Annual Plan 9no

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
CURRICULAR ANNUAL PLAN

INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR
UNIDAD EDUCATIVA PILAHUIN 2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): Srta. Eugenia Jessenia Pico Coloma
Grade/ Course: 9no EGB Education Level: A1.2
2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
5 Hours work
36 weeks 4 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 Identify the main ideas, some details and inferences of written
countries in a thoughtful and inquisitive manner, maturely, texts, in order to produce level-appropriate critical analysis of
and openly experiencing other cultures and languages from familiar subjects and contexts.
the secure standpoint of their own national and cultural
identity. O.EFL 4.2
Appreciate and value English as an international language and a
OG.EFL 2 medium to interact globally.
Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the role O.EFL 4.3
of diversity in building an intercultural and multinational Independently read A2.1 level text in English as a source of enter-
society. tainment and interpersonal and intrapersonal interaction.
OG.EFL 3 O.EFL 4.4

Access greater flexibility of mind, creativity, enhanced Develop creative and critical thinking skills when encountering
linguistic intelligence, and critical thinking skills challenges in order to promote autonomous learning and decision
through an appreciation of linguistic differences. Enjoy an making.
enriched perspective of their L1 and of language use for
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
communication and learning. O.EFL 4.5

Introduce the need for independent research as a daily activity by
OG.EFL 4 using electronic resources (ICT) in class while practicing ap-
Deploy a range of learning strategies, thereby increasing propriate competences in the four skills.
disposition and ability to independently access further
(language) learning and practice opportunities. Respect O.EFL 4.6
themselves and others within the communication process, Write short descriptive and informative texts related to personal
cultivating habits of honesty and integrity into information or familiar topics and use them as a means of com-
responsible academic behavior. munication and written expression of thought.
OG.EFL 5 O.EFL 4.7

Directly access the main points and important details of Use spoken and written literary text in English such as poems, short
up-to date. English language texts, such as those published stories, comic strips, short magazine articles and oral interviews
on the web, for professional or general investigation, on familiar subjects in order to inspire oral and written production
through the efficient use of ICT and reference tools where at an A2.1 level.
required.
O.EFL 4.8
OG.EFL 6 Integrate written and spoken text in order to identify cultural
Through selected media, participate in reasonably extended differences and similarities within a range of local, national and
spoken or written dialogue with peers from different L1 global contexts familiar to the learner.
backgrounds on work, study, or general topics of common
interest, expressing ideas and opinions effectively and O.EFL 4.9
appropriately. Create a sense of awareness in terms of accuracy when learners
interact in English using high-frequency and level-appropriate
OG.EFL 7 expressions in order to reach an effective command of spoken
Interact quite clearly, confidently, and appropriately in a language.
range of formal and informal social situations with a
limited but effective command of the spoken language (CEFR
B1 level).
4.TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.
5.UNITS TO BE DEVELOPED*

Nº Title of Unit Specific Contents/skills ** Methodological Evaluation*** Weeks

the unit Objectives Orientations duration
(Skills and strategies)
Communication and
1 My Family You will learn how to EFL 4.1.2 Cultural Awareness CE.EFL.4.2. 6
and Me Recognize and Recognize and demonstrate an
• describe people’s demonstrate an Completing and
appreciation of
personality. appreciation of some illustrating statements
about socially commonalities between
commonalities and
• talk about responsible behaviors. cultures as well as the
distinctions across
lifestyles and free cultures and groups (Example: One thing I consequences of one’s
time activities. (differentiated by do to help the actions while exhibiting
gender, ability, environment is…, I can socially responsible
• express likes and generations, etc.) help people in my behaviors.
dislikes. including the students’ neighborhood when I…)
own.
Creating a poster of I.EFL.4.2.1.
EFL 4.2.2 class rules. Learners can name similar-
Use a series of phrases ities and differences
and sentences to Oral Communication: between different aspects of
describe aspects of Listening and Speaking) cultural groups. Learners
personal background, can demonstrate socially
immediate environment Listening to spoken or
responsible behaviors at
and matters of recorded descriptions
of familiar scenes, and school, online, at home and
immediate need in
simple terms using marking the words you in the community, and
grammatical structures hear. (Example: evaluate their actions by
learnt in class Learners hear a ethical, safety and social
(although there may be dialogue between two standards. (J.3, S.1, I.1)
frequent errors with teenagers talking about
tenses, personal an assignment. They
circle the verbs they CE.EFL.4.7.
pronouns, prepositions,
etc.) hear, etc.) Listening for Information:
Follow and identify some
EFL 4.2.3 Listening to a dialogue main ideas and details in
Follow and understand between two or more short and straightforward
short, straightforward people and deciding if

audio messages and/or each statement is true spoken or audio texts set in
the main idea/dialogue or false. (Example: familiar contexts, when
of a movie or cartoon Julia wants to call her delivered slowly and with
(or other age- mother – True. Ms.
visuals to provide
appropriate audio- Trenton gives her
visual presentations) permission to use the contextual support. Use
if delivered slowly and cell phone in class – spoken contributions in
visuals provide False, etc.) class as models for one’s
contextual support. own speech.
(Example: an announce- Watching a short video
ment of a bus delay, an and then talking to a I.EFL.4.7.1.
intercom announcement partner about whether
Learners can identify the
at school, a dialogue or not they agree with
supported by facial the speaker or a main idea and some details
expressions/gestures statement. (Example in short straightforward
and appropriate topics for videos: Best spoken audio texts set in
intonation, etc.) vacation sites in familiar contexts when the
Ecuador, strangest message is delivered slowly
EFL 4.2.11 foods, scariest animals and there is other
Give short, basic in the world, etc.)
contextual support. (Ex-
descriptions of
everyday activities and Recording in-class ample: rules for a game,
events within familiar conversations and classroom instructions, a
contexts and use simple dialogues in order to dialogue in a scene from a
descriptive language to make note of correct cartoon or movie, etc.)
compare and make brief and appropriate Learners can use other
statements about language usage and
classmate’s contributions in
objects and intelligibility.
possessions. (Example: class as models for their
family, school, living Doing a mingle activity own. (I.2, I.3, S.4)
conditions, personal where learners ask and
belongings, etc.) answer survey questions CE.EFL.4.8.
about after school Production – Accuracy and
EFL 4.3.2 activities. (Example: Intelligibility: Communicate
Make use of clues such Do you play chess? What
needs and information
as titles, activities do you do
illustrations, after school?, etc.) clearly and in simple terms,

organization, text Observing to see using grammatical structures

outline and layout, whether each student’s learned in class (although
etc. to identify and questions and answers there may be frequent
understand relevant are understandable by
errors), effectively and
information in written other learners and if
level-appropriate text they use appropriate or without undue effort.
types. new vocabulary. Demonstrate an ability to
make appropriate use of new
EFL 4.3.6 Asking the learners to words and expressions in
Apply learning read a dialogue in social interactions.
strategies to examine pairs. Learners record
and interpret a variety themselves and then
I.EFL.4.8.1.
of written materials listen to the recording
using prior knowledge, in order to assess Learners can communicate
graphic organizers, clarity of sounds, personal information and
context clues, note production of phonemes, basic immediate needs and
taking and finding rhythm and intonation. deal with other practical
words in a dictionary. everyday demands in familiar
Asking learners simple contexts, effectively and
EFL 4.4.2 questions about
without undue effort and
Make and use a simple themselves, their
print or digital family or their using grammatical structures
learning resource to possessions and noting and vocabulary seen in class
compare and contrast that their response (although there may be
information in order to time is relatively frequent, basic errors).
demonstrate under- quick (i.e., not so (I.1, I.2, I.3, S.1)
standing and command of slow that the inter-
a topic. action becomes
uncomfortable for the CE.EFL.4.9.
EFL 4.4.7 student or the teacher, Production – Fluency: Use
Use the process of and the response is simple language to describe,
prewriting, drafting, appropriate although compare and make statements
revising, peer editing there may be some basic about familiar everyday
and proofreading (i.e., errors) topics such as objects,
“the writing process”)
possessions and routines in
to produce well-con- Conducting a class
structed informational survey where learners structured situations and

texts. ask each other about a short conversations.

familiar topic and Interaction is with
EFL 4.5.5 record each other’s reasonable ease, provided
Gain an understanding answers. (Example:
speech is given clearly,
of literary concepts What’s your favorite
such as genre, plot, sport? Do you have a slowly and directly.
setting, character, favorite team? What
point of view, theme sports do you play? Are I.EFL.4.9.1.
and other literary ele- you good at it?, etc.) Learners can use simple lan-
ments in order to apply Sharing a few things guage to describe, compare
them to one’s own about their classmates’ and state facts about
creative texts. answers. (Example: Sam
familiar everyday topics
is an Emelec fan. He
EFL 4.5.10 loves soccer but he such as possessions,
Collaboratively produce isn’t good at it. He is classroom objects and
criteria for evaluating the only Emelec fan in routines in short,
literary texts and the our class. Everyone in structured situations, in-
effectiveness of group our class plays soccer, teracting with relative
work. etc.) ease. (I.3, I.4, S.4)
Playing a conversation
game, where learners CE.EFL.4.11.
move their tokens Demonstrate comprehension of
around the board after main ideas and some details
choosing a card and in short simple texts on
answering the question. familiar subjects, making
(Example questions:
use of contextual clues to
What sports do you
play? How often do you identify relevant
go to the movies? What information in a text.
do you do after school?
What do you do on I.EFL.4.11.1.
weekends?, etc.) Learners can understand main
ideas and some details in
Reading
short simple online or print
Reading a text and texts on familiar subjects,

answering information using contextual clues to

questions. help identify the most
relevant information.
Choosing from a list of
(Example: title,
words to complete gaps
from a reading. illustrations, organization,
etc.) (I.2, I.4)
Predicting main ideas
by reading the title CE.EFL.4.13.
and using other Apply learning strategies
contextual clues (e.g., such as using prior
illustrations,
knowledge and graphic
subheadings, etc.)
organizers to interpret new
Reading a short news information in a text, and
article and completing assess this information
an outline. according to the
organization, subject area
Reading a paragraph and purpose of the text,
about a familiar
using different criteria,
content area subject
and then correcting including ICT tools.
incorrect sentences.
(Example: The United I.EFL.4.13.1.
States is the country Learners can apply learning
that grows the most strategies such as using
rice corn, etc.)
prior knowledge and graphic
Studying an infographic organizers to interpret new
on a familiar subject information in a text.
and answering questions Learners can assess this
about the information. information according to the
(Example: learners organization, subject area
study an infographic and purpose of the text,
about teenagers and
through the use of different
sleep and then answer
questions such as, How criteria, including ICT

many hours a night do tools. (I.2, I.4, J.4)

most teenagers get?,
What percentage of CE.EFL.4.16.
teens fall asleep in
Make use of simple learning
class?, etc.)
resources, including those
Highlighting relevant created by one’s self, in
key information in a order to compare and
text and crossing out contrast information, and
irrelevant information. choose appropriate resources
according to the value,
Keeping a vocabulary
purpose and audience of
notebook of synonyms
and antonyms of words each.
from a text.
I.EFL.4.16.1.
Brainstorming Learners can use and make
everything known about simple learning resources,
a topic and then both online and in print, in
reading a text to check
order to compare and
true and false
information. contrast information.
Learners can choose
Reading a text and appropriate resources and
matching content-based critically evaluate the
words to their information in these
definition or picture.
resources, according to the
Completing a KWL TRI- value, purpose and audience
FOLD chart about a of each. (I.1, I.3,
text. I.4, J.2, J.4)
Using a dictionary to CE.EFL.4.17.

look up key words in a Show an ability to convey
text.
and organize information
Writing through the use of facts and

details and by employing

Making posters in small various stages of the
groups of new phrases writing process, while using
and expressions in
a range of digital tools to
order to display in the
classroom. promote and support
collaboration, learning and
Making flashcards for productivity.
new words and using
them to quiz a partner. I.EFL.4.17.1.
Learners can convey and or-
Recording synonyms and
ganize information through
antonyms of words in
the margins of reading the use of facts and details
texts. and by employing various
stages of the writing
Writing new words and process, while using a range
phrases in a vocabulary of digital tools to promote
notebook. and support collaboration,
learning and productivity.
Researching and writing
a short paragraph about (I.1, I.3, S.4, J.2, J.4)
a new topic and using
appropriate references CE.EFL.4.20.
to support your ideas. Create short, original
literary texts in different
Writing about a topic
genres, including those that
and choosing words for
a glossary and writing reflect Ecuadorian cultures,
the definitions. using a range of digital
tools, writing styles,
Using a glossary from a appropriate vocabulary and
text to understand new other literary concepts.
words and recording the
definitions and example
I.EFL.4.20.1.
sentences in a
vocabulary notebook. Learners can create short,

original literary texts in

Completing the gaps in different genres, including
a sentence. (Example: those that reflect
Nancy has a car. ----
Ecuadorian cultures, using a
car is green. ----
needs a new car, etc.) range of digital tools,
writing styles, appropriate
Using question prompts vocabulary and other
to interview and then literary concepts. (I.1,
write sentences about a I.3)
classmate. (Example:
Where does he live?
CE.EFL.4.21.
What food does he
like?, etc.) Use pre-established
criteria, including that
Reading a text and which is written by learners
using a checklist to collaboratively, in order to
talk about how it is evaluate and recommend
organized. (Example: Is literary texts (written,
there a title? Does it
online, oral, in video,
have an opening
sentence?, etc.) etc.) and the effectiveness
of group work.
Adding pictures to a
group presentation. I.EFL.4.21.1.
Learners can evaluate and
Writing about a subject
recommend literary texts
using key words given
in class. (Example: Key (both written and oral,
words: reptile, cold- online, in video or in
blooded, scales, tail, print) according to pre-
vertebrates. → Reptiles established criteria.
are cold-blooded. When Learners can work in
it’s cold outside, collaborative groups to
they’re cold, too. They
write their own criteria for
have scales. They also
have a tail. They are evaluating literary texts

vertebrates, etc.) and the effectiveness of

group work. (I.4, S.3, S.4,
Language through the J.3)
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: Don’t
interrupt others, Do
your work on time,

Don’t 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 to EFL 4.1.1 Communication and CE.EFL.4.1. 6
around Compare and contrast Cultural Awareness Compare and contrast oral
the World • talk about customs oral traditions, myths, traditions and literature
of other folktales and lit- Reflecting on from Ecuador and beyond in
cultures. erature from Ecuador differences between order to manifest an
and international people from other understanding of the
• talk about regions and cultures countries and regions. relationship between
celebrations in and identify cultural perspectives and
other countries. similarities and Reading a story about practices and by sharing
differences and another culture and cross cultural experiences.
universal cultural responding to the main
themes. ideas with a short I.EFL.4.1.1.
opinion. Learners can compare and
EFL 4.2.3 contrast oral traditions,
Follow and understand Oral Communication: myths, folktales and
short, straightforward Listening and Speaking)
audio messages and/or literature from Ecuador and
the main idea/dialogue other cultures in order to
Listening to spoken or
of a movie or cartoon recorded descriptions demonstrate an understanding
(or other age- of familiar scenes, and of the relationship between
appropriate audio- marking the words you cultural practices and
visual presentations) hear. (Example: perspectives. Learners can
if delivered slowly and Learners hear a share cross-cultural
visuals provide dialogue between two
contextual support. experiences while naming
teenagers talking about

(Example: an announce- an assignment. They universal cultural themes.

ment of a bus delay, an circle the verbs they (I.2, S.1, S.2, J.1)
intercom announcement hear, etc.)
at school, a dialogue CE.EFL.4.7.
supported by facial Listening to a dialogue
expressions/gestures between two or more Listening for Information:
and appropriate people and deciding if Follow and identify some
intonation, etc.) each statement is true main ideas and details in
or false. (Example: short and straightforward
EFL 4.2.11 Julia wants to call her spoken or audio texts set in
Give short, basic mother – True. Ms. familiar contexts, when
descriptions of Trenton gives her
delivered slowly and with
everyday activities and permission to use the
events within familiar cell phone in class – visuals to provide
contexts and use simple False, etc.) contextual support. Use
descriptive language to spoken contributions in
compare and make brief Watching a short video class as models for one’s
statements about and writing three new own speech.
objects and things they learned.
possessions. (Example: (Example: Sharks aren’t
I.EFL.4.7.1.
family, school, living mammals. They are fish.
conditions, personal Sometimes they attack Learners can identify the
belongings, etc.) humans, but not all main idea and some details
sharks are dangerous. in short straightforward
EFL 4.3.2 Their teeth can grow spoken audio texts set in
Make use of clues such back, etc.) familiar contexts when the
as titles,
message is delivered slowly
illustrations, Asking learners simple
organization, text questions about and there is other
outline and layout, themselves, their contextual support. (Ex-
etc. to identify and family or their ample: rules for a game,
understand relevant possessions and noting classroom instructions, a
information in written that their response dialogue in a scene from a
level-appropriate text time is relatively cartoon or movie, etc.)
types. quick (i.e., not so
Learners can use other
slow that the inter-
EFL 4.3.6 action becomes classmate’s contributions in

Apply learning uncomfortable for the class as models for their

strategies to examine student or the teacher, own. (I.2, I.3, S.4)
and interpret a variety and the response is
of written materials appropriate although CE.EFL.4.9.
using prior knowledge, there may be some basic
graphic organizers, errors) Production – Fluency: Use
context clues, note simple language to describe,
taking and finding Conducting a class compare and make statements
words in a dictionary. survey where learners about familiar everyday
ask each other about a topics such as objects,
EFL 4.4.2 familiar topic and possessions and routines in
Make and use a simple record each other’s
structured situations and
print or digital answers. (Example:
learning resource to What’s your favorite short conversations.
compare and contrast sport? Do you have a Interaction is with
information in order to favorite team? What reasonable ease, provided
demonstrate under- sports do you play? Are speech is given clearly,
standing and command of you good at it?, etc.) slowly and directly.
a topic. Sharing a few things
about their classmates’
I.EFL.4.9.1.
EFL 4.4.7 answers. (Example: Sam
Use the process of is an Emelec fan. He Learners can use simple lan-
prewriting, drafting, loves soccer but he guage to describe, compare
revising, peer editing isn’t good at it. He is and state facts about
and proofreading (i.e., the only Emelec fan in familiar everyday topics
“the writing process”) our class. Everyone in such as possessions,
to produce well-con- our class plays soccer,
classroom objects and
structed informational etc.)
texts. routines in short,
Reading structured situations, in-
EFL 4.5.6 teracting with relative
Create an effective Reading a text and ease. (I.3, I.4, S.4)
voice using a variety answering information
of ICT tools, writing questions. CE.EFL.4.11.
styles and typical
Demonstrate comprehension of
features of a genre to Choosing from a list of
create stories, poems, words to complete gaps main ideas and some details

sketches, songs and from a reading. in short simple texts on

plays, including those familiar subjects, making
that reflect tradition- Predicting main ideas use of contextual clues to
al and popular by reading the title
identify relevant
Ecuadorian cultures. and using other
contextual clues (e.g., information in a text.
EFL 4.5.10 illustrations,
Collaboratively produce subheadings, etc.) I.EFL.4.11.1.
criteria for evaluating Learners can understand main
literary texts and the Reading a short news ideas and some details in
effectiveness of group article and completing short simple online or print
work. an outline.
texts on familiar subjects,
Reading a paragraph using contextual clues to
about a familiar help identify the most
content area subject relevant information.
and then correcting (Example: title,
incorrect sentences. illustrations, organization,
(Example: The United etc.) (I.2, I.4)
States is the country
that grows the most
rice corn, etc.) CE.EFL.4.13.
Apply learning strategies
Studying an infographic such as using prior
on a familiar subject knowledge and graphic
and answering questions organizers to interpret new
about the information.
information in a text, and
(Example: learners
study an infographic assess this information
about teenagers and according to the
sleep and then answer organization, subject area
questions such as, How and purpose of the text,
many hours a night do using different criteria,
most teenagers get?, including ICT tools.
What percentage of
class?, etc.) I.EFL.4.13.1.

Learners can apply learning

Highlighting relevant strategies such as using
key information in a prior knowledge and graphic
text and crossing out
irrelevant information.
information in a text.
Keeping a vocabulary Learners can assess this
notebook of synonyms information according to the
and antonyms of words organization, subject area
from a text. and purpose of the text,
Brainstorming
criteria, including ICT
everything known about
a topic and then tools. (I.2, I.4, J.4)
true and false CE.EFL.4.16.
information. Make use of simple learning
Reading a text and created by one’s self, in
matching content-based
words to their
definition or picture. contrast information, and
choose appropriate resources
Completing a KWL TRI- according to the value,
FOLD chart about a purpose and audience of
text. each.
Using a dictionary to
look up key words in a I.EFL.4.16.1.
text. Learners can use and make
simple learning resources,
Writing both online and in print, in
Making posters in small contrast information.
groups of new phrases
Learners can choose
and expressions in
order to display in the appropriate resources and

classroom. critically evaluate the

information in these
Making flashcards for resources, according to the
new words and using
value, purpose and audience
them to quiz a partner.
of each. (I.1, I.3,
Recording synonyms and I.4, J.2, J.4)
the margins of reading CE.EFL.4.17.
texts. Show an ability to convey
and organize information
Writing new words and
through the use of facts and
phrases in a vocabulary
notebook. details and by employing
various stages of the
Researching and writing writing process, while using
a short paragraph about a range of digital tools to
a new topic and using promote and support
appropriate references collaboration, learning and
to support your ideas.
productivity.
and choosing words for I.EFL.4.17.1.
a glossary and writing Learners can convey and or-
the definitions. ganize information through
the use of facts and details
Using a glossary from a
and by employing various
text to understand new
words and recording the stages of the writing
definitions and example process, while using a range
sentences in a of digital tools to promote
vocabulary notebook. and support collaboration,
Completing the gaps in (I.1, I.3, S.4, J.2, J.4)
a sentence. (Example:
car is green. ---- CE.EFL.4.20.

needs a new car, etc.) Create short, original

Using question prompts genres, including those that
to interview and then
reflect Ecuadorian cultures,
write sentences about a
classmate. (Example: using a range of digital
Where does he live? tools, writing styles,
What food does he appropriate vocabulary and
like?, etc.) other literary concepts.
Reading a text and I.EFL.4.20.1.

using a checklist to
Learners can create short,
talk about how it is
organized. (Example: Is original literary texts in
there a title? Does it different genres, including
have an opening those that reflect
sentence?, etc.) Ecuadorian cultures, using a
range of digital tools,
Adding pictures to a writing styles, appropriate
group presentation.
vocabulary and other
Writing about a subject literary concepts. (I.1,
using key words given I.3)
in class. (Example: Key
words: reptile, cold- CE.EFL.4.21.
blooded, scales, tail, Use pre-established
vertebrates. → Reptiles
are cold-blooded. When
it’s cold outside, which is written by learners
they’re cold, too. They collaboratively, in order to
have scales. They also evaluate and recommend
have a tail. They are literary texts (written,
vertebrates, etc.) online, oral, in video,
etc.) and the effectiveness
Language through the
of group work.
Arts

Using ICT to research I.EFL.4.21.1.

about a topic of Learners can evaluate and
learners’ choice and recommend literary texts
writing a short story
(both written and oral,
with the findings.
online, in video or in
Evaluating and print) according to pre-
assessing the established criteria.
effectiveness of group Learners can work in
work by answering a set collaborative groups to
of questions. (Example: write their own criteria for
Who always
evaluating literary texts
the things the group and the effectiveness of
needs? Who asks good group work. (I.4, S.3, S.4,
questions?, etc.) J.3)
Selecting desirable
behaviors for group
work from a list and
reaching a consensus as
most important.

norms for a group
project before the
project begins.
(Example: Don’t
your work on time,
remarks, etc.)

group project.

the organizer, who
makes the artwork,
etc.)
EFL 4.1.2
3 Amazing You will learn how to Recognize and Communication and CE.EFL.4.2. 6
Abilities demonstrate an Cultural Awareness Recognize and demonstrate an
• talk about appreciation of some appreciation of
abilities. commonalities and Simulating desirable
commonalities between
distinctions across social behaviors
• compare people’s cultures and groups through role play cultures as well as the
attributes (differentiated by activities. consequences of one’s
and abilities. gender, ability, actions while exhibiting
generations, etc.) Choosing pictures that socially responsible
• express opinions. including the students’ demonstrate behaviors.
own. responsibility (helping
an elder cross the
I.EFL.4.2.1.
EFL 4.2.2 sidewalk, stopping two
Use a series of phrases children from throwing Learners can name similar-
and sentences to rocks at a dog, being ities and differences
describe aspects of respectful of people between different aspects of
personal background, who dress differently, cultural groups. Learners
immediate environment being open to accepting can demonstrate socially
and matters of new ideas/foods, etc.) responsible behaviors at
immediate need in and identifying why
school, online, at home and
simple terms using each is desirable and
grammatical structures what consequences the in the community, and
learnt in class irresponsible actions evaluate their actions by
(although there may be would have. ethical, safety and social
frequent errors with standards. (J.3, S.1, I.1)
tenses, personal Oral Communication:
pronouns, prepositions, Listening and Speaking)
CE.EFL.4.7.
etc.)
Listening to spoken or Listening for Information:
EFL 4.2.3 recorded descriptions Follow and identify some
Follow and understand of familiar scenes, and main ideas and details in

short, straightforward marking the words you short and straightforward

audio messages and/or hear. (Example: spoken or audio texts set in
the main idea/dialogue Learners hear a familiar contexts, when
of a movie or cartoon dialogue between two
(or other age- teenagers talking about
appropriate audio- an assignment. They visuals to provide
visual presentations) circle the verbs they contextual support. Use
if delivered slowly and hear, etc.) spoken contributions in
visuals provide class as models for one’s
contextual support. Listening to a dialogue own speech.
(Example: an announce- between two or more
ment of a bus delay, an people and deciding if
I.EFL.4.7.1.
intercom announcement each statement is true
at school, a dialogue or false. (Example: Learners can identify the
supported by facial Julia wants to call her main idea and some details
expressions/gestures mother – True. Ms. in short straightforward
and appropriate Trenton gives her spoken audio texts set in
intonation, etc.) permission to use the familiar contexts when the
cell phone in class – message is delivered slowly
EFL 4.2.11 False, etc.)
and there is other
Give short, basic
descriptions of Recording in-class contextual support. (Ex-
everyday activities and conversations and ample: rules for a game,
events within familiar dialogues in order to classroom instructions, a
contexts and use simple make note of correct dialogue in a scene from a
descriptive language to and appropriate cartoon or movie, etc.)
compare and make brief language usage and
statements about intelligibility.
objects and classmate’s contributions in
possessions. (Example: Showing the student a class as models for their
family, school, living video clip of a simple own. (I.2, I.3, S.4)
conditions, personal situation and asking
belongings, etc.) them to describe what CE.EFL.4.8.
is happening/has Production – Accuracy and
EFL 4.3.2 happened. (Example: The
Intelligibility: Communicate
Make use of clues such boy’s crying because he
as titles, can’t find his dog. The needs and information

illustrations, girl is helping him clearly and in simple terms,

organization, text look for the dog. They using grammatical structures
outline and layout, can’t find it, etc.) learned in class (although
etc. to identify and
there may be frequent
understand relevant Asking the learners to
information in written read a dialogue in errors), effectively and
level-appropriate text pairs. Learners record without undue effort.
types. themselves and then Demonstrate an ability to
listen to the recording make appropriate use of new
EFL 4.3.6 in order to assess words and expressions in
Apply learning clarity of sounds, social interactions.
strategies to examine production of phonemes,
and interpret a variety rhythm and intonation.
of written materials I.EFL.4.8.1.
using prior knowledge, Conducting a class Learners can communicate
graphic organizers, survey where learners personal information and
context clues, note ask each other about a basic immediate needs and
taking and finding familiar topic and deal with other practical
words in a dictionary. record each other’s everyday demands in familiar
answers. (Example:
EFL 4.4.2 contexts, effectively and
What’s your favorite
Make and use a simple sport? Do you have a without undue effort and
print or digital favorite team? What using grammatical structures
learning resource to sports do you play? Are and vocabulary seen in class
compare and contrast you good at it?, etc.) (although there may be
information in order to Sharing a few things frequent, basic errors).
demonstrate under- about their classmates’
(I.1, I.2, I.3, S.1)
standing and command of answers. (Example: Sam
a topic. is an Emelec fan. He
loves soccer but he CE.EFL.4.9.
EFL 4.4.7 isn’t good at it. He is Production – Fluency: Use
Use the process of the only Emelec fan in simple language to describe,
prewriting, drafting, our class. Everyone in compare and make statements
revising, peer editing our class plays soccer, about familiar everyday
and proofreading (i.e., etc.)
topics such as objects,
“the writing process”)
to produce well-con- Playing a conversation possessions and routines in

structed informational game, where learners structured situations and

texts. move their tokens short conversations.
around the board after Interaction is with
EFL 4.5.5 choosing a card and
reasonable ease, provided
Gain an understanding answering the question.
of literary concepts (Example questions: speech is given clearly,
such as genre, plot, What sports do you slowly and directly.
setting, character, play? How often do you
point of view, theme go to the movies? What I.EFL.4.9.1.
and other literary ele- do you do after school? Learners can use simple lan-
ments in order to apply What do you do on guage to describe, compare
them to one’s own weekends?, etc.)
and state facts about
creative texts.
Reading familiar everyday topics
EFL 4.5.10 such as possessions,
Collaboratively produce Reading a text and classroom objects and
criteria for evaluating answering information routines in short,
literary texts and the questions. structured situations, in-
effectiveness of group teracting with relative
work. Choosing from a list of
ease. (I.3, I.4, S.4)
words to complete gaps
from a reading.
CE.EFL.4.11.
Predicting main ideas Demonstrate comprehension of
by reading the title main ideas and some details
and using other in short simple texts on
contextual clues (e.g.,
familiar subjects, making
illustrations,
subheadings, etc.) use of contextual clues to
identify relevant
Reading a short news information in a text.
article and completing
an outline. I.EFL.4.11.1.
Learners can understand main
Reading a paragraph
ideas and some details in
about a familiar
content area subject short simple online or print

and then correcting texts on familiar subjects,

incorrect sentences. using contextual clues to
(Example: The United help identify the most
relevant information.
that grows the most
rice corn, etc.) (Example: title,
illustrations, organization,
Studying an infographic etc.) (I.2, I.4)
on a familiar subject
and answering questions CE.EFL.4.13.
about the information. Apply learning strategies
(Example: learners
such as using prior
study an infographic
about teenagers and knowledge and graphic
sleep and then answer organizers to interpret new
questions such as, How information in a text, and
many hours a night do assess this information
most teenagers get?, according to the
What percentage of organization, subject area
and purpose of the text,
class?, etc.)
using different criteria,
Highlighting relevant including ICT tools.
key information in a
text and crossing out I.EFL.4.13.1.
irrelevant information. Learners can apply learning
strategies such as using
Keeping a vocabulary
notebook of synonyms prior knowledge and graphic
and antonyms of words organizers to interpret new
from a text. information in a text.
Learners can assess this
Brainstorming information according to the
everything known about organization, subject area
a topic and then
true and false through the use of different

information. criteria, including ICT

tools. (I.2, I.4, J.4)
Reading a text and
matching content-based CE.EFL.4.16.
words to their
definition or picture. Make use of simple learning
Completing a KWL TRI- created by one’s self, in
FOLD chart about a order to compare and
text. contrast information, and
choose appropriate resources
look up key words in a
text. purpose and audience of
each.
Writing
I.EFL.4.16.1.
Making posters in small Learners can use and make
groups of new phrases simple learning resources,
and expressions in
both online and in print, in
classroom. order to compare and
contrast information.
Making flashcards for Learners can choose
new words and using appropriate resources and
them to quiz a partner. critically evaluate the
Recording synonyms and
antonyms of words in resources, according to the
the margins of reading value, purpose and audience
texts. of each. (I.1, I.3,
I.4, J.2, J.4)
phrases in a vocabulary CE.EFL.4.17.
notebook.
Show an ability to convey
Researching and writing and organize information

a short paragraph about through the use of facts and

a new topic and using details and by employing
appropriate references various stages of the
writing process, while using
Writing about a topic a range of digital tools to
and choosing words for promote and support
a glossary and writing collaboration, learning and
the definitions. productivity.
Using a glossary from a I.EFL.4.17.1.

Learners can convey and or-
definitions and example ganize information through
sentences in a the use of facts and details
vocabulary notebook. and by employing various
Completing the gaps in process, while using a range
a sentence. (Example: of digital tools to promote
and support collaboration,
car is green. ----
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 CE.EFL.4.20.
write sentences about a Create short, original
Where does he live?
What food does he genres, including those that
like?, etc.) reflect Ecuadorian cultures,
using a range of digital
Reading a text and tools, writing styles,
using a checklist to appropriate vocabulary and
talk about how it is other literary concepts.
organized. (Example: Is
have an opening I.EFL.4.20.1.

sentence?, etc.) Learners can create short,

Adding pictures to a different genres, including
group presentation.
those that reflect
Writing about a subject Ecuadorian cultures, using a
using key words given range of digital tools,
in class. (Example: Key writing styles, appropriate
words: reptile, cold- vocabulary and other
blooded, scales, tail, literary concepts. (I.1,
vertebrates. → Reptiles I.3)
it’s cold outside,
they’re cold, too. They CE.EFL.4.21.
have scales. They also Use pre-established
have a tail. They are criteria, including that
vertebrates, etc.) which is written by learners
collaboratively, in order to
Language through the evaluate and recommend
Arts
literary texts (written,
Creating a dance for a online, oral, in video,
popular or traditional etc.) and the effectiveness
song. of group work.
Evaluating and I.EFL.4.21.1.

assessing the
effectiveness of group
work by answering a set
of questions. (Example:
Who always
print) according to pre-
established criteria.
Learners can work in
collaborative groups to
questions?, etc.)
Selecting desirable

behaviors for group and the effectiveness of

work from a list and group work. (I.4, S.3, S.4,
reaching a consensus as J.3)
most important.

norms for a group
project before the
project begins.
(Example: Don’t
your work on time,
remarks, etc.)

group project.
the organizer, who
makes the artwork,
etc.)
4 Healthy You will learn how to EFL 4.1.1 Communication and CE.EFL.4.1. 6
Food Compare and contrast Cultural Awareness Compare and contrast oral
• talk about food oral traditions, myths, traditions and literature
preferences. folktales and lit- Finding recipes from from Ecuador and beyond in
erature from Ecuador other cultures and order to manifest an
• express agreement. and international regions and then understanding of the
regions and cultures sharing them in class. relationship between
• ask and answer and identify cultural perspectives and
questions similarities and Oral Communication: practices and by sharing
about food quantities. differences and Listening and Speaking) cross cultural experiences.
universal cultural
themes. Listening to I.EFL.4.1.1.

instructions for a Learners can compare and

EFL 4.2.2 short task and carrying contrast oral traditions,
Use a series of phrases them out. (Example: myths, folktales and
and sentences to First paint the stick.
literature from Ecuador and
describe aspects of Next put the beads on
personal background, the ribbon. Then tie other cultures in order to
immediate environment the ribbons to the demonstrate an understanding
and matters of stick. Hang the ribbon of the relationship between
immediate need in on a tree branch, etc.) cultural practices and
simple terms using perspectives. Learners can
grammatical structures Listening to spoken or share cross-cultural
learnt in class recorded descriptions
experiences while naming
(although there may be of familiar scenes, and
frequent errors with marking the words you universal cultural themes.
tenses, personal hear. (Example: (I.2, S.1, S.2, J.1)
pronouns, prepositions, Learners hear a
etc.) dialogue between two CE.EFL.4.7.
teenagers talking about Listening for Information:
EFL 4.2.3 an assignment. They Follow and identify some
Follow and understand circle the verbs they
main ideas and details in
short, straightforward hear, etc.)
audio messages and/or short and straightforward
the main idea/dialogue Listening to a dialogue spoken or audio texts set in
of a movie or cartoon between two or more familiar contexts, when
(or other age- people and deciding if delivered slowly and with
appropriate audio- each statement is true visuals to provide
visual presentations) or false. (Example:
contextual support. Use
if delivered slowly and Julia wants to call her
visuals provide mother – True. Ms. spoken contributions in
contextual support. Trenton gives her class as models for one’s
(Example: an announce- permission to use the own speech.
ment of a bus delay, an cell phone in class –
intercom announcement False, etc.) I.EFL.4.7.1.
at school, a dialogue Learners can identify the
supported by facial Watching a short video main idea and some details
expressions/gestures and then talking to a in short straightforward
and appropriate partner about whether spoken audio texts set in

intonation, etc.) or not they agree with familiar contexts when the
the speaker or a message is delivered slowly
EFL 4.2.11 statement. (Example and there is other
Give short, basic topics for videos: Best contextual support. (Ex-
descriptions of vacation sites in ample: rules for a game,
everyday activities and Ecuador, strangest classroom instructions, a
events within familiar foods, scariest animals dialogue in a scene from a
contexts and use simple in the world, etc.) cartoon or movie, etc.)
descriptive language to Learners can use other
compare and make brief Recording in-class classmate’s contributions in
statements about conversations and class as models for their
objects and dialogues in order to own. (I.2, I.3, S.4)
possessions. (Example: make note of correct
family, school, living and appropriate CE.EFL.4.8.
conditions, personal language usage and Production – Accuracy and
belongings, etc.) intelligibility. Intelligibility: Communicate
needs and information
EFL 4.3.2 Showing the student a
Make use of clues such video clip of a simple clearly and in simple terms,
as titles, situation and asking using grammatical structures
illustrations, them to describe what learned in class (although
organization, text is happening/has there may be frequent
outline and layout, happened. (Example: The errors), effectively and
etc. to identify and boy’s crying because he without undue effort.
understand relevant can’t find his dog. The
Demonstrate an ability to
information in written girl is helping him
level-appropriate text look for the dog. They make appropriate use of new
types. can’t find it, etc.) words and expressions in
social interactions.
EFL 4.3.6 Asking the learners to
Apply learning read a dialogue in I.EFL.4.8.1.
strategies to examine pairs. Learners record Learners can communicate
and interpret a variety themselves and then
personal information and
of written materials listen to the recording
using prior knowledge, in order to assess basic immediate needs and
graphic organizers, clarity of sounds, deal with other practical
context clues, note production of phonemes, everyday demands in familiar

taking and finding rhythm and intonation. contexts, effectively and

words in a dictionary. without undue effort and
Asking learners to using grammatical structures
EFL 4.4.2 describe a picture of a
and vocabulary seen in class
Make and use a simple familiar scene and
print or digital asking them to give (although there may be
learning resource to full statements about frequent, basic errors).
compare and contrast what they can see. (I.1, I.2, I.3, S.1)
information in order to (Example: a picture of
demonstrate under- a classroom: There are CE.EFL.4.9.
standing and command of ten students and one Production – Fluency: Use
a topic. teacher. The teacher is
simple language to describe,
writing on the board. A
EFL 4.4.7 boy’s throwing paper, compare and make statements
Use the process of etc.) about familiar everyday
prewriting, drafting, topics such as objects,
revising, peer editing Reading possessions and routines in
and proofreading (i.e., structured situations and
“the writing process”) Reading a text and short conversations.
to produce well-con- answering information
Interaction is with
structed informational questions.
texts. reasonable ease, provided
Choosing from a list of speech is given clearly,
EFL 4.5.6 words to complete gaps slowly and directly.
Create an effective from a reading.
voice using a variety I.EFL.4.9.1.
of ICT tools, writing Predicting main ideas
Learners can use simple lan-
styles and typical by reading the title
features of a genre to and using other guage to describe, compare
create stories, poems, contextual clues (e.g., and state facts about
sketches, songs and illustrations, familiar everyday topics
plays, including those subheadings, etc.) such as possessions,
that reflect tradition- classroom objects and
al and popular Reading a short news routines in short,
Ecuadorian cultures. article and completing
structured situations, in-
an outline.
EFL 4.5.10 teracting with relative

Collaboratively produce Reading a paragraph ease. (I.3, I.4, S.4)

criteria for evaluating about a familiar
literary texts and the content area subject CE.EFL.4.11.
effectiveness of group and then correcting
work. incorrect sentences.
(Example: The United main ideas and some details
States is the country in short simple texts on
that grows the most familiar subjects, making
rice corn, etc.) use of contextual clues to
identify relevant
Studying an infographic information in a text.
on a familiar subject
and answering questions
about the information. I.EFL.4.11.1.
(Example: learners Learners can understand main
study an infographic ideas and some details in
about teenagers and short simple online or print
sleep and then answer texts on familiar subjects,
questions such as, How using contextual clues to
many hours a night do
help identify the most
most teenagers get?,
What percentage of relevant information.
teens fall asleep in (Example: title,
class?, etc.) illustrations, organization,
etc.) (I.2, I.4)
Highlighting relevant
key information in a CE.EFL.4.13.
text and crossing out
irrelevant information. Apply learning strategies
such as using prior
Keeping a vocabulary knowledge and graphic
notebook of synonyms organizers to interpret new
and antonyms of words information in a text, and
from a text. assess this information
according to the
Brainstorming
everything known about organization, subject area

a topic and then and purpose of the text,

reading a text to check using different criteria,
true and false including ICT tools.
information.
Reading a text and I.EFL.4.13.1.

matching content-based Learners can apply learning
words to their strategies such as using
definition or picture. prior knowledge and graphic
Completing a KWL TRI- information in a text.
FOLD chart about a
text.
information according to the
Using a dictionary to organization, subject area
look up key words in a and purpose of the text,
text. through the use of different
Writing tools. (I.2, I.4, J.4)
Making posters in small
groups of new phrases CE.EFL.4.16.
and expressions in Make use of simple learning
order to display in the resources, including those
classroom. created by one’s self, in
Making flashcards for
contrast information, and
new words and using
them to quiz a partner. choose appropriate resources
Recording synonyms and purpose and audience of
antonyms of words in each.
the margins of reading
texts. I.EFL.4.16.1.
Learners can use and make
phrases in a vocabulary simple learning resources,

notebook. both online and in print, in

Researching and writing contrast information.
a short paragraph about
Learners can choose
a new topic and using
appropriate references appropriate resources and
to support your ideas. critically evaluate the
Writing about a topic resources, according to the
and choosing words for value, purpose and audience
a glossary and writing of each. (I.1, I.3,
the definitions.
I.4, J.2, J.4)
text to understand new CE.EFL.4.17.
words and recording the Show an ability to convey
definitions and example and organize information
sentences in a through the use of facts and
vocabulary notebook. details and by employing
Completing the gaps in
a sentence. (Example: writing process, while using
Nancy has a car. ---- a range of digital tools to
car is green. ---- promote and support
needs a new car, etc.) collaboration, learning and
productivity.
write sentences about a I.EFL.4.17.1.
classmate. (Example: Learners can convey and or-
Where does he live? ganize information through
What food does he the use of facts and details
like?, etc.) and by employing various
Reading a text and
process, while using a range
talk about how it is of digital tools to promote

organized. (Example: Is and support collaboration,

there a title? Does it learning and productivity.
have an opening (I.1, I.3, S.4, J.2, J.4)
sentence?, etc.)
Adding pictures to a CE.EFL.4.20.

group presentation. Create short, original
Writing about a subject genres, including those that
using key words given reflect Ecuadorian cultures,
in class. (Example: Key using a range of digital
words: reptile, cold-
blooded, scales, tail,
vertebrates. → Reptiles appropriate vocabulary and
are cold-blooded. When other literary concepts.
they’re cold, too. They I.EFL.4.20.1.
have scales. They also Learners can create short,
have a tail. They are original literary texts in
vertebrates, etc.)
different genres, including
Language through the those that reflect
Arts Ecuadorian cultures, using a
Using ICT to research writing styles, appropriate
about a topic of vocabulary and other
learners’ choice and literary concepts. (I.1,
writing a short story I.3)
with the findings.
Evaluating and CE.EFL.4.21.

assessing the Use pre-established
effectiveness of group criteria, including that
work by answering a set which is written by learners
of questions. (Example: collaboratively, in order to
Who always
evaluate and recommend

the things the group literary texts (written,

needs? Who asks good online, oral, in video,
questions?, etc.) etc.) and the effectiveness
of group work.
Selecting desirable
behaviors for group
work from a list and I.EFL.4.21.1.
reaching a consensus as Learners can evaluate and
a group for the three recommend literary texts
most important. (both written and oral,
Searching the Internet print) according to pre-
for illustrations and established criteria.
examples of effective Learners can work in
group collaborations collaborative groups to
and then sharing why write their own criteria for
they are effective. evaluating literary texts
(Example: In this and the effectiveness of
picture, they are group work. (I.4, S.3, S.4,
sitting in a circle. J.3)
One person is talking
and everyone else is
listening, etc.)

norms for a group
project before the
project begins.
(Example: Don’t
your work on time,
remarks, etc.)

group project.

the organizer, who
makes the artwork,
etc.)
Communication and
5 They were You will learn how to EFL 4.1.2 Cultural Awareness CE.EFL.4.2. 6
Successfu Recognize and Recognize and demonstrate an
l! • describe people’s demonstrate an Researching through the appreciation of
personalities appreciation of some Internet about other
commonalities between
and values. commonalities and cultures and ways of
distinctions across life and presenting cultures as well as the
• talk about people’s cultures and groups them to the class using consequences of one’s
lives in the (differentiated by digital tools. actions while exhibiting
past. gender, ability, socially responsible
generations, etc.) Reading a list of behaviors.
• talk about important including the students’ actions people take and
events in own. evaluating and
I.EFL.4.2.1.
history. discussing the
EFL 4.2.3 consequences on others Learners can name similar-
Follow and understand (including on the ities and differences
short, straightforward environment). between different aspects of
audio messages and/or cultural groups. Learners
the main idea/dialogue Oral Communication: can demonstrate socially
of a movie or cartoon Listening and Speaking) responsible behaviors at
(or other age-
appropriate audio- Listening to spoken or
visual presentations) recorded descriptions in the community, and
if delivered slowly and of familiar scenes, and evaluate their actions by
visuals provide marking the words you ethical, safety and social
contextual support. hear. (Example: standards. (J.3, S.1, I.1)
(Example: an announce- Learners hear a
ment of a bus delay, an dialogue between two CE.EFL.4.7.
intercom announcement teenagers talking about
at school, a dialogue an assignment. They Listening for Information:
supported by facial circle the verbs they Follow and identify some
expressions/gestures hear, etc.) main ideas and details in

and appropriate short and straightforward

intonation, etc.) Listening to a dialogue spoken or audio texts set in
between two or more familiar contexts, when
EFL 4.2.12 people and deciding if
Describe habits, each statement is true
routines, past or false. (Example: visuals to provide
activities and Julia wants to call her contextual support. Use
experiences within the mother – True. Ms. spoken contributions in
personal and Trenton gives her class as models for one’s
educational domains. permission to use the own speech.
cell phone in class –
EFL 4.3.2 False, etc.)
I.EFL.4.7.1.
Make use of clues such
as titles, Watching a short video Learners can identify the
illustrations, and writing three new main idea and some details
organization, text things they learned. in short straightforward
outline and layout, (Example: Sharks aren’t spoken audio texts set in
etc. to identify and mammals. They are fish. familiar contexts when the
understand relevant Sometimes they attack message is delivered slowly
information in written humans, but not all
and there is other
level-appropriate text sharks are dangerous.
types. Their teeth can grow contextual support. (Ex-
back, etc.) ample: rules for a game,
EFL 4.3.6 classroom instructions, a
Apply learning Reading dialogue in a scene from a
strategies to examine cartoon or movie, etc.)
and interpret a variety Reading a text and
of written materials answering information
using prior knowledge, questions. classmate’s contributions in
graphic organizers, class as models for their
context clues, note Choosing from a list of own. (I.2, I.3, S.4)
taking and finding words to complete gaps
words in a dictionary. from a reading. CE.EFL.4.9.
Production – Fluency: Use
EFL 4.4.2 Predicting main ideas
simple language to describe,
Make and use a simple by reading the title
print or digital and using other compare and make statements

learning resource to contextual clues (e.g., about familiar everyday

compare and contrast illustrations, topics such as objects,
information in order to subheadings, etc.) possessions and routines in
demonstrate under-
structured situations and
standing and command of Reading a short news
a topic. article and completing short conversations.
an outline. Interaction is with
EFL 4.4.7 reasonable ease, provided
Use the process of Reading a biography and speech is given clearly,
prewriting, drafting, putting events on a slowly and directly.
revising, peer editing timeline.
and proofreading (i.e.,
I.EFL.4.9.1.
“the writing process”) Reading a paragraph
to produce well-con- about a familiar Learners can use simple lan-
structed informational content area subject guage to describe, compare
texts. and then correcting and state facts about
incorrect sentences. familiar everyday topics
EFL 4.5.5 (Example: The United such as possessions,
Gain an understanding States is the country classroom objects and
of literary concepts that grows the most
routines in short,
such as genre, plot, rice corn, etc.)
setting, character, structured situations, in-
point of view, theme Studying an infographic teracting with relative
and other literary ele- on a familiar subject ease. (I.3, I.4, S.4)
ments in order to apply and answering questions
them to one’s own about the information. CE.EFL.4.11.
creative texts. (Example: learners
study an infographic
EFL 4.5.10 about teenagers and main ideas and some details
Collaboratively produce sleep and then answer in short simple texts on
criteria for evaluating questions such as, How familiar subjects, making
literary texts and the many hours a night do use of contextual clues to
effectiveness of group most teenagers get?, identify relevant
work. What percentage of information in a text.
class?, etc.)
I.EFL.4.11.1.

Highlighting relevant Learners can understand main

key information in a ideas and some details in
text and crossing out short simple online or print
irrelevant information.
texts on familiar subjects,
Keeping a vocabulary using contextual clues to
notebook of synonyms help identify the most
and antonyms of words relevant information.
from a text. (Example: title,
illustrations, organization,
Brainstorming etc.) (I.2, I.4)
a topic and then
reading a text to check CE.EFL.4.13.
true and false Apply learning strategies
information. such as using prior
knowledge and graphic
Reading a text and organizers to interpret new
matching content-based information in a text, and
words to their
assess this information
definition or picture.
according to the
Completing a KWL TRI- organization, subject area
FOLD chart about a and purpose of the text,
text. using different criteria,
including ICT tools.
text. I.EFL.4.13.1.
Writing strategies such as using
prior knowledge and graphic
Making posters in small organizers to interpret new
groups of new phrases information in a text.
and expressions in
classroom. information according to the


Making flashcards for and purpose of the text,
new words and using through the use of different
them to quiz a partner.
Recording synonyms and tools. (I.2, I.4, J.4)
the margins of reading CE.EFL.4.16.
texts. Make use of simple learning
Writing new words and created by one’s self, in
phrases in a vocabulary
notebook.
contrast information, and
Researching and writing choose appropriate resources
a short paragraph about according to the value,
a new topic and using purpose and audience of
appropriate references each.
I.EFL.4.16.1.
and choosing words for Learners can use and make
a glossary and writing simple learning resources,
the definitions. both online and in print, in
Using a glossary from a contrast information.
Learners can choose
definitions and example appropriate resources and
sentences in a critically evaluate the
vocabulary notebook. information in these
Completing the gaps in value, purpose and audience
a sentence. (Example: of each. (I.1, I.3,
I.4, J.2, J.4)
car is green. ----
needs a new car, etc.)

CE.EFL.4.17.
Using question prompts Show an ability to convey
to interview and then and organize information
write sentences about a
through the use of facts and
Where does he live? details and by employing
What food does he various stages of the
like?, etc.) writing process, while using
a range of digital tools to
Reading a text and promote and support
using a checklist to collaboration, learning and
talk about how it is
productivity.
organized. (Example: Is
have an opening I.EFL.4.17.1.
sentence?, etc.) Learners can convey and or-
ganize information through
Adding pictures to a the use of facts and details
group presentation. and by employing various
Writing about a subject
using key words given process, while using a range
in class. (Example: Key of digital tools to promote
words: reptile, cold- and support collaboration,
blooded, scales, tail, learning and productivity.
vertebrates. → Reptiles (I.1, I.3, S.4, J.2, J.4)
they’re cold, too. They CE.EFL.4.20.
have scales. They also Create short, original
have a tail. They are literary texts in different
vertebrates, etc.) genres, including those that
Language through the using a range of digital
Arts
appropriate vocabulary and
Doing free writing on a

topic suggested by other literary concepts.

another learner.
I.EFL.4.20.1.
Evaluating and
assessing the
effectiveness of group original literary texts in
work by answering a set different genres, including
of questions. (Example: those that reflect
Who always Ecuadorian cultures, using a
participates? Who gets range of digital tools,
the things the group writing styles, appropriate
questions?, etc.)
literary concepts. (I.1,
Selecting desirable I.3)
behaviors for group
work from a list and CE.EFL.4.21.
reaching a consensus as Use pre-established
a group for the three criteria, including that
most important.
which is written by learners
Searching the Internet collaboratively, in order to
for illustrations and evaluate and recommend
examples of effective literary texts (written,
group collaborations online, oral, in video,
and then sharing why etc.) and the effectiveness
they are effective.
of group work.
(Example: In this
picture, they are
sitting in a circle. I.EFL.4.21.1.
One person is talking Learners can evaluate and
and everyone else is recommend literary texts
listening, etc.) (both written and oral,
Discussing rules and print) according to pre-
norms for a group established criteria.
project before the Learners can work in

project begins. collaborative groups to

(Example: Don’t write their own criteria for
interrupt others, Do evaluating literary texts
your work on time, and the effectiveness of
Don’t make negative group work. (I.4, S.3, S.4,
remarks, etc.) J.3)

group project.
the organizer, who
makes the artwork,
etc.)
6 Unforgett You will learn how to EFL 4.1.1 Communication and CE.EFL.4.1. 6
able Compare and contrast Cultural Awareness Compare and contrast oral
Moments • talk about events in oral traditions, myths, traditions and literature
the past. folktales and lit- Hearing a story from from Ecuador and beyond in
erature from Ecuador another country and order to manifest an
• ask and answer and international finding similarities understanding of the
questions regions and cultures with a story from Ec- relationship between
about the past. and identify uador. cultural perspectives and
similarities and practices and by sharing
• describe emotions. differences and Researching traditional cross cultural experiences.
universal cultural stories/myths/legends
themes. from other cultures and I.EFL.4.1.1.
presenting them on a Learners can compare and
EFL 4.1.2 class blog. contrast oral traditions,
Recognize and myths, folktales and
demonstrate an Writing survey literature from Ecuador and
appreciation of some questions about
commonalities and other cultures in order to
socially and culturally
distinctions across demonstrate an understanding
responsible behaviors
cultures and groups and surveying of the relationship between
(differentiated by classmates. Publishing cultural practices and

gender, ability, the results in an perspectives. Learners can

generations, etc.) online chart. share cross-cultural
including the students’ experiences while naming
own. Oral Communication:
universal cultural themes.
Listening and Speaking)
EFL 4.2.3 (I.2, S.1, S.2, J.1)
Follow and understand Listening to spoken or
short, straightforward recorded descriptions CE.EFL.4.2.
audio messages and/or of familiar scenes, and Recognize and demonstrate an
the main idea/dialogue marking the words you appreciation of
of a movie or cartoon hear. (Example: commonalities between
(or other age- Learners hear a
cultures as well as the
appropriate audio- dialogue between two
visual presentations) teenagers talking about consequences of one’s
if delivered slowly and an assignment. They actions while exhibiting
visuals provide circle the verbs they socially responsible
contextual support. hear, etc.) behaviors.
(Example: an announce-
ment of a bus delay, an Listening to a dialogue I.EFL.4.2.1.
intercom announcement between two or more
Learners can name similar-
at school, a dialogue people and deciding if
supported by facial each statement is true ities and differences
expressions/gestures or false. (Example: between different aspects of
and appropriate Julia wants to call her cultural groups. Learners
intonation, etc.) mother – True. Ms. can demonstrate socially
Trenton gives her responsible behaviors at
EFL 4.2.12 permission to use the
Describe habits, cell phone in class –
routines, past False, etc.) in the community, and
activities and evaluate their actions by
experiences within the Reading ethical, safety and social
personal and standards. (J.3, S.1, I.1)
educational domains. Reading a text and
answering information CE.EFL.4.7.
EFL 4.3.2 questions.
Listening for Information:
Make use of clues such
as titles, Choosing from a list of Follow and identify some

illustrations, words to complete gaps main ideas and details in

organization, text from a reading. short and straightforward
outline and layout, spoken or audio texts set in
etc. to identify and Predicting main ideas
familiar contexts, when
understand relevant by reading the title
information in written and using other delivered slowly and with
level-appropriate text contextual clues (e.g., visuals to provide
types. illustrations, contextual support. Use
subheadings, etc.) spoken contributions in
EFL 4.3.6 class as models for one’s
Apply learning Reading a short news own speech.
strategies to examine article and completing
and interpret a variety an outline.
of written materials I.EFL.4.7.1.
using prior knowledge, Reading a paragraph Learners can identify the
graphic organizers, about a familiar main idea and some details
context clues, note content area subject in short straightforward
taking and finding and then correcting spoken audio texts set in
words in a dictionary. incorrect sentences. familiar contexts when the
(Example: The United
EFL 4.4.2 message is delivered slowly
Make and use a simple that grows the most and there is other
print or digital rice corn, etc.) contextual support. (Ex-
learning resource to ample: rules for a game,
compare and contrast Studying an infographic classroom instructions, a
information in order to on a familiar subject dialogue in a scene from a
demonstrate under- and answering questions
cartoon or movie, etc.)
standing and command of about the information.
a topic. (Example: learners Learners can use other
study an infographic classmate’s contributions in
EFL 4.4.7 about teenagers and class as models for their
Use the process of sleep and then answer own. (I.2, I.3, S.4)
prewriting, drafting, questions such as, How
revising, peer editing many hours a night do CE.EFL.4.8.
and proofreading (i.e., most teenagers get?,
Production – Accuracy and
“the writing process”) What percentage of
to produce well-con- teens fall asleep in Intelligibility: Communicate

structed informational class?, etc.) needs and information

texts. clearly and in simple terms,
Highlighting relevant using grammatical structures
EFL 4.5.5 key information in a
learned in class (although
Gain an understanding text and crossing out
of literary concepts irrelevant information. there may be frequent
such as genre, plot, errors), effectively and
setting, character, Keeping a vocabulary without undue effort.
point of view, theme notebook of synonyms Demonstrate an ability to
and other literary ele- and antonyms of words make appropriate use of new
ments in order to apply from a text. words and expressions in
them to one’s own
social interactions.
creative texts. Brainstorming
EFL 4.5.10 a topic and then I.EFL.4.8.1.
Collaboratively produce reading a text to check Learners can communicate
criteria for evaluating true and false personal information and
literary texts and the information. basic immediate needs and
effectiveness of group deal with other practical
work. Reading a text and
everyday demands in familiar
matching content-based
words to their contexts, effectively and
definition or picture. without undue effort and
using grammatical structures
Completing a KWL TRI- and vocabulary seen in class
FOLD chart about a (although there may be
text.
frequent, basic errors).
Using a dictionary to (I.1, I.2, I.3, S.1)
text. CE.EFL.4.9.
Production – Fluency: Use
Writing simple language to describe,
compare and make statements
Making posters in small
about familiar everyday
groups of new phrases
and expressions in topics such as objects,

order to display in the possessions and routines in

classroom. structured situations and
short conversations.
Making flashcards for
Interaction is with
new words and using
them to quiz a partner. reasonable ease, provided
speech is given clearly,
Recording synonyms and slowly and directly.
the margins of reading I.EFL.4.9.1.
texts. Learners can use simple lan-
guage to describe, compare
phrases in a vocabulary and state facts about
notebook. familiar everyday topics
such as possessions,
Researching and writing classroom objects and
a short paragraph about routines in short,
a new topic and using structured situations, in-
appropriate references
teracting with relative
ease. (I.3, I.4, S.4)
and choosing words for CE.EFL.4.11.
a glossary and writing Demonstrate comprehension of
the definitions. main ideas and some details
in short simple texts on
text to understand new familiar subjects, making
words and recording the use of contextual clues to
definitions and example identify relevant
sentences in a information in a text.
vocabulary notebook.
I.EFL.4.11.1.
Completing the gaps in
Learners can understand main
a sentence. (Example:
Nancy has a car. ---- ideas and some details in

car is green. ---- short simple online or print

needs a new car, etc.) texts on familiar subjects,
using contextual clues to
help identify the most
write sentences about a relevant information.
classmate. (Example: (Example: title,
Where does he live? illustrations, organization,
What food does he etc.) (I.2, I.4)
like?, etc.)
CE.EFL.4.13.
Reading a text and
Apply learning strategies
talk about how it is such as using prior
organized. (Example: Is knowledge and graphic
there a title? Does it organizers to interpret new
have an opening information in a text, and
sentence?, etc.) assess this information
according to the
Adding pictures to a
group presentation.
Writing about a subject using different criteria,
using key words given including ICT tools.
in class. (Example: Key
words: reptile, cold- I.EFL.4.13.1.
blooded, scales, tail,
vertebrates. → Reptiles
are cold-blooded. When strategies such as using
it’s cold outside, prior knowledge and graphic
they’re cold, too. They organizers to interpret new
have scales. They also information in a text.
have a tail. They are Learners can assess this
vertebrates, etc.) information according to the
Language through the
Arts and purpose of the text,


Doing free writing on a tools. (I.2, I.4, J.4)
topic suggested by
another learner. CE.EFL.4.16.
Make use of simple learning
Evaluating and
assessing the resources, including those
effectiveness of group created by one’s self, in
work by answering a set order to compare and
of questions. (Example: contrast information, and
Who always choose appropriate resources
participates? Who gets according to the value,
purpose and audience of
questions?, etc.) each.
Selecting desirable I.EFL.4.16.1.

behaviors for group Learners can use and make
work from a list and simple learning resources,
reaching a consensus as both online and in print, in
most important.
contrast information.
Searching the Internet Learners can choose
for illustrations and appropriate resources and
examples of effective critically evaluate the
group collaborations information in these
and then sharing why
they are effective.
(Example: In this value, purpose and audience
picture, they are of each. (I.1, I.3,
sitting in a circle. I.4, J.2, J.4)
One person is talking
and everyone else is CE.EFL.4.17.
listening, etc.) Show an ability to convey

Discussing rules and and organize information

norms for a group through the use of facts and
project before the details and by employing
project begins.
(Example: Don’t
interrupt others, Do writing process, while using
your work on time, a range of digital tools to
Don’t make negative promote and support
remarks, etc.) collaboration, learning and
productivity.
group project.
I.EFL.4.17.1.
is secretary, who is Learners can convey and or-
the organizer, who ganize information through
makes the artwork, the use of facts and details
etc.) and by employing various
process, while using a range
of digital tools to promote
and support collaboration,
(I.1, I.3, S.4, J.2, J.4)
CE.EFL.4.20.
Create short, original
genres, including those that
using a range of digital
appropriate vocabulary and
other literary concepts.

I.EFL.4.20.1.
different genres, including
those that reflect
Ecuadorian cultures, using a
writing styles, appropriate
literary concepts. (I.1,
I.3)
CE.EFL.4.21.
Use pre-established
which is written by learners
collaboratively, in order to
evaluate and recommend
literary texts (written,
online, oral, in video,
etc.) and the effectiveness
of group work.
I.EFL.4.21.1.
print) according to pre-
established criteria.
Learners can work in
collaborative groups to


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 Educación General Básica Elemental. Quito, Ecuador: MinEdu.
Munoz, J. (2016). English A1.2. Quito, Ecuador: Grupo Editorial Norma SA
ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): NAME: NAME:
Eugenia Jessenia Pico Coloma
Signature: Signature: Signature:
Date: September 30th, 2016 Date: Date:



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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

CURRICULAR ANNUAL PLAN

OG.EFL 1 O.EFL 4.1

OG.EFL 3 O.EFL 4.4

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

communication and learning. O.EFL 4.5

OG.EFL 5 O.EFL 4.7

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Nº Title of Unit Specific Contents/skills ** Methodological Evaluation*** Weeks

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

organization, text Observing to see using grammatical structures

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

texts. ask each other about a short conversations.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

answering information using contextual clues to

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

many hours a night do tools. (I.2, I.4, J.4)

Using a dictionary to CE.EFL.4.17.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

details and by employing

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

original literary texts in

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

vertebrates, etc.) and the effectiveness of

Discussing rules and

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Don’t make negative

Assigning roles for a

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

(Example: an announce- an assignment. They universal cultural themes.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Apply learning uncomfortable for the class as models for their

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

sketches, songs and from a reading. in short simple texts on

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Learners can apply learning

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

classroom. critically evaluate the

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

needs a new car, etc.) Create short, original

Reading a text and I.EFL.4.20.1.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Using ICT to research I.EFL.4.21.1.

Nº Title of Unit Specific Contents/skills Methodological Evaluation* Weeks