Académique Documents
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Culture Documents
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
one’s 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
one’s 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)
EFL 4.1.1. Compare and
contrast oral traditions,
Communication and Cultural CE.EFL.4.1.
myths, folktales and
Awareness Compare and
3 Hobbies, Leisure Discuss literature from Ecuador
contrast oral
and Entertainment hobbies and and international - Finding ways of entertainment
traditions and
free time regions and cultures and from other cultures and regions
and then sharing them in class. literature from
activities. identify similarities and
- Completing a Venn diagram Ecuador and
differences and
about two stories from different beyond in order to
universal cultural
countries. manifest an
themes.
- Reflecting on differences understanding of
EFL 4.1.3. Display an between people from other the relationship
understanding of the countries and regions. between cultural
relationship between the - Sharing a cross-cultural perspectives and
practices and experience (such as traveling, practices and by
perspectives of different trying a new food, meeting sharing cross
cultures by recognizing someone from another country) cultural
in pairs or as a class.
and sharing cross- experiences.
Oral Communication: (Listening and
cultural experiences and
Speaking) I.EFL.4.1.1.
ideas
Learners can
- Recording in-class
EFL 4.1.6. Seek and compare and
conversations and dialogues in
provide information and order to make note of correct contrast oral
assistance, orally or in and appropriate language traditions, myths,
writing and in online or usage and intelligibility. folktales and
face-to-face - Asking classmates to repeat an literature from
interactions, for answer or statement if needed Ecuador and other
personal, social and to clarify something. cultures in order to
academic purposes. - Asking the learners to read a demonstrate an
dialogue in pairs. Learners understanding of
EFL 4.1.8. Use suitable record themselves and then the relationship
vocabulary, expressions, listen to the recording in order between cultural
language and to assess clarity of sounds, practices and
interaction styles for production of phonemes, perspectives.
formal and informal rhythm and intonation. Learners can share
social or academic Reading cross-cultural
situations in order to - Reading a short text and experiences while
communicate specific showing comprehension by naming universal
completing the accompanying
intentions in online and cultural themes.
graphic organizer.
face-to-face (I.2, S.1, S.2, J.1)
- Reading a text on a familiar
interactions. (Example: content area subject and then CE.EFL.4.4.
thanking, making matching phrases or labeling Demonstrate the
promises, apologizing, pictures. ability to ask for
asking permission, - Reading two short simple cross
and give
chatting with friends, curricular texts and using them
information and
answering in class, to support one’s own argument
or hypothesis. assistance using
greeting an authority
Writing appropriate
figure, etc.)
language and
EFL 4.2.15. Deal with - Completing the gaps in a interaction styles
practical, everyday sentence. in a variety of
communication demands - Reading an online movie social interactions.
review and identifying common
within familiar contexts,
linguistic features, such as use I.EFL.4.4.1.
effectively and without
of past verbs. Learners use the Learners can
undue effort. (Example: same features to write their demonstrate an
meeting people, own review of a movie they’ve ability to give and
extending and accepting seen. ask for information
invitations, exchanging - Sequencing sentences by
and assistance
information, giving adding words.
using level-
reasons, asking and Language through the Arts
appropriate
answering questions
- Doing extended writing, in language and
about routines and
which learners get to choose interaction styles
preferences, etc.)
in online or face-
EFL 4.2.14. Ask and what they write and are not to-face social and
answer straightforward evaluated or tested on it. classroom
follow-up questions - Sharing learners’ stories in interactions. (J.2,
within familiar contexts, pairs or small groups and J.3, J.4, I.3)
such as school and choosing to represent some
through a role play. CE.EFL.4.8.
family life, provided
- Reading a myth from Ecuador Production –
there are opportunities
and writing a song about it. accuracy and
to ask for clarification,
intelligibility:
reformulation or
Communicate
repetition of key points.
needs and
EFL 4.2.16. Initiate, information clearly
maintain and end a and in simple
conversation to satisfy terms, using
basic needs and/ or grammatical
handle a simple structures learned
transaction. preferences, in class (although
etc.) there may be
frequent errors),
EFL 4.3.5. Use everyday
effectively and
reference material in
without undue
order to select
effort.
information appropriate
Demonstrate an
to the purpose of an
ability to make
inquiry and relate ideas
appropriate use of
from one written source
new words and
to another. (Example:
expressions in
nonfiction books for
social interactions.
young adults, the
Internet, audio and I.EFL. 4.8.1.
media presentations, Learners can
oral interviews, maps, communicate
diagrams, reference personal
books, magazines, etc.) information and
basic immediate
EFL 4.4.4. Write to
needs and deal
describe feelings/
with other
opinions in order to
practical everyday
effectively influence an
demands in
audience. (Example:
familiar contexts,
persuade, negotiate,
effectively and
argue, etc.)
without undue
EFL 4.5.4. Create effort and using
personal stories by grammatical
adding imaginative structures and
details to real-life stories vocabulary seen in
and situations, using class (although
appropriate vocabulary there may be
and elements of the frequent, and basic
literature learners have errors) (I.1, I.2,
read or heard I.3, S.1)
CE. EFL. 4.10.
Interaction –
interpersonal:
participate
effectively in
familiar and
predictable
conversational
exchanges by
asking and
answering follow-
up-questions,
provided there are
opportunities to
use repair
strategies (e.g.
asking for
clarification) and
sustain
conversational
exchanges in pairs
to complete a task,
satisfy a need or
handle a simple
transaction.
I.EFL.4.10.1.
Learners can
effectively
participate in
familiar and
predictable
everyday
conversational
exchanges in order
to complete a task,
satisfy a need or
handle a simple
transaction, using
a range of repair
strategies.
(Example: asking
for clarification,
etc.) (I.3, J.3, J.4)
CE.EFL.4.12. Use
a range of
reference
materials and
sources, both
online and in print,
in order to support
ideas, answer
inquiries, find
relationships and
relate ideas
between different
subject areas.
I.EFL.4.12.1.
Learners can
employ a range of
reference
materials and
sources, both
online and in print,
in order to support
ideas, answer
inquiries, find
relationships and
relate ideas
between different
subject areas. (I.1,
I.2, J.2)
CE.EFL.4.15.
Express
information and
ideas and describe
feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in
order to influence
an audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
one’s 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
one’s 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
appreciation of some demonstrate an
- Completing and illustrating appreciation of
4 commonalities and
statements about socially commonalities
distinctions across responsible behaviors.
The World is the Make cultures and groups between cultures
limit comparison - Making a useful object out of as well as the
(differentiated by recycled materials.
s about consequences of
gender, ability, - Creating a poster of class
places and one’s actions
generations, etc.) rules. while exhibiting
people.
including the students’ - Researching through the socially
own. Internet about other cultures responsible
and ways of life and presenting behaviors.
EFL 4.1.9. Recognize the them to the class using digital I.EFL.4.2.1.
consequences of one’s tools. Learners can
actions by Oral Communication: (Listening and name similarities
demonstrating Speaking) and differences
responsible decision- between different
making at school, online, - Recording in-class
aspects of cultural
conversations and dialogues in
at home and in the groups. Learners
order to make note of correct
community, while can demonstrate
considering ethical and appropriate language socially
standards, safety usage and intelligibility. responsible
concerns, social norms - Having learners make a selfie behaviors at
and mutual respect. video to say what they know school, online, at
about a topic before coming to home and in the
EFL 4.1.6. Seek and class. community, and
provide information and - Asking for help in class when evaluate their
assistance, orally or in necessary. actions by ethical,
writing and in online or Reading safety and social
face-to-face - Reading a short text and standards. (J.3,
interactions, for showing comprehension by S.1, I.1)
personal, social and completing the accompanying CE.EFL.4.4.
graphic organizer. Demonstrate the
academic purposes.
- Reading a text on a familiar ability to ask for
EFL 4.1.8. Use suitable content area subject and then and give
vocabulary, expressions, matching phrases or labeling information and
language and pictures. assistance using
interaction styles for - Reading two short simple cross appropriate
curricular texts and using them language and
formal and informal
to support one’s own argument interaction styles
social or academic
or hypothesis. in a variety of
situations in order to Writing social interactions.
communicate specific I.EFL.4.4.1.
intentions in online and - Completing the gaps in a Learners can
face-to-face sentence. demonstrate an
interactions. (Example: - Reading an online movie ability to give and
thanking, making review and identifying common ask for
promises, apologizing, linguistic features, such as use information and
of past verbs. Learners use the assistance using
asking permission,
same features to write their level-appropriate
chatting with friends, own review of a movie they’ve
answering in class, language and
seen. interaction styles
- Sequencing sentences by in online or face-
adding words.
greeting an authority Language through the Arts to-face social and
figure, etc.) classroom
- Doing extended writing, in interactions. (J.2,
EFL 4.1.10. Recognize which learners get to choose J.3, J.4, I.3)
and appreciate what they write and are not
individual and group evaluated or tested on it. CE.EFL. 4.5.
similarities and - Sharing learners’ stories in Display and
differences by pairs or small groups and appreciation of
choosing to represent some and demonstrate
establishing and
through a role play. respect for
maintaining healthy and
- Reading a myth from Ecuador individual and
rewarding online and and writing a song about it.
face-toface relationships group differences
by establishing
based on communication
and maintaining
and cooperation.
healthy and
EFL 4.1.4. Demonstrate rewarding
mindfulness, empathy, relationships
tolerance and an overall based on
communication
respect for the integrity
and cooperation.
of cultures in daily
classroom activities. I.EFL.4.5.1.
EFL 4.2.15. Deal with Learners can
practical, everyday appreciate and
communication demands show respect for
individual and
within familiar contexts,
group differences
effectively and without by establishing
undue effort. (Example: and maintaining
meeting people, healthy and
extending and accepting rewarding online
invitations, exchanging and face-to-face
information, giving interactions.
reasons, asking and Learners can
answering questions communicate and
about routines and cooperate in
preferences, etc.) respectful,
empathetic
EFL 4.3.5. Use everyday manner. (J.3, S.1,
reference material in S.4)
order to select
information appropriate CE.EFL.4.8.
to the purpose of an Production –
inquiry and relate ideas Accuracy and
from one written source Intelligibility:
Communicate
to another. (Example:
needs and
nonfiction books for
information
young adults, the clearly and in
Internet, audio and simple terms,
media presentations, using grammatical
oral interviews, maps, structures learned
diagrams, reference in class (although
books, magazines, etc.) there may be
frequent errors),
EFL 4.4.5. Recognize effectively and
that various types of without undue
writing require different effort.
language, formatting Demonstrate an
and special vocabulary. ability to make
(Example: a recipe, a appropriate use of
letter, etc.) new words and
expressions in
EFL 4.5.5. Gain an social interactions.
understanding of literary I.EFL.4.8.1.
concepts such as genre, Learners can
plot, setting, character, communicate
point of view, theme and personal
other literary elements in information and
order to apply them to basic immediate
one’s own creative texts. needs and deal
with other
EFL 4.5.6. Create an practical everyday
effective voice using a demands in
variety of ICT tools, familiar contexts,
writing styles and typical effectively and
features of a genre to without undue
create stories, poems, effort and using
grammatical
sketches, songs and
structures and
plays, including those
vocabulary seen in
that reflect traditional class (although
and popular Ecuadorian there may be
cultures frequent, basic
errors). (I.1, I.2,
I.3, S.1)
CE.EFL.4.12. Use
a range of
reference
materials and
sources, both
online and in
print, in order to
support ideas,
answer inquiries,
find relationships
and relate ideas
between different
subject areas.
I.EFL.4.12.1.
Learners can
employ a range of
reference
materials and
sources, both
online and in
print, in order to
support ideas,
answer inquiries,
find relationships
and relate ideas
between different
subject areas. (I.1,
I.2, J.2)
CE.EFL.4.15.
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
one’s 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
one’s 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)
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
appreciation of some demonstrate an
- Finding recipes from other
6 Lifetime Talk about commonalities and appreciation of
cultures and regions and then
Achievements people and distinctions across sharing them in class. commonalities
their cultures and groups - Reading two stories from between cultures
achievemen (differentiated by different regions in Ecuador as well as the
ts. gender, ability, and completing a chart to show consequences of
generations, etc.) the differences. one’s actions
including the students’ - Watching a video about a while exhibiting
own. legend or traditional story from socially
Ecuador or another country,
EFL 4.1.9. Recognize and taking notes on the cultural responsible
the consequences of practices mentioned. behaviors..
one’s actions by - Sharing a cross-cultural
experience (such as traveling, I.EFL.4.2.1.
demonstrating
trying a new food, meeting Learners can
responsible decision-
someone from another country) name similarities
making at school,
in pairs or as a class. and differences
online, at home and in
Oral Communication: (Listening and between different
the community, while
Speaking) aspects of cultural
considering ethical
groups. Learners
standards, safety - Asking classmates to repeat an
can demonstrate
concerns, social norms answer or statement if needed
to clarify something. socially
and mutual respect.
- Showing the student a video responsible
EFL 4.1.6. Seek and clip of a simple situation and behaviors at
provide information and asking them to describe what is school, online, at
assistance, orally or in happening/has happened. home and in the
writing and in online or - Doing a mingle activity where community, and
face-to-face learners ask and answer survey evaluate their
interactions, for questions about jobs and actions by ethical,
personal, social and occupations safety and social
academic purposes. Reading standards. (J.3,
- Keeping a vocabulary notebook
S.1, I.1)
EFL 4.1.8. Use suitable of synonyms and antonyms of
vocabulary, expressions, words from a text. CE.EFL.4.4.
language and - Completing an outline for a Demonstrate the
interaction styles for cross-curricular text. ability to ask for
formal and informal - Brainstorming everything and give
social or academic known about a topic and then information and
reading a text to check true and
situations in order to assistance using
false information.
communicate specific - Completing a KWL chart about
appropriate
intentions in online and a text. language and
face-to-face interaction styles
interactions. (Example: Writing in a variety of
thanking, making social interactions
- Reading an online movie
promises, apologizing,
review and identifying common I.EFL.4.4.1.
asking permission, linguistic features. Learners can
chatting with friends, - Sequencing sentences by demonstrate an
answering in class, adding words. ability to give and
greeting an authority - Posting a comment to a
ask for
figure, etc.) classmate’s writing on a class
information and
blog.
EFL 4.2.15. Deal with assistance using
Language through the Arts
practical, everyday level-appropriate
communication demands - Listening to or reading stories language and
within familiar contexts, and drawing an important interaction styles
effectively and without scene. in online or face-
undue effort. (Example: - Looking at the title of a text and to-face social and
meeting people, accompanying illustrations and classroom
writing three questions about
extending and accepting interactions. (J.2,
the topic. Then reading to find
invitations, exchanging J.3, J.4, I.3)
the answers to the questions.
information, giving - Listening to a song and CE.EFL.4.8.
reasons, asking and inferring if it is happy, sad, etc. Production –
answering questions - Writing a sentence to describe Accuracy and
about routines and the author’s intention. Intelligibility:
preferences, etc.)
Communicate
EFL 4.4.7. Use the needs and
process of prewriting, information
drafting, revising, peer clearly and in
editing and simple terms,
proofreading (i.e., “the using grammatical
writing process”) to structures learned
produce well- in class (although
there may be
constructed frequent errors),
informational texts. effectively and
without undue
EFL 4.4.8. Convey and
effort.
organize information
Demonstrate an
using facts and details
ability to make
in order to illustrate
appropriate use of
diverse patterns and
new words and
structures in writing.
expressions in
(Example: cause and
social interactions.
effect, problem and
solution, general-to- I.EFL.4.8.1.
specific presentation, Learners can
etc.) communicate
personal
EFL 4.5.1. Make use of
information and
main points in literary
basic immediate
texts (authentic and
needs and deal
semi-authentic, oral and
with other
written) to understand
practical everyday
short simple everyday
demands in
stories, especially if
familiar contexts,
there is visual support.
effectively and
without undue
effort and using
grammatical
structures and
vocabulary seen in
class (although
there may be
frequent, basic
errors). (I.1, I.2,
I.3, S.1)
CE.EFL.4.17.
Show an ability to
convey and
organize
information
through the use of
facts and details
and by employing
various stages of
the writing
process, while
using a range of
digital tools to
promote and
support
collaboration,
learning and
productivity.
I.EFL.4.17.1.
Learners can
convey and
organize
information
through the use of
facts and details
and by employing
various stages of
the writing
process, while
using a range of
digital tools to
promote and
support
collaboration,
learning and
productivity. (I.1,
I.3, S.4, J.2, J.4)
CE.EFL.4.18. Use
main ideas in
order to
understand,
predict, infer and
deduce literal and
implied meanings
in short, simple,
everyday literary
texts (online, oral
or in print) infer
and deduce literal
and implied
meanings in short,
simple, everyday
literary texts
(online, oral or in
print), especially
when visual
support is
provided. (I.2, I.3,
I.4)
I I.EFL.4.18.1.
Learners can
understand,
predict, infer and
deduce literal and
implied meanings
in short, simple,
everyday literary
texts (online, oral
or in print),
especially when
visual support is
provided. (I.2, I.3,
I.4)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
Teachers guide A 2.1
ELABORATED REVISED BY APPROVED BY
BY
TEACHER(S): NAME: NAME:
Ing. Jaime Patricio
Lliguicota
Signature: Signature: Signature:
Date: Date: Date: