar content area subject and Demonstrate comprehension of main
interpret a variety then correcting incorrect ideas and some details in short
of written materials sentences. (Example: The United simple texts on familiar subjects,
using prior States is the country that grows making use of contextual clues to
knowledge, graphic the most rice corn, etc.) identify relevant information in a
organizers, context text.
clues, note taking Studying an infographic on a
and finding words in familiar subject and answering I.EFL.4.11.1.
a dictionary. questions about the information. Learners can understand main ideas
(Example: learners study an and some details in short simple on-
EFL 4.4.2 infographic about teenagers and line or print texts on familiar
Make and use a sleep and then answer questions subjects, using contextual clues to
simple print or such as, How many hours a night help identify the most relevant
digital learning do most teenagers get?, What information. (Example: title,
resource to compare percentage of teens fall asleep illustrations, organization, etc.)
and contrast in class?, etc.) (I.2, I.4)
information in order
to demonstrate Highlighting relevant key CE.EFL.4.13.
understanding and information in a text and Apply learning strategies such as
command of a topic. crossing out irrelevant using prior knowledge and graphic
information. organizers to interpret new
EFL 4.4.7 information in a text, and assess
Use the process of Keeping a vocabulary notebook of this information according to the
prewriting, synonyms and antonyms of words organization, subject area and

drafting, revising, from a text. purpose of the text, using different
peer editing and criteria, including ICT tools.
proofreading (i.e., Brainstorming everything known
the writing about a topic and then reading a I.EFL.4.13.1.
process) to produce text to check true and false Learners can apply learning
well-constructed information. strategies such as using prior
informational texts. knowledge and graphic organizers to
Reading a text and matching interpret new information in a text.
EFL 4.5.6 content-based words to their Learners can assess this information
Create an effective definition or picture. according to the organization,
voice using a subject area and purpose of the
variety of ICT Completing a KWL TRI-FOLD chart text, through the use of different
tools, writing about a text. criteria, including ICT tools. (I.2,
styles and typical I.4, J.4)
features of a genre Using a dictionary to look up key
to create stories, words in a text. CE.EFL.4.16.
poems, sketches, Make use of simple learning
songs and plays, Writing resources, including those created
including those that by ones self, in order to compare
reflect traditional Making posters in small groups of and contrast information, and choose
and popular new phrases and expressions in appropriate resources according to
Ecuadorian cultures. order to display in the the value, purpose and audience of
classroom. each.
EFL 4.5.10
Collaboratively Making flashcards for new words I.EFL.4.16.1.
produce criteria for and using them to quiz a partner. Learners can use and make simple
evaluating literary learning resources, both online and
texts and the Recording synonyms and antonyms in print, in order to compare and
effectiveness of of words in the margins of contrast information. Learners can
group work. reading texts. choose appropriate resources and
critically evaluate the information
Writing new words and phrases in in these resources, according to the
a vocabulary notebook. value, purpose and audience of each.
(I.1, I.3, I.4, J.2, J.4)
Researching and writing a short
paragraph about a new topic and CE.EFL.4.17.
using appropriate references to Show an ability to convey and
support your ideas. organize information through the use
of facts and details and by
Writing about a topic and employing various stages of the
choosing words for a glossary and writing process, while using a range
writing the definitions. of digital tools to promote and
support collaboration, learning and
Using a glossary from a text to productivity.

understand new words and
recording the definitions and I.EFL.4.17.1.
example sentences in a vocabulary Learners can convey and organize
notebook. information through the use of facts
and details and by employing various
Completing the gaps in a stages of the writing process, while
sentence. (Example: Nancy has a using a range of digital tools to
car. ---- car is green. ---- promote and support collaboration,
needs a new car, etc.) learning and productivity. (I.1,
I.3, S.4, J.2, J.4)
Using question prompts to
interview and then write CE.EFL.4.20.
sentences about a classmate. Create short, original literary
(Example: Where does he live? texts in different genres, including
What food does he like?, etc.) those that reflect Ecuadorian
cultures, using a range of digital
Reading a text and using a tools, writing styles, appropriate
checklist to talk about how it is vocabulary and other literary
organized. (Example: Is there a concepts.
title? Does it have an opening
sentence?, etc.) I.EFL.4.20.1.
Adding pictures to a group literary texts in different genres,
presentation. including those that reflect
Ecuadorian cultures, using a range
Writing about a subject using key of digital tools, writing styles,
words given in class. (Example: appropriate vocabulary and other
Key words: reptile, cold-blooded, literary concepts. (I.1, I.3)
scales, tail, vertebrates.
Reptiles are cold-blooded. When CE.EFL.4.21.
its cold outside, theyre cold, Use pre-established criteria,
too. They have scales. They also including that which is written by
have a tail. They are ver- learners collaboratively, in order
tebrates, etc.) to evaluate and recommend literary
Language through the Arts video, etc.) and the effectiveness
of group work.
Using ICT to research about a
topic of learners choice and I.EFL.4.21.1.
writing a short story with the Learners can evaluate and recommend
findings. literary texts (both written and
oral, online, in video or in print)
Evaluating and assessing the according to pre-established crite-
effectiveness of group work by ria. Learners can work in

answering a set of questions. collaborative groups to write their
(Example: Who always own criteria for evaluating literary
participates? Who gets the things texts and the effectiveness of group
the group needs? Who asks good work. (I.4, S.3, S.4, J.3)
questions?, etc.)

Searching the Internet for

illustrations and examples of
effective group collaborations
and then sharing why they are
effective. (Example: In this
picture, they are sitting in a
circle. One person is talking and
everyone else is listening, etc.)

etc.)

etc.)
Communication and Cultural

5 They were You will learn how EFL 4.1.2 Awareness CE.EFL.4.2. 6
Successful to Recognize and Recognize and demonstrate an
! demonstrate an Researching through the Internet appreciation of commonalities be-
describe appreciation of some about other cultures and ways of tween cultures as well as the
peoples commonalities and life and presenting them to the consequences of ones actions while
personalities distinctions across class using digital tools. exhibiting socially responsible
and values. cultures and groups behaviors.
(differentiated by Reading a list of actions people
talk about gender, ability, take and evaluating and I.EFL.4.2.1.
peoples lives in generations, etc.) discussing the consequences on Learners can name similarities and

the including the others (including on the differences between different
past. students own. environment). aspects of cultural groups. Learners
can demonstrate socially responsible
talk about EFL 4.2.3 Oral Communication: behaviors at school, online, at home
important events Follow and Listening and Speaking) and in the community, and evaluate
in understand short, their actions by ethical, safety and
history. straightforward Listening to spoken or recorded social standards. (J.3, S.1, I.1)
audio messages descriptions of familiar scenes,
and/or the main and marking the words you hear. CE.EFL.4.7.
idea/dialogue of a (Example: Learners hear a Listening for Information: Follow
movie or cartoon (or dialogue between two teenagers and identify some main ideas and
other age- talking about an assignment. They details in short and straightforward
appropriate audio- circle the verbs they hear, etc.) spoken or audio texts set in
visual familiar contexts, when delivered
presentations) if Listening to a dialogue between slowly and with visuals to provide
delivered slowly and two or more people and deciding contextual support. Use spoken
visuals provide if each statement is true or contributions in class as models for
contextual support. false. (Example: Julia wants to ones own speech.
(Example: an call her mother True. Ms.
announcement of a Trenton gives her permission to I.EFL.4.7.1.
bus delay, an use the cell phone in class Learners can identify the main idea
intercom False, etc.) and some details in short
announcement at straightforward spoken audio texts
school, a dialogue Watching a short video and set in familiar contexts when the
supported by facial writing three new things they message is delivered slowly and
expressions/gestures learned. (Example: Sharks arent there is other contextual support.
and appropriate mammals. They are fish. Sometimes (Example: rules for a game,
intonation, etc.) they attack humans, but not all classroom instructions, a dialogue
sharks are dangerous. Their teeth in a scene from a cartoon or movie,
EFL 4.2.12 can grow back, etc.) etc.) Learners can use other class-
Describe habits, mates contributions in class as
routines, past Reading models for their own. (I.2, I.3,
activities and S.4)
experiences within Reading a text and answering
the personal and information questions. CE.EFL.4.9.
educational domains. Production Fluency: Use simple
Choosing from a list of words to language to describe, compare and
EFL 4.3.2 complete gaps from a reading. make statements about familiar
Make use of clues everyday topics such as objects,
such as titles, Predicting main ideas by reading possessions and routines in
illustrations, the title and using other structured situations and short
organization, text contextual clues (e.g., illus- conversations. Interaction is with
outline and layout, trations, subheadings, etc.) reasonable ease, provided speech is
etc. to identify and given clearly, slowly and directly.

understand relevant Reading a short news article and
information in completing an outline. I.EFL.4.9.1.
written level- Learners can use simple language to
appropriate text Reading a biography and putting describe, compare and state facts
types. events on a timeline. about familiar everyday topics such
as possessions, classroom objects
EFL 4.3.6 Reading a paragraph about a and routines in short, structured
Apply learning familiar content area subject and situations, interacting with
strategies to then correcting incorrect relative ease. (I.3, I.4, S.4)
examine and sentences. (Example: The United
interpret a variety States is the country that grows CE.EFL.4.11.
of written materials the most rice corn, etc.) Demonstrate comprehension of main
using prior ideas and some details in short
knowledge, graphic Studying an infographic on a simple texts on familiar subjects,
organizers, context familiar subject and answering making use of contextual clues to
clues, note taking questions about the information. identify relevant information in a
and finding words in (Example: learners study an text.
a dictionary. infographic about teenagers and
sleep and then answer questions I.EFL.4.11.1.
EFL 4.4.2 such as, How many hours a night Learners can understand main ideas
Make and use a do most teenagers get?, What and some details in short simple on-
simple print or percentage of teens fall asleep line or print texts on familiar
digital learning in class?, etc.) subjects, using contextual clues to
resource to compare help identify the most relevant
and contrast Highlighting relevant key information. (Example: title,
information in order information in a text and illustrations, organization, etc.)
to demonstrate crossing out irrelevant (I.2, I.4)
understanding and information.
command of a topic. CE.EFL.4.13.
Keeping a vocabulary notebook of Apply learning strategies such as
EFL 4.4.7 synonyms and antonyms of words using prior knowledge and graphic
Use the process of from a text. organizers to interpret new
prewriting, information in a text, and assess
drafting, revising, Brainstorming everything known this information according to the
peer editing and about a topic and then reading a organization, subject area and
proofreading (i.e., text to check true and false purpose of the text, using different
the writing information. criteria, including ICT tools.
process) to produce
well-constructed Reading a text and matching I.EFL.4.13.1.
informational texts. content-based words to their Learners can apply learning
definition or picture. strategies such as using prior
EFL 4.5.5 knowledge and graphic organizers to
Gain an Completing a KWL TRI-FOLD chart interpret new information in a text.
understanding of about a text. Learners can assess this information

literary concepts according to the organization,
such as genre, plot, Using a dictionary to look up key subject area and purpose of the
setting, character, words in a text. text, through the use of different
point of view, theme criteria, including ICT tools. (I.2,
and other literary Writing I.4, J.4)
elements in order to
apply them to ones Making posters in small groups of CE.EFL.4.16.
own creative texts. new phrases and expressions in Make use of simple learning
order to display in the resources, including those created
EFL 4.5.10 classroom. by ones self, in order to compare
Collaboratively and contrast information, and choose
produce criteria for Making flashcards for new words appropriate resources according to
evaluating literary and using them to quiz a partner. the value, purpose and audience of
texts and the each.
effectiveness of Recording synonyms and antonyms
group work. of words in the margins of I.EFL.4.16.1.
reading texts. Learners can use and make simple
learning resources, both online and
Writing new words and phrases in in print, in order to compare and
a vocabulary notebook. contrast information. Learners can
choose appropriate resources and
Researching and writing a short critically evaluate the information
paragraph about a new topic and in these resources, according to the
using appropriate references to value, purpose and audience of each.
support your ideas. (I.1, I.3,
I.4, J.2, J.4)
Writing about a topic and
choosing words for a glossary and CE.EFL.4.17.
writing the definitions. Show an ability to convey and
organize information through the use
Using a glossary from a text to of facts and details and by
understand new words and employing various stages of the
recording the definitions and writing process, while using a range
example sentences in a vocabulary of digital tools to promote and
notebook. support collaboration, learning and
productivity.
Completing the gaps in a I.EFL.4.17.1.
sentence. (Example: Nancy has a Learners can convey and organize
car. ---- car is green. ---- information through the use of facts
needs a new car, etc.) and details and by employing various
Using question prompts to using a range of digital tools to
interview and then write promote and support collaboration,
sentences about a classmate. learning and productivity. (I.1,

(Example: Where does he live? I.3, S.4, J.2, J.4)
What food does he like?, etc.)
CE.EFL.4.20.
Reading a text and using a Create short, original literary
checklist to talk about how it is texts in different genres, including
organized. (Example: Is there a those that reflect Ecuadorian
title? Does it have an opening cultures, using a range of digital
sentence?, etc.) tools, writing styles, appropriate
vocabulary and other literary
Adding pictures to a group concepts.
presentation.
I.EFL.4.20.1.
Writing about a subject using key Learners can create short, original
words given in class. (Example: literary texts in different genres,
Key words: reptile, cold-blooded, including those that reflect
scales, tail, vertebrates. Ecuadorian cultures, using a range
Reptiles are cold-blooded. When of digital tools, writing styles,
its cold outside, theyre cold, appropriate vocabulary and other
too. They have scales. They also literary concepts. (I.1, I.3)
have a tail. They are ver-
tebrates, etc.) CE.EFL.4.21.
Use pre-established criteria,
Language through the Arts including that which is written by
Doing free writing on a topic to evaluate and recommend literary
suggested by another learner. texts (written, online, oral, in
Evaluating and assessing the of group work.
answering a set of questions. I.EFL.4.21.1.
(Example: Who always Learners can evaluate and recommend
participates? Who gets the things literary texts (both written and
the group needs? Who asks good oral, online, in video or in print)
questions?, etc.) according to pre-established crite-
ria. Learners can work in
Selecting desirable behaviors for collaborative groups to write their
group work from a list and own criteria for evaluating literary
reaching a consensus as a group texts and the effectiveness of group
for the three most important. work. (I.4, S.3, S.4, J.3)
Searching the Internet for

illustrations and examples of
effective group collaborations

effective. (Example: In this
picture, they are sitting in a
circle. One person is talking and
everyone else is listening, etc.)

etc.)

etc.)
Communication and Cultural

6 Unforgetta You will learn how EFL 4.1.1 Awareness CE.EFL.4.1. 6
ble to Compare and contrast Hearing a story from another Compare and contrast oral traditions
Moments oral traditions, country and finding similarities and literature from Ecuador and
talk about myths, folktales and with a story from Ecuador. beyond in order to manifest an
events in the literature from understanding of the relationship
past. Ecuador and Researching traditional between cultural perspectives and
international stories/myths/legends from other practices and by sharing cross
ask and answer regions and cultures cultures and presenting them on a cultural experiences.
questions and identify class blog.
about the past. similarities and I.EFL.4.1.1.
differences and Writing survey questions about Learners can compare and contrast
describe universal cultural socially and culturally oral traditions, myths, folktales
emotions. themes. responsible behaviors and and literature from Ecuador and
surveying classmates. Publishing other cultures in order to
EFL 4.1.2 the results in an online chart. demonstrate an understanding of the
Recognize and relationship between cultural
demonstrate an Oral Communication: practices and perspectives. Learners
appreciation of some Listening and Speaking) can share cross-cultural experiences
commonalities and while naming universal cultural
distinctions across Listening to spoken or recorded themes. (I.2, S.1, S.2, J.1)
cultures and groups descriptions of familiar scenes,
(differentiated by and marking the words you hear. CE.EFL.4.2.
gender, ability, (Example: Learners hear a Recognize and demonstrate an
generations, etc.) dialogue between two teenagers appreciation of commonalities be-
including the talking about an assignment. They tween cultures as well as the

students own. circle the verbs they hear, etc.) consequences of ones actions while
exhibiting socially responsible
EFL 4.2.3 Listening to a dialogue between behaviors.
Follow and two or more people and deciding
understand short, if each statement is true or I.EFL.4.2.1.
straightforward false. (Example: Julia wants to Learners can name similarities and
audio messages call her mother True. Ms. differences between different
and/or the main Trenton gives her permission to aspects of cultural groups. Learners
idea/dialogue of a use the cell phone in class can demonstrate socially responsible
movie or cartoon (or False, etc.) behaviors at school, online, at home
other age- and in the community, and evaluate
appropriate audio- Reading their actions by ethical, safety and
visual social standards. (J.3, S.1, I.1)
presentations) if Reading a text and answering
delivered slowly and information questions. CE.EFL.4.7.
visuals provide Listening for Information: Follow
contextual support. Choosing from a list of words to and identify some main ideas and
(Example: an complete gaps from a reading. details in short and straightforward
announcement of a spoken or audio texts set in
bus delay, an Predicting main ideas by reading familiar contexts, when delivered
intercom the title and using other slowly and with visuals to provide
announcement at contextual clues (e.g., illus- contextual support. Use spoken
school, a dialogue trations, subheadings, etc.) contributions in class as models for
supported by facial ones own speech.
expressions/gestures Reading a short news article and
and appropriate completing an outline. I.EFL.4.7.1.
intonation, etc.) Learners can identify the main idea
Reading a paragraph about a and some details in short
EFL 4.2.12 familiar content area subject and straightforward spoken audio texts
Describe habits, then correcting incorrect set in familiar contexts when the
routines, past sentences. (Example: The United message is delivered slowly and
activities and States is the country that grows there is other contextual support.
experiences within the most rice corn, etc.) (Example: rules for a game,
the personal and classroom instructions, a dialogue
educational domains. Studying an infographic on a in a scene from a cartoon or movie,
familiar subject and answering etc.) Learners can use other class-
EFL 4.3.2 questions about the information. mates contributions in class as
Make use of clues (Example: learners study an models for their own. (I.2, I.3,
such as titles, infographic about teenagers and S.4)
illustrations, sleep and then answer questions
organization, text such as, How many hours a night CE.EFL.4.8.
outline and layout, do most teenagers get?, What Production Accuracy and
etc. to identify and percentage of teens fall asleep Intelligibility: Communicate needs
understand relevant in class?, etc.) and information clearly and in

information in simple terms, using grammatical
written level- Highlighting relevant key structures learned in class
appropriate text information in a text and (although there may be frequent
types. crossing out irrelevant errors), effectively and without
information. undue effort. Demonstrate an ability
EFL 4.3.6 to make appropriate use of new words
Apply learning Keeping a vocabulary notebook of and expressions in social
strategies to synonyms and antonyms of words interactions.
examine and from a text.
interpret a variety I.EFL.4.8.1.
of written materials Brainstorming everything known Learners can communicate personal
using prior about a topic and then reading a information and basic immediate
knowledge, graphic text to check true and false needs and deal with other practical
organizers, context information. everyday demands in familiar
clues, note taking contexts, effectively and without
and finding words in Reading a text and matching undue effort and using grammatical
a dictionary. content-based words to their structures and vocabulary seen in
definition or picture. class (although there may be
EFL 4.4.2 frequent, basic errors). (I.1, I.2,
Make and use a Completing a KWL TRI-FOLD chart I.3, S.1)
simple print or about a text.
digital learning CE.EFL.4.9.
resource to compare Using a dictionary to look up key Production Fluency: Use simple
and contrast words in a text. language to describe, compare and
information in order make statements about familiar
to demonstrate Writing everyday topics such as objects,
understanding and possessions and routines in
command of a topic. Making posters in small groups of structured situations and short
new phrases and expressions in conversations. Interaction is with
EFL 4.4.7 order to display in the reasonable ease, provided speech is
Use the process of classroom. given clearly, slowly and directly.
prewriting,
drafting, revising, Making flashcards for new words I.EFL.4.9.1.
peer editing and and using them to quiz a partner. Learners can use simple language to
proofreading (i.e., describe, compare and state facts
the writing Recording synonyms and antonyms about familiar everyday topics such
process) to produce of words in the margins of as possessions, classroom objects
well-constructed reading texts. and routines in short, structured
informational texts. situations, interacting with
Writing new words and phrases in relative ease. (I.3, I.4, S.4)
EFL 4.5.5 a vocabulary notebook.
Gain an CE.EFL.4.11.
understanding of Researching and writing a short Demonstrate comprehension of main
literary concepts paragraph about a new topic and ideas and some details in short

such as genre, plot, using appropriate references to simple texts on familiar subjects,
setting, character, support your ideas. making use of contextual clues to
point of view, theme identify relevant information in a
and other literary Writing about a topic and text.
elements in order to choosing words for a glossary and I.EFL.4.11.1.
apply them to ones writing the definitions. Learners can understand main ideas
own creative texts. and some details in short simple on-
Using a glossary from a text to line or print texts on familiar
EFL 4.5.10 understand new words and subjects, using contextual clues to
Collaboratively recording the definitions and help identify the most relevant
produce criteria for example sentences in a vocabulary information. (Example: title,
evaluating literary notebook. illustrations, organization, etc.)
texts and the (I.2, I.4)
effectiveness of Completing the gaps in a
group work. sentence. (Example: Nancy has a CE.EFL.4.13.
car. ---- car is green. ---- Apply learning strategies such as
needs a new car, etc.) using prior knowledge and graphic
organizers to interpret new
Using question prompts to information in a text, and assess
interview and then write this information according to the
sentences about a classmate. organization, subject area and
(Example: Where does he live? purpose of the text, using different
What food does he like?, etc.) criteria, including ICT tools.
Reading a text and using a I.EFL.4.13.1.

checklist to talk about how it is Learners can apply learning
organized. (Example: Is there a strategies such as using prior
title? Does it have an opening knowledge and graphic organizers to
sentence?, etc.) interpret new information in a text.
Learners can assess this information
Adding pictures to a group according to the organization,
presentation. subject area and purpose of the
text, through the use of different
Writing about a subject using key criteria, including ICT tools. (I.2,
words given in class. (Example: I.4, J.4)
scales, tail, vertebrates. CE.EFL.4.16.
Reptiles are cold-blooded. When Make use of simple learning
its cold outside, theyre cold, resources, including those created
too. They have scales. They also by ones self, in order to compare
have a tail. They are ver- and contrast information, and choose
tebrates, etc.) appropriate resources according to
the value, purpose and audience of
Language through the Arts each.

I.EFL.4.16.1.
Doing free writing on a topic Learners can use and make simple
suggested by another learner. learning resources, both online and
in print, in order to compare and
Evaluating and assessing the contrast information. Learners can
effectiveness of group work by choose appropriate resources and
answering a set of questions. critically evaluate the information
(Example: Who always in these resources, according to the
participates? Who gets the things value, purpose and audience of each.
the group needs? Who asks good (I.1, I.3, I.4, J.2, J.4)
questions?, etc.)
CE.EFL.4.17.
Selecting desirable behaviors for Show an ability to convey and
group work from a list and organize information through the use
reaching a consensus as a group of facts and details and by
for the three most important. employing various stages of the
writing process, while using a range
Searching the Internet for of digital tools to promote and
illustrations and examples of support collaboration, learning and
effective group collaborations productivity.
effective. (Example: In this I.EFL.4.17.1.
picture, they are sitting in a Learners can convey and organize
circle. One person is talking and information through the use of facts
everyone else is listening, etc.) and details and by employing various
Discussing rules and norms for a using a range of digital tools to
group project before the project promote and support collaboration,
begins. (Example: Dont interrupt learning and productivity. (I.1,
others, Do your work on time, I.3, S.4, J.2, J.4)
etc.) CE.EFL.4.20.
Create short, original literary
Assigning roles for a group texts in different genres, including
project. (Example: deciding who those that reflect Ecuadorian
is secretary, who is the cultures, using a range of digital
organizer, who makes the artwork, tools, writing styles, appropriate
etc.) vocabulary and other literary
concepts.
I.EFL.4.20.1.
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)
CE.EFL.4.21.
Use pre-established criteria,
including that which is written by
to evaluate and recommend literary
of group work.
I.EFL.4.21.1.
Learners can evaluate and recommend
literary texts (both written and
oral, online, in video or in print)
according to pre-established crite-
ria. Learners can work in
own criteria for evaluating literary
texts and the effectiveness of group
work. (I.4, S.3, S.4, J.3)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:
Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United States: Teachers College
Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States: Pearson Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum for
Educacin General Bsica Elemental. Quito, Ecuador: MinEdu.
Muoz, J. (2016). English A1.2. Quito, Ecuador: Grupo Editorial Norma SA
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): Lcda. Verenice Manobanda R. NAME: NAME:
Signature: Signature: Signature:
Date: October 31th, 2016 Date: Date:


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UNIDAD EDUCATIVA 30 DE ABRIL

Enokanqui La Joya de los Sachas Orellana

Objectives of the Area Objectives of the Grade/Course

Produced by: Teacher: Verenice Manobanda Matter: English

OG.EFL 7 O.EFL 4.9

4.TRANSVERSAL AXES: Intercultural awareness, tolerance, respect, multiculturalism,

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Reading a text and matching CE.EFL.4.17.

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Language through the Arts

Evaluating and assessing the

Selecting desirable behaviors for

Discussing rules and norms for a

Produced by: Teacher: Verenice Manobanda Matter: English

Assigning roles for a group

Communication and Cultural CE.EFL.4.1.

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Researching and writing a short I.EFL.4.17.1.

Produced by: Teacher: Verenice Manobanda Matter: English

Evaluating and assessing the

Selecting desirable behaviors for

Discussing rules and norms for a

Assigning roles for a group

Produced by: Teacher: Verenice Manobanda Matter: English

EFL 4.1.2 Communication and Cultural CE.EFL.4.2.

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Using question prompts to I.EFL.4.20.1.

Evaluating and assessing the

Selecting desirable behaviors for

Produced by: Teacher: Verenice Manobanda Matter: English

Discussing rules and norms for a

Assigning roles for a group

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Selecting desirable behaviors for

Searching the Internet for

Discussing rules and norms for a

Assigning roles for a group

Communication and Cultural

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Searching the Internet for

Produced by: Teacher: Verenice Manobanda Matter: English

Discussing rules and norms for a

Assigning roles for a group

Communication and Cultural

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Produced by: Teacher: Verenice Manobanda Matter: English

Reading a text and using a I.EFL.4.13.1.

Produced by: Teacher: Verenice Manobanda Matter: English