PCA

CURRICULAR ANNUAL PLAN TEMPLATE

INSTITUTIONAL LOGO SCHOOL NAME SCHOOL
“JULIO ABAD CHICA”
YEAR
SCHOOL “JULIO ABAD CHICA”
2017-2018

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): Lcda. Sonia Vallejo, Lcda. Claudia Pintado, Lcda. Virginia Lojano, Ing. Jhonny Cruz
Grade/ Course: 2nd, EGB Pre A1.1 Education Level: EGB
2. TIME
WEEKLY NUMBER OF WEEKS LEARNING ASSESSMENT TOTAL WEEKS OF TOTAL
HOURS OF WORK WEEKS CLASS OF
PERIODS
3 Hours 40 weeks 4 weeks 36 weeks
108 Hours

3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1. Encounter socio-cultural aspects of their own and other countries in a
thoughtful and inquisitive manner, maturely, and openly experiencing other
cultures and languages from the secure standpoint of their own national and
cultural identity.
OG.EFL 2. Draw on this established propensity for curiosity and tolerance
towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
OG.EFL 3. Access greater flexibility of mind, creativity, enhanced linguistic
intelligence, and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their L1 and of language use for
communication and learning.
OG.EFL 4.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 academic behavior.
OG.EFL 5.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 of ICT and reference tools where
required.
OG.EFL 6.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, expressing ideas and opinions effectively and
appropriately.
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 (CEFR B1 level).
TRANSVERSAL AXES:
5.UNITS TO BE DEVELOPED*
O.EFL 2.1.Identify some main ideas and details of written texts, in order
to develop an approach of critical inquiry to written and oral texts.
O.EFL 2.2.Assess and appreciate English as an international language, as
well as the five aspects of English that contribute to communicative
competence.
O.EFL 2.3.Independently read level-appropriate texts in English for pure
enjoyment/entertainment and to access information.
O.EFL 2.4.Develop creative and critical thinking skills to foster problem-
solving and independent learning using both spoken and written English.
O.EFL 2.5.Use in-class library resources and explore the use of ICT to
enrich competencies in the four skills.
O.EFL 2.6.Write short descriptive and informative texts and use them as a
means of communication and written expression of thought.
O.EFL 2.7.Appreciate the use of English language through spoken and
written literary texts such as poems, rhymes, chants, riddles and songs, in
order to foster imagination, curiosity and memory, while developing a taste
for literature.
O.EFL 2.8.Demonstrate a living relationship with the English language
through interaction with written and spoken texts, in order to explore
creative writing as an outlet to personal expression.
O.EFL 2.9.Be able to interact in English in a simple way using basic
expressions and short phrases in familiar contexts to satisfy needs of a
concrete type, provided others talk slowly and clearly and are prepared to
help.
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
Nº Title of the unit Unit Specific Objectives
1 LESSON 1: Hello! Students learn to: say hello;
introduce oneself and say
goodbye; follow essential
directions for learning; ask
and answer questions to
identify essential items for
learning
LESSON 2: Is your Students learn to: greet
someone
name Stella?
they have recently met with
Hi and a question to check
knowledge of their name; give
and follow some essential
directions for learning and
some other useful directions;
ask questions to check
knowledge of the words for
LESSON 3: I’m a boy.
recently learned objects.
I’m a girl.
Students learn to: identify
themselves and others as a boy
or a girl; give and follow
essential
classroom instructions;
identify
things they see
Contents/skills ** Methodological Orientations Evaluation** Week
s
(Skills and strategies) durati
on
EFL.2.1.2 Recognize Communication and cultural CE.EFL.2.1.
the differences awareness Differentiate between
between where different living
people live among Drawing different houses and situations in a variety 5
the regions of the labeling different rooms and of surroundings and
country in order to objects in a house. express curiosity about
appreciate their own • Using question words (who, the world through
environment. what, where) to ask about places. simple questions.
(Example:house/apar • Reflecting on differences
tmen,country/city, between a house and an apartment.
etc.) • Creating a diorama of urban and
rural aspects. I.EFL.2.1.1. Learners
EFL.2.1.3. Ask • Drawing a map of a can recognize
simple basic neighborhood. differences between
questions in class • Asking and answering questions where people live
about the world about where you and others live.
and write or talk
beyond one’s own
immediate Oral communication (listening
about their own
environment in order and speaking) surroundings, as
to increase their well as ask
Listening to a very short and
understanding of questions about
different cultures. simple story and ordering the
pictures showing what happens. how other people
EFL 2.1.4. Express (Example: Jane is taking her dog live. (I.2, S.2)
curiosity about the for a walk. They see some birds.
CE.EFL.2.6.
world and other The birds fly away, etc.)
Listening for Meaning:
cultures by asking
simple WH- • Listening to a short and simple Understand the main
conversation between 2 speakers ideas in short simple
questions in class
and deciding who is speaking, spoken texts that
after reading and/or
where they are, and how they feel. include familiar
participating in
(Example: a boy and his Dad, at a vocabulary and are set
presentations or
soccer game, happy, etc.) in everyday contexts.
other group work
EFL.2.2.1. • Watching a video clip and
Understand selecting the best title for it.
meanings expressed (Example: Funny monkeys at the I.EFL.2.6.1. Learners
in short dialogues on zoo, etc.) can understand the
familiar topics, as main ideas in short
well as basic spoken Reading
simple spoken texts
instructions and • Drawing a line from individual and infer who is
simple questions words to a picture or a scene.
about self, people,
speaking and what
(Example: learners read a list of
animals, or things, the situation is,
farm animals and draw a line from
especially when each word to the appropriate without decoding
spoken slowly and animal in the scene, etc.) every word. (I.3)
clearly. (Example:
greetings, short • Reading a list of four words and
phrases, basic range crossing out the word that doesn’t
of classroom belong. (Example: arm – leg –
instructions, house – foot, etc.)
common personal
• Reading a simple sentence, CE.EFL.2.11. Identify
information
looking at the accompanying and understand
questions: What’s
picture, and ticking yes/no. individual every-day
your name? etc.)
(Example: This is a house. Yes, words, phrases, and
EFL.2.2.2. Infer who
etc.) sentences, including
is speaking and what
the situation is when instructions.
• Completing a gap in a sentence
listening to short (print or online). (Example: Words:
simple texts, go, sleep. Sentence: Every day I ---
especially when to school, etc.) I.EFL.2.11.1.
accompanied by Learners can
pictures or other Writing.
• Locating specific words on the understand familiar
visual aids, or sound
effects. (Example: page and writing them in a list. words, phrases, and
shopkeeper speaking (Example: all the words beginning short simple
with the sound /k/ or all the words sentences and can
to a customer who is
that contain the long /a:/ sound,
buying some fruit.) successfully
etc.)
EFL.2.2.6. Enjoy • Matching words to pictures. complete the simple
extensive listening in (Example: under the picture of a accompanying task.
English. (Example: chair, learners write the word chair
listen to stories, with the five letters of the word on (I.4)
watch short movies, the five lines provided, etc.)
experience song • Unscrambling words or sentences
lyrics or poetry, etc.) and writing them out correctly.
EFL.2.2.7. Be (Example: Word: veleen = eleven.
comfortable taking Sentence: There’s – under – the
CE.EFL.2.17. Write
chair. – a backpack, etc.)
meaning from simple words, phrases,
• Finding hidden questions in a box
spoken texts and sentences to
and writing them down with the
containing words or correct punctuation and demonstrate
sections which are capitalization. (Example: does it knowledge of spelling,
not understood. live on a farm / does it have two punctuation,
Be aware that legs, etc.) capitalization and
understanding • Writing new words in a picture handwriting /
spoken texts does dictionary and adding a sticker or typography, and
not require decoding picture. identify their
every word. meanings.
EFL.2.3.1. Language through the Arts
Demonstrate basic • Listening to or reading stories I.EFL.2.17.1.
and drawing the main characters.
reading Learners can write
• Choosing pictures of or drawing
comprehension skills words, phrases, and
the scenes of a literary text.
by identifying the • Standing up every time they hear short simple
meaning of the name of a character. sentences using the
individual words, • Explaining through pictures or
phrases, and correct conventions
charts (ICT) the relationships
sentences, including between characters. (Example: (spelling,
simple written mom/daughter, friends, etc.) punctuation,
instructions. capitalization, and
EFL.2.4.1 Know handwriting or
how to spell simple
typography, etc.),
English words
correctly, for making simple
demonstrating learning resources.
awareness of sound- (I.3)
letter
relationships.(Examp
le: sea, mean, bee, CE.EFL.2.21.
etc.) Distinguish key
 EFL.2.4.2. Make a information in stories
simple learning and other age-
resource, in order to appropriate literary
record and practice texts, both oral and
new words. written.
(Example: a picture
dictionary, I.EFL.2.21.1.
a word list, set of Learners can
flashcards, etc.) recognize, through
EFL.2.4.3. Write pictures or other
simple words,
media such as ICT,
phrases and
sentences with
key aspects of a
correct use of story or literary text
standard writing (both oral and
mechanics. written). (J.1, I.2)
(Example: spelling,
punctuation,
capitalization, and
writing by hand and/
or on the computer.
EFL.2.5.1. Identify
key information such
as events, characters,
and objects in stories
and other age-
appropriate literary
texts if there is visual
support.
LESSON 4: What do you Learn to: describe things they EFL.2.1.4. Express Communication and cultural CE.EFL.2.2. Catalog
see? see; count from 1 to 10 curiosity about the awareness everyday objects and
world and other places in different
LESSON 5: Where’s the Learn to: ask and answer cultures by asking • Labeling pictures with correct cultures and recognize
2 crayon? questions about where things names.
simple WH- ways to act
are; agree. • Creating a poster of things that
LESSON 6: What color is questions in class responsibly towards
can be recycled.
it? Describe the color of things after reading and/or • Matching objects with the places one’s environment and
participating in where they can be found.
PHONICS: Aa Bb Cc Dd Recognize, pronounce, and
Ee Ff form Aa through Ff; identify
anchor words for each letter
presentations or (Example: stove in kitchen, bed in surroundings.
other group work. bedroom, etc.)
• Simulating actions through TPR
EFL.2.1.5. activities where learners follow
Recognize ways to basic commands. (Example: Put I.EFL.2.2.1. Learners
relate responsibly to away your book, etc.). can classify
one’s surroundings • Choosing pictures that everyday objects
at home and at demonstrate responsibility
and familiar places.
school by exhibiting (cleaning room, watering the
flowers). Learners can
responsible
behaviors towards
compare objects
Oral communication (listening from different
the environment.
and speaking)
(Example: chores at cultural contexts.
• Listening to short, staged
home, recycling, instructions and carrying them out. Learners can say
etc.) (Example: Open the door. Take and recognize ways
this book to Mr. Davila. Walk, to take care of the
EFL2.2.3. Recognize
don’t run! etc.)
familiar names, • Listening to very short (spoken or
environment and
words, and short recorded) descriptions of scenes, one’s surroundings.
phrases about simple and writing, coloring, or drawing (J.3, S.1)
items within them. (Example:
everyday topics
learners are given a simple picture
whether heard of a classroom. They listen to a
isolation or within description of it and identify the CE.EFL.2.7.
short, simple spoken table where Sara sits and draw 3 Listening for
texts describing pens and a red book on it, etc.) Information: Follow
people and objects. • Listening to a short dialogue and short and simple
(Example: filling in a simple form. (Example: spoken texts that
vocabulary about a conversation between a boy and a include familiar
self, family, friends teacher meeting for the first time. vocabulary and are set
and immediate Learners fill in the boy’s name, in everyday contexts.
surroundings at age, birth date, (part of his) address Identify key items of
school and home, (e.g., house number information within the
or street name), favorite subject,
adjectives for color text, and record or act
etc. on a simple form.)
and size, etc.) upon them.
• Listening to a short text and
EFL.2.2.4. Identify demonstrating understanding of it
items of specific using an accompanying graphic
organizer. (Example: marking the I.EFL.2.7.1. Learners
information within
simple messages or route on a map while listening to can understand
from short and directions, etc.) short and simple
simple descriptions
Reading spoken texts well
about familiar
contexts, especially enough to be able to
• Reading a short text and showing pick out key items of
if visual support is comprehension by completing the
provided. (Example: accompanying graphic organizer. information and
letters of the (Example: learners read about the record them in
alphabet, numbers, location of a house and mark the writing or drawings,
prices and times, point X on a map.) or physically act
days, dates and • Reading a short simple story of
months, etc.) just a few lines and ordering simple upon them. (I.3)
pictures of familiar objects.
EFL.2.2.5. Record • Reading a short simple text and
key items of specific coloring a picture. (Example: This
information from a is Ben’s room. His bed is green.
heard message or Learners draw a green bed, etc.) CE.EFL.2.12.
description, either in • Reading a short simple text and Understand the gist
written form or by circling the correct answer. and details in short
drawing picture. (Example: Question: What’s her simple written texts
(Example: letters of name? Answer: Mary / Sandra / (online or print).
Mia, etc.)
the alphabet,
numbers, quantities,
Writing.
prices and times, • Completing simple sentences to
days, dates and practice a grammar structure by
months, etc.) writing words in gapped sentences. EFL.2.12.1. Learners
Support learners by providing can understand a
EFL.2.3.2. Read a pictures for context and / or a box
short simple text short simple text on
of answers, from which they can
(online or print) and choose. (Example: My best friend an everyday topic
demonstrate is ten --- old. --- name is Carol. --- and successfully
understanding of the birthday is in May, etc.) complete a simple
gist and some basic • Identifying the differences task to show that
details of the between two pictures and writing
simple sentences. (Example: In they have
content.
picture A, there’s one car, but in understood most or
EFL.2.3.3. picture B there are two cars, etc.) some of it. (I.4)
Understand most of • Answering questions about a
the details of the scene using full sentences.
content of a short (Example: How many boys are
simple text (online there? There are four boys, etc.)
or print).
Language through the Arts
EFL.2.4.3. Write • Creating a dance for a song or CE.EFL.2.18. Writing
simple words, rhyme. in order to perform
phrases, and • Illustrating a short piece of
controlled practice of
sentences with writing.
vocabulary and
correct use of • Participating in TPR activities
such as acting out the movements grammar items.
standard writing
of a character in a story as it is read
mechanics.
aloud.
I.EFL.2.18.1.
(Example: spelling, Learners can write
• Discussing things learners have
punctuation, done that are similar to those the short simple phrases
capitalization, and characters in the story have done. and sentences to
writing by hand (Example: gone on vacation to the
and/or on the beach, got into a fight with a parent show that they
computer. or friend, etc.) know how to use
• Moving to the rhythm of a song simple grammar or
EFL.2.4.4. Write or chant. vocabulary items.
simple words, • Creating an audio message or
phrases, and short video that tells what the (I.3, I.4)
sentences for student thought about the text.
controlled practice of • Writing short weekly journal
language items. entries.

EFL.2.5.2. Express
emotions and
feelings using basic
adjectives and
related images
through written work CE.EFL.2.22.
on the school or Describe and write
class bulletin board. about emotions and
responses to literary
EFL.2.5.3. Use texts through words
audio, video, and and images, or other
pictures to respond media (video, audio)
to a variety of
 literary texts through on class or school
online or in-class bulletin boards and
ICT activities. expand on ideas and
responses to texts
EFL.2.5.6. Generate read/seen/heard in by
and expand ideas by participating in
responding in a fun songs/chants, TPR
and playful manner activities and
to oral and written playground games.
texts in order to
increase enjoyment I.EFL.2.22.1.
of the language Learners can report
through TPR,
emotions and
playground games,
and songs and compose short
chants. responses to literary
texts through words
and images, or other
media (video,
audio). Learners can
generate and
expand on personal
opinions and
responses to oral
and written texts
through TPR,
playground games,
and songs. (I.3, S.3)
LESSON 7: Who do you Learn to: ask and answer EFL.2.1.1. Exchange Communication and Cultural CE.EFL.2.3. Make
see? questions about who they see basic introductions Awareness use of basic personal
and limited personal information and
LESSON 8: What shape learn to: ask and answer information in class • Participating in short dialogues expressions of
3
questions about shapes using simple present using greetings and leave-taking. politeness in order to
is it?
learn to: ask and answer tense in order to get • Listening to or reading short introduce oneself and
LESSON 9: Is it a light? to know their peers. participate in a short
questions about rooms and dialogues and answering questions
PHONICS: Gg Hh Ii Jj Kk furniture.
Ll
learn to: recognize, pronounce,
and form the letters Gg
through Ll; identify anchor
words for each letter
(Example: where one about the speakers’ names, grades, conversation.
lives or goes to schools, etc.
school, etc.) I.EFL.2.3.1. Learners
• Practicing the use of expressions can use basic
EFL.2.1.6. of politeness during collaborative
personal
Understand and use pair and small group work.
common expressions information and
of politeness in class • Adding expressions of politeness expressions of
while working in to dialogues. politeness in short
pairs or groups on • Completing a short questionnaire dialogues or
projects. (Example: or form about one’s basic personal conversations. (J.2,
Please, sorry, thank information. (Example: name, J.3)
you, etc.) school, age, address, etc.)
EFL.2.2.8. Imitate • Responding to pictures or short
individual English texts by circling the corresponding
language sounds, emoticon. (Example: happy face,
especially those sad face, confused face, etc.)
phonemes which do
CE.EFL.2.8.
not exist in the Oral Communication: (Listening
Production -
student’s own L1, and Speaking)
Pronunciation:
both in isolation and
• Asking the student simple Produce individual
within key
questions about themselves, their words and short
vocabulary items.
family, or their possessions and phrases clearly enough
(Example: /ŋ/ /ð/ /ʌ/
checking whether the responses are that other people can
/i:/ and in words like
comprehensible. (Example: What’s usually understand
singing, these, up,
your name? Juan. How do you them easily.
sea, etc.)
spell Juan? J-U-A-N. How old are
EFL.2.2.9. Spell out you? I’m eight /aɪm eɪt /, etc.)
key vocabulary items
• Showing the student some picture
using the English
flashcards of familiar vocabulary I.EFL.2.8.1. Learners
alphabet. (Example:
items and asking them to say the
names, colors, can pronounce most
words. (Example: It’s a house, a
animals, possessions, familiar vocabulary
school, a car, a bike, to see if they
etc.) items accurately,
are easily understood, etc.)
EFL.2.2.10 Clap, and can therefore
• Doing a mingle activity where
move, chant, or sing
along with short learners ask and answer simple usually be easily
authentic English questions about a picture which has understood. They
language rhymes or been stuck to their own back.
can also produce
songs, (Example: for animal picture cards,
approximating learners ask and answer Is it an some phrases and
English rhythm and elephant? No. Is it a horse? Yes. Is short sentences
intonation once it black or white? White. etc.) clearly, and may
familiar with the Observing to see whether each approximate English
text. (Example: jump student’s questions and answers are rhythm and
or clap in time to understandable by other learners.
intonation in longer
jump-rope rhymes,
do the actions to • Ask the learner to sing a song or utterances. (I.3)
action songs or short recite a chant together with a group
rhythmic poems, of friends or with the teacher.
enunciating some of Record the student’s production
words in time with with the recording device quite
the rhythm, etc.) near to the student’s mouth and
listen to the recording to assess
EFL.2.3.4. clarity of sounds, production of
Understand the phonemes, rhythm and intonation..
content in simple
short written Reading
• Matching common signs to their
environmental print
meanings. (Example: a simple
text types, using
classroom sign or a notice in the
artwork, symbols, park, Silence please, No eating,
and layout for etc.)
support. (Example: • Studying an environmental print
price tags, signs, text type and drawing a line from
notices (No eating, the word to the artwork. (Example:
etc.), candy from the word cloud to a cloud
wrappers, etc.). weather symbol, or from the word
stop to a “red” stop light, etc.) CE.EFL.2.13.
EFL.2.4.5. Write • Circling an emoticon to match to Understand the content
simple sentences on a picture. (Example: Amy feels in a variety of well-
familiar topics to sick / Amy is happy /, etc.) known text types, both
communicate basic • Comparing and contrasting print and online, using
ideas. information. (Example: learners the layout and artwork
read simple price tags and match for support; recognize
EFL.2.4.6. Write a them to the correct sentences: This typical signs and
short simple toy is cheap. Those shoes are symbols found in the
paragraph to convey expensive, etc.) text types.
some simple facts
about people, Writing I.EFL.2.13.1.
animals, places, • Completing the gaps in a
Learners can
things, yourself or sentence. (Example: My best friend understand a short
others, with the is ten --- old. --- name is Carol. --- simple
support of a model birthday is in May,etc.) environmental print
text. (Example: • Completing a simple open-ended
where they live, sentence. (Example: For breakfast I text type and
what they do, etc.) eat _______; In my bedroom there successfully
is ______,etc.) complete a simple
EFL.2.4.7. Write a • Writing a description of yourself task. (Example: a
short simple by completing the outline of a
paragraph to paragraph. Each sentence in the sign, notice, menu,
describe yourself or paragraph contains a sentence etc.) (I.3)
other people, opener. (Example: My name’s…,
animals, places and My hair is…, My eyes are…, etc.)
things, with limited • Reading a short simple paragraph
support. (Example: which serves as a model text, then
writing a similar paragraph on the
by answering
same topic.
questions or using (Example: Topics could include: CE.EFL.2.19. Convey
key words). my best friend, my family, my some simple ideas,
house, my favorite animal, my facts or opinions in a
EFL.2.5.4. Listen to
town, etc.) simple sentence or
and read short
• Writing a short simple paragraph short paragraph, using
narratives and/or on a familiar topic. Learners must
other oral and basic vocabulary and
write the answer to specific
written literary texts structures.
questions or use specific
in class (with a vocabulary. (Example: Topic:
preference for describe your clothes. Opening
authentic texts) in phrase: I’m wearing…Words: t- I.EFL.2.19.1.
order to stimulate shirt, pants, shoes,etc.)
Learners can
imagination, • Writing a short simple paragraph,
using key words for support. produce a short
curiosity and a love
for literature. (Example: Draw a town and write simple sentence and
about it using these words: a paragraph – with
EFL.2.5.7. Create hospital, pet store, park, bookstore, ample support - on a
picture books and/or etc.) variety of topics,
other graphic
Language through the Arts and some learners
expressions in pairs
in class by varying can do so with only
• Doing extended reading, in which limited support. (I.3)
scenes, characters, or
learners get to choose what they
other elements of
read and are not evaluated or tested
literary texts.
on it.

• Sharing in small groups or pairs

the learners’ favorite stories, songs,
poems, etc., and saying why.

• Responding to a poem by
drawing how it makes the learner
feel.

• Writing questions the learners

would like to ask a character in the
story, or the author of the story.

• Inviting authors as guest speakers

into the classroom so learners can CE.EFL.2.23. Display
share their responses to the story an affinity for a variety
with them. of literary texts by
• Interviewing family members responding within a
about their favorite book or poem, range of physical,
and then sharing their findings in cognitive, and
class. attitudinal manners,
and vary elements of a
• Keeping a small class library and literary text to create a
allowing fast finishers to choose a new text.
book or magazine to read while the
rest of the class completes the task.

• Listening to a song and rewriting I.EFL.2.23.1.

the song lyrics changing just one Learners can
aspect. (Example: choosing and demonstrate an

LESSON 10: What day is Students learn to: ask and
it today? answer questions about the
days of the week
LESSON 11: What are
4 these? Students learn to: ask and
answer questions to identify
PHONICS: Mm Nn Oo Pp
different clothing items
• Students learn to: recognize,
pronounce, and form the
letters Mm through Pp;
identify anchor words for each
letter
replacing the character’s name, affinity for a variety
age, etc.) of literary texts by
responding within a
range of physical,
cognitive, and
attitudinal manners
and adapt elements
of a literary text to
create a new text.
(I.1, I.4)
EFL.2.1.7. Communication and Cultural CE.EFL.2.4. Develop
Collaborate in a Awareness skills of collaboration
friendly manner by by working together
sharing classroom • Completing a very short, picture- on projects and sharing
materials and based self-evaluation or peer materials while
personal objects evaluation form. expressing personal
while participating in • Playing games in which learners preferences with peers.
games and activities must pass objects around the room.
(Example: hot potato, etc.)
in class and on the
playground. • Practicing helpful classroom
language in mini dialogues and/or I.EFL.2.4.1. Learners
EFL.2.1.8. Exchange chants (Example: Can I borrow can select pictures
basic personal your eraser? Do you have a pencil? and/or short
preferences with etc.) phrases that relate
peers in order to • Completing a short survey about
to collaborating and
express likes and favorites or likes/dislikes and then
dislikes. sharing ideas with a partner.
sharing and express
• Making a pie chart about the personal
EFL.2.2.11. Produce things that are most liked in the preferences. (J.2,
simple, mainly class. J.3, S.4)
isolated utterances
using very short Oral Communication: (Listening
phrases and and Speaking)
sometimes
individual words, • Asking learners simple questions
possibly with slow about themselves, their family, or
and/or hesitant their possessions and noting
delivery. (Example: whether their response time is CE.EFL.2.9.
words, phrases and acceptable (i.e. may be slow, but Production - Fluency:
short sentences about not so slow that the interaction Utterances are
people, animals, becomes uncomfortable for the sometimes produced
things, etc.) student or the teacher), and slowly but use
whether their response is appropriate words and
EFL.2.2.12. Respond appropriate. Some learners may phrases to express
to simple questions produce short sentences in basic ideas, initiate
in quite a short time response to basic questions. conversations and
and initiate basic (Example: What color are your respond to questions,
interaction shoes? Yes What color are your including some chunks
spontaneously when shoes? Blue or They’re blue, etc.) of language and short
there are sentences.
opportunities to • Giving learners a picture of a
speak. Speech is familiar scene and asking them to I.EFL.2.9.1. Learners
produced a little less tell you what they can see. Some can express basic
slowly and learners may produce longer ideas, initiate
hesitantly. utterances. (Example: a picture of a conversations, and
classroom where learners name
EFL.2.3.5. Show the respond to simple
individual items: table, chair, clock
ability to use a There are four chairs. The clock
questions using
simple learning says 4 o’clock., etc.) appropriate words,
resource.(Example: a phrases, and short
small set of • Running a mingle activity where
sentences.
flashcards, a picture- each learner has a different simple
based dictionary question to ask the others. Learners Responses may be
(online or print), or a move around the room asking their slow though pauses
simple word list). question and listening to the do not make the
answers received. Observing to see interaction tedious
EFL.2.4.8. Complete whether each student asks the
a basic survey or a or uncomfortable
question fluidly and answers using
questionnaire by for participants. (I.3)
individual words only or short
providing personal sentences. (Example questions:
details. What’s your favorite food?
EFL.2.4.9. Write a Chicken / It’s chicken and rice / Do
variety of short you like oranges? Yes. / Yes, I do.
simple text types, / I love oranges!, etc.)
commonly used in
print and online, Reading
• Using a simple learning resource
with appropriate
and locating details. (Example:
language and layout.
finding and circling or coloring
(Example: write a three different kinds of fruit or
greeting on a three kinds of drink in an online or
birthday card, name print picture dictionary, etc.)
and address on an • Using the alphabet to scan for CE.EFL.2.14.
envelope, a URL for particular items in lists. (Example: Demonstrate
a website, an email finding a word in a simple familiarity with study
address, etc.) dictionary or locating a boy’s name resources (both print
on a class list.) and digital). (Example:
EFL.2.5.5. Apply • Testing each other on the
a picture dictionary,
ICT and/or other meaning of flashcards. (Example: a
boy shows a picture on a flashcard some flashcards of
resources to
and asks: What’s this? Girl: it’s an known words, or a
communicate simple
airplane, etc.) word list.)
thoughts in small
groups. I.EFL.2.14.1.
EFL.2.5.8. Produce Writing Learners can
short, creative texts • Having learners complete a short successfully use
using ICT and/or simple questionnaire about simple online and
other resources at themselves. Learners read open- print learning
home or at school in ended questions and write the resources. (Example:
order to recreate answers on the form. (Example:
familiar scenes and What time do you get up? What flashcards, picture
themes. time do you go to school? At 6 dictionaries, word
o’clock, etc.) lists, etc.) (I.2)
EFL.2.5.5. Apply • Interviewing a partner, asking
ICT and/or other yes/no questions and writing
resources to yes/no on the survey form.
communicate simple (Example: Do you live in an
thoughts in small apartment? Yes, etc.)
• Writing a variety of simple text CE.EFL.2.20.
groups. Complete a simple
types, using the appropriate
EFL.2.5.8. Produce language and layout: survey form or
short, creative texts • Listen to a URL address and questionnaire by
using ICT and/or write it down. (Example: providing personal
other resources at www.cambridge.org, etc.) details. Write a variety
home or at school in • Write your own email address or of simple written text
order to recreate invent one. (Example: types, used in print or
familiar scenes and mydog@gmail.com for your pet, online, with
themes. etc.) appropriate layout and
• Write a simple print/online language. (Examples:
message to a friend for their
message on a greeting
birthday. (Example: Happy
card, name and
Valentine’s Day, Juan!, Have a
wonderful birthday, Kate!, etc.) address on an
Language through the Arts envelope, an email
address, etc.)
• Writing a text message to a
friend.
• Producing an audio clip stating
the student’s daily routine.
• Using ICT resources to organize I.EFL.2.20.1.
and edit a short piece of creative or Learners can write
informational writing.
information in a
• Taking pictures of or drawing
what the learners usually eat for simple survey form
breakfast, then using the picture as or questionnaire,
a prompt for conversation in class. and can type or
• Writing a short, fictional story write some simple
about a family member. digital text-types,
• Putting short captions under
such as a URL and
pictures.
an email address.
(I.3)

CE.EFL.2.24.
Communicate ideas
and experiences and
create short original
texts through a range
of resources and other

LESSON 12: Can you Students learn to: ask and
swim? answer questions to identify
different family members
LESSON 13: Who’s she?
5 • Playing games that practice
Who’s he? Students learn to: ask and
answer questions to identify
LESSON 14: She’s my
different people they know
friend
Students learn to: recognize,
PHONICS: Qq Rr Ss Tt Uu
pronounce, and form the
Vv
letters Qq through Vv; identify
anchor words for each letter
media, including ICT.
I.EFL.2.24.1.
Learners can
communicate
thoughts, feelings,
and/or personal
experiences and
create short original
texts through a
range of resources
and other media,
including ICT. (I.2,
I.3, I.4)
EFL.2.1.9. Communication and Cultural CE.EFL.2.5. Model
Communicate to Awareness turn-taking and ways
to express to others
peers and teacher
when something is • Role-playing and participating in when something is not
short dialogues. understood to improve
not understood in
comprehension and/or
class through the use
classroom language and turn- intelligibility in
of simple basic taking.
conversations.
questions. • Singing songs or chants that
practice helpful language.
EFL.2.1.10.
• Working in pairs and groups on a I.EFL.2.5.1. Learners
Recognize when to
small project. can apply turn-
speak and when to
listen while working Oral Communication: (Listening taking and ways to
in pairs or small and Speaking) express to others
groups in class by when something is
following classroom • Conducting a conversation with not understood in
instructions and the teacher and learner playing two
short conversations.
simple commands. characters using masks or hand
(J.3, S.1, S.4)
puppets. The learner may be given
EFL.2.2.13. the character’s details or invent
Understand and use them. (Example: name, age, CE.EFL.2.10.
basic greetings, favorite color, etc.) The student’s Interaction –
leave-taking character could introduce other Interpersonal:
expressions, and puppets or request permission to do Participate effectively
other simple something. (Example: This is in basic interpersonal
everyday phrases to Sebastian. He’s 11. Can I borrow a interactions in
everyday contexts,
facilitate pencil, please?, etc.)
provided the
interpersonal
• Doing a mingle activity where interlocutor speaks
interaction, to slowly and clearly.
introduce others, and learners meet and greet each other
and ask and answer simple (Example: requesting,
to name things. introducing,
(Example: Thank- questions. Observing to see
responding, etc.)
you, Can I help you? whether the learner can interact
effectively, and whether they are
This is [name], etc.) I.EFL.2.10.1.
able to ask for repetition when
Learners can
EFL.2.2.14. Ask and required, and / or react
answer basic appropriately to responses interact effectively
personal information received. (Example: Find someone using a range of
questions, as well as who…. Do you have a red car? basic functional
simple questions Yes? exponents for
about other people, interpersonal
animals, and Great! – writes down name of conversations in
person.)
possessions, everyday contexts,
provided the • Establishing a clear expectation providing speech is
interaction is slow of English use for classroom slow and clear.
and clear. (Example: functions. (Example: greeting, Learners can
Where do you live? requesting, thanking, asking for request repetition
Do you have a repetition / clarification, offering or clarification, and
bicycle?, etc.) help, taking leave, etc.) Informal can react
EFL.2.2.16. Say assessment could involve a star appropriately to
chart, with points for learners who
when they do not responses received.
understand and ask use L2 regularly.
(I.3)
for slower or clearer Reading
repetition where • Reading a list of words in a Venn
required. (Example: diagram and understanding the
Sorry? Could you meaning. (Example: Venn
diagram: Dog/Cat. Task:
say that again, etc.) Read a sentence and tick yes/no.
Sentence: Dogs and cats have tails
EFL.2.2.17. React , etc.)
appropriately to what • Matching a simple short text to
others say using the correct plan. (Example: Text: a
verbal/non-verbal short simple description about a
back channeling, or zoo: The giraffes are next to the
by asking further pandas. Plan: a simple map of the
simple questions to zoo, etc.)
extend the • Reading a short simple text and
interaction. coloring a simple bar chart.
(Example: a description of some
(Example: express
children’s favorite ice cream. Task:
interest using facial
color the chart accordingly, etc.)
expression or simple Writing
words with CE.EFL.2.15. Learn
appropriate • Having learners complete a short to read graphs,
intonation: Oh!, Yes! simple questionnaire about diagrams, charts, and
Thanks. And you? themselves. Learners read open- other kinds of graphic
etc.) ended questions and write the organizer.
answers on the form. (Example: Demonstrate
EFL.2.3.6. What time do you get up? What understanding of a text
Understand the time do you go to school? At 6 presented in the form
content of a simple o’clock, etc.) of a graphic organizer
graphic organizer (both print and
(online or print). • Interviewing a partner, asking digital).
(Example, Venn yes/no questions and writing
Diagrams, charts, yes/no on the survey form.
and labeled (Example: Do you live in an
diagrams.) apartment? Yes, etc.) I.EFL.2.15.1.
Learners can use
EFL.2.4.8. Complete • Writing a variety of simple text simple graphic
a basic survey or a types, using the appropriate organizers to show
questionnaire by language and layout:
that they can
providing personal
• Listen to a URL address and understand a short
details.
write it down. (Example: simple text.
EFL.2.4.9. Write a www.cambridge.org, etc.) (Example: maps,
variety of short diagrams, bar
simple text types, • Write your own email address or
commonly used in invent one. (Example: charts, Venn
print and online, mydog@gmail.com for your pet, diagrams, etc.) (I.4)
with appropriate etc.)
language and layout.
(Example: write a • Write a simple print/online
greeting on a message to a friend for their CE.EFL.2.20.
birthday card, name birthday. (Example: Happy Complete a simple
and address on an Valentine’s Day, Juan!, Have a survey form or
envelope, a URL for wonderful birthday, Kate!, etc.) questionnaire by
a website, an email providing personal
Language through the Arts details. Write a variety
address, etc.)
of simple written text
• Working on a project in small
EFL.2.5.9. Use types, used in print or
groups of 4-5 and discussing what
creative thinking online, with
the group is doing well and what it
skills to learn how to appropriate layout and
could do to improve.
language. (Examples:
share and respect all • Brainstorming ideas for a writing
message on a greeting
ideas through project together as a class, using a
card, name and
brainstorming graphic organizer.
address on an
activities and pair • Creating a product for another
envelope, an email
work in class. class and making a short
address, etc.)
advertisement that could be used to
sell the product.
• Playing games in class or doing
puzzles.
• Discussing mistakes and how
learners (and all humans) can learn I.EFL.2.20.1.
from them. Learners can write
information in a
simple survey form
or questionnaire,
and can type or
write some simple
digital text-types,
such as a URL and
an email address.
(I.3)

6 LESSON 15: Can you Students learn to: ask and
answer questions about ability
sing?
Students learn to: state their
LESSON 16: I’m happy.
mood and the speed at which
PHONICS: Ww Xx they can move
Yy Zz Students learn to: recognize,
pronounce, and form the
letters Ww through Zz;
identify anchor words for each
letter
CE.EFL.2.25.
Implement a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas in
brainstorms and pair
work.
I.EFL.2.25.1.
Learners can utilize
a range of creative
thinking skills to
show a respect for
sharing and
accepting different
ideas while working
in pairs and through
brainstorms. (J.3,
S.4)
EFL.2.1.9. Communication and Cultural CE.EFL.2.5. Model
Communicate to Awareness turn-taking and ways
to express to others
peers and teacher
when something is • Role-playing and participating in when something is not
short dialogues. understood to improve
not understood in
• Playing games that practice comprehension and/or
class through the use
classroom language and turn- intelligibility in
of simple basic taking. conversations.
questions. • Singing songs or chants that
practice helpful language.
EFL.2.1.10.
• Working in pairs and groups on a I.EFL.2.5.1. Learners
Recognize when to
small project. can apply turn-
speak and when to
listen while working Oral Communication: (Listening taking and ways to
in pairs or small and Speaking) express to others
groups in class by when something is
• Conducting a conversation with
following classroom the teacher and learner playing two not understood in
instructions and characters using masks or hand short conversations.
simple commands. puppets. The learner may be given (J.3, S.1, S.4)
the character’s details or invent
EFL.2.2.13. them. (Example: name, age, CE.EFL.2.10.
Understand and use favorite color, etc.) The student’s Interaction –
basic greetings, character could introduce other Interpersonal:
leave-taking puppets or request permission to do Participate effectively
expressions, and something. (Example: This is in basic interpersonal
other simple Sebastian. He’s 11. Can I borrow a interactions in
everyday phrases to pencil, please?, etc.) everyday contexts,
facilitate provided the
interpersonal • Doing a mingle activity where interlocutor speaks
interaction, to learners meet and greet each other slowly and clearly.
introduce others, and and ask and answer simple (Example: requesting,
to name things. questions. Observing to see introducing,
(Example: Thank- whether the learner can interact responding, etc.)
you, Can I help you? effectively, and whether they are
This is [name], etc.) able to ask for repetition when I.EFL.2.10.1.
required, and / or react Learners can
EFL.2.2.14. Ask and appropriately to responses interact effectively
answer basic received. (Example: Find someone using a range of
personal information who…. Do you have a red car? basic functional
questions, as well as Yes? exponents for
simple questions
interpersonal
about other people, Great! – writes down name of
conversations in
animals, and person.)
possessions, everyday contexts,
provided the • Establishing a clear expectation providing speech is
interaction is slow of English use for classroom slow and clear.
and clear. (Example: functions. (Example: greeting, Learners can
Where do you live? requesting, thanking, asking for request repetition
Do you have a repetition / clarification, offering or clarification, and
help, taking leave, etc.) Informal
bicycle?, etc.) can react
assessment could involve a star
EFL.2.2.16. Say chart, with points for learners who
appropriately to
when they do not use L2 regularly. responses received.
understand and ask (I.3)
Reading
for slower or clearer • Reading a list of words in a Venn
repetition where diagram and understanding the
required. (Example: meaning. (Example: Venn
Sorry? Could you diagram: Dog/Cat. Task:
say that again, etc.) Read a sentence and tick yes/no.
Sentence: Dogs and cats have tails
EFL.2.2.17. React , etc.)
appropriately to what • Matching a simple short text to
others say using the correct plan. (Example: Text: a
verbal/non-verbal short simple description about a
back channeling, or zoo: The giraffes are next to the
pandas. Plan: a simple map of the
by asking further
zoo, etc.)
simple questions to
• Reading a short simple text and
extend the coloring a simple bar chart.
interaction. (Example: a description of some
(Example: express children’s favorite ice cream. Task:
interest using facial color the chart accordingly, etc.)
expression or simple Writing
words with CE.EFL.2.15. Learn
appropriate • Having learners complete a short to read graphs,
intonation: Oh!, Yes! simple questionnaire about diagrams, charts, and
Thanks. And you? themselves. Learners read open- other kinds of graphic
etc.) ended questions and write the organizer.
answers on the form. (Example: Demonstrate
EFL.2.3.6. What time do you get up? What understanding of a text
Understand the time do you go to school? At 6 presented in the form
content of a simple o’clock, etc.) of a graphic organizer
graphic organizer (both print and
(online or print). • Interviewing a partner, asking digital).
(Example, Venn yes/no questions and writing
Diagrams, charts, yes/no on the survey form.
and labeled (Example: Do you live in an
apartment? Yes, etc.) I.EFL.2.15.1.
diagrams.)
Learners can use
EFL.2.4.8. Complete • Writing a variety of simple text simple graphic
a basic survey or a types, using the appropriate organizers to show
questionnaire by language and layout: that they can
providing personal • Listen to a URL address and understand a short
details. write it down. (Example: simple text.
www.cambridge.org, etc.) (Example: maps,
EFL.2.4.9. Write a
variety of short • Write your own email address or diagrams, bar
simple text types, invent one. (Example: charts, Venn
commonly used in mydog@gmail.com for your pet, diagrams, etc.) (I.4)
print and online, etc.)
with appropriate CE.EFL.2.20.
language and layout. • Write a simple print/online Complete a simple
message to a friend for their survey form or
(Example: write a
birthday. (Example: Happy questionnaire by
greeting on a providing personal
birthday card, name Valentine’s Day, Juan!, Have a
wonderful birthday, Kate!, etc.) details. Write a variety
and address on an of simple written text
envelope, a URL for Language through the Arts types, used in print or
a website, an email online, with
address, etc.) • Working on a project in small appropriate layout and
groups of 4-5 and discussing what language. (Examples:
EFL.2.5.9. Use the group is doing well and what it message on a greeting
creative thinking could do to improve. card, name and
skills to learn how to • Brainstorming ideas for a writing address on an
share and respect all project together as a class, using a envelope, an email
ideas through graphic organizer. address, etc.)
brainstorming • Creating a product for another
activities and pair class and making a short
work in class. advertisement that could be used to
sell the product.
• Playing games in class or doing I.EFL.2.20.1.
puzzles. Learners can write
• Discussing mistakes and how
learners (and all humans) can learn
information in a
from them. simple survey form
or questionnaire,
and can type or
write some simple
digital text-types,
such as a URL and
an email address.
(I.3)
 CE.EFL.2.25.
Implement a range of
creative thinking skills
to show a respect for
sharing and accepting
different ideas in
brainstorms and pair
work.

I.EFL.2.25.1.
Learners can utilize
a range of creative
thinking skills to
show a respect for
sharing and
accepting different
ideas while working
in pairs and through
brainstorms. (J.3,
S.4)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS

 Villalba, J.& Rosero, I. (Septiembre 2012). Ministerio de Educación del Ecuador - MinEduc.
 Obtenido de http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-
EFL-Agosto-2014.pdf
 Teacher guide starship Pre A1.1
Blog: Ismara-ismara.blogspot.com
ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): LCDA SONIA VALLEJO, LCDA. VIRGINIA NAME: LCDA. SONIA VALLEJO NAME: LCDA. ELVIA TRELLES, LCDO. JORGE
LOJANO, LCDA. CLAUDIA PINTADO, ING. JHONNY CRUZ PARRA

Signature: Signature: Signature:

Date: Date: Date:

 CURRICULAR ANNUAL PLAN TEMPLATE
INSTITUTIONAL SCHOOL NAME SCHOOL
LOGO YEAR
“JULIO ABAD CHICA”
“JULIO ABAD CHICA” 2017-2018
SCHOOL
 CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): Lcda. Sonia Vallejo, Lcda. Claudia Pintado, Lcda. Virginia Lojano, Ing. Jhonny Cruz
Grade/ Course: 3rd, 4th, 5th PRE A1.2 Education EGB
Level:
2. TIME
WEEKLY NUMBER OF LEARNING ASSESSMENT TOTAL WEEKS OF CLASS TOTAL OF
HOURS WEEKS OF WORK WEEKS 36 WEEKS PERIODS
3 HOURS 40 WEEKS 4 108 HOURS
WEEKS
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL1. Encounter socio-cultural aspects of their own and other countries O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in
in a thoughtful and inquisitive manner, maturely and openly experiencing order to interact with and to develop an approach of critical inquiry to a variety of
other cultures and languages from the secure standpoint of their own national texts.
and cultural identity.
O.EFL 3.2 Assess and appreciate English as an international language, as well as
OG.EFL2. Draw on this established propensity for curiosity and tolerance the skills and subskills that contribute to communicative and pragmatic
towards different cultures to comprehend the role of diversity in building an competence.
intercultural and multinational society.
O.EFL 3.3 Independently read level-appropriate texts in English for pure en-
joyment/entertainment and to access information.
OG.EFL3. Access greater flexibility of mind, creativity, enhanced linguistic
intelligence and critical thinking skills through an appreciation of linguistic O.EFL 3.4 Develop creative and critical thinking skills to foster problem-solving
differences. Enjoy an enriched perspective of their own L1 and of language and independent learning using both spoken and written English.
use for communication and learning.
O.EFL 3.5 Use print and digital tools and resources to investigate real-world
OG.EFL4. Deploy a range of learning strategies, thereby increasing disposi- issues, answer questions or solve problems.
tion and ability to independently access further (language) learning and
practice opportunities. Respect themselves and others within the O.EFL 3.6 Read and write short descriptive and informative texts related to
communication process, cultivating habits of honesty and integrity into personal information or familiar topics and use them as a means of
responsible academic behavior. communication and written expression of thought.

OG.EFL5. Directly access the main points and important details of up-to- O.EFL 3.7 Appreciate the use of English language through spoken and written
date English language texts, such as those published on the web, for literary texts such as poems, rhymes, chants, songs, games and graphic short
professional or general investigation, through the efficient use of ICT and stories in order to foster imagination, curiosity and memory, while developing a
reference tools where required. taste for oral and written literary texts.

OG.EFL6. 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, expressing ideas and
opinions effectively and appropriately.
OG.EFL7. 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).
O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in
order to explore creative writing as an outlet to personal expression and
intercultural competence.
O.EFL 3.9 Be able to interact in English using basic, frequently used expressions
and short phrases in familiar and personalized contexts, demonstrating a limited
but effective command of the spoken language in simple and routine tasks which
require a direct exchange of information.
O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially
and work cooperatively in pairs and groups.

TRANSVERSAL AXES: Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5.UNITS TO BE DEVELOPED*
Nº Title of the unit Unit Specific Objectives
1 CE.EFL.3.2.1
Students learn to: greet;
introduce themselves and
others; ask and tell
Welcome to someone’s name.
Startship English! • Global Benchmarks:
Students can: respond to
spoken word
non-verbally; recognize
own
name; greet, say please and
Contents/skills Methodological Orientations Evaluation Week
(Skills and strategies)
s
Durati
on
EFL 3.1.2 Recognize and exhibit
Recognize ways to Completing and illustrating responsible behaviors at
relate responsibly to statements about socially responsible home, at school and
one’s surroundings behaviors. (Example: If you see old towards the
at home and at people on a bus, you can…) environment.
school by exhibiting Making a useful object out of
responsible recycled materials. (Example: a I.EFL.3.2.1. Learners
behaviors towards frame, a pencil holder, etc.) can say ways to take
the environment. care of the environment 6
(Example: chores at
thank you with prompting;
repeat modeled sentences;
convey meaning through
personal drawings.
Students learn to: introduce
family members; formally
greet; ask and answer
questions to identify family
members.
• Global Benchmarks:
Students
can: recognize own name
accompanied by photo;
differentiate one
object/picture/
letter/word from another;
respond to visual cues/
gestures/objects to make a
choice verbally or non-
verbally
• Students learn to:
recognize and pronounce
words with the short /a/ and
long /a/ sounds.
• Global Benchmarks:
Students
can: distinguish between,
identify, or repeat sounds.
home, recycling, Listening to a short text and and one’s surroundings.
etc.) demonstrating understanding of it Learners can identify
EFL 3.2.1 using an accompanying graphic and exhibit socially
Infer who is organizer. (Example: completing a responsible behaviors at
speaking and what Venn diagram of differences between home, at school and
the situation is whales and sharks, etc.) towards the
when listening to •Listening to a short dialogue and environment. (J.3, S.1)
short simple texts, then writing and acting out a similar
especially when dialogue, using some of the same CE.EFL.3.6. Listening
accompanied by phrases and expressions. (Example: a for Meaning:
pictures or other dialogue between two friends asking Demonstrate an
visual aids, or sound about a homework assignment, etc.) understanding of the
effects. main idea, speaker and
(Example: situation in spoken texts
shopkeeper Completing gaps from a reading set in familiar everyday
speaking to a using words from a box. contexts without having
customer who is •Reading a short story from a class to decode every word.
buying some fruit.) blog and underlining the main details,
EFL 3.3.1 then checking answers with a partner.
Understand most of I.EFL.3.6.1. Learners
the details of the can grasp the main idea
content of a short Creating a class picture dictionary of spoken texts set in
simple text (online and adding entries by writing familiar everyday
or print) definitions of new words or drawing a contexts and infer
EFL 3.3.2 picture to illustrate the meaning. changes in the topic of
Show understanding •Making flashcards for new words discussion as well as
of some basic and using them to quiz a partner. who is speaking and
details in short •Making a list of new words and then what the situation is,
simple cross- comparing the lists in pairs. If one of without having to
curricular texts by the members of the pair knows the decode every word. (I.3,
matching, labeling word, he/she teaches the other person. I.4)
and answering ••Writing new words and phrases in a
simple questions. vocabulary notebook. CE.EFL.3.11.
EFL 3.3.3 Demonstrate
Identify the comprehension of most
meaning of specific Role playing scenes from a story. of the details of a short
content-based ••Writing the dialogue and stage simple online or print
words and phrases, directions for a story from class and text and follow short
with the aid of performing it for an audience. instructions in simple
visual support. experiments and projects
EFL 3.4.1 if illustrated through
Make a simple step-by-step visuals.
learning resource in
order to record and I.EFL.3.11.1. Learners
practice new words. can understand most
(Example: a picture details in a short simple
dictionary, a word online or print text and
list, set of can follow short
flashcards, etc.). instructions in simple
experiments and projects
if step-by-step visuals
EFL 3.5.1 are provided. (I.3, I.4)
Use audio, video
and pictures to
respond to a variety CE.EFL.3.12. Display
of literary texts an understanding of
through online or some basic details in
in-class ICT short simple cross-
activities. curricular texts from
various sources by
matching, labeling and
answering simple
questions, and use the
information gathered in
order to organize and
discuss relationships
between different
academic content areas.

I.EFL.3.12.1. Learners
can match, label and
answer simple questions
about basic details in a
short simple cross-
curricular text. Learners
can organize and discuss
information from
different sources of
academic content. (I.2,
S.1)

CE.EFL.3.13. Show an
ability to identify the
meaning of specific
content-based words and
phrases, with the aid of
visual support, and use
charts/mind maps to
distinguish between
fact/opinion and
relevant/irrelevant
information in in-
formational texts.

I.EFL.3.13.1. Learners
can determine the
meaning of specific
content-based words and
phrases when
accompanied by visual
support and distinguish
between fact and opinion
and relevant and
irrelevant information in
informational texts
through the use of mind
maps and charts. (I.2,
I.3)

CE.EFL.3.16. Create a
simple learning resource
in order to record and
practice new words and
demonstrate knowledge
of their meanings.

I.EFL.3.16.1. Learners
can make a simple
 learning resource in
order to record and
practice new words.
(Example: a picture
dictionary, a word list, a
set of flashcards, etc.)
(I.1, J.4)

CE.EFL.3.21. Elaborate
personal responses to
both oral and written
literary texts through
pictures, audio/video or
ICT in order to evaluate
literary texts using pre-
established criteria,
individually or in
groups.

I.EFL.3.21.1. Learners
can employ audio, video,
pictures and ICT to
respond to oral and
written texts and use
pre-established criteria
to evaluate literary texts
individually or in
groups. (I.2, I.3, I.4)

EFL 3.1.8 CE.EFL.3.4. Develop

Is he happy? Students learn how to: Interpret and the skills to work
2 name demonstrate collaboratively using a
pets, describe knowledge in Completing a short self-evaluation or range of verbal and 6
characteristics and classroom activities peer evaluation after a nonverbal
emotions using pets. of nonverbal and communicative task. communication features
• Global Benchmarks: oral communication Playing games that practice and apply self-correcting
Students can: distinguish features, and classroom language and turn-taking. and self-monitoring
between,identify, or repeat understand the Comparing answers in pairs or small strategies in social and
sounds;respond to sign contexts in which groups.
language or symbols;
respond to basic questions
through facial expression
and gestures,
with prompting use one or
more words to respond to
simple questions; make
marks
on paper with a range of
materials.
Students learn to: recognize
and pronounce words with
the short /e/ and long /e/
sounds.
• Global Benchmarks:
Students can: distinguish
between, identify, or repeat
sounds.
they are used Working in small groups to complete classroom interactions.
appropriately. a cultural project. (Example: different
(Example: gestures, ethnic groups in Latin America, I.EFL.3.4.1. Learners
body language, traditional food in Ecuador, etc.) can demonstrate an
volume, etc.) Participating in short dialogues and ability to work in pairs
EFL 3.2.2 role plays to practice thanking others. and small groups using
Be comfortable Practicing the language needed to level-appropriate verbal
taking meaning resolve group conflict through mini and nonverbal
from spoken texts role plays. communication features
containing words or Writing jokes or riddles in pairs in and apply self-correcting
sections which are order to share with other pairs. and self-monitoring
not understood. Be Raising hands when clarification is strategies in social and
aware that un- needed. classroom interactions.
derstanding spoken (J.2, J.3, J.4, I.3)
texts does not
require decoding
every single word. CE.EFL.3.6. Listening
EFL 3.2.3 Listening to a short conversation for Meaning:
Record key items of between two speakers and deciding Demonstrate an
specific information who is speaking, where they are and understanding of the
from a heard how they feel. (Example: two friends, main idea, speaker and
message or at the library doing homework, situation in spoken texts
description, either confused because they don’t set in familiar everyday
in written form or understand the assignment, etc.) contexts without having
by drawing a Listening to instructions for a short to decode every word.
picture. (Example: task and carrying them out.
letters of the (Example: First put the dirt in the I.EFL.3.6.1. Learners
alphabet, numbers, cup. Now put the seed in the dirt. can grasp the main idea
quantities, prices Press down lightly. Give the seed of spoken texts set in
and times, days, water, etc.) familiar everyday
dates and months, contexts and infer
etc.) changes in the topic of
EFL 3.3.4 discussion as well as
Distinguish between who is speaking and
fact and opinion and Reading a text and identifying the what the situation is,
relevant and irrele- facts and the opinions using a concept without having to
vant information in map. decode every word. (I.3,
an informational Reading a text and matching content- I.4)
text through the use based words to their definition or
of mind picture. CE.EFL.3.7. Listening
maps/charts. Comparing and contrasting for Information: Follow
EFL 3.4.2 information. (Example: learners read and identify key
Write a short simple a text about toads and frogs and information in short
paragraph to identify similarities and differences, straightforward audio
describe yourself or etc.) texts related to areas of
other people, immediate need or inter-
animals, places and est, provided vocabulary
things, with limited is familiar and visual
support. (Example: support is present, and
by answering use these spoken
questions or using Looking at a picture and writing a contributions as models
key words) description of what you see or how it for their own.
EFL 3.5.2 makes you feel, then comparing
Create picture descriptions in pairs. I.EFL.3.7.1. Learners
books and/or other can record and identify
graphic expressions key information from a
in pairs in class by spoken message of
varying scenes, immediate need or
characters or other interest when the mes-
elements of literary sage contains frequently
texts. used expressions and
visual support.
Drawing pictures to a story and (Example: rules for a
exchanging them with a partner, who game, classroom
captions each picture. instructions, a dialogue
Illustrating a piece of writing. in a scene from a cartoon
or movie, etc.) Learners
can use other
classmate’s
contributions in class as
models for their own.
(I.2, I.3)

CE.EFL.3.13. Show an
ability to identify the
meaning of specific
content-based words and
phrases, with the aid of
visual support, and use
charts/mind maps to
distinguish between
fact/opinion and
relevant/irrelevant
information in in-
formational texts.

I.EFL.3.13.1. Learners
can determine the
meaning of specific
content-based words and
phrases when
accompanied by visual
support and distinguish
between fact and opinion
and relevant and
irrelevant information in
informational texts
through the use of mind
maps and charts. (I.2,
I.3)

CE.EFL.3.17. Produce a
short simple paragraph
to describe people,
places, things and
feelings in order to
influence an audience
and use linking words to
write other narratives on
familiar subjects.

I.EFL.3.17.1. Learners
can write short simple
paragraphs to describe
people, places, animals,
things and feelings, with
limited support, while
demonstrating an ability
to effectively influence
 an audience and to
express everyday
activities. (I.3, S.1)

CE.EFL.3.22. Design
and produce picture
books, graphic
expressions and/or
personal stories by
varying elements of
literary texts and adding
imaginative details to
real-life stories and
situations in order to
create new, original
texts.

I.EFL.3.22.1. Create
picture books, graphic
expressions and personal
stories by adapting
elements of literary texts
and adding imaginative
details to real-life stories
and situations, using
appropriate vocabulary
and features of the
literature learners have
read or heard. (I.3, S.3)

Students learn how to: offer EFL 3.1.3 CE.EFL.3.3. Interact

food and drink; politely Exchange basic •Completing a short survey about with others using a
3 I want juice, please. accept and decline offers of personal favorites or likes/dislikes and then variety of both verbal 6
food and drink; politely preferences with sharing ideas with a partner and nonverbal
express preferences using peers in order to ex- •Practicing the use of expressions of communication features
want. press likes and politeness during collaborative pair and express likes and
• Global Benchmarks: dislikes. and small group work. dislikes while giving
Students can: respond to •Adding expressions of politeness to recommendations in
spoken word EFL 3.1.7 dialogues.
non-verbally; differentiate
one object/picture/letter/
word from another; greet,
say please and thank you
with prompting; repeat
modeled sentences; convey
meaning through personal
drawings.
Students learn how to: label
rooms and describe their
location within the home;
ask and answer questions
about where rooms are
located.
• Global Benchmarks:
Students can: respond to
simple questions or
directions
supported by visual cues/
gestures/ objects;
understand
basic concepts of print e.g.
front and back; left to right;
turns pages; make a request
through visual
cues/gestures/ objects;
begin to join in with a
familiar rhyme or story;
hold writing tools
effectively.
• Students learn to:
recognize and pronounce
words with the short /i/ and
long /i/ sounds.
• Global Benchmarks:
Students can: distinguish
between, identify, or repeat
sounds.
Demonstrate •Brainstorming ways to help others, basic yet effective terms.
appropriate at school and in the community.
classroom behaviors I.EFL.3.3.1. Learners
by participating in can employ a range of
small group or verbal and nonverbal
whole class communication features
discussions. Listening to a short dialogue and then to express likes and
(Example: being writing and acting out a similar dislikes and can give
courteous, dialogue, using some of the same recommendations in
respecting the phrases and expressions. (Example: a basic yet effective terms.
person and property dialogue between two friends asking (I.3, S.4)
of others, etc.) about a homework assignment, etc.)
EFL 3.2.7 Asking classmates to repeat an
Identify the main answer or statement if needed to CE.EFL.3.2. Recognize
idea of short, clear, clarify something. (Example: Can and exhibit responsible
simple messages you say that again? Do you mean ?, behaviors at home, at
and announcements etc.) school and towards the
and understand •Asking for help in class when environment.
sentences and necessary. (Example: What’s the
frequently used ex- answer? How do you say? Do you I.EFL.3.2.1. Learners
pressions related to have an eraser? Can you help me can say ways to take
areas of immediate with ?, etc.) care of the environment
relevance. and one’s surroundings.
(Example: follow Establishing a clear expectation of Learners can identify
verbal instructions English use for classroom functions. and exhibit socially
for a game, ask for (Example: greeting, requesting, responsible behaviors at
prices at a store, thanking, asking for repetition / home, at school and
follow simple clarification, giving instructions, towards the
classroom offering help, comparing answers, environment. (J.3, S.1)
instructions, taking leave, etc.) Informal
describe places assessment could involve personal CE.EFL.3.7. Listening
nearby, etc.) notes from the teacher to learners for Information: Follow
EFL 3.2.8 who use L2 regularly. and identify key
Spell out key information in short
vocabulary items straightforward audio
using the English texts related to areas of
alphabet. (Example: immediate need or inter-
names, colors, est, provided vocabulary
animals, is familiar and visual
possessions, etc.) Answering pre-reading questions by support is present, and
EFL 3.2.9 inferring information from pictures use these spoken
React appropriately within a text. contributions as models
to what others say for their own.
using verbal/non-
verbal back- I.EFL.3.7.1. Learners
channeling, or by can record and identify
asking further key information from a
simple questions to Posting a comment to a classmate’s spoken message of
extend the writing on a class blog. immediate need or
interaction. interest when the mes-
(Example: express sage contains frequently
interest using facial used expressions and
expression or visual support.
simple words with Doing extended writing, in which (Example: rules for a
appropriate learners get to choose what they write game, classroom
intonation: Oh!, and are not evaluated or tested on it. instructions, a dialogue
Yes! Thanks. And in a scene from a cartoon
you? etc.) or movie, etc.) Learners
EFL 3.3.8 can use other
Make and support classmate’s
inferences from contributions in class as
evidence in a text models for their own.
with reference to (I.2, I.3)
features of written
English. (Example:
vocabulary, facts, CE.EFL.3.8. Production
format, sequence, – Accuracy and
relevance of ideas, Intelligibility:
etc.) Communicate needs
EFL 3.4.3 clearly in class by asking
Write a variety of questions or requesting
short simple text- clarification.
types, commonly Demonstrate acquisition
used in print and of skills taught in class,
online, with such as being able to
appropriate spell out words or use
language and some grammatical
layout. (Example: structures (albeit with
write a greeting on a frequent errors)
birthday card, name
and address on an I.EFL.3.8.1. Learners
envelope, a URL for can ask others to repeat
a website, an email themselves or to say
address, etc.) something in a different
EFL 3.5.3 way and ask for
Produce short, common classroom
creative texts using needs. Learners can spell
ICT and/or other out words in English and
resources at home can describe matters of
or at school in order immediate need or
to recreate familiar interest using some
scenes and themes grammatical structures
practiced in class
(although there may be
errors with tenses,
personal pronouns,
prepositions, etc.). (I.3,
J.4)

CE.EFL.3.10.
Interaction –
Interpersonal: Participate
effectively in familiar
and predictable
conversational
exchanges by sharing
information and reacting
appropriately in basic
interpersonal
interactions.

I.EFL.3.10.1. Learners
can use back-channeling
to react appropriately to
what others say about
familiar topics in pre-
dictable, everyday
situations and when
carrying out pair work
for a specific task in
class. Learners can ask
questions to extend an
interpersonal interaction.
(I.3, J.3)

CE.EFL.3.15. Make and

support inferences from
evidence in a text with
reference to features of
written English and
apply other learning
strategies to examine
and interpret a variety of
written materials.

I.EFL.3.15.1. Learners
can make and support
inferences using
evidence from texts and
features of written
English (e.g.,
vocabulary, format,
sequence, etc.) and apply
other learning strategies
in order to examine and
interpret a variety of
written materials. (I.2,
J.3)

CE.EFL.3.18. Write a
variety of short simple
familiar text-types –
online or in print – using
appropriate language,
layout and linking words

CE.EFL.3.18. Write a
variety of short simple
familiar text-types –

Students learn how to:
name toys; ask and answer
4 How many robots questions about toys.
do you have? • Global Benchmarks:
Students
can: follow a single step
routine instruction; respond
non-verbally to staff and
other children within the
classroom setting; with
prompting use one or more
words to respond to simple
questions; make marks on
paper with a range of
materials.
• Students learn to:
recognize and pronounce
online or in print – using
appropriate language,
layout and linking words
CE.EFL.3.23. Create
short, original texts
using a range of
resources and other
media, including ICT, in
order to recreate familiar
scenes and themes.
I.EFL.3.23.1. Learners
can create and produce
short texts using ICT
and/or other resources at
home or at school in
order to recreate familiar
scenes and themes. (I.1,
I.3)
EFL 3.1.4 CE.EFL.3.5.
Use a variety of •Singing songs that practice helpful Demonstrate an ability
oral, print and language. to use a variety of
electronic forms for •Writing a weekly journal entry. sources for oral and 6
social com- written communication
munication and for in order to interact with
writing to oneself. others in social
(Example: friendly situations.
notes, invitations,
diary entries, notes •Asking learners simple questions I.EFL.3.5.1. Learners
to self, electronic about themselves, their family or their can employ various print
messages, etc.) possessions and noting that their and digital sources in
EFL 3.2.13 response time is relatively quick (i.e., order to communicate
Respond to simple not so slow that the interaction with others in oral and
questions in quite a becomes uncomfortable for the written form in social
short time and student or the teacher, and the situations. (J.3, S.1, S.4)
initiate basic response is appropriate although there
interaction may be some basic errors)
CE.EFL.3.9. Production
words with the short /o/ and
long /o/ sounds.
• Global Benchmarks:
Students can: distinguish
between, identify, or repeat
sounds.
spontaneously when •Giving learners a picture of a - Fluency: Respond to
there are familiar scene and asking them to simple questions and
opportunities to give full statements about what they familiar everyday social
speak. Speech is can see. (Example: a picture of a situations, such as an
produced a little classroom: There are ten students and invitation or request,
less slowly and one teacher. The teacher is writing on relatively quickly.
hesitantly. the board. A boy’s throwing paper, Spontaneously initiate
EFL 3.3.9 etc.) interactions in order to
Identify and use express opinions or give
reading strategies to accounts of personal
make text more experiences.
comprehensible and •Skimming a text and accompanying
meaningful. pictures and then predicting the I.EFL.3.9.1. Learners
(Example: answers to questions found within the can answer simple
skimming, text. questions quickly and
scanning, •Using a dictionary to look up key initiate basic interaction
previewing, words in a text. spontaneously when
predicting, reading given opportunities.
for main ideas and (Example: make an
details, etc.) invitation, give a
EFL 3.4.5 suggestion, etc.)
Write a •Asking learners to choose a topic Learners can describe
questionnaire or and to write questions for their peers simple, familiar
survey for friends, about the topic. (Example: Topic: situations and talk about
family or classmates Traditional Ecuadorian food. past experiences. (I.3,
using WH- Questions: Do you like fritada? Does J.3)
questions in order to your mother make guatita? Do you
identify things in eat soup every day?, etc.)
common and CE.EFL.3.14. Select
preferences. and use reading
EFL 3.5.5 strategies to understand
Evaluate literary and give meaning to
texts (both written •Determining the reactions all the written text while
and oral, online, in members of a group have in common employing a range of
video or in print) after listening to a song. (Example: everyday reference
according to pre- they all loved the song, they all liked materials in order to
established criteria. the rhythm, they all learned new determine information
(Example: words, etc.) appropriate to the
completing a purpose of inquiry and
checklist, a chart, a to relate ideas between
personal response, written sources.
etc.)
I.EFL.3.14.1. Learners
can identify and use
reading strategies to
make written text more
comprehensible and
meaningful. Learners
can use everyday ref-
erence materials to select
information appropriate
to the purpose of an
inquiry and to relate
ideas from one written
source to another. (I.2,
S.1)

CE.EFL.3.19. Create a
questionnaire or survey
using WH- question
words in order to
identify things in
common and preferences
while displaying an
ability to convey and
organize information
using facts and details.

I.EFL.3.19.1. Learners
can write questionnaires
and surveys for peers
and family using WH-
questions in order to
identify things in
common and prefer-
ences, while
demonstrating an ability
to convey and organize
information using facts
 and details in order to
illustrate diverse patterns
and structures in writing.
(Example: cause and
effect, problem and
solution, general-to-
specific presentation,
etc.) (I.2, S.2)

CE.EFL.3.21. Elaborate
personal responses to
both oral and written
literary texts through
pictures, audio/video or
ICT in order to evaluate
literary texts using pre-
established criteria,
individually or in
groups.

I.EFL.3.21.1. Learners
can employ audio, video,
pictures and ICT to
respond to oral and
written texts and use
pre-established criteria
to evaluate literary texts
individually or in
groups. (I.2, I.3, I.4)

Students learn how to: ask EFL 3.1.5 CE.EFL.3.3. Interact

for and tell the time; name Describe, read with others using a
What time is it, daily activities associated about, participate in •Participating in short role plays variety of both verbal 6
5 please? with certain times of the or recommend a using a range of verbal and nonverbal and nonverbal
day. favorite activity, communication. communication features
• Global Benchmarks: book, song or other and express likes and
Students interest to various dislikes while giving
can: show awareness of audiences. recommendations in
objects of reference e.g. (Example: peers,
music signifies tidy up
time; recognize a sequence;
convey immediate needs
using visual cues, gestures,
and objects; repeat modeled
sentences; convey meaning
through personal drawings.
• Students learn how to: ask
and answer questions about
birthdays and age; express
birthday greetings; give and
receive a gift; name
birthday party items.
• Global Benchmarks:
Students
can: keep a steady beat;
differentiate one
object/picture/
letter/word from another;
greet, say please and thank
you with prompting; make
a EFL 3.3.10
request through visual cues/
gestures/objects; begin to
join in with a familiar
rhyme or story; hold
writing tools effectively.
• Students learn to:
recognize and pronounce
words with the short /u/ and
long /u/ sounds.
• Global Benchmarks:
Students can: distinguish
between, identify, or repeat
sounds.
other classes, •Conducting a role play between two basic yet effective terms.
teachers, other students on a given topic. (Example:
adults, etc.) talking about routines, finding I.EFL.3.3.1. Learners
EFL 3.2.12 common free time activities, playing can employ a range of
Ask and answer a guessing game, etc.) verbal and nonverbal
questions and •Playing a game where learners communication features
exchange choose a picture and a partner asks to express likes and
information on and answers questions in order to dislikes and can give
familiar topics in guess which picture was chosen. recommendations in
predictable •Giving learners language prompts to basic yet effective terms.
everyday situations. use during pair/group work. (I.3, S.4)
(Example: ask for (Example: What do you think? I
directions, give agree/disagree. I think we need to…,
directions, express a It’s your turn to say the answer, etc.) CE.EFL.3.10.
personal opinion, Interaction –
etc.) Interpersonal: Participate
EFL 3.2.14 effectively in familiar
Make and respond •Reading a text and answering and predictable
to invitations, information questions. conversational
suggestions, •Completing gaps from a reading exchanges by sharing
apologies and re- using words from a box. information and reacting
quests. appropriately in basic
interpersonal
Follow short interactions.
instructions •Completing the gaps in a sentence.
illustrated through (Example: My best friend is Carol. --- I.EFL.3.10.1. Learners
step-by-step visuals -- is ten years old. --- birthday is in can use back-channeling
in simple May, etc.) to react appropriately to
experiments and what others say about
projects. (Example: familiar topics in pre-
simple science ex- dictable, everyday
periments, situations and when
instructions for an carrying out pair work
art project, etc.) •Role playing scenes from a story. for a specific task in
EFL 3.4.6 class. Learners can ask
Write a simple questions to extend an
narrative with interpersonal interaction.
linking words on (I.3, J.3)
familiar subjects in
order to express CE.EFL.3.9. Production
everyday activities. - Fluency: Respond to
(Example: free simple questions and
time, descriptions, familiar everyday social
what happened last situations, such as an
weekend, etc.) invitation or request,
EFL 3.5.6 relatively quickly.
Work in groups to Spontaneously initiate
create a brainstorm interactions in order to
and/or draw a mind express opinions or give
map to describe and accounts of personal
organize ideas or experiences.
organize useful
information from I.EFL.3.9.1. Learners
literary texts. can answer simple
questions quickly and
initiate basic interaction
spontaneously when
given opportunities.
(Example: make an
invitation, give a
suggestion, etc.)
Learners can describe
simple, familiar
situations and talk about
past experiences. (I.3,
J.3)

CE.EFL.3.11.
Demonstrate
comprehension of most
of the details of a short
simple online or print
text and follow short
instructions in simple
experiments and projects
if illustrated through
step-by-step visuals.

I.EFL.3.11.1. Learners
can understand most
details in a short simple
online or print text and
can follow short
instructions in simple
experiments and projects
if step-by-step visuals
are provided. (I.3, I.4)

CE.EFL.3.18. Write a
variety of short simple
familiar text-types –
online or in print – using
appropriate language,
layout and linking
words.

I.EFL.3.18.1. Learners
can write short simple
text-types and narratives,
online and in print, using
appropriate language,
layout and linking
words. (I.3, J.2)

CE.EFL.3.24. Organize
ideas and relevant
information from literary
texts using group or
class brainstorms and/or
mind maps in order to
enhance collaborative
responses to literature.

I.EFL.3.24.1. Learners
can work in groups to
create brainstorms and/
or draw mind maps to
describe and organize

Students learn how to:
6 What is your ask and tell about weather;
favorite season? identify seasons; ask and
tell
about seasons and preferred
activities.
• Global Benchmarks:
Students can: respond to
simple questions or
directions supported by
visual cues/ gestures/
objects; differentiate
one object / picture / letter /
word from another; respond
to basic questions through
facial expression and
gestures; with prompting
use one or more words to
respond to simple
questions; convey meaning
through personal drawings
• Students learn to:
recognize and pronounce
words with the short /a/ and
long /a/ sounds.
• Global Benchmarks:
Students can: distinguish
between, identify, or repeat
sounds.
ideas or useful informa-
tion from literary texts
and create collaborative
responses to literature
through process writing
groups or literature
circles. (I.4, S.4, J.3)
EFL 3.1.1 CE.EFL.3.1. Cultivate
Ask simple basic an awareness of different
questions in class •Writing a short descriptive paragraph cultures and identify 6
about the world about a country of the learner’s similarities and
beyond their own choosing differences between
immediate them through oral and
environment in •Writing a list of questions about a written literary texts.
order to increase people or culture and using ICT
their understanding and/or print resources to find the I.EFL.3.1.1. Learners
of different cultures. answers. can show an awareness
EFL 3.2.15 of different cultures and
Provide a simple identify similarities and
description and/or differences between
opinion of a them through oral and
common object or a written literary texts.
simple account of •Asking learners simple questions (I.2, S.2, J.1)
something about themselves, their family or their
experienced. possessions and noting that their
(Example: an Ec- response time is relatively quick (i.e., CE.EFL.3.9. Production
uadorian not so slow that the interaction - Fluency: Respond to
celebration, a class becomes uncomfortable for the simple questions and
trip, a party, a game student or the teacher, and the familiar everyday social
played, etc.) response is appropriate although there situations, such as an
EFL 3.4.9 may be some basic errors) invitation or request,
Make effective use relatively quickly.
of a range of digital Spontaneously initiate
tools to write, edit, interactions in order to
revise and publish •Answering pre-reading questions by express opinions or give
written work in a inferring information from pictures accounts of personal
way that supports within a text. experiences.
collaboration. •Reading inferences about a text and
(Example: add then underlining the information I.EFL.3.9.1. Learners
sound or images to within the text that gives evidence of can answer simple
a presentation, use where the inference came from. questions quickly and
an app to initiate basic interaction
collaborate on a spontaneously when
mind map, given opportunities.
contribute to a class •Adding pictures to a group (Example: make an
wiki, etc.) presentation. invitation, give a
EFL 3.5.8 •Exchanging writing in pairs in order suggestion, etc.)
Create stories, to make suggestions about things that Learners can describe
poems, songs, could be improved. simple, familiar
dances and plays situations and talk about
including those that past experiences. (I.3,
reflect traditional J.3)
and popular •Creating a crossword puzzle in
Ecuadorian culture, groups about an Ecuadorian story, CE.EFL.3.20.
observing the region, celebrity, etc. Demonstrate an ability
conventions of the •Discussing similarities between a to use a variety of digital
genre. (Example: text and the learners’ personal tools during the writing
purpose, settings, experiences. process in order to
audience, voice, collaborate on well-
rhythm, etc.) constructed
informational texts.

I.EFL.3.20.1. Learners
can effectively use a
range of digital tools
during the writing
process in order to
collaborate on producing
well-constructed
informational texts. (I.3,
S.4, J.3)

CE.EFL.3.25. Observe
and expand on the
conventions of genre in
order to create a variety
of texts that reflect
traditional and popular
 Ecuadorian culture and
identify select literary
elements in order to
relate them to other
works, including the
learners’ own writing.

CE.EFL.3.25. Observe
and expand on the
conventions of genre in
order to create a variety
of texts that reflect
traditional and popular
Ecuadorian culture and
identify select literary
elements in order to
relate them to other
works, including the
learners’ own writing.

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

 Villalba, J.& Rosero, I. (Septiembre 2012). Ministerio de Educación del Ecuador - MinEduc.
 Obtenido de http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-
Guidelines-EFL-Agosto-2014.pdf
 Teacher guide starship Pre A1.2
Blog: Ismara-ismara.blogspot.com
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): LCDA. CLAUDIA VALLEJO, LCDA. NAME: LCDA. SONIA VALLEJO NAME: LCDA. ELVIA TRELLES, LCDO. JORGE PARRA
CLAUDIA PINTADO, LCDA. VIRGINIA LOJANO, ING.
HONNY CRUZ
Signature: Signature: Signature:

Date: Date: Date:

PCA
 CURRICULAR ANNUAL PLAN TEMPLATE
INSTITUTIONAL LOGO SCHOOL NAME SCHOOL
“JULIO ABAD CHICA”
YEAR
SCHOOL “JULIO ABAD CHICA”
2017-2018

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): Lcda. Sonia Vallejo, Lcda. Claudia Pintado, Lcda. Virginia Lojano, Ing. Jhonny Cruz
Grade/ Course: Sixth, Seventh and Eighth Education
Level: Basica
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 Identify the main ideas, some details and inferences of written
thoughtful and inquisitive manner, maturely, and openly experiencing other texts, in order to produce level-appropriate critical analysis of
cultures and languages from the secure standpoint of their own national and familiar subjects and contexts.
cultural identity.
O.EFL 4.2

Appreciate and value English as an international language and a

OG.EFL 2 medium to interact globally.

Draw on this established propensity for curiosity and tolerance towards O.EFL 4.3
different cultures to comprehend the role of diversity in building an
Independently read A2.1 level text in English as a source of
intercultural and multinational society.
entertainment and interpersonal and intrapersonal interaction.
OG.EFL 3
O.EFL 4.4
Access greater flexibility of mind, creativity, enhanced linguistic intelligence,
Develop creative and critical thinking skills when encountering
and critical thinking skills through an appreciation of linguistic differences.
challenges in order to promote autonomous learning and
Enjoy an enriched perspective of their L1 and of language use for
decision making.
communication and learning.
O.EFL 4.5
OG.EFL 4
Introduce the need for independent research as a daily activity
Deploy a range of learning strategies, thereby increasing disposition and
by using electronic resources (ICT) in class while practicing
ability to independently access further (language) learning and practice
opportunities. Respect themselves and others within the communication appropriate competences in the four skills.
process, cultivating habits of honesty and integrity into responsible academic
O.EFL 4.6
behavior.
Write short descriptive and informative texts related to personal
OG.EFL 5
information or familiar topics and use them as a means of
Directly access the main points and important details of up-to date. English communication and written expression of thought.
language texts, such as those published on the web, for professional or
O.EFL 4.7
general investigation, through the efficient use of ICT and reference tools
where required. Use spoken and written literary text in English such as poems,
short stories, comic strips, short magazine articles and oral
OG.EFL 6
interviews on familiar subjects in order to inspire oral and
Through selected media, participate in reasonably extended spoken or written production at an A2.1 level.
written dialogue with peers from different L1 backgrounds on work, study, or
O.EFL 4.8
general topics of common interest, expressing ideas and opinions effectively
and appropriately. Integrate written and spoken text in order to identify cultural
differences and similarities within a range of local, national and
OG.EFL 7
global contexts familiar to the learner.
Interact quite clearly, confidently, and appropriately in a range of formal and
O.EFL 4.9
informal social situations with a limited but effective command of the spoken
language (CEFR B1 level). 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*** Wee
 ** (Skills and strategies) ks
dura
tion

1 PEOPLE AROUND US Introduce yourself and others EFL 4.1.6. Seek Communication and Cultural CE.EFL.4.4. Display
and provide Awareness an appreciation of
information and demonstrate
- Playing games that
and assistance, respect for 5
practice classroom
orally or in individual and
language, turn-
writing and in group differences
taking, being polite,
online or face- by establishing and
etc.
to-face - Comparing answers maintaining
interactions, in pairs or small healthy and
for personal, groups. rewarding
social and - Working in small relationships based
academic groups to complete a on communication
purposes. cultural project. and cooperation.
- Participating in
EFL 4.1.8. Use I.EFL.4.4.1.
short dialogues and
suitable Learners can
role plays to
vocabulary, practice target demonstrate an
expressions, language. ability to give and
language and Oral Communication: ask for information
interaction (Listening and Speaking) and assistance
styles for using level-
formal and - Recording in-class appropriate
informal social conversations and language and
or academic dialogues in order to interaction styles in
situations in make note of correct online or face-to-
order to and appropriate face social and
language usage and
communicate classroom
intelligibility.
specific interactions (J.2,
- Asking classmates to
intentions in
online and repeat an answer or J.3, J.4, I.3)
face-to-face statement if needed
interactions. to clarify something.
(Example: - Asking for help in CE.EFL.4.5. Display
thanking, class when and appreciation of
making necessary. and demonstrate
promises, Reading respect for
apologizing, - Reading a short text
individual and
asking and showing
group differences
permission,
comprehension by
by establishing and
completing the
chatting with maintaining
accompanying
friends, healthy and
graphic organizer.
answering in rewarding
- Reading a text on a
class, greeting familiar content area relationships based
an authority subject and then on communication
figure, etc.) matching phrases or and cooperation.
EFL 4.1.10. labeling pictures.
I.EFL.4.5.1.
- Reading two short
Recognize and Learners can
simple cross
appreciate appreciate and
curricular texts and
individual and show respect for
using them to
group individual and
support one’s own
similarities and argument or group differences
differences by hypothesis. by establishing and
establishing Writing maintaining
and healthy and
maintaining - Completing the gaps rewarding online
healthy and in a sentence. and face-to-face
rewarding - Reading an online interactions.
online and movie review and Learners can
face-toface identifying common
communicate and
relationships
linguistic features,
cooperate in a
such as use of past
based on verbs. Learners use respectful,
communication the same features to empathetic
and write their own manner. ( J.3, S.1,
cooperation. review of a movie S4)
they’ve seen.
EFL 4.1.4. - Sequencing CE.EFL.4.8.
Demonstrate sentences by adding Production –
mindfulness, words. Accuracy and
empathy, Language through the Arts Intelligibility:
tolerance and Communicate
an overall - Creating literature needs and
respect for the
circles where information clearly
learners have the
integrity of and in simple
freedom to say
cultures in daily terms, using
anything they want
classroom grammatical
about a text from
activities. class or outside of structures learned
class. in class (although
EFL 4.2.15.
- Participating in there may be
Deal with
classroom games in frequent errors),
practical,
which problem- effectively and
everyday
solving as a team is without undue
communication
important. effort.
demands
- Creating a Demonstrate an
within familiar
crossword puzzle in ability to make
contexts,
groups about an appropriate use of
effectively and Ecuadorian story, new words and
without undue region, celebrity, etc.expressions in
effort. Brainstorming ideas social interactions.
(Example: for a writing project
meeting in small groups, I.EFL.4.8.1.
people, using a graphic Learners can
extending and organizer communicate
accepting personal
invitations, information and
exchanging basic immediate
information, needs and deal
giving reasons, with other practical
asking and everyday demands
answering in familiar contexts,
questions effectively and
about routines without undue
and effort and using
preferences, grammatical
etc.) structures and
vocabulary seen in
EFL 4.3.7.
class (although
Read, gather,
there may be
view and listen
frequent, basic
to information
errors). (I.1, I.2, I.3,
from various
S.1)
sources in
order to CE.EFL.4.12. Use a
organize and range of reference
discuss materials and
relationships sources, both
between online and in print,
academic in order to support
content areas. ideas, answer
(Example: inquiries, find
nonfiction relationships and
books for relate ideas
young adults, between different
the Internet, subject areas.
audio and
I.EFL.4.12.1.
media
Learners can
presentations, employ a range of
oral interviews, reference materials
maps, and sources, both
diagrams, online and in print,
reference in order to support
books, ideas, answer
magazines, inquiries, find
etc.) relationships and
relate ideas
EFL 4.4.7. Use
between different
the process of
subject areas. (I.1,
prewriting,
I.2, J.2)
drafting,
revising, peer CE.EFL.4.17. Show
editing and an ability to convey
proofreading and organize
(i.e., “the information
writing through the use of
process”) to facts and details
produce well- and by employing
constructed various stages of
informational the writing process,
texts. while using a range
of digital tools to
EFL 4.4.8.
promote and
Convey and
support
organize
collaboration,
information
learning and
using facts and
productivity.
details in order
to illustrate I.EFL.4.17.1.
diverse Learners can
patterns and convey and
structures in organize
writing. information
(Example: through the use of
cause and facts and details
effect, problem and by employing
and solution, various stages of
general-to- the writing process,
specific while using a range
presentation, of digital tools to
etc.) promote and
support
EFL 4.5.9.
collaboration,
Engage in
learning and
collaborative
productivity. (I.1,
activities
I.3, S.4, J.2, J.4)
through a
variety of CE.EFL.4.22. Show
student the ability to work
groupings to collaboratively and
create and to participate
respond to effectively in a
literature and variety of student
other literary groupings by
texts. (Example: employing a wide
small groups, range of creative
cooperative thinking skills
learning through the
groups, completion of
literature activities such as
circles, process playing games,
writing groups, brainstorming and
etc.) problem solving.
 EFL 4.5.11. I.EFL.4.22.1.
Participate in Learners can
creative collaborate and
thinking participate
through effectively in a
brainstorming, variety of student
working in groupings by
groups, games employing a wide
and problem- range of creative
solving tasks by thinking skills
showing the through the
ability to accept completion of
a variety of activities such as
ideas and playing games,
capitalize on brainstorming and
other people’s problem solving.
strengths. (S.2, S.4, J.1, J.2,
J.3, J.4)

People I love Describe youself and others. EFL 4.1.2. Communication and Cultural CE.EFL.4.2.
Recognize and Awareness Recognize and
demonstrate an demonstrate an
- Making a useful
2 appreciation of appreciation of
object out of
some commonalities
recycled materials
commonalities between cultures
in a project.
and distinctions as well as the 5
- Researching through
across cultures the Internet about consequences of
and groups important people one’s actions while
(differentiated by from other cultures exhibiting socially
gender, ability, and ways of life and responsible
generations, etc.) presenting them to
including the the class using behaviors.
students’ own. digital tools.
- Choosing pictures I.EFL.4.2.1.
EFL 4.1.9. that demonstrate Learners can name
Recognize the responsibility similarities and
consequences of (helping an elder differences
one’s actions by cross the sidewalk, between different
demonstrating stopping two aspects of cultural
responsible children from groups. Learners
decision-making throwing rocks at a can demonstrate
at school, online, dog, being respectful socially responsible
at home and in of people who dress behaviors at
the community, differently, being school, online, at
while considering open to accepting home and in the
ethical standards, new ideas/foods, community, and
safety concerns, etc.) and identifying evaluate their
social norms and why each is actions by ethical,
mutual respect. desirable and what safety and social
consequences the standards. (J.3, S.1,
EFL 4.1.5. Apply irresponsible actions
I.1)
self-correcting would have.
and self- Oral Communication: CE.EFL.4.3. Interact
monitoring (Listening and Speaking) with others using
strategies in self-monitoring and
- Recording in-class
social and self-correcting
conversations and
classroom strategies as well as
dialogues in order to
interactions. make note of correct appropriate
(Example: asking and appropriate nonverbal and oral
questions, language usage and communication
starting over, intelligibility. features.
rephrasing, - Asking classmates to
I.EFL.4.3.1.
exploring repeat an answer or
Learners can
alternative statement if needed
pronunciations or to clarify something. employ a range of
wording, etc.) - Asking the learners self-monitoring and
to read a dialogue in self-correcting
EFL 4.1.7. pairs. Learners strategies and
Interpret and record themselves interpret and use
demonstrate and then listen to the appropriate verbal
knowledge of recording in order and nonverbal
nonverbal and to assess clarity of communication
oral sounds, production features to
communication of phonemes, rhythm communicate in
features by and intonation.
familiar contexts.
applying them in Reading
(I.3, S.4, J.4)
appropriate - Highlighting
contexts. relevant key CE.EFL.4.8.
(Example: use of information in a text Production –
stress, and crossing out accuracy and
intonation, pace, irrelevant intelligibility:
etc.) information. communicate
- Keeping a
needs and
EFL 4.2.15. Deal vocabulary notebook
information clearly
with practical, of synonyms and
and in simple
everyday antonyms of words
terms, using
communication from a text.
- Brainstorming grammatical
demands within
everything known structures learned
familiar contexts,
about a topic and in class (although
effectively and
then reading a text there may be
without undue
to check true and frequent errors),
effort. (Example:
false information. effectively and
meeting people,
Writing without undue
extending and
effort.
accepting - Completing the gaps Demonstrate an
invitations, in a sentence. ability to make
exchanging - Reading an online
information, movie review and appropriate use of
giving reasons, identifying common new words and
asking and linguistic features, expressions in
answering such as use of past social interactions.
questions about verbs. Learners use
the same features to I. EFL. 4.8.1.
routines and
write their own Learners can
performances,
review of a movie communicate
etc)
they’ve seen. personal
EFL 4.2.14. Ask - Sequencing information and
and answer sentences by adding basic immediate
straightforward words. needs and deal
follow-up Language through the Arts with other practical
questions within everyday demands
- Creating literature
familiar contexts, in familiar contexts,
circles where
such as school learners have the effectively and
and family life, freedom to say without undue
provided there anything they want effort and using
are opportunities about a text from grammatical
to ask for class or outside of structures and
clarification, class. vocabulary seen in
reformulation or - Brainstorming a list class (although
repetition of key of questions and there may be
points. responses learners frequent, basic
can use during small errors). (I.1, 1.2,
EFL 4.2.16. group discussions 1.3, S.1)
Initiate, maintain about literary texts.
and end a - Participating in CE.EFL.4.10.
conversation to classroom games in Production –
satisfy basic which problem- accuracy and
needs and/ or solving as a team is intelligibility:
handle a simple important. communicate
transaction. needs and
preferences, etc.) information clearly
and in simple
EFL 4.3.6. Apply
terms, using
learning
grammatical
strategies to
structures learned
examine and
in class (although
interpret a
there may be
variety of written
frequent errors),
materials using
effectively and
prior knowledge,
without undue
graphic
effort.
organizers,
Demonstrate and
context clues,
ability to make
note taking and
appropriate use of
finding words in a
new words and
dictionary.
expressions in
EFL 4.4.1. Convey social interactions.
information and
I.EFL. 4.10.1.
ideas through
Learners can
simple
communicate
transactional or
personal
expository texts
information and
on familiar
basic immediate
subjects using ICT
needs and deal
tools and
with other practical
conventions and
everyday demands
features of
in familiar contexts,
English
effectively and
appropriate to
without undue
audience and
effort and using
purpose}
grammatical
EFL 4.5.9. Engage structures and
in collaborative vocabulary seen in
activities through class (although
a variety of there may be
student frequent, basic
groupings to errors) (I.1, I.2, I.3,
create and S.1)
respond to
CE.EFL.4.13. Apply
literature and
learning strategies
other literary
such as using prior
texts. (Example:
knowledge and
small groups,
graphic organizers
cooperative
to interpret new
learning groups,
information in a
literature circles,
text, and assess this
process writing
information
groups, etc.)
according to the
EFL 4.5.11. organization,
Participate in subject area and
creative thinking purpose of the text,
through using different
brainstorming, criteria, including
working in ICT tools.
groups, games
I.EFL.4.13.1.
and problem-
Learners can apply
solving tasks by
learning strategies
showing the
such as using prior
ability to accept a
knowledge and
variety of ideas
graphic organizers
and capitalize on
to interpret new
other people’s
information in a
strengths. 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
Communication and Cultural CE.EFL.4.1.
contrast oral
Awareness Compare and
3 traditions, myths,
contrast oral
folktales and - Finding ways of
traditions and
literature from entertainment from
Ecuador and other cultures and literature from
international regions and then Ecuador and
regions and sharing them in beyond in order to
cultures and class. manifest an
identify - Completing a Venn understanding of
similarities and diagram about two the relationship
differences and stories from different between cultural
universal cultural countries. perspectives and
themes. - Reflecting on practices and by
differences between sharing cross
EFL 4.1.3. Display people from other
cultural
an understanding countries and
experiences.
of the regions.
relationship - Sharing a cross- I.EFL.4.1.1.
between the cultural experience Learners can
practices and (such as traveling, compare and
perspectives of trying a new food, contrast oral
different cultures meeting someone traditions, myths,
by recognizing
from another folktales and
country) in pairs or
and sharing literature from
as a class.
cross-cultural Ecuador and other
Oral Communication:
experiences and cultures in order to
(Listening and Speaking)
ideas demonstrate an
- Recording in-class understanding of
EFL 4.1.6. Seek
conversations and the relationship
and provide
dialogues in order to between cultural
information and make note of correct practices and
assistance, orally and appropriate perspectives.
or in writing and language usage and Learners can share
in online or face- intelligibility. cross-cultural
to-face - Asking classmates to experiences while
interactions, for repeat an answer or naming universal
personal, social statement if needed
and academic to clarify something. cultural themes.
purposes. - Asking the learners (I.2, S.1, S.2, J.1)
to read a dialogue in
EFL 4.1.8. Use pairs. Learners CE.EFL.4.4.
suitable record themselves Demonstrate the
vocabulary, and then listen to the ability to ask for
expressions, recording in order and give
language and to assess clarity of information and
interaction styles sounds, production assistance using
for formal and of phonemes, rhythm appropriate
informal social or and intonation. language and
academic Reading interaction styles in
situations in - Reading a short text a variety of social
order to and showing interactions.
communicate comprehension by
completing the I.EFL.4.4.1.
specific
accompanying Learners can
intentions in
graphic organizer. demonstrate an
online and face-
- Reading a text on a ability to give and
to-face
familiar content area ask for information
interactions.
subject and then and assistance
(Example:
matching phrases or using level-
thanking, making
labeling pictures. appropriate
promises, - Reading two short language and
apologizing, simple cross interaction styles in
asking curricular texts and online or face-to-
permission, using them to face social and
chatting with support one’s own classroom
friends, argument or interactions. (J.2,
answering in hypothesis.
J.3, J.4, I.3)
class, greeting an Writing
authority figure, CE.EFL.4.8.
- Completing the gaps
etc.) Production –
in a sentence.
EFL 4.2.15. Deal - Reading an online accuracy and
with practical, movie review and intelligibility:
everyday identifying common Communicate
communication linguistic features, needs and
demands within such as use of past information clearly
familiar contexts, verbs. Learners use and in simple
effectively and the same features to terms, using
without undue write their own grammatical
effort. (Example: review of a movie structures learned
meeting people,
they’ve seen. in class (although
- Sequencing
extending and there may be
sentences by adding
accepting frequent errors),
words.
invitations, Language through the Arts effectively and
exchanging without undue
information, - Doing extended effort.
giving reasons, writing, in which Demonstrate an
asking and learners get to ability to make
answering choose what they appropriate use of
questions about write and are not new words and
routines and evaluated or tested expressions in
preferences, etc.) on it. social interactions.
- Sharing learners’
EFL 4.2.14. Ask stories in pairs or I.EFL. 4.8.1.
and answer small groups and Learners can
straightforward choosing to communicate
follow-up represent some personal
questions within through a role play. information and
familiar contexts, - Reading a myth from basic immediate
such as school Ecuador and writing needs and deal
and family life, a song about it. with other practical
provided there everyday demands
are opportunities in familiar contexts,
to ask for effectively and
clarification, without undue
reformulation or effort and using
repetition of key grammatical
points. structures and
vocabulary seen in
EFL 4.2.16.
class (although
Initiate, maintain
there may be
and end a
frequent, and basic
conversation to
errors) (I.1, I.2, I.3,
satisfy basic
S.1)
needs and/ or
handle a simple CE. EFL. 4.10.
transaction. Interaction –
preferences, etc.) interpersonal:
participate
EFL 4.3.5. Use
effectively in
everyday
familiar and
reference
predictable
material in order
conversational
to select
exchanges by
information
asking and
appropriate to
answering follow-
the purpose of an
up-questions,
inquiry and relate
provided there are
ideas from one
opportunities to
written source to
use repair
another.
strategies (e.g.
(Example:
asking for
nonfiction books
clarification) and
for young adults,
sustain
the Internet,
conversational
audio and media
presentations, exchanges in pairs
oral interviews, to complete a task,
maps, diagrams, satisfy a need or
reference books, handle a simple
magazines, etc.) transaction.

EFL 4.4.4. Write I.EFL.4.10.1.

to describe Learners can
feelings/ opinions effectively
in order to participate in
effectively familiar and
influence an predictable
audience. everyday
(Example: conversational
persuade, exchanges in order
negotiate, argue, to complete a task,
etc.) satisfy a need or
handle a simple
EFL 4.5.4. Create
transaction, using a
personal stories
range of repair
by adding
strategies.
imaginative
(Example: asking
details to real-life
for clarification,
stories and
etc.) (I.3, J.3, J.4)
situations, using
appropriate CE.EFL.4.12. Use a
vocabulary and range of reference
elements of the materials and
literature sources, both
learners have online and in print,
read or heard 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. Communication and Cultural CE.EFL.4.2.

Recognize and Awareness Recognize and
STREET LIFE Talk about your demonstrate an demonstrate an
- Completing and appreciation of
4 neighborhood appreciation of
illustrating commonalities
some
statements about between cultures
commonalities
socially responsible as well as the
and distinctions
behaviors. consequences of
across cultures
and groups - Making a useful one’s actions while
(differentiated by object out of exhibiting socially
gender, ability, recycled materials. responsible
generations, etc.) - Creating a poster of behaviors.
including the class rules. I.EFL.4.2.1.
students’ own. - Researching through Learners can name
the Internet about similarities and
EFL 4.1.9. other cultures and differences
Recognize the ways of life and between different
consequences of presenting them to aspects of cultural
one’s actions by the class using groups. Learners
demonstrating digital tools. can demonstrate
Oral Communication: socially responsible
responsible
behaviors at
decision-making (Listening and Speaking)
school, online, at
at school, online,
- Recording in-class home and in the
at home and in community, and
conversations and
the community, dialogues in order to evaluate their
while considering make note of correct actions by ethical,
ethical standards, and appropriate safety and social
safety concerns, language usage and standards. (J.3, S.1,
social norms and intelligibility. I.1)
mutual respect. - Having learners CE.EFL.4.4.
make a selfie video Demonstrate the
EFL 4.1.6. Seek ability to ask for
to say what they
and provide and give
know about a topic
information and information and
before coming to
assistance, orally assistance using
class.
or in writing and appropriate
- Asking for help in
in online or face- language and
class when
to-face interaction styles in
necessary.
interactions, for a variety of social
Reading interactions.
personal, social - Reading a short text
I.EFL.4.4.1.
and academic and showing
purposes. comprehension by Learners can
completing the demonstrate an
EFL 4.1.8. Use accompanying ability to give and
suitable graphic organizer. ask for information
vocabulary, - Reading a text on a and assistance
expressions, familiar content area using level-
language and subject and then appropriate
interaction styles matching phrases or language and
for formal and labeling pictures. interaction styles in
informal social or - Reading two short online or face-to-
academic simple cross face social and
situations in curricular texts and classroom
using them to interactions. (J.2,
order to
support one’s own J.3, J.4, I.3)
communicate
specific argument or
CE.EFL. 4.5. Display
intentions in hypothesis.
and appreciation of
online and face- Writing and demonstrate
to-face - Completing the gaps respect for
interactions. in a sentence. individual and
(Example: - Reading an online group differences
thanking, making movie review and by establishing and
promises, identifying common maintaining
apologizing, linguistic features, healthy and
asking such as use of past rewarding
permission, verbs. Learners use relationships based
the same features to on communication
chatting with
write their own and cooperation.
friends,
answering in review of a movie
I.EFL.4.5.1.
class, greeting an they’ve seen.
Learners can
authority figure, - Sequencing
appreciate and
etc.) sentences by adding
show respect for
words.
individual and
EFL 4.1.10.
Recognize and Language through the Arts group differences
appreciate by establishing and
- Doing extended maintaining
individual and
writing, in which healthy and
group similarities
learners get to rewarding online
and differences
choose what they and face-to-face
by establishing
write and are not interactions.
and maintaining evaluated or tested Learners can
healthy and on it. communicate and
rewarding online - Sharing learners’ cooperate in
and face-toface stories in pairs or respectful,
relationships small groups and empathetic
based on choosing to manner. (J.3, S.1,
communication represent some S.4)
and cooperation. through a role play.
- Reading a myth from CE.EFL.4.8.
EFL 4.1.4. Ecuador and writing Production –
Demonstrate a song about it. Accuracy and
mindfulness, Intelligibility:
empathy, Communicate
tolerance and an needs and
overall respect information clearly
for the integrity and in simple
of cultures in terms, using
daily classroom grammatical
activities. structures learned
in class (although
EFL 4.2.15. Deal there may be
with practical, frequent errors),
everyday effectively and
communication without undue
demands within effort.
Demonstrate an
familiar contexts,
ability to make
effectively and
without undue appropriate use of
effort. (Example: new words and
meeting people, expressions in
extending and social interactions.
accepting I.EFL.4.8.1.
invitations, Learners can
communicate
exchanging
personal
information,
information and
giving reasons, basic immediate
asking and needs and deal
answering with other practical
questions about everyday demands
routines and in familiar contexts,
preferences, etc.) effectively and
without undue
EFL 4.3.5. Use effort and using
everyday grammatical
reference structures and
material in order vocabulary seen in
to select class (although
information there may be
appropriate to frequent, basic
the purpose of an errors). (I.1, I.2, I.3,
inquiry and relate S.1)
ideas from one CE.EFL.4.12. Use a
range of reference
written source to
materials and
another.
sources, both
(Example: online and in print,
nonfiction books in order to support
for young adults, ideas, answer
the Internet, inquiries, find
audio and media relationships and
presentations, relate ideas
oral interviews, between different
maps, diagrams, subject areas.
reference books, I.EFL.4.12.1.
magazines, etc.) Learners can
employ a range of
EFL 4.4.5. reference materials
Recognize that and sources, both
various types of online and in print,
writing require in order to support
different ideas, answer
language, inquiries, find
relationships and
formatting and
relate ideas
special
between different
vocabulary. subject areas. (I.1,
(Example: a I.2, J.2)
recipe, a letter, CE.EFL.4.15.
etc.) Express
information and
EFL 4.5.5. Gain an
ideas and describe
understanding of feelings and
literary concepts opinions in simple
such as genre, transactional or
plot, setting, expository texts on
character, point familiar subjects in
of view, theme order to influence
and other literary an audience, while
elements in order recognizing that
to apply them to different texts have
one’s own different features
creative texts. and showing the
ability to use these
EFL 4.5.6. Create features
an effective voice appropriately in
using a variety of one’s own writing.
ICT tools, writing I.EFL.4.15.1.
styles and typical Learners can
features of a convey information
genre to create and ideas and
describe feelings
stories, poems,
and opinions in
sketches, songs
simple
and plays, transactional or
including those expository texts on
that reflect familiar subjects in
traditional and order to influence
popular an audience, while
Ecuadorian recognizing that
cultures 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. Communication and Cultural CE.EFL.4.1.

AMAZING PLACES Talk about places in the city Compare and Awareness compare ans
5
contrast oral constract oral
- Completing and
traditions, myths, tradictions and
illustrating
folktales and literature from
statements about
literature from Ecuador and
socially responsible
Ecuador and beyond in order to
behaviors.
international - Making a useful manifest and
regions and object out of understanding of
cultures and recycled materials. the relationship
identify - Creating a poster of between cultural
similarities and class rules. perspectives and
differences and - Researching through practices and by
universal cultural the Internet about sharing cross
themes. other cultures and cultural
EFL 4.1.3. Display ways of life and experiences.
an understanding presenting them to
the class using I.EFL.4.1.1.
of the
digital tools. Learners can
relationship
Oral Communication: compare and
between the
contrast oral
practices and (Listening and Speaking)
traditions, myths,
perspectives of
- Asking classmates to folktales and
different cultures repeat an answer or literature from
by recognizing statement if needed Ecuador and other
and sharing to clarify something. cultures in order to
cross-cultural - Showing the student demonstrate and
experiences and a video clip of a understanding of
ideas. simple situation and
the relationship
asking them to
EFL 4.2.15. Deal between cultural
describe what is
with practical, practices and
happening/has
everyday happened. perspectives.
communication - Doing a mingle Learners can share
demands within activity where cross cultural
familiar contexts, learners ask and experiences while
effectively and answer survey naming universal
without undue questions about jobs cultural themes.
effort. (Example: and occupations (I.2, S.1, S.2, J.1)
meeting people, Reading
CE.EFL.4.8.
extending and - Highlighting
Production –
accepting relevant key
information in a text Accuracy and
invitations,
and crossing out Intelligibility:
exchanging
irrelevant Communicate
information,
information. needs and
giving reasons,
asking and - Keeping a information clearly
vocabulary notebook and in simple
answering
of synonyms and terms, using
questions about antonyms of words grammatical
routines and from a text. structures learned
preferences, etc.) - Completing an in class (although
outline for a cross- there may be
EFL 4.3.7. Read, curricular text. frequent errors),
gather, view and - Brainstorming effectively and
listen to everything known without undue
information from about a topic and effort.
various sources in then reading a text Demonstrate an
order to organize to check true and ability to make
and discuss false information.
appropriate use of
relationships - Completing a KWL
new words and
between chart about a text.
expressions in
academic content Writing
social interactions.
areas.
- Reading an online
movie review and I.EFL.4.8.1.
EFL 4.3.6. Apply
identifying common Learners can
learning
linguistic features. communicate
strategies to
- Sequencing personal
examine and
sentences by adding information and
interpret a
words. basic immediate
variety of written
- Using question needs and deal
materials using
prompts to interview with other practical
prior knowledge,
and then write everyday demands
graphic
sentences about a in familiar contexts,
organizers, classmate. effectively and
context clues, - Posting a comment without undue
note taking and to a classmate’s effort and using
finding words in a writing on a class grammatical
dictionary. blog. structures and
Language through the Arts
EFL 4.4.7. Use the vocabulary seen in
process of - Listening to or class (although
prewriting, reading stories and there may be
drafting, revising, drawing an frequent, basic
peer editing and important scene. errors). (I.1, I.2, I.3,
proofreading - Looking at the title S.1)
(i.e., “the writing of a text and
accompanying CE.EFL.4.12. Use a
process”) to
illustrations and range of reference
produce well-
writing three materials and
constructed
questions about the sources, both
informational
topic. Then reading online and in print,
texts.
to find the answers in order to support
EFL 4.4.8. Convey to the questions. ideas, answer
and organize - Listening to a song inquiries, find
information using and inferring if it is relationships and
facts and details happy, sad, etc. relate ideas
in order to - Writing a sentence to between different
illustrate diverse describe the author’s subject areas.
patterns and intention.
I.EFL.4.12.1.
structures in
Learners can
writing.
employ a range of
(Example: cause
reference materials
and effect,
and sources, both
problem and
online and in print,
solution, general-
in order to support
to-specific
ideas, answer
presentation,
inquiries, find
etc.)
relationships and
EFL 4.5.1. Make relate ideas
use of main between different
points in literary subject areas. (I.1,
texts (authentic I.2, J.2)
and semi-
authentic, oral CE.EFL.4.13. Apply
and written) to learning strategies
understand short such as using prior
simple everyday knowledge and
stories, especially graphic organizers
if there is visual to interpret new
support. 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. Communication and Cultural CE.EFL.4.2.

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

ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): LCDA. CLAUDIA VALLEJO, LCDA. CLAUDIA NAME: LCDA. SONIA VALLEJO NAME: LCDA. ELVIA TRELLES, LCDO. JORGE
PINTADO, LCDA. VIRGINIA LOJANO, ING. HONNY CRUZ PARRA
Signature: Signature: Signature:

Date: Date: Date:

PCA
 INSTITUTIONAL SCHOOL NAME SCHOOL
LOGO YEAR
“JULIO ABAD CHICA”
“JULIO ABAD CHICA” 2017-2018
SCHOOL

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): Lcda. Sonia Vallejo, Lcda. Claudia Pintado, Lcda. Virginia Lojano, Ing. Jhonny Cruz
Grade/ Course: 9TH Education Level: A1.2 EGB

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 Encounter socio-cultural aspects of their own and other countries O.EFL 4.1 Identify the main ideas, some details and inferences of
in a thoughtful and inquisitive manner, maturely, and openly experiencing written texts, in order to produce level-appropriate critical analysis
other cultures and languages from the secure standpoint of their own of familiar subjects and contexts.
national and cultural identity.
O.EFL 4.2 Appreciate and value English as an international
language and a medium to interact globally.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance O.EFL 4.3 Independently read A2.1 level text in English as a source
towards different cultures to comprehend the role of diversity in building of entertainment and interpersonal and intrapersonal interaction.
an intercultural and multinational society.
O.EFL 4.4 Develop creative and critical thinking skills when
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic encountering challenges in order to promote autonomous learning
intelligence, and critical thinking skills through an appreciation of linguistic and decision making.
differences. Enjoy an enriched perspective of their L1 and of language use
O.EFL 4.5 Introduce the need for independent research as a daily
for communication and learning.
activity by using electronic resources (ICT) in class while practicing
OG.EFL 4 Deploy a range of learning strategies, thereby increasing appropriate competences in the four skills.
disposition and ability to independently access further (language) learning
O.EFL 4.6
and practice opportunities. Respect themselves and others within the
communication process, cultivating habits of honesty and integrity into Write short descriptive and informative texts related to personal
responsible academic behavior. information or familiar topics and use them as a means of
communication and written expression of thought.
OG.EFL 5 Directly access the main points and important details of up-to
date. English language texts, such as those published on the web, for O.EFL 4.7 Use spoken and written literary text in English such as
professional or general investigation, through the efficient use of ICT and poems, short stories, comic strips, short magazine articles and oral
reference tools where required. interviews on familiar subjects in order to inspire oral and written
production at an A2.1 level.
OG.EFL 6 Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 backgrounds on O.EFL 4.8 Integrate written and spoken text in order to identify
work, study, or general topics of common interest, expressing ideas and cultural differences and similarities within a range of local, national
opinions effectively and appropriately. and global contexts familiar to the learner.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of O.EFL 4.9 Create a sense of awareness in terms of accuracy when
formal and informal social situations with a limited but effective command learners interact in English using high-frequency and level-
of the spoken language (CEFR B1 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*** We
** eks
(Skills and strategies)
dur
atio
n

1 MY FAMILY AND Describe your family EFL 4.1.6. Communication and Cultural CE.EFL.4.4. Display
ME members and yourself. Seek and Awareness an appreciation of
provide and demonstrate
- Playing games that
information respect for 5
practice classroom
and assistance, individual and
language, turn-taking,
orally or in group differences
being polite, etc.
writing and in by establishing and
- Comparing answers in
online or face- pairs or small groups. maintaining healthy
to-face - Working in small and rewarding
interactions, groups to complete a relationships based
for personal, cultural project. on communication
social and - Participating in short and cooperation.
academic dialogues and role
I.EFL.4.4.1. Learners
purposes. plays to practice target
can demonstrate an
language.
EFL 4.1.8. Use Oral Communication: (Listening ability to give and
suitable and Speaking) ask for information
vocabulary, and assistance
expressions, - Recording in-class using level-
language and conversations and appropriate
interaction dialogues in order to language and
styles for make note of correct interaction styles in
formal and and appropriate online or face-to-
informal social language usage and face social and
or academic intelligibility. classroom
situations in - Asking classmates to interactions (J.2,
order to repeat an answer or J.3, J.4, I.3)
communicate statement if needed to
specific clarify something.
intentions in - Asking for help in CE.EFL.4.5. Display
online and class when necessary. and appreciation of
face-to-face Reading and demonstrate
interactions. - Reading a short text
respect for
(Example: and showing
individual and
thanking,
comprehension by
group differences
completing the
making by establishing and
accompanying graphic
promises, maintaining healthy
organizer.
apologizing, and rewarding
- Reading a text on a
asking familiar content area relationships based
permission, subject and then on communication
chatting with matching phrases or and cooperation.
friends, labeling pictures.
answering in I.EFL.4.5.1. Learners
- Reading two short
class, greeting can appreciate and
simple cross curricular
an authority show respect for
texts and using them to
figure, etc.) support one’s own individual and
argument or group differences
EFL 4.1.10. hypothesis. by establishing and
Recognize and Writing maintaining healthy
appreciate and rewarding
individual and - Completing the gaps in online and face-to-
group a sentence. face interactions.
similarities and - Reading an online Learners can
differences by movie review and communicate and
establishing identifying common cooperate in a
and linguistic features,
respectful,
maintaining
such as use of past
empathetic
verbs. Learners use the
healthy and same features to write manner. ( J.3, S.1,
rewarding their own review of a S4)
online and movie they’ve seen.
- Sequencing sentences CE.EFL.4.8.
face-toface
by adding words. Production –
relationships
Language through the Arts Accuracy and
based on
Intelligibility:
communicatio - Creating literature Communicate
n and circles where learners needs and
cooperation. have the freedom to information clearly
EFL 4.1.4. say anything they want and in simple
Demonstrate
about a text from class terms, using
or outside of class.
mindfulness, grammatical
- Participating in
empathy, structures learned
classroom games in
tolerance and in class (although
which problem-solving
an overall as a team is important. there may be
respect for the - Creating a crossword frequent errors),
integrity of puzzle in groups about effectively and
cultures in an Ecuadorian story, without undue
daily region, celebrity, etc. effort. Demonstrate
classroom Brainstorming ideas an ability to make
activities. for a writing project in appropriate use of
small groups, using a new words and
EFL 4.2.15.
graphic organizer expressions in
Deal with
social interactions.
practical,
everyday I.EFL.4.8.1. Learners
communicatio can communicate
n demands personal
within familiar information and
contexts, basic immediate
effectively and needs and deal
without undue with other practical
effort. everyday demands
(Example: in familiar contexts,
meeting effectively and
people, without undue
extending and effort and using
accepting grammatical
invitations, structures and
exchanging vocabulary seen in
information, class (although
giving reasons, there may be
asking and frequent, basic
answering errors). (I.1, I.2, I.3,
questions S.1)
about routines
CE.EFL.4.12. Use a
and
range of reference
preferences,
materials and
etc.)
sources, both
EFL 4.3.7. online and in print,
Read, gather, in order to support
view and listen ideas, answer
to information inquiries, find
from various relationships and
sources in relate ideas
order to between different
organize and subject areas.
discuss
I.EFL.4.12.1.
relationships
Learners can
between
employ a range of
academic
reference materials
content areas.
and sources, both
(Example:
online and in print,
nonfiction in order to support
books for ideas, answer
young adults, inquiries, find
the Internet, relationships and
audio and relate ideas
media between different
presentations, subject areas. (I.1,
oral I.2, J.2)
interviews,
CE.EFL.4.17. Show
maps,
an ability to convey
diagrams,
and organize
reference
information
books,
through the use of
magazines,
facts and details
etc.)
and by employing
EFL 4.4.7. Use various stages of
the process of the writing process,
prewriting, while using a range
drafting, of digital tools to
revising, peer promote and
editing and support
proofreading collaboration,
(i.e., “the learning and
writing productivity.
process”) to
I.EFL.4.17.1.
produce well-
Learners can
constructed
convey and
informational
organize
texts.
information
EFL 4.4.8. through the use of
Convey and facts and details
organize and by employing
information various stages of
using facts and the writing process,
details in order while using a range
to illustrate of digital tools to
diverse promote and
patterns and support
structures in collaboration,
writing. learning and
(Example: productivity. (I.1,
cause and I.3, S.4, J.2, J.4)
effect,
CE.EFL.4.22. Show
problem and
the ability to work
solution,
collaboratively and
general-to-
to participate
specific
effectively in a
presentation,
variety of student
etc.)
groupings by
EFL 4.5.9. employing a wide
Engage in range of creative
collaborative thinking skills
activities through the
through a completion of
variety of activities such as
student playing games,
groupings to brainstorming and
create and problem solving.
respond to
I.EFL.4.22.1.
literature and
Learners can
other literary
collaborate and
texts.
participate
 (Example: effectively in a
small groups, variety of student
cooperative groupings by
learning employing a wide
groups, range of creative
literature thinking skills
circles, process through the
writing groups, completion of
etc.) activities such as
playing games,
EFL 4.5.11.
brainstorming and
Participate in
problem solving.
creative
(S.2, S.4, J.1, J.2, J.3,
thinking
J.4)
through
brainstorming,
working in
groups, games
and problem-
solving tasks
by showing the
ability to
accept a
variety of ideas
and capitalize
on other
people’s
strengths.

CULTURES Describe customs and EFL 4.1.2. Communication and Cultural CE.EFL.4.2.
AROUND THE celebrations around the Recognize and Awareness Recognize and
WORLD world. demonstrate an demonstrate an
- Making a useful object
appreciation of appreciation of
2 some out of recycled commonalities
commonalities materials in a project. between cultures
and distinctions - Researching through as well as the
across cultures the Internet about consequences of 5
and groups important people from one’s actions while
(differentiated other cultures and exhibiting socially
by gender, ways of life and responsible
ability, presenting them to the behaviors.
generations, class using digital
tools. I.EFL.4.2.1. Learners
etc.) including
- Choosing pictures that can name
the students’
demonstrate similarities and
own.
responsibility (helping differences
EFL 4.1.9. an elder cross the between different
Recognize the sidewalk, stopping two aspects of cultural
consequences of children from throwing groups. Learners
one’s actions by rocks at a dog, being can demonstrate
demonstrating respectful of people socially responsible
responsible
who dress differently, behaviors at school,
being open to
decision-making online, at home and
accepting new
at school, online, in the community,
ideas/foods, etc.) and
at home and in and evaluate their
identifying why each is
the community, desirable and what actions by ethical,
while consequences the safety and social
considering irresponsible actions standards. (J.3, S.1,
ethical would have. I.1)
standards, safety Oral Communication: (Listening
CE.EFL.4.3. Interact
concerns, social and Speaking)
with others using
norms and
- Recording in-class self-monitoring and
mutual respect.
conversations and self-correcting
EFL 4.1.5. Apply dialogues in order to strategies as well as
self-correcting make note of correct appropriate
and self- and appropriate nonverbal and oral
monitoring language usage and communication
strategies in intelligibility. features.
social and - Asking classmates to
repeat an answer or I.EFL.4.3.1. Learners
classroom
statement if needed to can employ a range
interactions.
clarify something. of self-monitoring
(Example: asking
- Asking the learners to and self-correcting
questions,
read a dialogue in strategies and
starting over,
pairs. Learners record interpret and use
rephrasing,
themselves and then appropriate verbal
exploring
listen to the recording and nonverbal
alternative
in order to assess communication
pronunciations
clarity of sounds, features to
or wording, etc.) production of communicate in
EFL 4.1.7. phonemes, rhythm and familiar contexts.
Interpret and intonation. (I.3, S.4, J.4)
demonstrate Reading
- Highlighting relevant CE.EFL.4.8.
knowledge of
key information in a Production –
nonverbal and
text and crossing out accuracy and
oral
irrelevant information. intelligibility:
communication
- Keeping a vocabulary communicate
features by notebook of synonyms needs and
applying them in and antonyms of words information clearly
appropriate from a text. and in simple
contexts. - Brainstorming terms, using
(Example: use of everything known grammatical
stress, about a topic and then structures learned
intonation, pace, reading a text to check
in class (although
etc.) true and false
there may be
information.
EFL 4.2.15. Deal Writing frequent errors),
with practical, effectively and
everyday - Completing the gaps in without undue
communication a sentence. effort. Demonstrate
demands within - Reading an online an ability to make
familiar contexts, movie review and appropriate use of
effectively and identifying common new words and
without undue linguistic features, expressions in
effort. (Example: such as use of past social interactions.
meeting people, verbs. Learners use the
same features to write I. EFL. 4.8.1.
extending and
their own review of a Learners can
accepting
movie they’ve seen. communicate
invitations,
- Sequencing sentences personal
exchanging
by adding words. information and
information, Language through the Arts basic immediate
giving reasons,
needs and deal
asking and - Creating literature
circles where learners with other practical
answering
have the freedom to everyday demands
questions about
say anything they want in familiar contexts,
routines and
about a text from class effectively and
performances,
or outside of class. without undue
etc)
- Brainstorming a list of effort and using
EFL 4.2.14. Ask questions and grammatical
and answer responses learners can structures and
straightforward use during small group vocabulary seen in
follow-up discussions about class (although
questions within literary texts. there may be
familiar contexts, - Participating in frequent, basic
such as school classroom games in errors). (I.1, 1.2,
and family life, which problem-solving 1.3, S.1)
provided there as a team is important.
CE.EFL.4.10.
are
Production –
opportunities to
accuracy and
ask for intelligibility:
clarification, communicate
reformulation or needs and
repetition of key information clearly
points. and in simple
terms, using
EFL 4.2.16.
grammatical
Initiate, maintain
structures learned
and end a
in class (although
conversation to
there may be
satisfy basic
frequent errors),
needs and/ or
effectively and
handle a simple
without undue
transaction.
effort. Demonstrate
preferences,
and ability to make
etc.)
appropriate use of
EFL 4.3.6. Apply new words and
learning expressions in
strategies to social interactions.
examine and
I.EFL. 4.10.1.
interpret a
Learners can
variety of
communicate
written materials
personal
using prior
information and
knowledge,
basic immediate
graphic
needs and deal
organizers,
with other practical
context clues,
everyday demands
note taking and
in familiar contexts,
finding words in
effectively and
a dictionary.
without undue
EFL 4.4.1. effort and using
Convey grammatical
information and structures and
ideas through vocabulary seen in
simple class (although
transactional or there may be
expository texts frequent, basic
on familiar errors) (I.1, I.2, I.3,
subjects using S.1)
ICT tools and
CE.EFL.4.13. Apply
conventions and
learning strategies
features of
such as using prior
English
knowledge and
appropriate to
graphic organizers
audience and
to interpret new
purpose}
information in a
EFL 4.5.9. Engage text, and assess this
in collaborative information
activities according to the
through a variety organization,
of student subject area and
groupings to purpose of the text,
create and using different
respond to criteria, including
literature and ICT tools.
other literary
I.EFL.4.13.1.
texts. (Example:
Learners can apply
small groups,
learning strategies
cooperative
such as using prior
learning groups,
knowledge and
literature circles,
graphic organizers
process writing to interpret new
groups, etc.) information in a
text. Learners can
EFL 4.5.11.
assess this
Participate in
information
creative thinking
according to the
through
organization,
brainstorming,
subject area and
working in
purpose of the text,
groups, games
through the use of
and problem-
different criteria,
solving tasks by
including ICT tools.
showing the
(I.2, I.4, J.4)
ability to accept
a variety of ideas
and capitalize on
CE.EFL.4.15.
other people’s
Express information
strengths.
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)

AMAZING Describe and compare EFL 4.1.1.

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

EFL 4.2.16. CE. EFL. 4.10.

Initiate, maintain Interaction –
and end a interpersonal:
conversation to participate
satisfy basic effectively in
needs and/ or familiar and
handle a simple predictable
transaction. conversational
preferences, exchanges by
etc.) asking and
answering follow-
EFL 4.3.5. Use
up-questions,
everyday
provided there are
reference
opportunities to
material in order
use repair
to select
strategies (e.g.
information
asking for
appropriate to
clarification) and
the purpose of
sustain
an inquiry and
conversational
relate ideas from
exchanges in pairs
one written
to complete a task,
source to
another. satisfy a need or
(Example: handle a simple
nonfiction books transaction.
for young adults,
I.EFL.4.10.1.
the Internet,
Learners can
audio and media
effectively
presentations,
participate in
oral interviews,
familiar and
maps, diagrams,
predictable
reference books,
everyday
magazines, etc.)
conversational
EFL 4.4.4. Write exchanges in order
to describe to complete a task,
feelings/ satisfy a need or
opinions in order handle a simple
to effectively transaction, using a
influence an range of repair
audience. strategies.
(Example: (Example: asking
persuade, for clarification,
negotiate, argue, etc.) (I.3, J.3, J.4)
etc.)
CE.EFL.4.12. Use a
EFL 4.5.4. Create range of reference
personal stories materials and
by adding sources, both
imaginative online and in print,
details to real- in order to support
life stories and ideas, answer
situations, using inquiries, find
appropriate relationships and
vocabulary and relate ideas
elements of the between different
literature subject areas.
learners have
I.EFL.4.12.1.
read or heard
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. Communication and Cultural CE.EFL.4.2.

Recognize and Awareness Recognize and
demonstrate an demonstrate an
- Completing and appreciation of
4 HEALTHY FOOD Talk about food and describe appreciation of
illustrating statements commonalities
how to make healthy recipes. some
about socially between cultures
commonalities
responsible behaviors. as well as the
and distinctions
- Making a useful object consequences of
across cultures out of recycled one’s actions while
and groups materials. exhibiting socially
(differentiated
by gender, - Creating a poster of responsible
ability, class rules. behaviors.
generations, - Researching through I.EFL.4.2.1. Learners
etc.) including the Internet about can name
the students’ other cultures and similarities and
own. ways of life and differences
presenting them to the between different
EFL 4.1.9. class using digital aspects of cultural
Recognize the tools. groups. Learners
consequences of Oral Communication: (Listening can demonstrate
one’s actions by and Speaking) socially responsible
demonstrating behaviors at school,
- Recording in-class online, at home and
responsible
conversations and in the community,
decision-making
dialogues in order to and evaluate their
at school, online, actions by ethical,
make note of correct
at home and in safety and social
and appropriate
the community, language usage and standards. (J.3, S.1,
while intelligibility. I.1)
considering - Having learners make CE.EFL.4.4.
ethical a selfie video to say Demonstrate the
standards, safety what they know about ability to ask for
concerns, social a topic before coming and give
norms and to class. information and
mutual respect. - Asking for help in assistance using
class when necessary. appropriate
EFL 4.1.6. Seek language and
Reading
and provide interaction styles in
- Reading a short text
information and a variety of social
and showing
assistance, orally interactions.
comprehension by
or in writing and I.EFL.4.4.1. Learners
completing the
in online or face- can demonstrate an
accompanying graphic ability to give and
to-face organizer. ask for information
interactions, for - Reading a text on a
personal, social familiar content area and assistance
and academic subject and then using level-
purposes. matching phrases or appropriate
labeling pictures. language and
EFL 4.1.8. Use - Reading two short interaction styles in
suitable simple cross curricular online or face-to-
vocabulary, texts and using them to face social and
expressions, support one’s own classroom
language and argument or interactions. (J.2,
interaction styles hypothesis. J.3, J.4, I.3)
for formal and Writing
informal social CE.EFL. 4.5. Display
- Completing the gaps in and appreciation of
or academic
a sentence. and demonstrate
situations in
- Reading an online respect for
order to individual and
movie review and
communicate identifying common group differences
specific linguistic features, by establishing and
intentions in such as use of past maintaining healthy
online and face- verbs. Learners use the and rewarding
to-face same features to write relationships based
interactions. their own review of a on communication
(Example: movie they’ve seen. and cooperation.
thanking, making - Sequencing sentences
promises, by adding words. I.EFL.4.5.1. Learners
apologizing, Language through the Arts can appreciate and
show respect for
asking
- Doing extended individual and
permission,
writing, in which group differences
chatting with by establishing and
learners get to choose
friends, what they write and maintaining healthy
answering in are not evaluated or and rewarding
class, greeting an tested on it. online and face-to-
authority figure, - Sharing learners’ face interactions.
etc.) stories in pairs or Learners can
small groups and communicate and
EFL 4.1.10. choosing to represent cooperate in
Recognize and some through a role respectful,
appreciate play. empathetic
individual and - Reading a myth from manner. (J.3, S.1,
group similarities Ecuador and writing a S.4)
and differences song about it.
by establishing CE.EFL.4.8.
and maintaining Production –
healthy and Accuracy and
rewarding online Intelligibility:
Communicate
and face-toface
needs and
relationships
information clearly
based on and in simple
communication terms, using
and cooperation. grammatical
structures learned
EFL 4.1.4.
in class (although
Demonstrate
there may be
mindfulness, frequent errors),
empathy, effectively and
tolerance and an without undue
overall respect effort. Demonstrate
for the integrity an ability to make
of cultures in appropriate use of
daily classroom new words and
activities. expressions in
social interactions.
EFL 4.2.15. Deal I.EFL.4.8.1. Learners
with practical, can communicate
everyday personal
communication information and
demands within basic immediate
familiar contexts, needs and deal
effectively and with other practical
without undue everyday demands
effort. (Example: in familiar contexts,
meeting people, effectively and
without undue
extending and
effort and using
accepting
grammatical
invitations, structures and
exchanging vocabulary seen in
information, class (although
giving reasons, there may be
asking and frequent, basic
answering errors). (I.1, I.2, I.3,
questions about S.1)
routines and CE.EFL.4.12. Use a
preferences, range of reference
etc.) materials and
sources, both
EFL 4.3.5. Use online and in print,
everyday in order to support
reference ideas, answer
material in order inquiries, find
to select relationships and
information relate ideas
between different
appropriate to
subject areas.
the purpose of
I.EFL.4.12.1.
an inquiry and Learners can
relate ideas from employ a range of
one written reference materials
source to and sources, both
another. online and in print,
(Example: in order to support
nonfiction books ideas, answer
for young adults, inquiries, find
the Internet, relationships and
audio and media relate ideas
presentations, between different
subject areas. (I.1,
oral interviews,
I.2, J.2)
maps, diagrams,
CE.EFL.4.15.
reference books, Express information
magazines, etc.) and ideas and
EFL 4.4.5. describe feelings
and opinions in
Recognize that
simple
various types of
transactional or
writing require expository texts on
different familiar subjects in
language, order to influence
formatting and an audience, while
special recognizing that
vocabulary. different texts have
(Example: a different features
recipe, a letter, and showing the
etc.) ability to use these
features
EFL 4.5.5. Gain appropriately in
an one’s own writing.
understanding of I.EFL.4.15.1.
literary concepts Learners can
such as genre, convey information
plot, setting, and ideas and
character, point describe feelings
and opinions in
of view, theme
simple
and other
literary elements transactional or
in order to apply expository texts on
them to one’s familiar subjects in
own creative order to influence
texts. an audience, while
recognizing that
EFL 4.5.6. Create different texts have
an effective different features
voice using a and showing the
variety of ICT ability to use these
tools, writing features
styles and typical appropriately in
one’s own writing.
features of a
(I.3, I.4, S.3, J.2)
genre to create
CE.EFL.4.20. Create
stories, poems, short, original
sketches, songs literary texts in
and plays, different genres,
including those including those that
that reflect reflect Ecuadorian
traditional and cultures, using a
popular range of digital
Ecuadorian tools, writing styles,
cultures 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. Communication and Cultural CE.EFL.4.1.

Talk about famous characters Compare and Awareness compare ans
5
THEY WERE of the past. contrast oral constract oral
- Completing and
SUCCESSFUL! traditions, tradictions and
illustrating statements
myths, folktales literature from
about socially
and literature Ecuador and
responsible behaviors.
from Ecuador beyond in order to
- Making a useful object
and international out of recycled manifest and
regions and materials. understanding of
cultures and - Creating a poster of the relationship
identify class rules. between cultural
similarities and - Researching through perspectives and
differences and the Internet about practices and by
universal cultural other cultures and sharing cross
themes. ways of life and cultural
presenting them to the experiences.
EFL 4.1.3. Display class using digital
an tools. I.EFL.4.1.1. Learners
understanding of Oral Communication: (Listening can compare and
the relationship and Speaking) contrast oral
between the traditions, myths,
practices and - Asking classmates to folktales and
perspectives of repeat an answer or literature from
different statement if needed to Ecuador and other
clarify something.
cultures by - Showing the student a cultures in order to
recognizing and video clip of a simple demonstrate and
sharing cross- situation and asking understanding of
cultural them to describe what the relationship
experiences and is happening/has between cultural
ideas. happened. practices and
- Doing a mingle perspectives.
EFL 4.2.15. Deal activity where learners Learners can share
with practical, ask and answer survey cross cultural
everyday questions about jobs experiences while
communication and occupations
naming universal
demands within Reading
cultural themes.
familiar contexts, - Highlighting relevant
(I.2, S.1, S.2, J.1)
effectively and key information in a
without undue text and crossing out CE.EFL.4.8.
effort. (Example: irrelevant information. Production –
meeting people, - Keeping a vocabulary Accuracy and
extending and notebook of synonyms Intelligibility:
accepting
and antonyms of words Communicate
from a text.
invitations, needs and
- Completing an outline
exchanging information clearly
for a cross-curricular
information, and in simple
text.
giving reasons, - Brainstorming terms, using
asking and everything known grammatical
answering about a topic and then structures learned
questions about reading a text to check in class (although
routines and true and false there may be
preferences, information. frequent errors),
etc.) - Completing a KWL effectively and
chart about a text. without undue
EFL 4.3.7. Read,
Writing effort. Demonstrate
gather, view and
an ability to make
listen to - Reading an online
information from movie review and appropriate use of
various sources identifying common new words and
in order to linguistic features. expressions in
organize and - Sequencing sentences social interactions.
discuss by adding words.
- Using question I.EFL.4.8.1. Learners
relationships
prompts to interview can communicate
between
and then write personal
academic
sentences about a information and
content areas.
classmate. basic immediate
EFL 4.3.6. Apply - Posting a comment to needs and deal
learning a classmate’s writing with other practical
strategies to on a class blog. everyday demands
examine and Language through the Arts in familiar contexts,
interpret a effectively and
- Listening to or reading
variety of stories and drawing an without undue
written materials important scene. effort and using
using prior - Looking at the title of a grammatical
knowledge, text and accompanying structures and
graphic illustrations and vocabulary seen in
organizers, writing three questions class (although
context clues, about the topic. Then there may be
note taking and reading to find the frequent, basic
finding words in answers to the errors). (I.1, I.2, I.3,
a dictionary. questions. S.1)
- Listening to a song and
EFL 4.4.7. Use inferring if it is happy, CE.EFL.4.12. Use a
the process of sad, etc. range of reference
prewriting, - Writing a sentence to materials and
drafting, describe the author’s sources, both
revising, peer intention. online and in print,
editing and in order to support
proofreading ideas, answer
(i.e., “the writing inquiries, find
process”) to relationships and
produce well- relate ideas
constructed between different
informational subject areas.
texts.
I.EFL.4.12.1.
EFL 4.4.8. Learners can
Convey and employ a range of
organize reference materials
information and sources, both
using facts and online and in print,
details in order in order to support
to illustrate ideas, answer
diverse patterns inquiries, find
and structures in relationships and
writing. relate ideas
(Example: cause between different
and effect, subject areas. (I.1,
problem and I.2, J.2)
solution,
CE.EFL.4.13. Apply
general-to-
learning strategies
specific
such as using prior
presentation,
knowledge and
etc.)
graphic organizers
EFL 4.5.1. Make to interpret new
use of main information in a
points in literary text, and assess this
texts (authentic information
and semi- according to the
authentic, oral organization,
and written) to subject area and
understand short purpose of the text,
simple everyday using different
stories, criteria, including
especially if ICT tools.
there is visual
support.
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. Communication and Cultural CE.EFL.4.2.

Recognize and Awareness Recognize and
UNFORGETTABLE Talk about moments in the demonstrate an demonstrate an
- Finding recipes from
6 MOMENTS past. appreciation of appreciation of
other cultures and
some commonalities
regions and then
commonalities between cultures
sharing them in class.
and distinctions as well as the
- Reading two stories
across cultures from different regions consequences of
and groups in Ecuador and one’s actions while
(differentiated exhibiting socially
by gender, completing a chart to responsible
ability, show the differences. behaviors..
generations, - Watching a video
about a legend or I.EFL.4.2.1. Learners
etc.) including
traditional story from can name
the students’
Ecuador or another similarities and
own.
country, and taking differences
EFL 4.1.9. notes on the cultural between different
Recognize the practices mentioned. aspects of cultural
consequences of - Sharing a cross- groups. Learners
one’s actions by cultural experience can demonstrate
demonstrating (such as traveling, socially responsible
responsible trying a new food, behaviors at school,
decision-making meeting someone from online, at home and
at school, online, another country) in in the community,
at home and in pairs or as a class. and evaluate their
the community, Oral Communication: (Listening actions by ethical,
while and Speaking) safety and social
considering - Asking classmates to standards. (J.3, S.1,
ethical repeat an answer or I.1)
standards, safety statement if needed to CE.EFL.4.4.
concerns, social clarify something.
Demonstrate the
norms and - Showing the student a
ability to ask for
mutual respect. video clip of a simple
and give
situation and asking
EFL 4.1.6. Seek information and
them to describe what
and provide is happening/has assistance using
information and happened. appropriate
assistance, orally - Doing a mingle language and
or in writing and activity where learners interaction styles in
in online or face- ask and answer survey a variety of social
to-face questions about jobs interactions
interactions, for and occupations
personal, social Reading I.EFL.4.4.1. Learners
and academic - Keeping a vocabulary can demonstrate an
purposes. notebook of synonyms ability to give and
and antonyms of words ask for information
EFL 4.1.8. Use from a text. and assistance
suitable - Completing an outline using level-
vocabulary, for a cross-curricular appropriate
expressions, text. language and
language and - Brainstorming interaction styles in
interaction styles everything known online or face-to-
for formal and about a topic and then
face social and
informal social reading a text to check
classroom
or academic true and false
interactions. (J.2,
situations in information.
- Completing a KWL J.3, J.4, I.3)
order to
communicate chart about a text. CE.EFL.4.8.
specific Writing Production –
intentions in - Reading an online Accuracy and
online and face- movie review and Intelligibility:
to-face identifying common Communicate
interactions. linguistic features. needs and
(Example: - Sequencing sentences information clearly
thanking, making by adding words. and in simple
promises, - Posting a comment to terms, using
apologizing, a classmate’s writing grammatical
asking on a class blog. structures learned
permission, Language through the Arts in class (although
chatting with there may be
- Listening to or reading
friends, stories and drawing an frequent errors),
answering in important scene. effectively and
class, greeting an - Looking at the title of a without undue
authority figure, text and accompanying effort. Demonstrate
etc.) illustrations and an ability to make
writing three questions appropriate use of
EFL 4.2.15. Deal about the topic. Then new words and
with practical, reading to find the expressions in
everyday answers to the social interactions.
communication questions.
demands within - Listening to a song and I.EFL.4.8.1. Learners
familiar contexts, inferring if it is happy, can communicate
effectively and sad, etc. personal
without undue - Writing a sentence to information and
effort. (Example: describe the author’s basic immediate
meeting people, intention. needs and deal
extending and with other practical
accepting everyday demands
invitations, in familiar contexts,
exchanging effectively and
information, without undue
giving reasons, effort and using
asking and grammatical
answering structures and
questions about vocabulary seen in
routines and class (although
preferences, there may be
etc.) frequent, basic
errors). (I.1, I.2, I.3,
EFL 4.4.7. Use
S.1)
the process of
prewriting, CE.EFL.4.17. Show
drafting, an ability to convey
revising, peer and organize
editing and information
proofreading through the use of
(i.e., “the writing facts and details
process”) to and by employing
produce well- various stages of
constructed the writing process,
informational while using a range
texts. of digital tools to
promote and
EFL 4.4.8.
support
Convey and
collaboration,
organize
learning and
information
productivity.
using facts and
details in order I.EFL.4.17.1.
to illustrate Learners can
diverse patterns convey and
and structures in organize
writing. information
(Example: cause through the use of
and effect, facts and details
problem and and by employing
solution, various stages of
general-to- the writing process,
specific while using a range
presentation, of digital tools to
etc.) promote and
support
EFL 4.5.1. Make
collaboration,
use of main
learning and
points in literary
productivity. (I.1,
texts (authentic
I.3, S.4, J.2, J.4)
and semi-
authentic, oral CE.EFL.4.18. Use
and written) to main ideas in order
understand short to understand,
 simple everyday predict, infer and
stories, deduce literal and
especially if implied meanings in
there is visual short, simple,
support. everyday literary
texts (online, oral
or in print) infer
and deduce literal
and implied
meanings in short,
simple, everyday
literary texts
(online, oral or in
print), especially
when visual
support is provided.
(I.2, I.3, I.4)
I I.EFL.4.18.1.
Learners can
understand, predict,
infer and deduce
literal and implied
meanings in short,
simple, everyday
literary texts (online,
oral or in print),
especially when visual
support is provided.
(I.2, I.3, I.4)

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

Teachers guide A1.2

ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): LCDA. CLAUDIA VALLEJO, LCDA. CLAUDIA NAME: LCDA. SONIA VALLEJO NAME: LCDA. ELVIA TRELLES, LCDO. JORGE
PINTADO, LCDA. VIRGINIA LOJANO, ING. HONNY CRUZ PARRA
Signature: Signature: Signature:

Date: Date: Date:

PCA
 CURRICULAR ANNUAL PLAN TEMPLATE
INSTITUTIONAL LOGO SCHOOL NAME SCHOOL
“JULIO ABAD CHICA”
YEAR
SCHOOL “JULIO ABAD CHICA”
2017-2018

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): Lcda. Sonia Vallejo, Lcda. Claudia Pintado, Lcda. Virginia Lojano, Ing. Jhonny Cruz
Grade/ Course: 10TH Education EGB
Level: A2.1

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 Encounter socio-cultural aspects of their own and other countries in O.EFL 4.1 Identify the main ideas, some details and inferences of
a thoughtful and inquisitive manner, maturely, and openly experiencing written texts, in order to produce level-appropriate critical
other cultures and languages from the secure standpoint of their own analysis of familiar subjects and contexts.
national and cultural identity.
O.EFL 4.2 Appreciate and value English as an international
language and a medium to interact globally.

OG.EFL 2 Draw on this established propensity for curiosity and tolerance O.EFL 4.3 Independently read A2.1 level text in English as a
towards different cultures to comprehend the role of diversity in building an source of entertainment and interpersonal and intrapersonal
intercultural and multinational society. interaction.

OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic O.EFL 4.4 Develop creative and critical thinking skills when
intelligence, and critical thinking skills through an appreciation of linguistic encountering challenges in order to promote autonomous
differences. Enjoy an enriched perspective of their L1 and of language use for learning and decision making.
communication and learning.
O.EFL 4.5 Introduce the need for independent research as a daily
OG.EFL 4 Deploy a range of learning strategies, thereby increasing activity by using electronic resources (ICT) in class while
disposition and ability to independently access further (language) learning practicing appropriate competences in the four skills.
and practice opportunities. Respect themselves and others within the
O.EFL 4.6 Write short descriptive and informative texts related to
communication process, cultivating habits of honesty and integrity into
personal information or familiar topics and use them as a means
responsible academic behavior.
of communication and written expression of thought.
OG.EFL 5 Directly access the main points and important details of up-to date.
O.EFL 4.7 Use spoken and written literary text in English such as
English language texts, such as those published on the web, for professional
poems, short stories, comic strips, short magazine articles and
or general investigation, through the efficient use of ICT and reference tools
oral interviews on familiar subjects in order to inspire oral and
where required.
written production at an A2.1 level.
OG.EFL 6 Through selected media, participate in reasonably extended spoken
O.EFL 4.8 Integrate written and spoken text in order to identify
or written dialogue with peers from different L1 backgrounds on work, study,
cultural differences and similarities within a range of local,
or general topics of common interest, expressing ideas and opinions
national and global contexts familiar to the learner.
effectively and appropriately.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of O.EFL 4.9 Create a sense of awareness in terms of accuracy when
formal and informal social situations with a limited but effective command of learners interact in English using high-frequency and level-
the spoken language (CEFR B1 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*** Wee
** ks
(Skills and strategies)
dura
tion

1 EFL 4.1.6. Seek Communication and Cultural CE.EFL.4.4. Display

and provide Awareness an appreciation of
Breakthroughs in Talk about some inventors
information and demonstrate
Science and and their inventions. - Playing games that
and assistance, respect for 5
Technology practice classroom
orally or in individual and
language, turn-
writing and in group differences
taking, being polite,
online or face- by establishing and
etc.
to-face - Comparing answers maintaining healthy
interactions, in pairs or small and rewarding
for personal, groups. relationships based
social and - Working in small on communication
academic groups to complete a and cooperation.
purposes. cultural project.
I.EFL.4.4.1. Learners
- Participating in short
EFL 4.1.8. Use can demonstrate an
dialogues and role
suitable ability to give and
plays to practice
vocabulary, ask for information
expressions, target language. and assistance
language and Oral Communication: using level-
interaction (Listening and Speaking) appropriate
styles for language and
- Recording in-class
formal and interaction styles in
conversations and
informal social online or face-to-
dialogues in order to
or academic face social and
make note of correct
situations in and appropriate classroom
order to language usage and interactions (J.2,
communicate intelligibility. J.3, J.4, I.3)
specific - Asking classmates to
intentions in repeat an answer or
online and statement if needed CE.EFL.4.5. Display
face-to-face to clarify something. and appreciation of
interactions. - Asking for help in and demonstrate
(Example: class when respect for
thanking, necessary. individual and
making Reading group differences
promises, - Reading a short text by establishing and
apologizing, and showing maintaining healthy
asking comprehension by and rewarding
permission, completing the
relationships based
chatting with accompanying
on communication
friends,
graphic organizer.
and cooperation.
- Reading a text on a
answering in
familiar content area I.EFL.4.5.1. Learners
class, greeting
subject and then can appreciate and
an authority
matching phrases or show respect for
figure, etc.) labeling pictures. individual and
EFL 4.1.10. - Reading two short group differences
Recognize and simple cross by establishing and
appreciate curricular texts and
maintaining healthy
using them to
individual and support one’s own and rewarding
group argument or online and face-to-
similarities and hypothesis. face interactions.
differences by Writing Learners can
establishing communicate and
- Completing the gaps
and cooperate in a
in a sentence.
maintaining - Reading an online respectful,
healthy and movie review and empathetic
rewarding identifying common manner. ( J.3, S.1,
online and linguistic features, S4)
face-toface such as use of past CE.EFL.4.8.
relationships verbs. Learners use
Production –
based on the same features to
Accuracy and
communication write their own
Intelligibility:
and review of a movie
they’ve seen. Communicate
cooperation.
- Sequencing needs and
EFL 4.1.4. sentences by adding information clearly
Demonstrate words. and in simple
mindfulness, Language through the Arts terms, using
empathy, grammatical
tolerance and - Creating literature structures learned
an overall circles where in class (although
respect for the learners have the there may be
freedom to say
integrity of frequent errors),
anything they want
cultures in daily effectively and
about a text from
classroom without undue
class or outside of
activities. effort.
class.
- Participating in Demonstrate an
EFL 4.2.15.
classroom games in ability to make
Deal with
which problem- appropriate use of
practical,
solving as a team is new words and
everyday
communication important. expressions in
demands - Creating a crossword social interactions.
within familiar puzzle in groups
about an Ecuadorian I.EFL.4.8.1. Learners
contexts,
story, region, can communicate
effectively and
celebrity, etc. personal
without undue
Brainstorming ideas information and
effort.
for a writing project basic immediate
(Example:
in small groups, needs and deal
meeting
using a graphic with other practical
people,
organizer everyday demands
extending and
in familiar contexts,
accepting
effectively and
invitations,
without undue
exchanging
effort and using
information,
grammatical
giving reasons,
structures and
asking and
vocabulary seen in
answering
class (although
questions
there may be
about routines
frequent, basic
and
errors). (I.1, I.2, I.3,
preferences,
S.1)
etc.)
CE.EFL.4.12. Use a
EFL 4.3.7.
range of reference
Read, gather,
materials and
view and listen
sources, both
to information
online and in print,
from various
in order to support
sources in
ideas, answer
order to
inquiries, find
organize and
relationships and
discuss relate ideas
relationships between different
between subject areas.
academic
I.EFL.4.12.1.
content areas.
Learners can
(Example:
employ a range of
nonfiction
reference materials
books for
and sources, both
young adults,
online and in print,
the Internet,
in order to support
audio and
ideas, answer
media
inquiries, find
presentations,
relationships and
oral interviews,
relate ideas
maps,
between different
diagrams,
subject areas. (I.1,
reference
I.2, J.2)
books,
magazines, CE.EFL.4.17. Show
etc.) an ability to convey
and organize
EFL 4.4.7. Use
information
the process of
through the use of
prewriting,
facts and details
drafting,
and by employing
revising, peer
various stages of
editing and
the writing process,
proofreading
while using a range
(i.e., “the
of digital tools to
writing
promote and
process”) to
support
produce well-
collaboration,
constructed learning and
informational productivity.
texts.
I.EFL.4.17.1.
EFL 4.4.8. Learners can
Convey and convey and
organize organize
information information
using facts and through the use of
details in order facts and details
to illustrate and by employing
diverse various stages of
patterns and the writing process,
structures in while using a range
writing. of digital tools to
(Example: promote and
cause and support
effect, problem collaboration,
and solution, learning and
general-to- productivity. (I.1,
specific I.3, S.4, J.2, J.4)
presentation,
CE.EFL.4.22. Show
etc.)
the ability to work
EFL 4.5.9. collaboratively and
Engage in to participate
collaborative effectively in a
activities variety of student
through a groupings by
variety of employing a wide
student range of creative
groupings to thinking skills
create and through the
respond to completion of
literature and activities such as
other literary playing games,
texts. brainstorming and
(Example: small problem solving.
groups,
I.EFL.4.22.1.
cooperative
Learners can
learning
collaborate and
groups,
participate
literature
effectively in a
circles, process
variety of student
writing groups,
groupings by
etc.)
employing a wide
EFL 4.5.11. range of creative
Participate in thinking skills
creative through the
thinking completion of
through activities such as
brainstorming, playing games,
working in brainstorming and
groups, games problem solving.
and problem- (S.2, S.4, J.1, J.2, J.3,
solving tasks by J.4)
showing the
ability to
accept a variety
of ideas and
capitalize on
other people’s
strengths.
 EFL 4.1.2. Communication and Cultural CE.EFL.4.2.
Recognize and Awareness Recognize and
demonstrate an demonstrate an
- Making a useful
2 Travel and Adventure Narrate personal appreciation of appreciation of
object out of
experiences. some commonalities
recycled materials in
commonalities between cultures
Decribe places a project.
and distinctions as well as the 5
- Researching through
across cultures the Internet about consequences of
and groups important people one’s actions while
(differentiated by from other cultures exhibiting socially
gender, ability, and ways of life and responsible
generations, etc.) presenting them to behaviors.
including the the class using
I.EFL.4.2.1. Learners
students’ own. digital tools.
can name
- Choosing pictures
EFL 4.1.9. similarities and
that demonstrate
Recognize the responsibility differences
consequences of (helping an elder between different
one’s actions by cross the sidewalk, aspects of cultural
demonstrating stopping two groups. Learners
responsible children from can demonstrate
decision-making throwing rocks at a socially responsible
at school, online, dog, being respectful behaviors at school,
at home and in of people who dress online, at home
the community, differently, being and in the
while considering open to accepting community, and
ethical standards, new ideas/foods, evaluate their
safety concerns, etc.) and identifying actions by ethical,
social norms and why each is safety and social
mutual respect. desirable and what standards. (J.3, S.1,
consequences the I.1)
EFL 4.1.5. Apply irresponsible actions
self-correcting would have. CE.EFL.4.3. Interact
and self- Oral Communication: with others using
monitoring (Listening and Speaking) self-monitoring and
strategies in self-correcting
- Recording in-class
social and strategies as well as
conversations and
classroom appropriate
dialogues in order to
interactions. nonverbal and oral
make note of correct
(Example: asking communication
and appropriate
questions, language usage and features.
starting over, intelligibility. I.EFL.4.3.1. Learners
rephrasing, - Asking classmates to can employ a range
exploring repeat an answer or of self-monitoring
alternative statement if needed and self-correcting
pronunciations or to clarify something.
strategies and
wording, etc.) - Asking the learners
interpret and use
to read a dialogue in
EFL 4.1.7. appropriate verbal
pairs. Learners
Interpret and record themselves and nonverbal
demonstrate and then listen to the communication
knowledge of recording in order to features to
nonverbal and assess clarity of communicate in
oral sounds, production familiar contexts.
communication of phonemes, (I.3, S.4, J.4)
features by rhythm and
CE.EFL.4.8.
applying them in intonation.
Production –
appropriate Reading
accuracy and
contexts. - Highlighting
relevant key intelligibility:
(Example: use of
information in a text communicate
stress,
and crossing out needs and
intonation, pace,
irrelevant information clearly
etc.)
information. and in simple
EFL 4.2.15. Deal - Keeping a terms, using
with practical, vocabulary notebook grammatical
everyday of synonyms and structures learned
communication antonyms of words in class (although
demands within from a text. there may be
familiar contexts, - Brainstorming frequent errors),
effectively and everything known effectively and
without undue about a topic and without undue
effort. (Example: then reading a text to effort.
meeting people, check true and false Demonstrate an
extending and information. ability to make
Writing
accepting appropriate use of
invitations, - Completing the gaps new words and
exchanging in a sentence. expressions in
information, - Reading an online social interactions.
giving reasons, movie review and
I. EFL. 4.8.1.
asking and identifying common
linguistic features, Learners can
answering
such as use of past communicate
questions about
verbs. Learners use personal
routines and
the same features to information and
performances,
write their own basic immediate
etc)
review of a movie needs and deal
EFL 4.2.14. Ask they’ve seen. with other practical
and answer - Sequencing everyday demands
straightforward sentences by adding in familiar contexts,
follow-up words. effectively and
questions within Language through the Arts without undue
familiar contexts, effort and using
- Creating literature
such as school grammatical
circles where
and family life, learners have the structures and
provided there freedom to say vocabulary seen in
are opportunities anything they want class (although
to ask for about a text from there may be
clarification, class or outside of frequent, basic
reformulation or class. errors). (I.1, 1.2,
repetition of key - Brainstorming a list 1.3, S.1)
points. of questions and
responses learners CE.EFL.4.10.
EFL 4.2.16. can use during small Production –
Initiate, maintain group discussions accuracy and
and end a about literary texts. intelligibility:
conversation to - Participating in communicate
satisfy basic classroom games in needs and
needs and/ or which problem- information clearly
handle a simple solving as a team is and in simple
transaction. important. terms, using
preferences, etc.) grammatical
structures learned
EFL 4.3.6. Apply
in class (although
learning
there may be
strategies to
frequent errors),
examine and
effectively and
interpret a
without undue
variety of written
effort.
materials using
Demonstrate and
prior knowledge,
ability to make
graphic
appropriate use of
organizers,
new words and
context clues,
expressions in
note taking and
social interactions.
finding words in a
dictionary. I.EFL. 4.10.1.
Learners can
EFL 4.4.1. Convey
communicate
information and
personal
ideas through
information and
simple basic immediate
transactional or needs and deal
expository texts with other practical
on familiar everyday demands
subjects using ICT in familiar contexts,
tools and effectively and
conventions and without undue
features of effort and using
English grammatical
appropriate to structures and
audience and vocabulary seen in
purpose} class (although
there may be
EFL 4.5.9. Engage
frequent, basic
in collaborative
errors) (I.1, I.2, I.3,
activities through
S.1)
a variety of
student CE.EFL.4.13. Apply
groupings to learning strategies
create and such as using prior
respond to knowledge and
literature and graphic organizers
other literary to interpret new
texts. (Example: information in a
small groups, text, and assess this
cooperative information
learning groups, according to the
literature circles, organization,
process writing subject area and
groups, etc.) purpose of the text,
using different
EFL 4.5.11.
criteria, including
Participate in
creative thinking ICT tools.
through
I.EFL.4.13.1.
brainstorming,
Learners can apply
working in
learning strategies
groups, games
such as using prior
and problem-
knowledge and
solving tasks by
graphic organizers
showing the
to interpret new
ability to accept a
information in a
variety of ideas
text. Learners can
and capitalize on
assess this
other people’s
information
strengths.
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)

EFL 4.1.1.
Compare and
Communication and Cultural CE.EFL.4.1.
contrast oral
Awareness Compare and
3 Hobbies, Leisure and Discuss hobbies and free traditions, myths,
contrast oral
Entertainment time activities. folktales and - Finding ways of
traditions and
literature from entertainment from
literature from
Ecuador and other cultures and
Ecuador and
international regions and then
beyond in order to
regions and sharing them in
class. manifest an
cultures and
- Completing a Venn understanding of
identify
diagram about two the relationship
similarities and
stories from different between cultural
differences and
countries. perspectives and
universal cultural
- Reflecting on practices and by
themes.
differences between sharing cross
EFL 4.1.3. Display people from other cultural
an understanding countries and experiences.
of the regions.
- Sharing a cross- I.EFL.4.1.1. Learners
relationship
cultural experience can compare and
between the
(such as traveling, contrast oral
practices and
trying a new food, traditions, myths,
perspectives of
meeting someone folktales and
different cultures
from another literature from
by recognizing
country) in pairs or Ecuador and other
and sharing
as a class. cultures in order to
cross-cultural
Oral Communication: demonstrate an
experiences and
(Listening and Speaking) understanding of
ideas - Recording in-class the relationship
conversations and between cultural
EFL 4.1.6. Seek dialogues in order to practices and
and provide make note of correct perspectives.
information and and appropriate Learners can share
assistance, orally language usage and cross-cultural
or in writing and intelligibility. experiences while
in online or face- - Asking classmates to naming universal
to-face repeat an answer or cultural themes.
interactions, for statement if needed (I.2, S.1, S.2, J.1)
personal, social to clarify something.
and academic - Asking the learners CE.EFL.4.4.
purposes. to read a dialogue in Demonstrate the
pairs. Learners ability to ask for
EFL 4.1.8. Use record themselves and give
suitable and then listen to the information and
vocabulary, recording in order to assistance using
expressions, assess clarity of appropriate
language and sounds, production language and
interaction styles of phonemes,
interaction styles in
for formal and rhythm and
a variety of social
informal social or intonation.
interactions.
academic Reading
situations in - Reading a short text I.EFL.4.4.1. Learners
order to and showing can demonstrate an
communicate comprehension by ability to give and
specific completing the ask for information
intentions in accompanying and assistance
online and face-
graphic organizer. using level-
- Reading a text on a
to-face appropriate
familiar content area
interactions. language and
subject and then
(Example: interaction styles in
matching phrases or
thanking, making online or face-to-
promises, labeling pictures. face social and
apologizing, - Reading two short classroom
asking simple cross interactions. (J.2,
permission, curricular texts and J.3, J.4, I.3)
chatting with using them to
support one’s own CE.EFL.4.8.
friends,
argument or Production –
answering in
hypothesis. accuracy and
class, greeting an
Writing intelligibility:
authority figure,
Communicate
etc.) - Completing the gaps needs and
EFL 4.2.15. Deal
in a sentence. information clearly
- Reading an online
with practical, and in simple
movie review and
everyday terms, using
identifying common
communication grammatical
linguistic features,
demands within such as use of past structures learned
familiar contexts, verbs. Learners use in class (although
effectively and the same features to there may be
without undue write their own frequent errors),
effort. (Example: review of a movie effectively and
meeting people, they’ve seen. without undue
extending and - Sequencing effort.
accepting sentences by adding Demonstrate an
invitations, words. ability to make
exchanging Language through the Arts appropriate use of
information, new words and
- Doing extended
giving reasons, expressions in
writing, in which
asking and social interactions.
learners get to
answering choose what they I.EFL. 4.8.1.
questions about write and are not Learners can
routines and evaluated or tested communicate
preferences, etc.) on it. personal
EFL 4.2.14. Ask - Sharing learners’ information and
and answer stories in pairs or basic immediate
straightforward small groups and needs and deal
follow-up choosing to with other practical
questions within represent some everyday demands
familiar contexts, through a role play. in familiar contexts,
such as school - Reading a myth from effectively and
and family life, Ecuador and writing without undue
provided there a song about it. effort and using
are opportunities grammatical
to ask for structures and
clarification, vocabulary seen in
reformulation or class (although
repetition of key there may be
points. frequent, and basic
errors) (I.1, I.2, I.3,
EFL 4.2.16.
S.1)
Initiate, maintain
and end a CE. EFL. 4.10.
conversation to Interaction –
satisfy basic interpersonal:
needs and/ or participate
handle a simple effectively in
transaction. familiar and
preferences, etc.) predictable
conversational
EFL 4.3.5. Use
exchanges by
everyday
asking and
reference
answering follow-
material in order
up-questions,
to select
provided there are
information
opportunities to
appropriate to
the purpose of an use repair
inquiry and relate strategies (e.g.
ideas from one asking for
written source to clarification) and
another. sustain
(Example: conversational
nonfiction books exchanges in pairs
for young adults, to complete a task,
the Internet, satisfy a need or
audio and media handle a simple
presentations, transaction.
oral interviews,
I.EFL.4.10.1.
maps, diagrams,
Learners can
reference books,
effectively
magazines, etc.)
participate in
EFL 4.4.4. Write familiar and
to describe predictable
feelings/ opinions everyday
in order to conversational
effectively exchanges in order
influence an to complete a task,
audience. satisfy a need or
(Example: handle a simple
persuade, transaction, using a
negotiate, argue, range of repair
etc.) strategies.
(Example: asking
EFL 4.5.4. Create
for clarification,
personal stories
etc.) (I.3, J.3, J.4)
by adding
imaginative CE.EFL.4.12. Use a
details to real-life range of reference
stories and materials and
situations, using sources, both
appropriate online and in print,
vocabulary and in order to support
elements of the ideas, answer
literature inquiries, find
learners have relationships and
read or heard 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. Communication and Cultural CE.EFL.4.2.
Recognize and Awareness Recognize and
demonstrate an demonstrate an
- Completing and appreciation of
4 appreciation of
illustrating commonalities
some
The World is the limit Make comparisons about statements about between cultures
commonalities
places and people. socially responsible as well as the
and distinctions
behaviors. consequences of
across cultures - Making a useful one’s actions while
and groups object out of exhibiting socially
(differentiated by recycled materials. responsible
gender, ability, - Creating a poster of behaviors.
generations, etc.) class rules. I.EFL.4.2.1. Learners
including the - Researching through can name
students’ own. the Internet about similarities and
other cultures and differences
EFL 4.1.9. between different
ways of life and
Recognize the presenting them to aspects of cultural
consequences of the class using groups. Learners
one’s actions by digital tools. can demonstrate
demonstrating Oral Communication: socially responsible
responsible (Listening and Speaking) behaviors at school,
decision-making online, at home
at school, online, - Recording in-class and in the
at home and in conversations and community, and
the community, dialogues in order to evaluate their
make note of correct actions by ethical,
while considering
and appropriate safety and social
ethical standards,
language usage and standards. (J.3, S.1,
safety concerns, I.1)
intelligibility.
social norms and CE.EFL.4.4.
- Having learners
mutual respect. Demonstrate the
make a selfie video
to say what they ability to ask for
EFL 4.1.6. Seek
know about a topic and give
and provide
information and before coming to information and
assistance, orally class. assistance using
or in writing and - Asking for help in appropriate
in online or face- class when language and
to-face necessary. interaction styles in
interactions, for Reading a variety of social
- Reading a short text interactions.
personal, social
and showing I.EFL.4.4.1. Learners
and academic
comprehension by can demonstrate an
purposes. ability to give and
completing the
EFL 4.1.8. Use accompanying ask for information
suitable graphic organizer. and assistance
- Reading a text on a using level-
vocabulary,
familiar content area appropriate
expressions,
language and
language and subject and then
interaction styles in
interaction styles matching phrases or
online or face-to-
for formal and labeling pictures.
face social and
informal social or - Reading two short
classroom
academic
simple cross
interactions. (J.2,
curricular texts and J.3, J.4, I.3)
situations in
using them to
order to
support one’s own CE.EFL. 4.5. Display
communicate
argument or and appreciation of
specific hypothesis.
intentions in Writing and demonstrate
online and face- respect for
- Completing the gaps individual and
to-face
in a sentence. group differences
interactions.
by establishing and
(Example: - Reading an online
maintaining healthy
thanking, making movie review and
and rewarding
promises, identifying common
relationships based
apologizing, linguistic features,
on communication
asking
such as use of past
and cooperation.
verbs. Learners use
permission, the same features to
chatting with write their own I.EFL.4.5.1. Learners
friends, review of a movie can appreciate and
answering in they’ve seen. show respect for
class, greeting an - Sequencing individual and
authority figure, sentences by adding group differences
words. by establishing and
etc.)
Language through the Arts maintaining healthy
EFL 4.1.10. and rewarding
Recognize and - Doing extended online and face-to-
appreciate writing, in which face interactions.
individual and
learners get to Learners can
choose what they communicate and
group similarities
write and are not cooperate in
and differences
evaluated or tested respectful,
by establishing empathetic
on it.
and maintaining - Sharing learners’ manner. (J.3, S.1,
healthy and stories in pairs or S.4)
rewarding online small groups and
and face-toface choosing to CE.EFL.4.8.
relationships represent some Production –
based on through a role play. Accuracy and
communication - Reading a myth from Intelligibility:
and cooperation. Ecuador and writing Communicate
a song about it. needs and
EFL 4.1.4. information clearly
Demonstrate and in simple
mindfulness, terms, using
empathy, grammatical
tolerance and an structures learned
overall respect in class (although
for the integrity there may be
frequent errors),
of cultures in
effectively and
daily classroom
activities. without undue
effort.
EFL 4.2.15. Deal Demonstrate an
with practical, ability to make
everyday appropriate use of
communication new words and
demands within expressions in
familiar contexts, social interactions.
effectively and I.EFL.4.8.1. Learners
without undue can communicate
effort. (Example: personal
meeting people, information and
basic immediate
extending and
needs and deal
accepting
with other practical
invitations, everyday demands
exchanging in familiar contexts,
information, effectively and
giving reasons, without undue
asking and effort and using
answering grammatical
questions about structures and
routines and vocabulary seen in
preferences, etc.) class (although
there may be
EFL 4.3.5. Use frequent, basic
everyday errors). (I.1, I.2, I.3,
reference S.1)
material in order CE.EFL.4.12. Use a
to select range of reference
information materials and
appropriate to sources, both
online and in print,
the purpose of an
in order to support
inquiry and relate
ideas from one ideas, answer
written source to inquiries, find
another. relationships and
(Example: relate ideas
nonfiction books between different
for young adults, subject areas.
I.EFL.4.12.1.
the Internet,
Learners can
audio and media
employ a range of
presentations, reference materials
oral interviews, and sources, both
maps, diagrams, online and in print,
reference books, in order to support
magazines, etc.) ideas, answer
inquiries, find
EFL 4.4.5. relationships and
Recognize that relate ideas
various types of between different
writing require subject areas. (I.1,
different I.2, J.2)
language, CE.EFL.4.15.
formatting and Express information
special and ideas and
vocabulary. describe feelings
(Example: a and opinions in
recipe, a letter, simple
transactional or
etc.)
expository texts on
EFL 4.5.5. Gain an familiar subjects in
understanding of order to influence
literary concepts an audience, while
such as genre, recognizing that
different texts have
plot, setting,
different features
character, point
of view, theme and showing the
and other literary ability to use these
elements in order features
to apply them to appropriately in
one’s own one’s own writing.
creative texts. I.EFL.4.15.1.
Learners can
EFL 4.5.6. Create convey information
an effective voice and ideas and
using a variety of describe feelings
ICT tools, writing and opinions in
styles and typical simple
transactional or
features of a
expository texts on
genre to create
familiar subjects in
stories, poems, order to influence
sketches, songs an audience, while
and plays, recognizing that
including those different texts have
that reflect different features
traditional and and showing the
popular ability to use these
Ecuadorian features
cultures 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. Communication and Cultural CE.EFL.4.1.

Compare and Awareness compare ans
contrast oral constract oral
- Completing and
Talk about career choices traditions, myths, tradictions and
illustrating
and occupations. folktales and literature from
5 Jobs and occupations statements about
literature from Ecuador and
socially responsible
Ecuador and beyond in order to
behaviors.
international - Making a useful manifest and
regions and object out of understanding of
cultures and recycled materials. the relationship
identify - Creating a poster of between cultural
similarities and class rules. perspectives and
differences and - Researching through practices and by
universal cultural the Internet about sharing cross
themes. other cultures and cultural
ways of life and experiences.
EFL 4.1.3. Display presenting them to
an understanding the class using I.EFL.4.1.1. Learners
of the digital tools. can compare and
relationship Oral Communication: contrast oral
between the (Listening and Speaking) traditions, myths,
practices and folktales and
perspectives of - Asking classmates to literature from
different cultures repeat an answer or Ecuador and other
by recognizing statement if needed cultures in order to
and sharing
to clarify something. demonstrate and
- Showing the student
cross-cultural understanding of
a video clip of a
experiences and the relationship
simple situation and
ideas. between cultural
asking them to
describe what is practices and
EFL 4.2.15. Deal
happening/has perspectives.
with practical,
happened. Learners can share
everyday
- Doing a mingle cross cultural
communication
activity where experiences while
demands within
learners ask and naming universal
familiar contexts,
answer survey cultural themes.
effectively and
questions about jobs (I.2, S.1, S.2, J.1)
without undue
and occupations
effort. (Example: CE.EFL.4.8.
Reading
meeting people, - Highlighting Production –
extending and relevant key Accuracy and
accepting information in a text Intelligibility:
invitations, and crossing out Communicate
exchanging irrelevant needs and
information, information. information clearly
giving reasons, - Keeping a and in simple
asking and vocabulary notebook terms, using
answering of synonyms and grammatical
questions about antonyms of words structures learned
routines and from a text. in class (although
preferences, etc.) - Completing an there may be
outline for a cross- frequent errors),
EFL 4.3.7. Read, curricular text. effectively and
gather, view and - Brainstorming without undue
listen to everything known effort.
information from about a topic and Demonstrate an
various sources then reading a text to
ability to make
in order to check true and false
appropriate use of
organize and information.
new words and
discuss - Completing a KWL
chart about a text. expressions in
relationships
Writing social interactions.
between
academic - Reading an online I.EFL.4.8.1. Learners
content areas. movie review and can communicate
identifying common personal
EFL 4.3.6. Apply
linguistic features. information and
learning
- Sequencing basic immediate
strategies to
sentences by adding needs and deal
examine and
words. with other practical
interpret a
- Using question everyday demands
variety of written
prompts to interview in familiar contexts,
materials using and then write effectively and
prior knowledge, sentences about a without undue
graphic classmate. effort and using
organizers, - Posting a comment grammatical
context clues, to a classmate’s structures and
note taking and writing on a class vocabulary seen in
finding words in a blog. class (although
dictionary. Language through the Arts there may be
frequent, basic
EFL 4.4.7. Use the - Listening to or errors). (I.1, I.2, I.3,
process of reading stories and
S.1)
prewriting, drawing an important
drafting, revising, scene. CE.EFL.4.12. Use a
peer editing and - Looking at the title range of reference
proofreading of a text and materials and
(i.e., “the writing accompanying sources, both
process”) to illustrations and online and in print,
produce well- writing three in order to support
constructed
questions about the ideas, answer
topic. Then reading
informational inquiries, find
to find the answers to
texts. relationships and
the questions.
relate ideas
EFL 4.4.8. Convey - Listening to a song
and inferring if it is between different
and organize
happy, sad, etc. subject areas.
information using
facts and details - Writing a sentence to I.EFL.4.12.1.
in order to describe the author’s Learners can
illustrate diverse
intention. employ a range of
patterns and reference materials
structures in and sources, both
writing. online and in print,
(Example: cause in order to support
and effect, ideas, answer
problem and inquiries, find
solution, general- relationships and
to-specific relate ideas
presentation, between different
etc.) subject areas. (I.1,
I.2, J.2)
EFL 4.5.1. Make
use of main CE.EFL.4.13. Apply
points in literary learning strategies
texts (authentic such as using prior
and semi- knowledge and
authentic, oral graphic organizers
and written) to to interpret new
understand short information in a
simple everyday text, and assess this
stories, especially information
if there is visual according to the
support. 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. Communication and Cultural CE.EFL.4.2.

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

CE.EFL.4.18. Use
main ideas in order
to understand,
predict, infer and
deduce literal and
implied meanings
in short, simple,
everyday literary
texts (online, oral
or in print) infer
and deduce literal
and implied
meanings in short,
simple, everyday
literary texts
(online, oral or in
print), especially
when visual
support is provided.
(I.2, I.3, I.4)
 I I.EFL.4.18.1.
Learners can
understand,
predict, infer and
deduce literal and
implied meanings
in short, simple,
everyday literary
texts (online, oral
or in print),
especially when
visual support is
provided. (I.2, I.3,
I.4)

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

Teachers guide A 2.1

ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): LCDA. CLAUDIA VALLEJO, LCDA. CLAUDIA NAME: LCDA. SONIA VALLEJO NAME: LCDA. ELVIA TRELLES, LCDO. JORGE
PINTADO, LCDA. VIRGINIA LOJANO, ING. HONNY CRUZ PARRA
Signature: Signature: Signature:

Date: Date: Date: