AÑO LECTIVO

Judith Iza de Anton (Sancan ) 2019 – 2020

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject: English Area:
Teacher’s Name Lic. Joselo Zambrano
Grade/course: 9th year of Basic Education Education Superior
Level: 
2. TIME
Weekly course load No. of working hours Learning evaluation and unexpected issues Total class week Total periods
5 hours 200 hours / 40 weeks 18 hours / 4 weeks 36 weeks 180
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 O.EFL 4.1
Encounter socio-cultural aspects of their own and other countries in a Identify the main ideas, some details and inferences of written texts, in order to produce
thoughtful and inquisitive manner, maturely, and openly experiencing other level-appropriate critical analysis of familiar subjects and contexts.
cultures and languages from the secure standpoint of their own national and O.EFL 4.6
cultural identity. Write short descriptive and informative texts related to personal information or familiar
OG.EFL 4 topics and use them as a means of communication and written expression of thought.
Deploy a range of learning strategies, thereby increasing disposition and ability O.EFL 4.9
to independently access further (language) learning and practice Create a sense of awareness in terms of accuracy when learners interact in English using
opportunities. Respect themselves and others within the communication high-frequency and level-appropriate expressions in order to reach an effective command
process, cultivating habits of honesty and integrity into responsible academic of spoken language.
behavior.
OG.EFL 7
Interact quite clearly, confidently, and appropriately in a range of formal and
informal social situations with a limited but effective command of the spoken
language.
4. TRANSVERSAL AXES: Justice, innovation, solidarity
5. DEVELOPMENT OF PLANNING UNITS
N.º Name of the Specific objectives of Contents Methodology orientation Evaluation Criteria and Indicators Time in
Unit the Planning Unit weeks
1. My family and Describe people’s COMMUNICATION AND This curriculum is based on a Evaluation Criteria 6 weeks
me personality. CULTURAL AWARENESS language-driven CLIL
 approach, where content from COMMUNICATION AND CULTURAL
Talk about lifestyles EFL 4.1.5 Apply self-correcting other disciplines is used for AWARENESS
and free time and self-monitoring strategies in meaningful and purposeful
activities. social and classroom language use (Met, 1999).  It CE.EFL.4.3. Interact with others using self-
interactions. (Example: asking supports the overall monitoring and self-correcting strategies
Express likes and questions, starting over, curriculum, developing as well as appropriate nonverbal and oral
dislikes. rephrasing, exploring alternative cognitive and social skills communication features.
pronunciations or wording, etc.) needed for other subjects, and CE.EFL.4.4. Demonstrate the ability to ask
reinforcing content covered in for and give information and assistance
EFL 4.1.8 Use suitable other areas. The integration of using appropriate language and
vocabulary, expressions, critical thinking skills as interaction styles in a variety of social
language and interaction styles defined in Bloom’s Taxonomy interactions.
for formal and informal social or and the development of
academic situations in order to communicative linguistic ORAL COMMUNICATION
communicate specific intentions competencies are presented in
in online and face-to-face this proposal as CE.EFL.4.6. Listening for Meaning:
interactions. (Example: interdependent processes Understand and follow the main idea in
thanking, making promises, within a CLIL model, where spoken texts set in familiar everyday
apologizing, asking permission, critical thinking skills serve as contexts, provided speech is clear and
chatting with friends, answering the mechanism for articulate, and deduce the meanings of
in class, greeting an authority implementing the 4Cs unfamiliar words and phrases using
figure, etc.) framework (content, culture, context clues and/or prior knowledge.
communication, and CE.EFL.4.9. Production – Fluency: Use
ORAL COMMUNICATION cognition). simple language to describe, compare
CLIL models are diverse, and make statements about familiar
EFL 4.2.1 Understand phrases making them flexible enough everyday topics such as objects,
and expressions related to areas to be context-specific and possessions and routines in structured
of most immediate priority complementary to a range of situations and short conversations.
within the personal and teaching methodologies, but Interaction is with reasonable ease,
educational domains, provided they do share characteristics provided speech is given clearly, slowly
speech is clearly and slowly favorable to constructivist and directly.
articulated. (Example: daily life, approaches and
free time, school activities, etc.) communicative language READING
teaching (CLT). These
EFL 4.2.12 Describe habits, characteristics include learner- CE.EFL.4.11. Demonstrate comprehension
routines, past activities and centered approaches, text- of main ideas and some details in short
experiences within the personal based learning, task-based simple texts on familiar subjects, making
and educational domains. learning, the necessity to use use of contextual clues to identify
 different types of activities to relevant information in a text.
READING encourage foreign language CE.EFL.4.13. Apply learning strategies
use for different purposes, such as using prior knowledge and
EFL 4.3.1 Understand main high levels of interaction graphic organizers to interpret new
points in short simple texts on between teachers and information in a text, and assess this
familiar subjects. (Example: learners and learners information according to the
news about sports or famous themselves, intensive organization, subject area and purpose of
people, descriptions, etc.) language input, teacher the text, using different criteria, including
modeling and scaffolding, and ICT tools.
EFL 4.3.6 Apply learning teacher enthusiasm.
strategies to examine and WRITING
interpret a variety of written
materials using prior CE.EFL.4.15. Express information and
knowledge, graphic organizers, ideas and describe feelings and opinions
context clues, note taking and in simple transactional or expository texts
finding words in a dictionary. on familiar subjects in order to influence
an audience, while recognizing that
WRITING different texts have different features and
showing the ability to use these features
EFL 4.4.1 Convey information appropriately in one’s own writing.
and ideas through simple CE.EFL.4.16. Make use of simple learning
transactional or expository texts resources, including those created by
on familiar subjects using ICT one’s self, in order to compare and
tools and conventions and contrast information, and choose
features of English appropriate appropriate resources according to the
to audience and purpose. value, purpose and audience of each.

EFL 4.4.2 Make and use a simple LANGUAGE THROUGH THE ARTS
print or digital learning resource
to compare and contrast CE.EFL.4.18. Use main ideas in order to
information in order to understand, predict, infer and deduce
demonstrate understanding and literal and implied meanings in short,
command of a topic. simple, everyday literary texts (online,
oral or in print).
LANGUAGE THROUGH THE ARTS CE.EFL.4.22. Show the ability to work
collaboratively and to participate
EFL 4.5.1 Make use of main effectively in a variety of student
points in literary texts groupings by employing a wide range of
(authentic and semi-authentic, creative thinking skills through the
oral and written) to understand completion of activities such as playing
short simple everyday stories, games, brainstorming and problem
especially if there is visual solving.
support.
Performance Indicators
EFL 4.5.11 Participate in creative
thinking through brainstorming, COMMUNICATION AND CULTURAL
working in groups, games and AWARENESS
problem-solving tasks by
showing the ability to accept a I.EFL.4.3.1. Learners can employ a range
variety of ideas and capitalize of self-monitoring and self-correcting
on other people’s strengths. strategies and interpret and use
appropriate verbal and nonverbal
communication features to communicate
in familiar contexts. (I.3, S.4, J.4)
I.EFL.4.4.1. Learners can demonstrate an
ability to give and ask for information and
assistance using level-appropriate
language and interaction styles in online
or face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)

ORAL COMMUNICATION

I.EFL.4.6.1. Learners can grasp the general

meaning of spoken texts set in familiar
everyday contexts and infer changes in
the topic of discussion, as well as deduce
the meanings of unfamiliar words and
exchanges through the use of context
clues, provided speech is given slowly and
clearly and there is sufficient visual
support. (I.3, S.1, J.4)
I.EFL.4.9.1. Learners can use simple
language to describe, compare and state
facts about familiar everyday topics such
as possessions, classroom objects and
routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S.4)

READING

I.EFL.4.11.1. Learners can understand

main ideas and some details in short
simple online or print texts on familiar
subjects, using contextual clues to help
identify the most relevant information.
(Example: title, illustrations, organization,
etc.) (I.2, I.4)
I.EFL.4.13.1. Learners can apply learning
strategies such as using prior knowledge
and graphic organizers to interpret new
information in a text. Learners can assess
this information according to the
organization, subject area and purpose of
the text, through the use of different
criteria, including ICT tools. (I.2, I.4, J.4)

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.4.16.1. Learners can use and make
simple learning resources, both online
and in print, in order to compare and
 contrast information. Learners can choose
appropriate resources and critically
evaluate the information in these
resources, according to the value,
purpose and audience of each. (I.1, I.3,
I.4, J.2, J.4)

LANGUAGE THROUGH THE ARTS

I.EFL.4.18.1. Learners can understand,

predict, infer and deduce literal and
implied meanings in short, simple,
everyday literary texts (online, oral or in
print), especially when visual support is
provided. (I.2, I.3, I.4)
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of
student groupings by employing a wide
range of creative thinking skills through
the completion of activities such as
playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

2. Cultures around Talk about customs of COMMUNICATION AND Evaluation Criteria 6 weeks
the world other cultures. CULTURAL AWARENESS
COMMUNICATION AND CULTURAL
Talk about EFL 4.1.1 Compare and contrast AWARENESS
celebrations in other oral traditions, myths, folktales
countries. and literature from Ecuador and CE.EFL.4.1. Compare and contrast oral
international regions and traditions and literature from Ecuador
cultures and identify similarities and beyond in order to manifest an
and differences and universal understanding of the relationship
cultural themes. between cultural perspectives and
EFL 4.1.2 Recognize and practices and by sharing cross cultural
demonstrate an appreciation of experiences.
some commonalities and CE.EFL.4.2. Recognize and demonstrate
distinctions across cultures and an appreciation of commonalities
groups (differentiated by between cultures as well as the
gender, ability, generations, etc.) consequences of one’s actions while
including the students’ own. exhibiting socially responsible behaviors.
EFL 4.1.8 Use suitable CE.EFL.4.4. Demonstrate the ability to ask
vocabulary, expressions, for and give information and assistance
language and interaction styles using appropriate language and
for formal and informal social or interaction styles in a variety of social
academic situations in order to interactions.
communicate specific intentions
in online and face-to-face ORAL COMMUNICATION
interactions. (Example:
thanking, making promises, CE.EFL.4.6. Listening for Meaning:
apologizing, asking permission, Understand and follow the main idea in
chatting with friends, answering spoken texts set in familiar everyday
in class, greeting an authority contexts, provided speech is clear and
figure, etc.) articulate, and deduce the meanings of
unfamiliar words and phrases using
ORAL COMMUNICATION context clues and/or prior knowledge.
CE.EFL.4.9. Production – Fluency: Use
EFL 4.2.1 Understand phrases simple language to describe, compare
and expressions related to areas and make statements about familiar
of most immediate priority everyday topics such as objects,
within the personal and possessions and routines in structured
educational domains, provided situations and short conversations.
speech is clearly and slowly Interaction is with reasonable ease,
articulated. (Example: daily life, provided speech is given clearly, slowly
free time, school activities, etc.) and directly.
EFL 4.2.12 Describe habits,
routines, past activities and READING
experiences within the personal
and educational domains. CE.EFL.4.11. Demonstrate comprehension
of main ideas and some details in short
READING simple texts on familiar subjects, making
use of contextual clues to identify
EFL 4.3.1 Understand main relevant information in a text.
points in short simple texts on CE.EFL.4.13. Apply learning strategies
familiar subjects. (Example: such as using prior knowledge and
news about sports or famous graphic organizers to interpret new
people, descriptions, etc.) information in a text, and assess this
EFL 4.3.6 Apply learning information according to the
strategies to examine and organization, subject area and purpose of
interpret a variety of written the text, using different criteria, including
materials using prior ICT tools.
knowledge, graphic organizers, WRITING
context clues, note taking and
finding words in a dictionary. CE.EFL.4.15. Express information and
ideas and describe feelings and opinions
WRITING in simple transactional or expository texts
on familiar subjects in order to influence
EFL 4.4.1 Convey information an audience, while recognizing that
and ideas through simple different texts have different features and
transactional or expository texts showing the ability to use these features
on familiar subjects using ICT appropriately in one’s own writing.
tools and conventions and CE.EFL.4.16. Make use of simple learning
features of English appropriate resources, including those created by
to audience and purpose. one’s self, in order to compare and
EFL 4.4.2 Make and use a simple contrast information, and choose
print or digital learning resource appropriate resources according to the
to compare and contrast value, purpose and audience of each.
information in order to
demonstrate understanding and LANGUAGE THROUGH THE ARTS
command of a topic.
CE.EFL.4.18. Use main ideas in order to
understand, predict, infer and deduce
literal and implied meanings in short,
simple, everyday literary texts (online,
LANGUAGE THROUGH THE ARTS oral or in print).
EFL 4.5.1 CE.EFL.4.22. Show the ability to work
Make use of main points in collaboratively and to participate
literary texts (authentic and effectively in a variety of student
semi-authentic, oral and groupings by employing a wide range of
written) to understand short creative thinking skills through the
simple everyday stories, completion of activities such as playing
especially if there is visual games, brainstorming and problem
support. solving.
EFL 4.5.11
Participate in creative thinking Performance Indicators
through brainstorming, working
in groups, games and problem- COMMUNICATION AND CULTURAL
solving tasks by showing the AWARENESS
ability to accept a variety of
ideas and capitalize on other I.EFL.4.1.1. Learners can compare and
people’s strengths. contrast oral traditions, myths, folktales
and literature from Ecuador and other
cultures in order to demonstrate an
understanding of the relationship
between cultural practices and
perspectives. Learners can share
crosscultural experiences while naming
universal cultural themes. (I.2, S.1, S.2,
J.1)
I.EFL.4.2.1. Learners can name similarities
and differences between different aspects
of cultural groups. Learners can
demonstrate socially responsible
behaviors at school, online, at home and
in the community, and evaluate their
actions by ethical, safety and social
standards. (J.3, S.1, I.1)
I.EFL.4.4.1. Learners can demonstrate an
ability to give and ask for information and
assistance using level-appropriate
language and interaction styles in online
or face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)

ORAL COMMUNICATION

I.EFL.4.6.1. Learners can grasp the general

meaning of spoken texts set in familiar
everyday contexts and infer changes in
the topic of discussion, as well as deduce
the meanings of unfamiliar words and
exchanges through the use of context
clues, provided speech is given slowly and
clearly and there is sufficient visual
support. (I.3, S.1, J.4)
I.EFL.4.9.1. Learners can use simple
language to describe, compare and state
facts about familiar everyday topics such
as possessions, classroom objects and
routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S.4)

READING

I.EFL.4.11.1. Learners can understand

main ideas and some details in short
simple online or print texts on familiar
subjects, using contextual clues to help
identify the most relevant information.
(Example: title, illustrations, organization,
etc.) (I.2, I.4)
I.EFL.4.13.1. Learners can apply learning
strategies such as using prior knowledge
and graphic organizers to interpret new
information in a text. Learners can assess
this information according to the
organization, subject area and purpose of
the text, through the use of different
criteria, including ICT tools. (I.2, I.4, J.4)

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.4.16.1. Learners can use and make
simple learning resources, both online
and in print, in order to compare and
contrast information. Learners can choose
appropriate resources and critically
evaluate the information in these
resources, according to the value,
purpose and audience of each. (I.1, I.3,
I.4, J.2, J.4)

LANGUAGE THROUGH THE ARTS

I.EFL.4.18.1. Learners can understand,

predict, infer and deduce literal and
implied meanings in short, simple,
everyday literary texts (online, oral or in
print), especially when visual support is
provided. (I.2, I.3, I.4)
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of
student groupings by employing a wide
range of creative thinking skills through
the completion of activities such as
playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
3. Amazing Describe and compare COMMUNICATION AND Evaluation Criteria 6 weeks
Abilities people’s abilities. CULTURAL AWARENESS
COMMUNICATION AND CULTURAL
Talk about abilities EFL 4.1.5 Apply self-correcting AWARENESS
and self-monitoring strategies in
Compare people’s social and classroom CE.EFL.4.3. Interact with others using self-
attributes and abilities interactions. (Example: asking monitoring and self-correcting strategies
Express opinions questions, starting over, as well as appropriate nonverbal and oral
rephrasing, exploring alternative communication features.
pronunciations or wording, etc.) CE.EFL.4.4. Demonstrate the ability to ask
EFL 4.1.8 Use suitable for and give information and assistance
vocabulary, expressions, using appropriate language and
language and interaction styles interaction styles in a variety of social
for formal and informal social or interactions.
academic situations in order to
communicate specific intentions ORAL COMMUNICATION
in online and face-to-face
interactions. (Example: CE.EFL.4.6. Listening for Meaning:
thanking, making promises, Understand and follow the main idea in
apologizing, asking permission, spoken texts set in familiar everyday
chatting with friends, answering contexts, provided speech is clear and
in class, greeting an authority articulate, and deduce the meanings of
figure, etc.) unfamiliar words and phrases using
context clues and/or prior knowledge.
ORAL COMMUNICATION CE.EFL.4.9. Production – Fluency: Use
simple language to describe, compare
EFL 4.2.1 Understand phrases and make statements about familiar
and expressions related to areas everyday topics such as objects,
of most immediate priority possessions and routines in structured
within the personal and situations and short conversations.
educational domains, provided Interaction is with reasonable ease,
speech is clearly and slowly provided speech is given clearly, slowly
articulated. (Example: daily life, and directly.
free time, school activities, etc.) READING
EFL 4.2.13 Interact with
reasonable ease in structured CE.EFL.4.11. Demonstrate comprehension
situations and short of main ideas and some details in short
conversations within familiar simple texts on familiar subjects, making
contexts, provided that speech use of contextual clues to identify
is given clearly, slowly and relevant information in a text.
directly. (Example: an interview, CE.EFL.4.13. Apply learning strategies
an information gap activity, etc.) such as using prior knowledge and
graphic organizers to interpret new
READING information in a text, and assess this
information according to the
EFL 4.3.1 Understand main organization, subject area and purpose of
points in short simple texts on the text, using different criteria, including
familiar subjects. (Example: ICT tools.
news about sports or famous
people, descriptions, etc.) WRITING
EFL 4.3.6 Apply learning
strategies to examine and CE.EFL.4.15. Express information and
interpret a variety of written ideas and describe feelings and opinions
materials using prior in simple transactional or expository texts
knowledge, graphic organizers, on familiar subjects in order to influence
context clues, note taking and an audience, while recognizing that
finding words in a dictionary. different texts have different features and
showing the ability to use these features
WRITING appropriately in one’s own writing.
CE.EFL.4.16. Make use of simple learning
EFL 4.4.1 Convey information resources, including those created by
and ideas through simple one’s self, in order to compare and
transactional or expository texts contrast information, and choose
on familiar subjects using ICT appropriate resources according to the
tools and conventions and value, purpose and audience of each.
features of English appropriate
to audience and purpose. LANGUAGE THROUGH THE ARTS
EFL 4.4.2 Make and use a simple
print or digital learning resource CE.EFL.4.18. Use main ideas in order to
to compare and contrast understand, predict, infer and deduce
information in order to literal and implied meanings in short,
demonstrate understanding and simple, everyday literary texts (online,
command of a topic. oral or in print).
CE.EFL.4.22. Show the ability to work
LANGUAGE THROUGH THE ARTS collaboratively and to participate
effectively in a variety of student
EFL 4.5.1 Make use of main groupings by employing a wide range of
points in literary texts creative thinking skills through the
(authentic and semi-authentic, completion of activities such as playing
oral and written) to understand games, brainstorming and problem
short simple everyday stories, solving.
especially if there is visual
support. Performance Indicators
EFL 4.5.11 Participate in creative
thinking through brainstorming, COMMUNICATION AND CULTURAL
working in groups, games and AWARENESS
problem-solving tasks by
showing the ability to accept a I.EFL.4.3.1. Learners can employ a range
variety of ideas and capitalize of self-monitoring and self-correcting
on other people’s strengths. strategies and interpret and use
appropriate verbal and nonverbal
communication features to communicate
in familiar contexts. (I.3, S.4, J.4)
I.EFL.4.4.1. Learners can demonstrate an
ability to give and ask for information and
assistance using level-appropriate
language and interaction styles in online
or face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)

ORAL COMMUNICATION

I.EFL.4.6.1. Learners can grasp the general

meaning of spoken texts set in familiar
everyday contexts and infer changes in
the topic of discussion, as well as deduce
the meanings of unfamiliar words and
exchanges through the use of context
clues, provided speech is given slowly and
clearly and there is sufficient visual
support. (I.3, S.1, J.4)
I.EFL.4.9.1. Learners can use simple
language to describe, compare and state
facts about familiar everyday topics such
as possessions, classroom objects and
routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S.4)

READING
I.EFL.4.11.1. Learners can understand
main ideas and some details in short
simple online or print texts on familiar
subjects, using contextual clues to help
identify the most relevant information.
(Example: title, illustrations, organization,
etc.) (I.2, I.4)
I.EFL.4.13.1. Learners can apply learning
strategies such as using prior knowledge
and graphic organizers to interpret new
information in a text. Learners can assess
this information according to the
organization, subject area and purpose of
the text, through the use of different
criteria, including ICT tools. (I.2, I.4, J.4)

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.4.16.1. Learners can use and make
simple learning resources, both online
and in print, in order to compare and
contrast information. Learners can choose
appropriate resources and critically
evaluate the information in these
resources, according to the value,
purpose and audience of each. (I.1, I.3,
I.4, J.2, J.4)

LANGUAGE THROUGH THE ARTS

I.EFL.4.18.1. Learners can understand,

predict, infer and deduce literal and
implied meanings in short, simple,
everyday literary texts (online, oral or in
 print), especially when visual support is
provided. (I.2, I.3, I.4)
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of
student groupings by employing a wide
range of creative thinking skills through
the completion of activities such as
playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
4. Healthy Food Talk about food COMMUNICATION AND Evaluation Criteria 6 weeks
preferences CULTURAL AWARENESS COMMUNICATION AND CULTURAL
AWARENESS
Express agreement EFL 4.1.5 Apply self-correcting
and self-monitoring strategies in CE.EFL.4.3. Interact with others using self-
Ask and answer social and classroom monitoring and self-correcting strategies
questions about food interactions. (Example: asking as well as appropriate nonverbal and oral
quantities questions, starting over, communication features.
rephrasing, exploring alternative CE.EFL.4.4. Demonstrate the ability to ask
pronunciations or wording, etc.) for and give information and assistance
EFL 4.1.8 using appropriate language and
Use suitable vocabulary, interaction styles in a variety of social
expressions, language and interactions.
interaction styles for formal and
informal social or academic ORAL COMMUNICATION
situations in order to
communicate specific intentions CE.EFL.4.6. Listening for Meaning:
in online and face-to-face Understand and follow the main idea in
interactions. (Example: spoken texts set in familiar everyday
thanking, making promises, contexts, provided speech is clear and
apologizing, asking permission, articulate, and deduce the meanings of
chatting with friends, answering unfamiliar words and phrases using
in class, greeting an authority context clues and/or prior knowledge.
figure, etc.) CE.EFL.4.9. Production – Fluency: Use
simple language to describe, compare
ORAL COMMUNICATION and make statements about familiar
everyday topics such as objects,
EFL 4.2.1 Understand phrases possessions and routines in structured
and expressions related to areas situations and short conversations.
of most immediate priority Interaction is with reasonable ease,
within the personal and provided speech is given clearly, slowly
educational domains, provided and directly.
speech is clearly and slowly
articulated. (Example: daily life, READING
free time, school activities, etc.)
EFL 4.2.13 Interact with CE.EFL.4.11. Demonstrate comprehension
reasonable ease in structured of main ideas and some details in short
situations and short simple texts on familiar subjects, making
conversations within familiar use of contextual clues to identify
contexts, provided that speech relevant information in a text.
is given clearly, slowly and CE.EFL.4.12. Use a range of reference
directly. (Example: an interview, materials and sources, both online and in
an information gap activity, etc.) print, in order to support ideas, answer
inquiries, find relationships and relate
READING ideas between different subject areas.
CE.EFL.4.13. Apply learning strategies
EFL 4.3.1 Understand main such as using prior knowledge and
points in short simple texts on graphic organizers to interpret new
familiar subjects. (Example: information in a text, and assess this
news about sports or famous information according to the
people, descriptions, etc.) organization, subject area and purpose of
EFL 4.3.5 Use everyday the text, using different criteria, including
reference material in order to ICT tools.
select information appropriate
to the purpose of an inquiry and WRITING
relate ideas from one written
source to another. CE.EFL.4.15. Express information and
EFL 4.3.6 Apply learning ideas and describe feelings and opinions
strategies to examine and in simple transactional or expository texts
interpret a variety of written on familiar subjects in order to influence
materials using prior an audience, while recognizing that
knowledge, graphic organizers, different texts have different features and
context clues, note taking and showing the ability to use these features
finding words in a dictionary. appropriately in one’s own writing.
CE.EFL.4.16. Make use of simple learning
WRITING resources, including those created by
one’s self, in order to compare and
EFL 4.4.1 Convey information contrast information, and choose
and ideas through simple appropriate resources according to the
transactional or expository texts value, purpose and audience of each.
on familiar subjects using ICT CE.EFL.4.15. Express information and
tools and conventions and ideas and describe feelings and opinions
features of English appropriate in simple transactional or expository texts
to audience and purpose. on familiar subjects in order to influence
EFL 4.4.2 Make and use a simple an audience, while recognizing that
print or digital learning resource different texts have different features and
to compare and contrast showing the ability to use these features
information in order to appropriately in one’s own writing.
demonstrate understanding and
command of a topic. LANGUAGE THROUGH THE ARTS
EFL 4.4.5 Recognize that various
types of writing require CE.EFL.4.18. Use main ideas in order to
different language, formatting understand, predict, infer and deduce
and special vocabulary. literal and implied meanings in short,
(Example: a recipe, a letter, etc.) simple, everyday literary texts (online,
oral or in print).
LANGUAGE THROUGH THE ARTS CE.EFL.4.22. Show the ability to work
collaboratively and to participate
EFL 4.5.1 Make use of main effectively in a variety of student
points in literary texts groupings by employing a wide range of
(authentic and semi-authentic, creative thinking skills through the
oral and written) to understand completion of activities such as playing
short simple everyday stories, games, brainstorming and problem
especially if there is visual solving.
support.
EFL 4.5.11 Participate in creative Performance Indicators
thinking through brainstorming,
working in groups, games and COMMUNICATION AND CULTURAL
problem-solving tasks by AWARENESS
showing the ability to accept a
variety of ideas and capitalize I.EFL.4.3.1. Learners can employ a range
on other people’s strengths. of self-monitoring and self-correcting
strategies and interpret and use
appropriate verbal and nonverbal
communication features to communicate
in familiar contexts. (I.3, S.4, J.4)
I.EFL.4.4.1. Learners can demonstrate an
ability to give and ask for information and
assistance using level-appropriate
language and interaction styles in online
or face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)
ORAL COMMUNICATION

I.EFL.4.6.1. Learners can grasp the general

meaning of spoken texts set in familiar
everyday contexts and infer changes in
the topic of discussion, as well as deduce
the meanings of unfamiliar words and
exchanges through the use of context
clues, provided speech is given slowly and
clearly and there is sufficient visual
support. (I.3, S.1, J.4)
I.EFL.4.9.1. Learners can use simple
language to describe, compare and state
facts about familiar everyday topics such
as possessions, classroom objects and
routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S.4)

READING

I.EFL.4.11.1. Learners can understand

main ideas and some details in short
simple online or print texts on familiar
subjects, using contextual clues to help
identify the most relevant information.
(Example: title, illustrations, organization,
etc.) (I.2, I.4)
I.EFL.4.12.1. Learners can employ a range
of reference materials and sources, both
online and in print, in order to support
ideas, answer inquiries, find relationships
and relate ideas between different
subject areas. (I.1, I.2, J.2)
I.EFL.4.13.1. Learners can apply learning
strategies such as using prior knowledge
and graphic organizers to interpret new
information in a text. Learners can assess
this information according to the
organization, subject area and purpose of
the text, through the use of different
criteria, including ICT tools. (I.2, I.4, J.4)

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.4.16.1. Learners can use and make
simple learning resources, both online
and in print, in order to compare and
contrast information. Learners can choose
appropriate resources and critically
evaluate the information in these
resources, according to the value,
purpose and audience of each. (I.1, I.3,
I.4, J.2, J.4)
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

I.EFL.4.18.1. Learners can understand,

predict, infer and deduce literal and
implied meanings in short, simple,
everyday literary texts (online, oral or in
print), especially when visual support is
provided. (I.2, I.3, I.4)
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of
student groupings by employing a wide
range of creative thinking skills through
the completion of activities such as
playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
5. They were Talk about famous COMMUNICATION AND Evaluation Criteria 6 weeks
successful! characters of the past. CULTURAL AWARENESS
COMMUNICATION AND CULTURAL
Describe people’s EFL 4.1.5 Apply self-correcting AWARENESS
personalities and and self-monitoring strategies in
values. social and classroom CE.EFL.4.3. Interact with others using self-
interactions. (Example: asking monitoring and self-correcting strategies
Talk about people’s questions, starting over, as well as appropriate nonverbal and oral
lives in the past. rephrasing, exploring alternative communication features.
pronunciations or wording, etc.) CE.EFL.4.5. Display an appreciation of and
Talk about important EFL 4.1.10 Recognize and demonstrate respect for individual and
events in history. appreciate individual and group group differences by establishing and
similarities and differences by maintaining healthy and rewarding
establishing and maintaining relationships based on communication
healthy and rewarding online and cooperation.
and face-to-face relationships
based on communication and ORAL COMMUNICATION
cooperation.
 CE.EFL.4.10. Interaction – Interpersonal:
ORAL COMMUNICATION Participate effectively in familiar and
predictable conversational exchanges by
EFL 4.2.10 Sustain a asking and answering follow-up
conversational exchange on a questions, provided there are
familiar, everyday subject when opportunities to use repair strategies (e.g.
carrying out a asking for clarification) and sustain
collaborative/paired learning conversational exchanges in pairs to
activity in which there are complete a task, satisfy a need or handle
specific instructions for a task. a simple transaction.
CE.EFL.4.9. Production – Fluency: Use
EFL 4.2.13 Interact with simple language to describe, compare
reasonable ease in structured and make statements about familiar
situations and short everyday topics such as objects,
conversations within familiar possessions and routines in structured
contexts, provided that speech situations and short conversations.
is given clearly, slowly and Interaction is with reasonable ease,
directly. (Example: an interview, provided speech is given clearly, slowly
an information gap activity, etc.) and directly.

READING READING

EFL 4.3.6 Apply learning CE.EFL.4.13. Apply learning strategies

strategies to examine and such as using prior knowledge and
interpret a variety of written graphic organizers to interpret new
materials using prior information in a text, and assess this
knowledge, graphic organizers, information according to the
context clues, note taking and organization, subject area and purpose of
finding words in a dictionary. the text, using different criteria, including
ICT tools.

WRITING WRITING

EFL 4.4.8. Convey and organize CE.EFL.4.17. Show an ability to convey

information using facts and and organize information through the use
details in order to illustrate of facts and details and by employing
diverse patterns and structures various stages of the writing process,
in writing. (Example: cause and while using a range of digital tools to
effect, problem and solution, promote and support collaboration,
general-to-specific presentation, learning and productivity.
etc.)
LANGUAGE THROUGH THE ARTS
LANGUAGE THROUGH THE ARTS
CE.EFL.4.18. Use main ideas in order to
EFL 4.5.1 Make use of main understand, predict, infer and deduce
points in literary texts literal and implied meanings in short,
(authentic and semi-authentic, simple, everyday literary texts (online,
oral and written) to understand oral or in print).
short simple everyday stories, CE.EFL.4.22. Show the ability to work
especially if there is visual collaboratively and to participate
support. effectively in a variety of student
EFL 4.5.9. Engage in groupings by employing a wide range of
collaborative activities through creative thinking skills through the
a variety of student groupings to completion of activities such as playing
create and respond to literature games, brainstorming and problem
and other literary texts. solving.
(Example: small groups,
cooperative learning groups, Performance Indicators
literature circles, process writing
groups, etc.) COMMUNICATION AND CULTURAL
AWARENESS
I.EFL.4.3.1. Learners can employ a range
of self-monitoring and self-correcting
strategies and interpret and use
appropriate verbal and nonverbal
communication features to communicate
in familiar contexts. (I.3, S.4, J.4)
I.EFL.4.5.1. Learners can appreciate and
show respect for individual and group
differences by establishing and
maintaining healthy and rewarding online
and face-to-face interactions. Learners
can communicate and cooperate in a
respectful, empathetic manner. (J.3, S.1,
S.4)
ORAL COMMUNICATION

I.EFL.4.10.1. Learners can effectively

participate in familiar and predictable
everyday conversational exchanges in
order to complete a task, satisfy a need or
handle a simple transaction, using a range
of repair strategies. (Example: asking for
clarification, etc.) (I.3, J.3, J.4)
I.EFL.4.9.1. Learners can use simple
language to describe, compare and state
facts about familiar everyday topics such
as possessions, classroom objects and
routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S.4)
READING

I.EFL.4.13.1. Learners can apply learning

strategies such as using prior knowledge
and graphic organizers to interpret new
information in a text. Learners can assess
this information according to the
organization, subject area and purpose of
the text, through the use of different
criteria, including ICT tools. (I.2, I.4, J.4)

WRITING

I.EFL.4.17.1. Learners can convey and

organize information through the use of
facts and details and by employing
various stages of the writing process,
while using a range of digital tools to
promote and support collaboration,
learning and productivity. (I.1, I.3, S.4, J.2,
J.4)

LANGUAGE THROUGH THE ARTS

 I.EFL.4.18.1. Learners can understand,
predict, infer and deduce literal and
implied meanings in short, simple,
everyday literary texts (online, oral or in
print), especially when visual support is
provided. (I.2, I.3, I.4)
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of
student groupings by employing a wide
range of creative thinking skills through
the completion of activities such as
playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
6. Unforgettable Talk about moments COMMUNICATION AND Evaluation Criteria 6 weeks
moments in the past CULTURAL AWARENESS
COMMUNICATION AND CULTURAL
Talk about events in EFL 4.1.5 Apply self-correcting AWARENESS
the past and self-monitoring strategies in
social and classroom CE.EFL.4.3. Interact with others using self-
Ask and answer interactions. (Example: asking monitoring and self-correcting strategies
questions about the questions, starting over, as well as appropriate nonverbal and oral
past rephrasing, exploring alternative communication features.
pronunciations or wording, etc.) CE.EFL.4.5. Display an appreciation of and
Describe emotions. EFL 4.1.10 Recognize and demonstrate respect for individual and
appreciate individual and group group differences by establishing and
similarities and differences by maintaining healthy and rewarding
establishing and maintaining relationships based on communication
healthy and rewarding online and cooperation.
and face-to-face relationships
based on communication and ORAL COMMUNICATION
cooperation.
ORAL COMMUNICATION CE.EFL.4.10. Interaction – Interpersonal:
Participate effectively in familiar and
EFL 4.2.10 Sustain a predictable conversational exchanges by
conversational exchange on a asking and answering follow-up
familiar, everyday subject when questions, provided there are
carrying out a opportunities to use repair strategies (e.g.
collaborative/paired learning asking for clarification) and sustain
activity in which there are conversational exchanges in pairs to
specific instructions for a task. complete a task, satisfy a need or handle
EFL 4.2.13 Interact with a simple transaction.
reasonable ease in structured CE.EFL.4.9. Production – Fluency: Use
situations and short simple language to describe, compare
conversations within familiar and make statements about familiar
contexts, provided that speech everyday topics such as objects,
is given clearly, slowly and possessions and routines in structured
directly. (Example: an interview, situations and short conversations.
an information gap activity, etc.) Interaction is with reasonable ease,
provided speech is given clearly, slowly
READING and directly.

EFL 4.3.6 Apply learning READING

strategies to examine and
interpret a variety of written CE.EFL.4.13. Apply learning strategies
materials using prior such as using prior knowledge and
knowledge, graphic organizers, graphic organizers to interpret new
context clues, note taking and information in a text, and assess this
finding words in a dictionary. information according to the
WRITING organization, subject area and purpose of
the text, using different criteria, including
EFL 4.4.8. Convey and organize ICT tools.
information using facts and
details in order to illustrate WRITING
diverse patterns and structures
in writing. (Example: cause and CE.EFL.4.17. Show an ability to convey
effect, problem and solution, and organize information through the use
general-to-specific presentation, of facts and details and by employing
etc.) various stages of the writing process,
while using a range of digital tools to
LANGUAGE THROUGH THE ARTS promote and support collaboration,
learning and productivity.
EFL 4.5.1 Make use of main
points in literary texts LANGUAGE THROUGH THE ARTS
(authentic and semi-authentic,
oral and written) to understand CE.EFL.4.18. Use main ideas in order to
short simple everyday stories, understand, predict, infer and deduce
especially if there is visual literal and implied meanings in short,
support. simple, everyday literary texts (online,
EFL 4.5.4 Create personal stories oral or in print).
by adding imaginative details to CE.EFL.4.20. Create short, original literary
real-life stories and situations, texts in different genres, including those
using appropriate vocabulary that reflect Ecuadorian cultures, using a
and elements of the literature range of digital tools, writing styles,
learners have read or heard. appropriate vocabulary and other literary
EFL 4.5.9. Engage in concepts.
collaborative activities through CE.EFL.4.22. Show the ability to work
a variety of student groupings to collaboratively and to participate
create and respond to literature effectively in a variety of student
and other literary texts. groupings by employing a wide range of
(Example: small groups, creative thinking skills through the
cooperative learning groups, completion of activities such as playing
literature circles, process writing games, brainstorming and problem
groups, etc.) solving.

Performance Indicators

COMMUNICATION AND CULTURAL

AWARENESS

I.EFL.4.3.1. Learners can employ a range

of self-monitoring and self-correcting
strategies and interpret and use
appropriate verbal and nonverbal
communication features to communicate
in familiar contexts. (I.3, S.4, J.4)
I.EFL.4.5.1. Learners can appreciate and
show respect for individual and group
differences by establishing and
maintaining healthy and rewarding online
and face-to-face interactions. Learners
can communicate and cooperate in a
respectful, empathetic manner. (J.3, S.1,
S.4)
ORAL COMMUNICATION

I.EFL.4.10.1. Learners can effectively

participate in familiar and predictable
everyday conversational exchanges in
order to complete a task, satisfy a need or
handle a simple transaction, using a range
of repair strategies. (Example: asking for
clarification, etc.) (I.3, J.3, J.4)
I.EFL.4.9.1. Learners can use simple
language to describe, compare and state
facts about familiar everyday topics such
as possessions, classroom objects and
routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S.4)

READING

I.EFL.4.13.1. Learners can apply learning

strategies such as using prior knowledge
and graphic organizers to interpret new
information in a text. Learners can assess
this information according to the
organization, subject area and purpose of
the text, through the use of different
criteria, including ICT tools. (I.2, I.4, J.4)

WRITING

I.EFL.4.17.1. Learners can convey and

organize information through the use of
facts and details and by employing
various stages of the writing process,
while using a range of digital tools to
promote and support collaboration,
learning and productivity. (I.1, I.3, S.4, J.2,
J.4)
 LANGUAGE THROUGH THE ARTS

I.EFL.4.18.1. Learners can understand,

predict, infer and deduce literal and
implied meanings in short, simple,
everyday literary texts (online, oral or in
print), especially when visual support is
provided. (I.2, I.3, I.4)
I.EFL.4.20.1. Learners can create short,
original literary texts in different genres,
including those that reflect Ecuadorian
cultures, using a range of digital tools,
writing styles, appropriate vocabulary and
other literary concepts. (I.1, I.3)
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of
student groupings by employing a wide
range of creative thinking skills through
the completion of activities such as
playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

6. BIBLIOGRAPHY/WEBGRAPHY: 7. OBSERVATIONS:
Ministry of Education. (2016, Septiembre 03). Currículo. English as a Foreign Language. Retrieved from Ministerio de It will use the English Book Pre A2.1, which is directed to 9 th
Educación: http://educacion.gob.ec/wp-content/uploads/downloads/2016/03/EFL1.pdf EGB.

Nuñez, P. A. (2015). Teacher's book level 1. Quito: Norma.

DONE BY: REVISED BY APROVED BY:
TEACHER(S): Lic. Joselo Zambrano NAME: NAME:
Signature: Signature: Signature:

Date: Date: Date: