Académique Documents
Professionnel Documents
Culture Documents
1. INFORMATIONAL DATA
2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
work
5 Hours 4 weeks 36 weeks 180 Hours
40 weeks
3. GENERAL OBJECTIVE
Encounter socio-cultural aspects of their own and other countries in a Identify the main ideas, some details and inferences of written texts, in order
thoughtful and inquisitive manner, maturely, and openly experiencing to produce level-appropriate critical analysis of familiar subjects and
other cultures and languages from the secure standpoint of their own contexts.
national and cultural identity.
O.EFL 4.2
Appreciate and value English as an international language and a medium to
interact globally.
OG.EFL 2
O.EFL 4.3
Draw on this established propensity for curiosity and tolerance towards
different cultures to comprehend the role of diversity in building an Independently read A2.1 level text in English as a source of entertainment
intercultural and multinational society. and interpersonal and intrapersonal interaction.
Access greater flexibility of mind, creativity, enhanced linguistic Develop creative and critical thinking skills when encountering challenges in
intelligence, and critical thinking skills through an appreciation of order to promote autonomous learning and decision making.
linguistic differences. Enjoy an enriched perspective of their L1 and of
language use for communication and learning. O.EFL 4.5
Directly access the main points and important details of up-to date. O.EFL 4.7
English language texts, such as those published on the web, for Use spoken and written literary text in English such as poems, short stories,
professional or general investigation, through the efficient use of ICT and comic strips, short magazine articles and oral interviews on familiar subjects
reference tools where required.
OG.EFL 6 in order to inspire oral and written production at an A2.1 level.
TRANSVERSAL AXES:
N Title of the unit Unit Specific Contents/skills ** Methodological Orientations Evaluation Criteria and Weeks
º Objectives Indicators duration
(Skills and strategies)
1 De Describes free time Communication and Communication and Cultural Communication and
activities. cultural awareness Awareness Cultural Awareness
Breakthroughs in EFL 4.1.4.
Science and Talks about the Demonstrate Comparing answers in CE.EFL.4.5. Display an
mindfulness, empathy, appreciation of and 5
frequency of pairs or small groups.
Technology activities using tolerance and an Working in small groups demonstrate respect for
adverbs of overall respect for the to complete a cultural individual and group
frequency. integrity of cultures in Project. differences by
daily classroom
Talks about Participating in short establishing and
activities.
abilities. dialogues and role plays maintaining healthy and
Uses EFL 4.1.5. Apply self- to practice target rewarding relationships
quantifiers correcting and self- language. based on communication
with both monitoring strategies in and cooperation
countable and social and classroom
interactions. (Example: I.EFL.4.5.1. Learners
uncountable
asking questions, can appreciate and show
nouns. respect for individual and
starting over,
Talks about rephrasing, exploring group differences by
life memories. alternative establishing and main-
scribes free pronunciations or taining healthy and
time activities. wording, etc.) rewarding online and
face-to-face interactions.
Talks about the Learners can
frequency of communicate and
activities using cooperate in a respectful,
adverbs of empathetic manner. (J.3,
frequency. S.1, S.4)
Talks about CE.EFL.4.4.
abilities. Demonstrate the ability
Uses to ask for and give
quantifiers information and
assistance using
with both
appropriate language and
countable and interaction styles in a
uncountable variety of social
nouns. interactions.
Talks about I.EFL.4.4.1. Learners
can demonstrate an
life memories.
ability to give and ask for
information and
assistance using level-
appropriate language and
interaction styles in
online or face-to-face
social and classroom in-
teractions. (J.2, J.3, J.4,
I.3)
I.EFL.4.8.1. Learners
can communicate person-
al information and basic
immediate needs and
deal with other practical
everyday demands in
familiar contexts,
effectively and without
undue effort and using
grammatical structures
and vocabulary seen in
class (although there may
be frequent, basic errors).
(I.1, I.2, I.3, S.1)
Reading
Reading CE.EFL.4.12. Use a
Reading a short text and range of reference
showing comprehension materials and sources,
by completing the both online and in print,
accompanying graphic in order to support ideas,
Reading
organizar. answer inquiries, find
EFL 4.3.7. Read,
Reading a text on a relationships and relate
gather, view and listen
to information from familiar área and then ideas between different
various sources in or- matching phrases or subject áreas
der to organize and labeling pictures. I.EFL.4.12.1. Learners
discuss relationships Reading a short simple can employ a range of
between academic cross-curricular texts and reference materials and
content areas. (Exam- using them to support sources, both online and
ple: nonfiction books arguments or hypotheses. in print, in order to
for young adults, the support ideas, answer
Internet, audio and inquiries, find
media presentations, relationships and relate
oral interviews, maps, ideas between different
diagrams, reference subject areas. (I.1, I.2,
books, magazines, etc.) J.2)
Writing
Writing
Completing the gaps in a
CE.EFL.4.17. Show an
sentence.
ability to convey and
Reading an online review organize information
Writing and indentifying common through the use of facts
EFL 4.4.8. Convey and linguistic features such as and details and by
organize information the use of verbs in the employing various stages
using facts and details past tense. Then, using of the writing process,
in order to illustrate such text as a model to while using a range of
diverse patterns and write a review of another
structures in writing. digital tools to promote
movie. and support
(Example: cause and
effect, problem and Sequencing sentences by collaboration, learning
solution, general-to- adding words. and productivity.
specific presentation,
etc.) I.EFL.4.17.1. Learners
can convey and organize
information through the
use of facts and details
and by employing var-
ious 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)
Oral
Oral Communication: communication(listening
Oral Communication: (Listening and Speaking) and speaking)
(Listening and Recording in-class CE.EFL.4.10.
Speaking) conversations and Interaction –
EFL 4.2.10. Sustain a dialogues in order to Interpersonal: Participate
conversational ex- make note of correct and effectively in familiar
change on a familiar, appropriate language and predictable
everyday subject when usage and intelligibility. conversational exchanges
carrying out a Asking classmates to by asking and answering
collaborative/paired repeat an answer or follow-up questions,
learning activity in statement if needed to provided there are
which there are specific clarify something. opportunities to use
instructions for a task. Asking the learners to repair strategies (e.g.
read a dialogue in pairs. asking for clarification)
Learners record and sustain
themselves and then conversational exchanges
listen to the recording in in pairs to complete a
order to assess clarity of task, satisfy a need or
sounds, production of handle a simple
phonemes, rhythm and transaction.
intonation
I.EFL.4.10.1. Learners
can effectively par-
ticipate 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)
Reading
Reading
Reading Highlighting relevant key CE.EFL.4.13. Apply
EFL 4.3.6. Apply information in a text and learning strategies such
learning strategies to crossing out irrelevant as using prior knowledge
examine and interpret a information. and graphic organizers to
variety of written Keeping a vocabulary interpret new information
materials using prior notebook of synonyms in a text, and assess this
knowledge, graphic and antonyms of words information according to
organizers, context from a text. the organization, subject
clues, note taking and Brainstorming everything area and purpose of the
finding words in a known about a topic and text, using different
dictionary. then reading a text to criteria, including ICT
check true and false tools.
information
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 organi-
zation, subject area and
purpose of the text,
through the use of
different criteria,
including ICT tools. (I.2,
I.4, J.4)
Writing
Writing Writing
EFL.4.4.4 Write to Completing the gaps in a CE.EFL.4.15. Express
describe feelings sentence. information and ideas
/opinions in order to Reading an online movie and describe feelings and
effectively influence an review and identifying opinions in simple
audience (example : common linguistic transactional or
persuade, negotiate, features, such as use of expository texts on
argue, etc) past verbs. Learners use familiar subjects in order
the same features to write to influence an audience,
their own review of a while recognizing that
movie they’ve seen. 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)
I.EFL.4.10.1. Learners
can effectively par-
ticipate 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,
Reading J.3, J.4)
Reading a short text and
showing comprehension Reading
by completing the
Reading accompanying graphic CE.EFL.4.12. Use a
EFL 4.3.5. Use organizer. range of reference
everyday reference Reading a text on a materials and sources,
material in order to familiar content area both online and in print,
select information subject and then matching in order to support ideas,
appropriate to the phrases or labeling answer inquiries, find
purpose of an inquiry pictures. relationships and relate
and relate ideas from Reading two short simple ideas between different
one written source to cross curricular texts and subject areas.
another. using them to support
one’s own argument or I.EFL.4.12.1. Learners
hypothesis. can employ a range of
reference materials and
sources, both online and
in print, in order to
support ideas, answer
inquiries, find
relationships and relate
ideas between different
subject areas. (I.1, I.2,
J.2)
Writing
I.EFL.4.15.1. Learners
can convey information
and ideas and describe
feelings and opinions in
simple transactional or
expository texts on
familiar subjects in order
to influence an audience,
while recognizing that
different texts have
different features and
showing the ability to use
these features
appropriately in one’s
own writing. (I.3, I.4,
S.3, J.2)
Writing
Writing
CE.EFL.4.15. Express
Completing the gaps in a
information and ideas
sentence.
Writing and describe feelings and
Reading an online movie
opinions in simple
EFL 4.4.4. Write to review and identifying
transactional or
describe feelings/ common linguistic expository texts on
opinions in order to features, such as use of familiar subjects in order
effectively influence an past verbs. Learners use to influence an audience,
audience. (Example: the same features to write while recognizing that
persuade, negotiate, their own review of a different texts have
argue, etc.) movie they have seen. different features and
Sequencing sentences by showing the ability to use
adding words. 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)
Language through the Arts Language through the
Arts
Language through the Doing extended writing,
Arts in which learners get to CE.EFL.4.20. Create
choose what they write short, original literary
EFL 4.5.4. Create and are not evaluated or texts in different genres,
personal stories by tested on it. including those that
adding imaginative Sharing learners’ stories reflect Ecuadorian
details to real-life in pairs or small groups cultures, using a range of
stories and situations, and choosing to represent digital tools, writing
using appropriate some through a role play. styles, appropriate
vocabulary and Reading a myth from vocabulary and other
elements of the lit- Ecuador and writing a literary concepts.
erature learners have song about it.
read or heard. 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)
Identifies Communication and Communication and Cultural Communication and 5
some Cultural Awareness Awareness Cultural Awareness
nontraditional
EFL 4.1.5. Apply self- Completing and CE.EFL.4.4.
5 Jobs and occupations.
correcting and self- illustrating statements Demonstrate the ability
occupations Makes monitoring strategies in about socially responsible to ask for and give
compounds social and classroom behaviors. information and
words. interactions. (Example: Making a useful object assistance using
Describes asking questions, out of recycled materials. appropriate language and
specific starting over, Creating a poster of class interaction styles in a
rephrasing, exploring rules. variety of social
requirements
to work in
alternative searching the Internet for interactions.
pronunciations or information about other I.EFL.4.4.1. Learners
some special wording, etc.) cultures and ways of life can demonstrate an
occupations. and presenting them to ability to give and ask for
Identifies and EFL 4.1.9. Recognize the class using digital information and
uses the future the consequences of tools. assistance using level-
tenses with one’s actions by appropriate language and
demonstrating interaction styles in
will and be online or face-to-face
responsible decision-
going to. making at school, social and classroom in-
Expresses online, at home and in teractions. (J.2, J.3, J.4,
predictions, the community, while I.3)
plans and considering ethical
CE.EFL.4.5. Display an
decisions. standards, safety
concerns, social norms appreciation of and
and mutual respect. demonstrate respect for
individual and group
differences by
Asks and establishing and
answers maintaining healthy and
questions rewarding relationships
about career
based on communication
choices and
occupations. and cooperation
Uses
I.EFL.4.5.1. Learners
formulaic
can appreciate and show
expressions to
respect for individual and
keep the flow
group differences by
of a
establishing and main-
conversation.
taining healthy and
Gives an oral rewarding online and
presentation.
face-to-face interactions.
Learners can
communicate and
cooperate in a respectful,
empathetic manner. (J.3,
S.1, S.4)
Oral Communication: Oral Communication:
Oral Communication:
(Listening and (Listening and Speaking)
(Listening and
Speaking)
Asking classmates to Speaking)
EFL 4.2.4. Deduce the repeat an answer or
meanings of unfamiliar statement if needed to CE.EFL.4.8. Production
phrases and words clarify something. Accuracy and
from a context Showing the student a Intelligibility:
containing familiar video clip of a simple Communicate needs and
information clearly and
elements. (Example: situation and asking them in simple terms, using
colloquial greetings, to describe what is grammatical structures
exclamations, inter- happening/has happened. learned in class (although
jections, etc.) Doing a mingle activity there may be frequent
where learners ask and errors), effectively and
answer survey questions without undue effort.
Demonstrate an ability to
about jobs and
make appropriate use of
occupations new words and expres-
sions in social
interactions.
I.EFL.4.8.1. Learners
can communicate person-
al information and basic
immediate needs and
deal with other practical
everyday demands in
familiar contexts,
effectively and without
undue effort and using
grammatical structures
and vocabulary seen in
class (although there may
be frequent, basic errors).
(I.1, I.2, I.3, S.1)
Reading Reading Reading
EFL 4.3.5. Use Keeping a vocabulary CE.EFL.4.12. Use a
everyday reference notebook of synonyms range of reference
material in order to and antonyms of words materials and sources,
select information from a text. both online and in print,
appropriate to the Completing an outline for in order to support ideas,
purpose of an inquiry a cross-curricular text. answer inquiries, find
and relate ideas from Brainstorming everything relationships and relate
one written source to known about a topic and ideas between different
then reading a text to subject áreas
another. check true and false I.EFL.4.12.1. Learners
information. can employ a range of
Completing a KWL chart reference materials and
about a text. sources, both online and
in print, in order to
support ideas, answer
inquiries, find
relationships and relate
ideas between different
subject areas. (I.1, I.2,
J.2)
Writing Writing
Writing
Reading an online movie CE.EFL.4.17. Show an
EFL 4.4.8. Convey and review and identifying ability to convey and
organize information common linguistic organize information
using facts and details features. through the use of facts
in order to illustrate Sequencing sentences by and details and by
diverse patterns and adding words. employing various stages
structures in writing. Posting a comment to a of the writing process,
(Example: cause and classmate’s writing on a while using a range of
effect, problem and class blog. digital tools to promote
solution, general-to- and support
specific presentation, collaboration, learning
etc.) and productivity.
I.EFL.4.17.1. Learners
can convey and organize
information through the
use of facts and details
and by employing var-
ious 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)
Language through the Language through the Arts Language through the
Arts Arts
Listening to or reading
EFL 4.5.3. Make stories and drawing an CE.EFL.4.18. Use main
predictions, inferences important scene. ideas in order to
and deductions to Looking at the title of a understand, predict, infer
demonstrate different text, accompanying and deduce literal and
levels of meaning of illustrations, and writing implied meanings in
literary works three questions about the short, simple, everyday
presented orally or in topic. Then reading to literary texts (online, oral
digital form, including find the answers to the or in print).
literal and implied questions.
meanings. (Example: Listening to a song and IEFL.4.18.1. Learners
summarizing, inferring if it is happy, can understand, predict,
explaining and sad, etc. infer and deduce literal
identifying, word Writing a sentence to and implied meanings in
choice, symbols, points describe the author’s short, simple, everyday
of view, etc.) intention. literary texts (online, oral
or in print), especially
when visual support is
provided. (I.2, I.3, I.4)