AÑO LECTIVO:

2018-2019

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA

Area: ENGLISH Subject: English

Teacher(s):
LCDA.ESMERALDA
ORDOÑEZ

Grade/ Course: 8 VO Education Level: Básica Superior

2. TIME

Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of
periods
5 Hours 40 weeks 4 weeks 36 weeks
180 Hours

3. GENERAL AIMS

Objectives of the Area Objectives of the Grade/Course

OG.EFL 1 O.EFL 4.1

Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive Identify the main ideas, some details and inferences of written texts, in order to
manner, maturely, and openly experiencing other cultures and languages from the secure produce level-appropriate critical analysis of familiar subjects and contexts.
standpoint of their own national and cultural identity.
O.EFL 4.2

Appreciate and value English as an international language and a medium to

OG.EFL 2 interact globally.

Draw on this established propensity for curiosity and tolerance towards different cultures to O.EFL 4.3
comprehend the role of diversity in building an intercultural and multinational society.
Independently read A2.1 level text in English as a source of entertainment and
OG.EFL 3 interpersonal and intrapersonal interaction.

Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical O.EFL 4.4
thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective
of their L1 and of language use for communication and learning. Develop creative and critical thinking skills when encountering challenges in
order to promote autonomous learning and decision making.
OG.EFL 4
O.EFL 4.5
Deploy a range of learning strategies, thereby increasing disposition and ability to independently
access further (language) learning and practice opportunities. Respect themselves and others
within the communication process, cultivating habits of honesty and integrity into responsible Introduce the need for independent research as a daily activity by using electronic
academic behavior. resources (ICT) in class while practicing appropriate competences in the four
skills.
OG.EFL 5
O.EFL 4.6
Directly access the main points and important details of up-to date. English language texts, such
as those published on the web, for professional or general investigation, through the efficient use Write short descriptive and informative texts related to personal information or
of ICT and reference tools where required. familiar topics and use them as a means of communication and written expression
of thought.
OG.EFL 6
O.EFL 4.7
Through selected media, participate in reasonably extended spoken or written dialogue with
peers from different L1 backgrounds on work, study, or general topics of common interest, Use spoken and written literary text in English such as poems, short stories, comic
expressing ideas and opinions effectively and appropriately. strips, short magazine articles and oral interviews on familiar subjects in order to
inspire oral and written production at an A2.1 level.
OG.EFL 7
O.EFL 4.8
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 (CEFR B1 level). Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global contexts familiar to the
learner.

O.EFL 4.9

Create a sense of awareness in terms of accuracy when learners interact in

English using high-frequency and level-appropriate expressions in order to reach
an effective command of spoken language

TRANSVERSAL AXES:

Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5.UNITS TO BE DEVELOPED*

Nº Title of the unit Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation*** Weeks
durati
(Skills and strategies) on

1 PEOPLE AROUND US Introduce yourself and others EFL 4.1.6. Seek and Communication and Cultural CE.EFL.4.4. Display an
provide information Awareness appreciation of and
and assistance, orally demonstrate respect for
or in writing and in - Playing games that practice individual and group
classroom language, turn- 5
online or face-to-face differences by
taking, being polite, etc.
interactions, for establishing and
personal, social and - Comparing answers in pairs maintaining healthy and
or small groups.
academic purposes. rewarding relationships
EFL 4.1.8. Use - Working in small groups to based on communication
suitable vocabulary, complete a cultural project. and cooperation.
expressions, language - Participating in short
and interaction styles dialogues and role plays to I.EFL.4.4.1. Learners
for formal and practice target language. can demonstrate an
informal social or Oral Communication: (Listening and ability to give and ask for
academic situations in Speaking) information and
order to communicate assistance using level-
- Recording in-class appropriate language
specific intentions in
conversations and dialogues and interaction styles in
online and face-to- in order to make note of
face interactions. online or face-to-face
correct and appropriate social and classroom
(Example: thanking, language usage and
making promises, interactions (J.2, J.3, J.4,
intelligibility.
I.3)
apologizing, asking - Asking classmates to repeat
permission, chatting an answer or statement if
with friends, needed to clarify something.
answering in class, - Asking for help in class when CE.EFL.4.5. Display
greeting an authority necessary. and appreciation of and
figure, etc.) Reading demonstrate respect for
- Reading a short text and individual and group
EFL 4.1.10. showing comprehension by differences by
Recognize and completing the establishing and
appreciate individual accompanying graphic maintaining healthy and
and group similarities organizer. rewarding relationships
and differences by - Reading a text on a familiar based on communication
establishing and content area subject and then and cooperation.
maintaining healthy matching phrases or labeling
and rewarding online pictures. I.EFL.4.5.1. Learners
and face-toface - Reading two short simple can appreciate and show
relationships based on cross curricular texts and respect for individual
communication and using them to support one’s and group differences by
own argument or hypothesis. establishing and
cooperation.
Writing
maintaining healthy and
EFL 4.1.4.
- Completing the gaps in a rewarding online and
Demonstrate face-to-face interactions.
sentence.
mindfulness,
- Reading an online movie Learners can
empathy, tolerance review and identifying communicate and
and an overall respect common linguistic features, cooperate in a respectful,
for the integrity of such as use of past verbs. empathetic manner. ( J.3,
cultures in daily Learners use the same S.1, S4)
classroom activities. features to write their own
review of a movie they’ve CE.EFL.4.8. Production
EFL 4.2.15. Deal seen. – Accuracy and
with practical, - Sequencing sentences by Intelligibility:
everyday adding words. Communicate needs and
communication Language through the Arts information clearly and
demands within in simple terms, using
familiar contexts, - Creating literature circles grammatical structures
effectively and where learners have the learned in class
freedom to say anything they
without undue effort. (although there may be
want about a text from class
(Example: meeting frequent errors),
or outside of class.
people, extending and effectively and without
- Participating in classroom
accepting invitations, games in which problem- undue effort.
exchanging solving as a team is Demonstrate an ability to
information, giving important. make appropriate use of
reasons, asking and - Creating a crossword puzzle new words and
answering questions in groups about an expressions in social
about routines and Ecuadorian story, region, interactions.
preferences, etc.) celebrity, etc.
Brainstorming ideas for a I.EFL.4.8.1. Learners
EFL 4.3.7. Read, writing project in small can communicate
gather, view and groups, using a graphic personal information and
listen to information organizer basic immediate needs
from various sources and deal with other
in order to organize practical everyday
and discuss demands in familiar
relationships between contexts, effectively and
academic content without undue effort and
areas. (Example: using grammatical
nonfiction books for structures and
young adults, the vocabulary seen in class
Internet, audio and (although there may be
media presentations, frequent, basic errors).
oral interviews, maps, (I.1, I.2, I.3, S.1)
diagrams, reference
books, magazines, CE.EFL.4.12. Use a
etc.) range of reference
materials and sources,
EFL 4.4.7. Use the both online and in print,
process of prewriting, in order to support ideas,
drafting, revising, answer inquiries, find
peer editing and relationships and relate
proofreading (i.e., ideas between different
“the writing process”) subject areas.
to produce well-
constructed I.EFL.4.12.1. Learners
informational texts. can employ a range of
reference materials and
EFL 4.4.8. Convey sources, both online and
and organize in print, in order to
information using support ideas, answer
facts and details in inquiries, find
order to illustrate relationships and relate
diverse patterns and ideas between different
structures in writing. subject areas. (I.1, I.2,
(Example: cause and J.2)
effect, problem and
solution, general-to- CE.EFL.4.17. Show an
specific presentation, ability to convey and
etc.) organize information
through the use of facts
EFL 4.5.9. Engage in and details and by
collaborative employing various
activities through a stages of the writing
variety of student process, while using a
groupings to create range of digital tools to
and respond to promote and support
literature and other collaboration, learning
literary texts. and productivity.
(Example: small
groups, cooperative I.EFL.4.17.1. Learners
learning groups, can convey and organize
literature circles, information through the
process writing use of facts and details
groups, etc.) and by employing
various stages of the
EFL 4.5.11. writing process, while
Participate in creative using a range of digital
thinking through tools to promote and
brainstorming, support collaboration,
working in groups, learning and
games and problem- productivity. (I.1, I.3,
solving tasks by S.4, J.2, J.4)
showing the ability to
accept a variety of CE.EFL.4.22. Show the
ideas and capitalize ability to work
on other people’s collaboratively and to
strengths. participate effectively in
a variety of student
groupings by employing
a wide range of creative
thinking skills through
the completion of
activities such as playing
 games, brainstorming
and problem solving.

I.EFL.4.22.1. Learners
can collaborate and
participate effectively in
a variety of student
groupings by employing
a wide range of creative
thinking skills through
the completion of
activities such as playing
games, brainstorming
and problem solving.
(S.2, S.4, J.1, J.2, J.3,
J.4)

People I love Describe youself and others. EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2. Recognize
and demonstrate an Awareness and demonstrate an
appreciation of some appreciation of
commonalities and - Making a useful object out of commonalities between
2 recycled materials in a
distinctions across cultures as well as the
project.
cultures and groups consequences of one’s
(differentiated by - Researching through the actions while exhibiting
Internet about important 5
gender, ability, socially responsible
people from other cultures
generations, etc.) and ways of life and behaviors.
including the students’ presenting them to the class
own. I.EFL.4.2.1. Learners
using digital tools.
can name similarities
EFL 4.1.9. Recognize - Choosing pictures that and differences between
demonstrate responsibility
the consequences of different aspects of
(helping an elder cross the
one’s actions by sidewalk, stopping two cultural groups. Learners
demonstrating children from throwing rocks can demonstrate socially
responsible decision- at a dog, being respectful of responsible behaviors at
making at school, people who dress differently, school, online, at home
online, at home and in being open to accepting new and in the community,
the community, while ideas/foods, etc.) and and evaluate their
considering ethical identifying why each is actions by ethical, safety
standards, safety desirable and what and social standards.
concerns, social norms consequences the (J.3, S.1, I.1)
and mutual respect. irresponsible actions would
have. CE.EFL.4.3. Interact
EFL 4.1.5. Apply self- with others using self-
correcting and self- monitoring and self-
monitoring strategies in Oral Communication: (Listening and correcting strategies as
social and classroom Speaking) well as appropriate
interactions. (Example: nonverbal and oral
asking questions, - Recording in-class communication features.
starting over, conversations and dialogues
in order to make note of I.EFL.4.3.1. Learners
rephrasing, exploring
correct and appropriate can employ a range of
alternative
language usage and self-monitoring and self-
pronunciations or intelligibility.
wording, etc.) correcting strategies and
- Asking classmates to repeat interpret and use
EFL 4.1.7. Interpret and an answer or statement if appropriate verbal and
needed to clarify something.
demonstrate knowledge nonverbal
of nonverbal and oral
- Asking the learners to read a
communication features
dialogue in pairs. Learners
communication features to communicate in
record themselves and then
by applying them in listen to the recording in familiar contexts. (I.3,
appropriate contexts. order to assess clarity of S.4, J.4)
(Example: use of stress, sounds, production of
intonation, pace, etc.) CE.EFL.4.8. Production
phonemes, rhythm and
– accuracy and
intonation.
EFL 4.2.15. Deal with Reading intelligibility:
practical, everyday - Highlighting relevant key communicate needs and
communication information in a text and information clearly and
demands within familiar crossing out irrelevant in simple terms, using
contexts, effectively and information. grammatical structures
without undue effort. - Keeping a vocabulary learned in class
(Example: meeting notebook of synonyms and (although there may be
people, extending and antonyms of words from a frequent errors),
accepting invitations, text. effectively and without
exchanging - Brainstorming everything undue effort.
information, giving known about a topic and then Demonstrate an ability to
reasons, asking and reading a text to check true make appropriate use of
answering questions and false information. new words and
about routines and Writing expressions in social
performances, etc) - Completing the gaps in a interactions.

EFL 4.2.14. Ask and sentence. I. EFL. 4.8.1. Learners

answer straightforward - Reading an online movie can communicate
review and identifying
follow-up questions personal information and
common linguistic features,
within familiar contexts, basic immediate needs
such as use of past verbs.
such as school and Learners use the same and deal with other
family life, provided features to write their own practical everyday
there are opportunities review of a movie they’ve demands in familiar
to ask for clarification, seen. contexts, effectively and
- Sequencing sentences by without undue effort and
adding words. using grammatical
reformulation or Language through the Arts structures and
repetition of key points. vocabulary seen in class
- Creating literature circles (although there may be
EFL 4.2.16. Initiate, where learners have the frequent, basic errors).
maintain and end a freedom to say anything they
(I.1, 1.2, 1.3, S.1)
conversation to satisfy want about a text from class
basic needs and/ or or outside of class. CE.EFL.4.10.
handle a simple - Brainstorming a list of Production – accuracy
transaction. preferences, questions and responses and intelligibility:
etc.) learners can use during small communicate needs and
group discussions about
information clearly and
EFL 4.3.6. Apply literary texts.
in simple terms, using
learning strategies to - Participating in classroom
grammatical structures
examine and interpret a games in which problem-
solving as a team is learned in class
variety of written (although there may be
materials using prior important.
frequent errors),
knowledge, graphic effectively and without
organizers, context undue effort.
clues, note taking and Demonstrate and ability
finding words in a to make appropriate use
dictionary. of new words and
EFL 4.4.1. Convey expressions in social
information and ideas interactions.
through simple I.EFL. 4.10.1. Learners
transactional or can communicate
expository texts on personal information and
familiar subjects using basic immediate needs
ICT tools and and deal with other
conventions and practical everyday
features of English demands in familiar
appropriate to audience contexts, effectively and
and purpose} without undue effort and
EFL 4.5.9. Engage in using grammatical
collaborative activities structures and
through a variety of vocabulary seen in class
student groupings to (although there may be
create and respond to frequent, basic errors)
literature and other (I.1, I.2, I.3, S.1)
literary texts. (Example: CE.EFL.4.13. Apply
small groups, learning strategies such
cooperative learning as using prior knowledge
groups, literature and graphic organizers to
interpret new
circles, process writing information in a text, and
groups, etc.) assess this information
according to the
EFL 4.5.11. Participate organization, subject
in creative thinking area and purpose of the
through brainstorming, text, using different
working in groups, criteria, including ICT
games and problem- tools.
solving tasks by
showing the ability to I.EFL.4.13.1. Learners
accept a variety of ideas can apply learning
and capitalize on other strategies such as using
people’s strengths. prior knowledge and
graphic organizers to
interpret new
information in a text.
Learners can assess this
information according to
the organization, subject
area and purpose of the
text, through the use of
different criteria,
including ICT tools. (I.2,
I.4, J.4)

CE.EFL.4.15. Express
information and ideas
and describe feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in order
to influence an audience,
while recognizing that
different texts have
different features and
showing the ability to
use these features
appropriately in one’s
own writing.

I.EFL.4.15.1. Learners
can convey information
 and ideas and describe
feelings and opinions in
simple transactional or
expository texts on
familiar subjects in order
to influence an audience,
while recognizing that
different texts have
different features and
showing the ability to
use these features
appropriately in one’s
own writing. (I.3, I.4,
S.3, J.2)

CE.EFL.4.22. Show the

ability to work
collaboratively and to
participate effectively in
a variety of student
groupings by employing
a wide range of creative
thinking skills through
the completion of
activities such as playing
games, brainstorming
and problem solving.

I.EFL.4.22.1. Learners
can collaborate and
participate effectively in
a variety of student
groupings by employing
a wide range of creative
thinking skills through
the completion of
activities such as playing
games, brainstorming
and problem solving.
(S.2, S.4, J.1, J.2, J.3,
J.4)

Leisure activities Talk about cultures events. EFL 4.1.1. Compare and
contrast oral traditions,
myths, folktales and
3 literature from Ecuador Communication and Cultural CE.EFL.4.1. Compare
and international Awareness and contrast oral
regions and cultures and traditions and literature
identify similarities and - Finding ways of from Ecuador and
differences and entertainment from other beyond in order to
cultures and regions and then
universal cultural manifest an
sharing them in class.
themes. understanding of the
- Completing a Venn diagram
relationship between
EFL 4.1.3. Display an about two stories from
different countries. cultural perspectives and
understanding of the practices and by sharing
relationship between the - Reflecting on differences
between people from other cross cultural
practices and experiences.
perspectives of different countries and regions.
cultures by recognizing - Sharing a cross-cultural I.EFL.4.1.1. Learners
experience (such as traveling,
and sharing cross- can compare and
trying a new food, meeting
cultural experiences and contrast oral traditions,
someone from another
ideas country) in pairs or as a myths, folktales and
class. literature from Ecuador
EFL 4.1.6. Seek and and other cultures in
Oral Communication: (Listening and
provide information and order to demonstrate an
Speaking)
assistance, orally or in understanding of the
writing and in online or - Recording in-class relationship between
face-to-face conversations and dialogues cultural practices and
interactions, for in order to make note of perspectives. Learners
personal, social and correct and appropriate can share cross-cultural
academic purposes. language usage and experiences while
intelligibility.
naming universal
EFL 4.1.8. Use suitable - Asking classmates to repeat
cultural themes. (I.2, S.1,
vocabulary, an answer or statement if
expressions, language S.2, J.1)
needed to clarify something.
and interaction styles for - Asking the learners to read a CE.EFL.4.4.
formal and informal dialogue in pairs. Learners Demonstrate the ability
social or academic record themselves and then to ask for and give
situations in order to listen to the recording in
information and
communicate specific order to assess clarity of
assistance using
intentions in online and sounds, production of
phonemes, rhythm and appropriate language
face-to-face and interaction styles in a
interactions. (Example: intonation.
Reading variety of social
thanking, making
- Reading a short text and interactions.
promises, apologizing,
showing comprehension by
asking permission, completing the I.EFL.4.4.1. Learners
chatting with friends, accompanying graphic can demonstrate an
answering in class, organizer. ability to give and ask for
- Reading a text on a familiar information and
content area subject and then assistance using level-
greeting an authority matching phrases or labeling appropriate language
figure, etc.) pictures. and interaction styles in
- Reading two short simple online or face-to-face
EFL 4.2.15. Deal with cross curricular texts and social and classroom
practical, everyday using them to support one’s interactions. (J.2, J.3,
communication own argument or hypothesis. J.4, I.3)
demands within familiar Writing
contexts, effectively and CE.EFL.4.8. Production
without undue effort. - Completing the gaps in a – accuracy and
(Example: meeting sentence. intelligibility:
people, extending and - Reading an online movie Communicate needs and
review and identifying
accepting invitations, information clearly and
common linguistic features,
exchanging in simple terms, using
such as use of past verbs.
information, giving Learners use the same grammatical structures
reasons, asking and features to write their own learned in class
answering questions review of a movie they’ve (although there may be
about routines and seen. frequent errors),
preferences, etc.) - Sequencing sentences by effectively and without
adding words. undue effort.
EFL 4.2.14. Ask and Language through the Arts Demonstrate an ability to
answer straightforward make appropriate use of
follow-up questions - Doing extended writing, in new words and
within familiar contexts, which learners get to choose expressions in social
such as school and what they write and are not
interactions.
family life, provided evaluated or tested on it.
there are opportunities - Sharing learners’ stories in I.EFL. 4.8.1. Learners
to ask for clarification, pairs or small groups and can communicate
reformulation or choosing to represent some personal information and
repetition of key points. through a role play. basic immediate needs
- Reading a myth from Ecuador and deal with other
EFL 4.2.16. Initiate, and writing a song about it. practical everyday
maintain and end a demands in familiar
conversation to satisfy contexts, effectively and
basic needs and/ or without undue effort and
handle a simple using grammatical
transaction. preferences, structures and
etc.) vocabulary seen in class
EFL 4.3.5. Use (although there may be
everyday reference frequent, and basic
material in order to errors) (I.1, I.2, I.3, S.1)
select information CE. EFL. 4.10.
appropriate to the Interaction –
purpose of an inquiry interpersonal: participate
and relate ideas from effectively in familiar
one written source to and predictable
another. (Example: conversational
nonfiction books for exchanges by asking and
young adults, the answering follow-up-
Internet, audio and questions, provided there
media presentations, are opportunities to use
oral interviews, maps, repair strategies (e.g.
diagrams, reference asking for clarification)
books, magazines, etc.) and sustain
conversational
EFL 4.4.4. Write to exchanges in pairs to
describe feelings/ complete a task, satisfy a
opinions in order to need or handle a simple
effectively influence an transaction.
audience. (Example:
persuade, negotiate, I.EFL.4.10.1. Learners
argue, etc.) can effectively
participate in familiar
EFL 4.5.4. Create and predictable everyday
personal stories by conversational
adding imaginative exchanges in order to
details to real-life stories complete a task, satisfy a
and situations, using need or handle a simple
appropriate vocabulary transaction, using a
and elements of the range of repair strategies.
literature learners have (Example: asking for
read or heard clarification, etc.) (I.3,
J.3, J.4)

CE.EFL.4.12. Use a
range of reference
materials and sources,
both online and in print,
in order to support ideas,
answer inquiries, find
relationships and relate
ideas between different
subject areas.

I.EFL.4.12.1. Learners
can employ a range of
reference materials and
sources, both online and
in print, in order to
support ideas, answer
inquiries, find
relationships and relate
ideas between different
subject areas. (I.1, I.2,
J.2)

CE.EFL.4.15. Express
information and ideas
and describe feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in order
to influence an audience,
while recognizing that
different texts have
different features and
showing the ability to
use these features
appropriately in one’s
own writing.

I.EFL.4.15.1. Learners
can convey information
and ideas and describe
feelings and opinions in
simple transactional or
expository texts on
familiar subjects in order
to influence an audience,
while recognizing that
different texts have
different features and
showing the ability to
use these features
appropriately in one’s
own writing. (I.3, I.4,
S.3, J.2

CE.EFL.4.20. Create
short, original literary
texts in different genres,
including those that
reflect Ecuadorian
cultures, using a range of
 digital tools, writing
styles, appropriate
vocabulary and other
literary concepts.

I.EFL.4.20.1. Learners
can create short, original
literary texts in different
genres, including those
that reflect Ecuadorian
cultures, using a range of
digital tools, writing
styles, appropriate
vocabulary and other
literary concepts. (I.1,
I.3)

EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2. Recognize

and demonstrate an Awareness and demonstrate an
STREET LIFE Talk about your neighborhood appreciation of some appreciation of
commonalities and - Completing and illustrating commonalities between
4 statements about socially
distinctions across cultures as well as the
cultures and groups
responsible behaviors. consequences of one’s
(differentiated by - Making a useful object out of actions while exhibiting
recycled materials. socially responsible
gender, ability,
- Creating a poster of class behaviors.
generations, etc.) I.EFL.4.2.1. Learners
rules.
including the students’ can name similarities
- Researching through the
own. and differences between
Internet about other cultures
and ways of life and different aspects of
EFL 4.1.9. Recognize
presenting them to the class cultural groups. Learners
the consequences of can demonstrate socially
using digital tools.
one’s actions by responsible behaviors at
Oral Communication: (Listening and
demonstrating school, online, at home
Speaking)
responsible decision- and in the community,
making at school, - Recording in-class and evaluate their
online, at home and in conversations and dialogues actions by ethical, safety
the community, while in order to make note of and social standards.
considering ethical correct and appropriate (J.3, S.1, I.1)
standards, safety language usage and CE.EFL.4.4.
concerns, social norms intelligibility. Demonstrate the ability
and mutual respect. - Having learners make a to ask for and give
selfie video to say what they information and
EFL 4.1.6. Seek and know about a topic before assistance using
provide information and coming to class. appropriate language
assistance, orally or in and interaction styles in a
writing and in online or - Asking for help in class when variety of social
face-to-face necessary. interactions.
interactions, for Reading I.EFL.4.4.1. Learners
personal, social and - Reading a short text and can demonstrate an
academic purposes. showing comprehension by ability to give and ask for
completing the information and
EFL 4.1.8. Use suitable accompanying graphic assistance using level-
vocabulary, organizer. appropriate language
expressions, language - Reading a text on a familiar and interaction styles in
and interaction styles for content area subject and then online or face-to-face
formal and informal matching phrases or labeling social and classroom
pictures. interactions. (J.2, J.3,
social or academic
- Reading two short simple J.4, I.3)
situations in order to
communicate specific cross curricular texts and
using them to support one’s CE.EFL. 4.5. Display
intentions in online and and appreciation of and
own argument or hypothesis.
face-to-face demonstrate respect for
Writing
interactions. (Example: individual and group
thanking, making - Completing the gaps in a differences by
promises, apologizing, sentence. establishing and
asking permission, - Reading an online movie maintaining healthy and
chatting with friends, review and identifying rewarding relationships
answering in class, common linguistic features, based on communication
greeting an authority such as use of past verbs. and cooperation.
figure, etc.) Learners use the same
features to write their own I.EFL.4.5.1. Learners
EFL 4.1.10. Recognize review of a movie they’ve can appreciate and show
and appreciate seen. respect for individual
individual and group - Sequencing sentences by and group differences by
adding words. establishing and
similarities and
Language through the Arts maintaining healthy and
differences by
rewarding online and
establishing and face-to-face interactions.
maintaining healthy and - Doing extended writing, in
which learners get to choose Learners can
rewarding online and communicate and
what they write and are not
face-toface evaluated or tested on it. cooperate in respectful,
relationships based on - Sharing learners’ stories in empathetic manner. (J.3,
communication and pairs or small groups and S.1, S.4)
cooperation. choosing to represent some
through a role play. CE.EFL.4.8. Production
EFL 4.1.4. Demonstrate – Accuracy and
- Reading a myth from Ecuador
mindfulness, empathy, Intelligibility:
and writing a song about it.
tolerance and an overall Communicate needs and
respect for the integrity information clearly and
of cultures in daily in simple terms, using
classroom activities. grammatical structures
learned in class
EFL 4.2.15. Deal with (although there may be
practical, everyday frequent errors),
communication effectively and without
demands within familiar undue effort.
contexts, effectively and Demonstrate an ability to
without undue effort. make appropriate use of
new words and
(Example: meeting
expressions in social
people, extending and
interactions.
accepting invitations, I.EFL.4.8.1. Learners
exchanging can communicate
information, giving personal information and
reasons, asking and basic immediate needs
answering questions and deal with other
about routines and practical everyday
preferences, etc.) demands in familiar
contexts, effectively and
EFL 4.3.5. Use without undue effort and
everyday reference using grammatical
material in order to structures and
select information vocabulary seen in class
appropriate to the (although there may be
purpose of an inquiry frequent, basic errors).
and relate ideas from (I.1, I.2, I.3, S.1)
CE.EFL.4.12. Use a
one written source to
range of reference
another. (Example:
materials and sources,
nonfiction books for both online and in print,
young adults, the in order to support ideas,
Internet, audio and answer inquiries, find
media presentations, relationships and relate
oral interviews, maps, ideas between different
diagrams, reference subject areas.
books, magazines, etc.) I.EFL.4.12.1. Learners
can employ a range of
EFL 4.4.5. Recognize reference materials and
that various types of sources, both online and
writing require different in print, in order to
language, formatting support ideas, answer
and special vocabulary. inquiries, find
(Example: a recipe, a relationships and relate
letter, etc.) ideas between different
subject areas. (I.1, I.2,
EFL 4.5.5. Gain an J.2)
understanding of CE.EFL.4.15. Express
literary concepts such as information and ideas
genre, plot, setting, and describe feelings and
character, point of view, opinions in simple
theme and other literary transactional or
elements in order to expository texts on
apply them to one’s own familiar subjects in order
creative texts. to influence an audience,
while recognizing that
EFL 4.5.6. Create an different texts have
effective voice using a different features and
variety of ICT tools, showing the ability to
writing styles and use these features
typical features of a appropriately in one’s
own writing.
genre to create stories,
I.EFL.4.15.1. Learners
poems, sketches, songs can convey information
and plays, including and ideas and describe
those that reflect feelings and opinions in
traditional and popular simple transactional or
Ecuadorian cultures expository texts on
familiar subjects in order
to influence an audience,
while recognizing that
different texts have
different features and
showing the ability to
use these features
appropriately in one’s
own writing. (I.3, I.4,
S.3, J.2)
CE.EFL.4.20. Create
short, original literary
texts in different genres,
including those that
reflect Ecuadorian
cultures, using a range of
digital tools, writing
styles, appropriate
vocabulary and other
literary concepts.
I.EFL.4.20.1. Learners
can create short, original
literary texts in different
genres, including those
that reflect Ecuadorian
cultures, using a range of
digital tools, writing
styles, appropriate
vocabulary and other
 literary concepts. (I.1,
I.3)

EFL 4.1.1. Compare and Communication and Cultural CE.EFL.4.1. compare

AMAZING PLACES Talk about places in the city contrast oral traditions, Awareness ans constract oral
5 myths, folktales and tradictions and literature
literature from Ecuador - Completing and illustrating from Ecuador and
and international statements about socially beyond in order to
responsible behaviors.
regions and cultures and manifest and
identify similarities and
- Making a useful object out of understanding of the
recycled materials.
differences and relationship between
- Creating a poster of class
universal cultural cultural perspectives and
rules.
themes. practices and by sharing
- Researching through the
Internet about other cultures cross cultural
EFL 4.1.3. Display an experiences.
understanding of the and ways of life and
presenting them to the class
relationship between the I.EFL.4.1.1. Learners
using digital tools.
practices and can compare and
Oral Communication: (Listening and
perspectives of different contrast oral traditions,
Speaking)
cultures by recognizing myths, folktales and
and sharing cross- - Asking classmates to repeat literature from Ecuador
cultural experiences and an answer or statement if and other cultures in
ideas. needed to clarify something. order to demonstrate and
- Showing the student a video understanding of the
EFL 4.2.15. Deal with clip of a simple situation and relationship between
practical, everyday asking them to describe what cultural practices and
communication is happening/has happened. perspectives. Learners
demands within familiar - Doing a mingle activity can share cross cultural
contexts, effectively and where learners ask and experiences while
without undue effort. answer survey questions naming universal
(Example: meeting about jobs and occupations
cultural themes. (I.2, S.1,
people, extending and Reading
S.2, J.1)
accepting invitations, - Highlighting relevant key
exchanging information in a text and CE.EFL.4.8. Production
information, giving crossing out irrelevant – Accuracy and
reasons, asking and information. Intelligibility:
answering questions - Keeping a vocabulary Communicate needs and
notebook of synonyms and
about routines and information clearly and
antonyms of words from a
preferences, etc.) in simple terms, using
text.
grammatical structures
EFL 4.3.7. Read, gather, - Completing an outline for a
cross-curricular text. learned in class
view and listen to (although there may be
information from - Brainstorming everything
known about a topic and then frequent errors),
various sources in order effectively and without
to organize and discuss reading a text to check true undue effort.
relationships between and false information. Demonstrate an ability to
academic content areas. - Completing a KWL chart make appropriate use of
about a text. new words and
EFL 4.3.6. Apply Writing expressions in social
learning strategies to interactions.
examine and interpret a - Reading an online movie
variety of written review and identifying I.EFL.4.8.1. Learners
materials using prior common linguistic features. can communicate
knowledge, graphic - Sequencing sentences by personal information and
organizers, context adding words. basic immediate needs
clues, note taking and - Using question prompts to and deal with other
interview and then write
finding words in a practical everyday
sentences about a classmate.
dictionary. demands in familiar
- Posting a comment to a
contexts, effectively and
EFL 4.4.7. Use the classmate’s writing on a
class blog. without undue effort and
process of prewriting, using grammatical
drafting, revising, peer Language through the Arts
structures and
editing and - Listening to or reading vocabulary seen in class
proofreading (i.e., “the stories and drawing an (although there may be
writing process”) to important scene. frequent, basic errors).
produce well- - Looking at the title of a text (I.1, I.2, I.3, S.1)
constructed and accompanying
informational texts. illustrations and writing three CE.EFL.4.12. Use a
questions about the topic. range of reference
EFL 4.4.8. Convey and Then reading to find the materials and sources,
organize information answers to the questions. both online and in print,
using facts and details in - Listening to a song and in order to support ideas,
order to illustrate inferring if it is happy, sad, answer inquiries, find
diverse patterns and etc. relationships and relate
structures in writing. - Writing a sentence to ideas between different
(Example: cause and describe the author’s subject areas.
effect, problem and intention.
solution, general-to- I.EFL.4.12.1. Learners
specific presentation, can employ a range of
etc.) reference materials and
sources, both online and
EFL 4.5.1. Make use of in print, in order to
main points in literary support ideas, answer
texts (authentic and inquiries, find
semi-authentic, oral and relationships and relate
written) to understand ideas between different
short simple everyday subject areas. (I.1, I.2,
stories, especially if J.2)
there is visual support.
CE.EFL.4.13. Apply
learning strategies such
as using prior knowledge
and graphic organizers to
interpret new
information in a text, and
assess this information
according to the
organization, subject
area and purpose of the
text, using different
criteria, including ICT
tools.

I.EFL.4.13.1. Learners
can apply learning
strategies such as using
prior knowledge and
graphic organizers to
interpret new
information in a text.
Learners can assess this
information according to
the organization, subject
area and purpose of the
text, through the use of
different criteria,
including ICT tools. (I.2,
I.4, J.4)

CE.EFL.4.17. Show an
ability to convey and
organize information
through the use of facts
and details and by
employing various
stages of the writing
process, while using a
range of digital tools to
promote and support
collaboration, learning
and productivity.
 I.EFL.4.17.1. Learners
can convey and organize
information through the
use of facts and details
and by employing
various stages of the
writing process, while
using a range of digital
tools to promote and
support collaboration,
learning and
productivity. (I.1, I.3,
S.4, J.2, J.4)

CE.EFL.4.18. Use main

ideas in order to
understand, predict, infer
and deduce literal and
implied meanings in
short, simple, everyday
literary texts (online,
oral or in print).

I I.EFL.4.18.1. Learners
can understand, predict,
infer and deduce literal
and implied meanings in
short, simple, everyday
literary texts (online,
oral or in print),
especially when visual
support is provided. (I.2,
I.3, I.4)

EFL 4.1.2. Recognize and Communication and Cultural Awareness CE.EFL.4.2. Recognize
demonstrate an and demonstrate an
DAILY ROUTINES Talk about lifestyles appreciation of some - Finding recipes from other appreciation of
commonalities and cultures and regions and then commonalities between
6 distinctions across cultures sharing them in class. cultures as well as the
and groups (differentiated - Reading two stories from consequences of one’s
by gender, ability, different regions in Ecuador and actions while exhibiting
generations, etc.) including completing a chart to show the socially responsible
the students’ own. differences. behaviors..
- Watching a video about a legend
EFL 4.1.9. Recognize the or traditional story from I.EFL.4.2.1. Learners can
consequences of one’s Ecuador or another country, and name similarities and
actions by demonstrating taking notes on the cultural differences between
responsible decision- practices mentioned. different aspects of cultural
making at school, online, at - Sharing a cross-cultural groups. Learners can
home and in the experience (such as traveling, demonstrate socially
community, while trying a new food, meeting responsible behaviors at
considering ethical someone from another country) school, online, at home and
standards, safety concerns, in pairs or as a class. in the community, and
social norms and mutual Oral Communication: (Listening and evaluate their actions by
respect. Speaking) ethical, safety and social
standards. (J.3, S.1, I.1)
EFL 4.1.6. Seek and - Asking classmates to repeat an
provide information and answer or statement if needed to CE.EFL.4.4. Demonstrate
assistance, orally or in clarify something. the ability to ask for and
writing and in online or - Showing the student a video clip give information and
face-to-face interactions, of a simple situation and asking assistance using
for personal, social and them to describe what is appropriate language and
happening/has happened.
academic purposes. interaction styles in a
- Doing a mingle activity where variety of social
EFL 4.1.8. Use suitable learners ask and answer survey interactions
vocabulary, expressions, questions about jobs and
language and interaction occupations I.EFL.4.4.1. Learners can
styles for formal and Reading demonstrate an ability to
informal social or - Keeping a vocabulary notebook give and ask for
academic situations in of synonyms and antonyms of information and assistance
order to communicate words from a text. using level-appropriate
specific intentions in - Completing an outline for a language and interaction
online and face-to-face cross-curricular text. styles in online or face-to-
interactions. (Example: - Brainstorming everything face social and classroom
thanking, making known about a topic and then interactions. (J.2, J.3, J.4,
reading a text to check true and I.3)
promises, apologizing,
false information.
asking permission,
chatting with friends, - Completing a KWL chart about CE.EFL.4.8. Production –
a text. Accuracy and
answering in class,
Writing Intelligibility:
greeting an authority
Communicate needs and
figure, etc.) - Reading an online movie review information clearly and in
and identifying common
EFL 4.2.15. Deal with simple terms, using
linguistic features.
practical, everyday grammatical structures
communication demands - Sequencing sentences by adding learned in class (although
words.
within familiar contexts, there may be frequent
effectively and without - Posting a comment to a errors), effectively and
classmate’s writing on a class
undue effort. (Example: without undue effort.
blog.
meeting people, extending Demonstrate an ability to
Language through the Arts
and accepting invitations, make appropriate use of
exchanging information, - Listening to or reading stories new words and expressions
giving reasons, asking and and drawing an important scene. in social interactions.
answering questions about - Looking at the title of a text and
routines and preferences, I.EFL.4.8.1. Learners can
accompanying illustrations and
etc.) communicate personal
writing three questions about the
information and basic
EFL 4.4.7. Use the process topic. Then reading to find the immediate needs and deal
of prewriting, drafting, answers to the questions. with other practical
revising, peer editing and - Listening to a song and inferring everyday demands in
proofreading (i.e., “the if it is happy, sad, etc. familiar contexts,
writing process”) to - Writing a sentence to describe effectively and without
produce well-constructed the author’s intention. undue effort and using
informational texts. grammatical structures and
vocabulary seen in class
EFL 4.4.8. Convey and (although there may be
organize information using frequent, basic errors). (I.1,
facts and details in order to I.2, I.3, S.1)
illustrate diverse patterns
and structures in writing. CE.EFL.4.17. Show an
(Example: cause and ability to convey and
effect, problem and organize information
solution, general-to- through the use of facts and
specific presentation, etc.) details and by employing
various stages of the writing
EFL 4.5.1. Make use of process, while using a range
main points in literary texts of digital tools to promote
(authentic and semi- and support collaboration,
authentic, oral and written) learning and productivity.
to understand short simple
everyday stories, I.EFL.4.17.1. Learners can
especially if there is visual convey and organize
support. information through the use
of facts and details and by
employing various stages of
the writing process, while
using a range of digital
tools to promote and
support collaboration,
learning and productivity.
(I.1, I.3, S.4, J.2, J.4)

CE.EFL.4.18. Use main

ideas in order to
understand, predict, infer
and deduce literal and
implied meanings in short,
simple, everyday literary
texts (online, oral or in
print) infer and deduce
literal and implied
meanings in short, simple,
everyday literary texts
(online, oral or in print),
especially when visual
 support is provided. (I.2,
I.3, I.4)

I I.EFL.4.18.1. Learners
can understand, predict,
infer and deduce literal and
implied meanings in short,
simple, everyday literary
texts (online, oral or in
print), especially when
visual support is provided.
(I.2, I.3, I.4)

6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS

 Teacher guide A1.1

Prepared by Revised by COMISION TECNICO PEDAGOGICA Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: Date: Date: