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UNIDAD EDUCATIVA

ACADEMIC YEAR
“GUILLERMO ORDÓÑEZ GÓMEZ” 2017 – 2018

1. INFORMATION DATA
Area: Foreign Language Subject: English
Teacher: Mr.Humberto Córdova Panchana
Grade / course 9th GRADER “A – B ” Basic Education Education Level: A1.2

2. TIME
Total class weeks: Total periods:
Weekly course load: No. of working hours: Learning evaluation and unexpected issues:

5 hours per week 40 4 weeks 36 weeks 180 total hours


3. GENERAL OBJECTIVES

Objectives of the Area Objectives of the level/course

OG.EFL.1 O.EFL4.1
Encounter socio-cultural aspects of their own and other countries in a thoughtful and Identify some main ideas, details and inferences of written texts, in order to produce level
inquisitive manner, maturely, and openly experiencing other cultures and languages from appropriate critical analysis of familiar subjects and contexts.
the secure standpoint of their own national and cultural identity. O.EFL4.2
OG.EFL.2 Appreciate and value English as an international language, as an international language and
Draw on this established propensity for curiosity and tolerance towards different cultures medium to interact globally.
to comprehend the role of diversity in building an intercultural and multinational society. O.EFL4.3
OG.EFL.3 Independently read level-appropriate texts in English as a source of entertainment and
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical interpersonal and intrapersonal interaction.
thinking skills through an appreciation of linguistic differences. Enjoy an enriched O.EFL4.4
perspective of their L1 and of language use for communication and learning. Develop creative and critical thinking skills when encountering challenges in order to promote
OG.EFL 4 autonomous learning and decision making.
Deploy a range of learning strategies, thereby increasing disposition and ability to O.EFL4.5
independently access further (language) learning and practice opportunities. Respect introduce the need for independent research as a daily activity by using electronic resources
themselves and others within the communication process, cultivating habits of honesty (ICT) in class while practicing appropriate competences in the four skills.
and integrity into responsible academic behavior. O.EFL4.6
Write short descriptive and informative texts related to personal information or familiar topics
and use them as a means of communication and written expression of thought
OG.EFL5 O.EFL4.7
Directly access the main points and important details of up-to date. English language texts, Use spoken and written literary text in English such as poems, short stories, comic strips, short
such as those published on the web, for professional or general investigation, through the magazine articles and oral interviews on familiar subjects in order to inspire oral and written
efficient use of ICT and reference tools where required. productions in level-appropriate.
OG.EFL 6 O.EFL4.8
Through selected media, participate in reasonably extended spoken or written dialogue integrate written and spoken text in order to identify cultural differences and similarities within
with peers from different L1 backgrounds on work, study, or general topics of common a range of local, national and global contexts familiar to the learner.
interest, expressing ideas and opinions effectively and appropriately. O.EFL4.9
OG.EFL7 Create a sense of awareness in terms of accuracy when learners interact in English using high-
Interact quite clearly, confidently, and appropriately in a range of formal and informal frequency and level-appropriate expressions in order to reach an effective command of spoken
social situations with a limited but effective command of the spoken language (CEFR B1 language.
level).

4. TRANSVERSAL AXES Responsibility, honesty, respect, love, peace, justice.

5. DEVELOPMENT OF PLANNING UNITS

Specific Objectives of Skills and performance Evaluation Criteria and Time in


Nº. Unit’s Name Contents Methodology Orientation
the Planning Unit. criteria Indicators weeks

 Describe people´s Communication And CLIL Communication And Cultural Communication And Cultural 6 weeks
personality. Cultural Awareness  Personal Awareness Awareness
 Talk about lifestyles EFL 4.1.10. Recognize and Information  Completing group work in a CE.EFL.4.5. Display an
and free time appreciate individual and  Routines fair and honest manner and appreciation of and
activities. group similarities and  Free Time accepting the group’s demonstrate respect for
 Express likes and differences by establishing Activities decisions. individual and group differences
dislikes. and maintaining healthy and  Exhibiting responsible by establishing and maintaining
rewarding online and face- Vocabulary behaviors when finishing a healthy and rewarding
to face relationships based  Words task early. (Example: not +relationships based on
on communication and related to distracting others, not communication and
MY FAMILY AND
1. cooperation. personality leaving one’s seat, keeping cooperation.
ME
and free time busy, checking to see if a I.EFL.4.5.1. Learners can
Oral Communication  activities neighboring learner needs appreciate and show respect for
EFL 4.2.11. Give short, basic help, asking the teacher if individual and group differences
descriptions of everyday Grammar he/she can help with by establishing and maintaining
activities and events within  Simple something, etc.) healthy and rewarding online
familiar contexts and use Present tense  Identifying and capitalizing and face-to-face interactions.
simple descriptive language with the on the strengths of others. Learners can communicate and
to compare and make brief verbs to be, cooperate in a respectful,
statements about objects love, Oral Communication empathetic manner. (J.3, S.1,
and possessions. (Example:  like and prefer  Asking learners simple S.4)
family, questions about

themselves, their family or Oral Communication


school, living conditions, their possessions and CE.EFL.4.9. Production –
personal belongings, etc.) noting that their response Fluency: Use simple language to
EFL 4.2.12. Describe habits, time is relatively quick (i.e., describe, compare and make
routines, past activities and not so slow that the statements about familiar
experiences within the interaction becomes everyday topics such as objects,
personal and educational uncomfortable for the possessions and routines in
domains. student or the teacher, and structured situations and short
the response is appropriate conversations. Interaction is
Reading although there may be with reasonable ease, provided
EFL 4.3.1. Understand main some basic errors) speech is given clearly, slowly
points in short simple texts  Asking learners to describe and directly.
on familiar subjects. a picture of a familiar scene I.EFL.4.9.1. Learners can use
(Example: news about and asking them to give full simple language to describe,
sports or famous people, statements about what compare and state facts about
descriptions, etc.) they can see. (Example: a familiar everyday topics such as
EFL 4.3.2. Make use of clues picture of a classroom: possessions, classroom objects
such as titles, illustrations, There are ten students and and routines in short,
organization, text outline one teacher. The teacher is structured situations,
and layout, etc. to identify writing on the board. A interacting with relative ease.
and understand relevant boy’s throwing paper, etc.) (I.3, I.4, S.4)
information in written level-
appropriate text types. Reading Reading
EFL 4.3.3. Find specific  Reading a text and CE.EFL.4.11. Demonstrate
predictable information in answering information comprehension of main ideas
short, simple texts in a questions. and some details in short
range of age- and level-  Choosing from a list of simple texts on familiar
appropriate topics. words to complete gaps subjects, making use of
(Example: biographies, news from a reading. contextual clues to identify
articles, narratives, memoirs  Reading a short story from relevant information in a text.
and personal accounts, the Internet and I.EFL.4.11.1. Learners can
formal letters and emails, highlighting interesting understand main ideas and
etc.) facts, then comparing them some details in short simple
with those of a partner. online or print texts on familiar
Writing subjects, using contextual clues
EFL 4.4.7. Use the process of Writing to help identify the most
prewriting, drafting,  Completing the gaps in a relevant information. (Example:
revising, peer editing and sentence. (Example: Nancy title, illustrations, organization,
proofreading (i.e., “the has a car. ---- Car is green. -- etc.) (I.2, I.4)
writing process”) to produce -- needs a new car, etc.)
well-constructed  Using question prompts to
informational texts. interview and then write
EFL 4.4.9. Select and make
effective use of a range of sentences about a Writing
digital tools to write, edit, classmate (Example: Where CE.EFL.4.17. Show an ability to
does he live? What food convey and organize
revise and publish written does he like? Etc.) information through the use of
work in a way that supports  Creating a group facts and details and by
collaboration, learning and presentation using employing various stages of the
productivity. (Example: biteslide.com writing process, while using a
image editing, Google Drive, range of digital tools to
info graphic makers, audio LANGUAGE THROUGH THE promote and support
and video editing, ARTS collaboration, learning and
presentation apps, etc.)  Underlining main ideas in a productivity.
EFL 4.4.8. Convey and text. I.EFL.4.17.1. Learners can
organize information using  Using a checklist to mark convey and organize
facts and details in order to off items present in a text. information through the use of
illustrate diverse patterns  Explaining through facts and details and by
and structures in writing. pictures, physical employing various stages of the
(Example: cause and effect, expression or charts (ICT) writing process, while using a
problem and solution, how a text makes the range of digital tools to
general-to-specific learner feel. promote and support
presentation, etc.) collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
Language Through The Arts J.4)
EFL 4.5.1. Make use of main
points in literary texts Language Through The Arts
(authentic and semi- CE.EFL.4.18. Use main ideas in
authentic, oral and written) order to understand, predict,
to understand short simple infer and deduce literal and
everyday stories, especially implied meanings in short,
if there is visual support. simple, everyday literary texts
EFL4.5.3. Make predictions, (online, oral or in print).
inferences and deductions I.EFL.4.18.1. Learners can
to demonstrate different understand, predict, infer and
levels of meaning of literary deduce literal and implied
works presented orally or in meanings in short, simple,
digital form, including literal everyday literary texts (online,
and implied meanings. oral or in print), especially when
(Example: summarizing, visual support is provided. (I.2,
explaining and identifying, I.3, I.4)
word choice, symbols,
points of view, etc.)
 Talk about customs Communication And CLIL Communication And Cultural Communication And Cultural 6 weeks
of other cultures. Cultural Awareness Awareness Awareness
 Talk about EFL 4.1.1. Compare and  Greetings  Completing a Venn diagram CE.EFL.4.1. Compare and
celebrations in other contrast oral traditions,  Food about two stories from contrast oral traditions and
countries myths, folktales and  Clothing different countries. literature from Ecuador and
literature from Ecuador and  Celebrations  Reflecting on differences beyond in order to manifest an
international regions and and Holidays between people from other understanding of the
cultures and identify countries and regions. relationship between cultural
similarities and differences Vocabulary  Researching traditional perspectives and practices and
and universal cultural stories/myths/legends from by sharing cross cultural
themes.  Words other cultures and experiences.
EFL 4.1.3. Display an related to presenting them on a class I.EFL.4.1.1. Learners can
understanding of the customs and blog. compare and contrast oral
relationship between the celebrations  Sharing a cross-cultural traditions, myths, folktales and
practices and perspectives experience (such as literature from Ecuador and
of different cultures by Grammar traveling, trying a new other cultures in order to
recognizing and sharing food, meeting someone demonstrate an understanding
CULTURES
cross-cultural experiences  Simple from another country) in of the relationship between
2. AROUND THE
and ideas. Present tense pairs or as a class. cultural practices and
WORLD
with adverbs perspectives. Learners can
Oral Communication  of frequency Oral Communication share cross-cultural experiences
EFL 4.2.4. Deduce the  • Present  Listening to a set of while naming universal cultural
meanings of unfamiliar Progressive instructions and matching themes. (I.2, S.1, S.2, J.1)
phrases and words from a tense them to the corresponding
context containing familiar picture. Oral Communication
elements. (Example:  Listening to and following CE.EFL.4.6. Listening for
colloquial greetings, class commands. Meaning: Understand and
exclamations, interjections,  Listening for specific words follow the main idea in spoken
etc.) in a conversation and trying texts set in familiar everyday
EFL 4.2.5. Understand most to guess the meaning from contexts, provided speech is
changes in the topic of the context. (Example: clear and articulate, and deduce
discussion if people speak understanding that How’s it the meanings of unfamiliar
slowly. going? is a greeting that words and phrases using
EFL 4.2.8. Follow main ideas means How are you? Etc.) context clues and/or prior
in topics covered in other knowledge.
curricular subjects with the Reading I.EFL.4.6.1. Learners can grasp
help of visual support, using  Choosing from a list of the general meaning of spoken
concepts and vocabulary words to complete gaps texts set in familiar everyday
that have been studied in from a reading. contexts and infer changes in
advance.  Putting paragraphs in a text the topic of discussion, as well
in the correct order. as deduce the meanings of
unfamiliar words and exchanges

 Reading a text and through the use of context


answering information clues, provided speech is given
Reading questions. slowly and clearly and there is
EFL 4.3.1. EFL 4.3.1. sufficient visual support. (I.3,
Understand main points in Writing S.1, J.4)
short simple texts on  Writing an email to a friend
familiar subjects. (Example: about a movie you saw. Reading
news about sports or  Looking at a picture and CE.EFL.4.11. Demonstrate
famous people, writing a description of comprehension of main ideas
descriptions, etc.) what you see or how it and some details in short
EFL 4.3.2. Make use of clues makes you feel, then simple texts on familiar
such as titles, illustrations, comparing descriptions in subjects, making use of
organization, text outline pairs. contextual clues to identify
and layout, etc. to identify  Writing a letter to a future relevant information in a text.
and understand relevant learner. (Example: to give I.EFL.4.11.1. Learners can
information in written level- advice about how to understand main ideas and
appropriate text types. survive the school year, to some details in short simple
EFL 4.3.3. Find specific share your best study skills, online or print texts on familiar
predictable information in etc.) subjects, using contextual clues
short, simple texts in a  Identifying the text type to help identify the most
range of age- and level- according to writing relevant information. (Example:
appropriate topics. features and vocabulary. title, illustrations, organization,
(Example: biographies, news (Example: recognizing that etc.) (I.2, I.4)
articles, narratives, memoirs a recipe has a section
and personal accounts, called “ingredients” and Writing
formal letters and emails, one called “directions”, CE.EFL.4.15. Express
etc.) identifying the information and ideas and
introduction, body and describe feelings and opinions
Writing conclusion in a news in simple transactional or
EFL 4.4.1. Convey article, etc.) expository texts on familiar
information and ideas subjects in order to influence an
through simple Language Through The Arts audience, while recognizing
transactional or expository  Converting a corner of the that different texts have
texts on familiar subjects room into a writer’s different features and showing
using ICT tools and workshop, where learners the ability to use these features
conventions and features can access writing prompts appropriately in one’s own
of English appropriate to and authentic texts which writing.
audience and purpose. may help inspire their own I.EFL.4.15.1. Learners can
EFL 4.4.4. Write to describe creative writing. convey information and ideas
feelings/opinions in order to  Sharing learners’ stories in and describe feelings and
effectively influence an pairs or small groups and opinions in simple transactional
audience. (Example: or expository texts on familiar
persuade, negotiate, argue,
etc.) choosing to represent subjects in order to influence an
EFL 4.4.5. Recognize that some through a role play. audience, while recognizing
various types of writing  Taking pictures to tell a that different texts have
require different language, story using a digital different features and showing
storyboard. the ability to use these features
formatting and special appropriately in one’s own
vocabulary. (Example: a writing. (I.3, I.4, S.3, J.2)
recipe, a letter, etc.)
Language Through The Arts
Language Through The Arts CE.EFL.4.20. Create short,
EFL 4.5.4. Create personal original literary texts in different
stories by adding genres, including those that
imaginative details to real- reflect Ecuadorian cultures,
life stories and situations, using a range of digital tools,
using appropriate writing styles, appropriate
vocabulary and elements of vocabulary and other literary
the literature learners have concepts.
read or heard. I.EFL.4.20.1. Learners can
EFL 4.5.5. Gain an create short, original literary
understanding of literary texts in different genres,
concepts such as genre, including those that reflect
plot, setting, character, Ecuadorian cultures, using a
point of view, theme and range of digital tools, writing
other literary elements in styles, appropriate vocabulary
order to apply them to one’s and other literary concepts. (I.1,
own creative texts. I.3)

 Talk about abilities Communication And CLIL Communication And Cultural Communication And Cultural 6 weeks
 Compare people´s Cultural Awareness Awareness Awareness
attributes and EFL 4.1.5. Apply self-  Multiple  Listening to a dialogue and CE.EFL.4.3. Interact with others
AMAZING abilities correcting and self- Intelligences identifying errors in speech using self-monitoring and self-
3.
ABILITIES  Express opinions monitoring strategies in  Talented or problems for correcting strategies as well as
social and classroom People communication. appropriate nonverbal and oral
interactions. (Example:  Rating one’s self after a communication features.
asking questions, starting Vocabulary speaking activity, according I.EFL.4.3.1. Learners can
over, rephrasing, exploring to a set rubric. employ a range of self-
alternative pronunciations  Words  Consulting a self-correction monitoring and self-correcting
or wording, etc.) related to list before a speaking or strategies and interpret and use
EFL 4.1.7. Interpret and multiple writing assignment. appropriate verbal and
demonstrate knowledge of intelligences  Responding to classroom nonverbal communication
nonverbal and oral activities and pair work

communication features by  Adjectives through short expressions features to communicate in


applying them in related to or emoticons. familiar contexts. (I.3, S.4, J.4)
appropriate contexts. physical  Completing a short self-
(Example: use of stress, description evaluation or peer Oral Communication
intonation, pace, etc.) evaluation after a CE.EFL.4.6. CE.EFL.4.7. Listening
communicative task. for Information: Follow and
Oral Communication Grammar identify some main ideas and
EFL 4.2.3. Follow and Oral Communication details in short and
understand short, straight  Modal verb  Listening to instructions for straightforward spoken or audio
forward audio messages Can a short task and carrying texts set in familiar contexts,
and/or the main them out. (Example: First when delivered slowly and with
idea/dialogue of a movie or  Comparative paint the stick. Next put the visuals to provide contextual
cartoon (or other age- and beads on the ribbon. Then support. Use spoken
appropriate audio-visual Superlative tie the ribbons to the stick. contributions in class as models
presentations) if delivered Adjectives Hang the ribbon on a tree for one’s own speech.
slowly and visuals provide branch, etc.) I.EFL.4.7.1. Learners can
contextual support.  Listening to spoken or identify the main idea and some
(Example: an announcement recorded descriptions of details in short straightforward
of a bus delay, an intercom familiar scenes, and spoken audio texts set in
announcement at school, a marking the words you familiar contexts when the
dialogue supported by facial hear. (Example: Learners message is delivered slowly and
expressions/gestures and hear a dialogue between there is other contextual
appropriate intonation, etc.) two teenagers talking support. (Example: rules for a
EFL 4.2.6. Use other about an assignment. They game, classroom instructions, a
students’ contributions in circle the verbs they hear, dialogue in a scene from a
class as models for their etc.) cartoon or movie, etc.) Learners
own. can use other classmate’s
Reading contributions in class as models
Reading  Predicting main ideas by for their own. (I.2, I.3, S.4)
EFL 4.3.1. EFL 4.3.1. reading the title and using
Understand main points in other contextual clues (e.g., Reading
short simple texts on illustrations, subheadings, CE.EFL.4.11. Demonstrate
familiar subjects. (Example: etc.) comprehension of main ideas
news about sports or  Reading a short story from and some details in short
famous people, the Internet and simple texts on familiar
descriptions, etc.) highlighting interesting subjects, making use of
EFL 4.3.2. Make use of clues facts, then comparing them contextual clues to identify
such as titles, illustrations, with those of a partner relevant information in a text.
organization, text outline  Putting paragraphs in a text I.EFL.4.11.1. Learners can
and layout, etc. to identify in the correct order. understand main ideas and
and understand relevant some details in short simple
information in written level- online or print texts on familiar
appropriate text types.
EFL 4.3.3. Find specific Writing subjects, using contextual clues
predictable information in  Making posters in small to help identify the most
groups of new phrases and relevant information. (Example:
short, simple texts in a expressions in order to title, illustrations, organization,
range of age- and level- display in the classroom. etc.) (I.2, I.4)
appropriate topics.  Finding a variety of online
(Example: biographies, news references to practice a Writing
articles, narratives, memoirs grammar structure, then CE.EFL.4.16. Make use of simple
and personal accounts, recommending the best learning resources, including
formal letters and emails, one to the class. those created by one’s self, in
etc.)  Making flashcards for new order to compare and contrast
words and using them to information, and choose
Writing quiz a partner. appropriate resources according
EFL 4.4.2. Make and use a  Writing new words and to the value, purpose and
simple print or digital phrases in a vocabulary audience of each.
learning resource to notebook. I.EFL.4.16.1. Learners can use
compare and contrast and make simple learning
information in order to Language Through The Arts resources, both online and in
demonstrate understanding  Brainstorming a list of print, in order to compare and
and command of a topic. questions and responses contrast information. Learners
EFL 4.4.6. Identify a variety learners can use during can choose appropriate
of types and formats of small group discussions resources and critically evaluate
potential resources and the about literary texts. the information in these
value, purpose and (Example: Who is your resources, according to the
audience of each for use in favorite character? Why? value, purpose and audience of
the educational domain. Which story do you like each. (I.1, I.3, I.4, J.2, J.4)
(Example: audio/ video, better, A or B? etc.)
multimedia, website,  Participating in classroom Language Through The Arts
database, book, thesaurus, games in which problem- CE.EFL.4.22. Show the ability to
scholarly/popular, current/ solving as a team is work collaboratively and to
historical, etc.) important. participate effectively in a
variety of student groupings by
Language Through The Arts employing a wide range of
EFL 4.5.9. Engage in creative thinking skills through
collaborative activities the completion of activities
through a variety of student such as playing games,
groupings to create and brainstorming and problem
respond to literature and solving.
other literary texts. I.EFL.4.22.1. Learners can
(Example: small groups, collaborate and participate
cooperative learning groups, effectively in a variety of
literature circles, process student groupings by employing
writing groups, etc.)
EFL 4.5.11. Participate in a wide range of creative
creative thinking through thinking skills through the
brainstorming, working in completion of activities such as
groups, games and problem- playing games, brainstorming
solving tasks by showing the and problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
ability to accept a variety of
ideas and capitalize on other
people’s strengths.

 Express what people Communication And CLIL Communication And Cultural Communication And Cultural 6 weeks
are doing at the Cultural Awareness Awareness Awareness
moment of EFL 4.1.1. Compare and  The Food  Finding recipes from other CE.EFL.4.1. Compare and
speaking. contrast oral traditions, Pyramid cultures and regions and contrast oral traditions and
 Describe what myths, folktales and  Healthy then sharing them in class. literature from Ecuador and
people are wearing. literature from Ecuador and Recipes  Sharing a cross-cultural beyond in order to manifest an
international regions and experience (such as understanding of the
cultures and identify Vocabulary traveling, trying a new relationship between cultural
similarities and differences food, meeting someone perspectives and practices and
and universal cultural  Words from another country) in by sharing cross cultural
themes. related to pairs or as a class. experiences.
EFL 4.1.3. Display an food, ways of I.EFL.4.1.1. Learners can
4. HEALTHY FOOD understanding of the cooking, Oral Communication compare and contrast oral
relationship between the  and units of  Asking learners simple traditions, myths, folktales
practices and perspectives measurement questions about and literature from Ecuador and
of different cultures by themselves, their family or other cultures in order to
recognizing and sharing Grammar their possessions and demonstrate an understanding
cross-cultural experiences noting that their response of the relationship between
and ideas.  Countable time is relatively quick (i.e., cultural practices and
and not so slow that the perspectives. Learners can
Oral Communication Uncountable interaction becomes share cross-cultural experiences
EFL 4.2.11. Give short, basic Nouns uncomfortable for the while naming universal cultural
descriptions of everyday  Some and student or the teacher, and themes. (I.2, S.1, S.2, J.1)
activities and events within Any the response is appropriate
familiar contexts and use  How much although there may be Oral Communication
simple descriptive language and How some basic errors). CE.EFL.4.9. Production –
to compare and make brief Many  Conducting a class survey Fluency: Use simple language to
statements about objects  Imperatives where learners ask each describe, compare and make
and possessions. (Example: other about a familiar topic statements about familiar
family, school, living and record each other’s everyday topics such as objects,
conditions, personal answers. (Example: What’s possessions and routines in
belongings, etc.) your favorite sport? Do you structured situations and short
EFL 4.2.12. Describe habits, have a favorite team? What conversations. Interaction is
routines, past activities and sports do you play? Are you with reasonable ease, provided
experiences within the
good at it? Etc.) Sharing a speech is given clearly, slowly
few things about their and directly.
personal and educational classmates’ answers. I.EFL.4.9.1. Learners can use
domains. (Example: Sam is an Emelec simple language to describe,
EFL 4.2.13. Interact with fan. He loves soccer but he compare and state facts about
reasonable ease in isn’t good at it. He is the familiar everyday topics such as
structured situations and only Emelec fan in our possessions, classroom objects
short conversations within class. Everyone in our class and routines in short,
familiar contexts, provided plays soccer, etc.) structured situations,
that speech is given clearly, interacting with relative ease.
slowly and directly. Reading (I.3, I.4, S.4)
(Example: an interview, an  Thinking about questions
information gap activity, the learner still has about a Reading
etc.) subject after reading a text, CE.EFL.4.14. Display an ability
then finding the to interact and engage with a
Reading information using a variety wide range of ICT and
EFL 4.3.9. Demonstrate an of reference skills and classroom resources and texts
ability to interact and digital tools. by selecting and evaluating
engage with a wide range of  Finding a reliable source to them in order to strengthen
ICT and classroom resources back up a statement. literacy skills and promote
in order to strengthen  Connecting ideas within acquisition.
literacy skills and strategies. and between texts using a I.EFL.4.14.1. Learners can
EFL 4.3.10. Select from and double-entry journal. interact and engage with a wide
evaluate a range of both range of ICT and
physical and digital texts and Writing classroom resources and texts
materials in order to  Completing the gaps in a by selecting and evaluating
promote acquisition and sentence. (Example: Nancy them in order to
develop an appreciation of has a car. ---- Car is green. -- strengthen literacy skills and
the language. -- needs a new car, etc.) promote acquisition. (I.2, I.4,
 Sequencing sentences by S.3, J.2, J.3)
Writing adding words. (Example: I
EFL 4.4.7. Use the process of wake up. I eat breakfast. → Writing
prewriting, drafting, First I wake up. Then I eat CE.EFL.4.17. Show an ability to
revising, peer editing and breakfast, etc.) convey and organize
proofreading (i.e., “the  Adding pictures to a group information through the use of
writing process”) to produce presentation. facts and details and by
well-constructed  Writing about a subject employing various stages of the
informational texts. using key words given in writing process, while using a
EFL 4.4.8. Convey and class. (Example: Key words: range of digital tools to
organize information using reptile, cold-blooded, promote and support
facts and details in order to scales, tail, and vertebrates. collaboration, learning and
illustrate diverse patterns → Reptiles are cold- productivity.
and structures in writing.
(Example: cause and effect, blooded. When it’s cold I.EFL.4.17.1. Learners can
problem and solution, outside, they’re cold, too. convey and organize
general-to-specific They have scales. They also information through the use of
presentation, etc.) have a tail. They are facts and details and by
vertebrates, etc.) employing various stages of the
EFL 4.4.5. Recognize that  Identifying the text type writing process, while using a
various types of writing according to writing range of digital tools to
require different language, features and vocabulary. promote and support
formatting and special (Example: recognizing that collaboration, learning and
vocabulary. (Example: a a recipe has a section productivity. (I.1, I.3, S.4, J.2,
recipe, a letter, etc.) called “ingredients” and J.4)
one called “directions”, CE.EFL.4.15. Express
Language Through The Arts identifying the information and ideas and
EFL 4.5.2. Compare and introduction, body and describe feelings and opinions
present personal and formal conclusion in a news in simple transactional or
responses to and article, etc.) expository texts on familiar
interpretation of published subjects in order to influence an
literary works and the works Language Through The Arts audience, while recognizing
of peers, referring to details  Writing comments to that different texts have
and features of the text. peer’s blog posts. different features and showing
(Example: text structure,  Reading a classmate’s the ability to use these features
plot, ideas, events, writing and offering a appropriately in one’s own
vocabulary, etc.) positive observation. writing.
EFL 4.5.7. Locate and  Illustrating a piece of I.EFL.4.15.1. Learners can
identify selected literary writing. convey information and ideas
elements and techniques in and describe feelings and
texts and relate those opinions in simple transactional
elements to those in other or expository texts on familiar
works and to learners’ own subjects in order to influence an
experiences. (Example: audience, while recognizing
setting, character, plot, that different texts have
theme, point of view, different features and showing
imagery, foreshadowing, the ability to use these features
climax, etc.) appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)

Language Through The Arts


CE.EFL.4.19. Find and identify
literary elements and
techniques and relate those
elements to the learner’s own
experiences and to other works,

including one’s peers, in order


to present personal responses
and interpretations.
I.EFL.4.19.1. Learners can locate
and identify literary elements
and techniques in other works,
including one’s own. Learners
can give personal responses to
and interpret a variety of
literary texts, including those of
a peer, referring to details and
features of the text. (Example:
text structure, plot, ideas,
events, vocabulary, etc.) (I.3,
S.3, J.4)

 Describe people´s Communication And CLIL Communication And Cultural Communication And Cultural 6 weeks
personalities and Cultural Awareness  Famous Awareness Awareness
values EFL 4.1.6. Seek and provide Characters of  Working in small groups to CE.EFL.4.4. Demonstrate the
 Talk about people´s information and assistance, The Past complete a cultural project. ability to ask for and give
lives in the past. orally or in writing and in (Example: different musical information and assistance
 Talk about online or face-to-face Vocabulary genres in Ecuador, using appropriate language and
important events in interactions, for personal,  Words traditional food in Latin interaction styles in a variety of
THEY WERE history. social and academic related to America, etc.) social interactions.
5.
SUCCESSFUL! purposes. personality  Practicing the language I.EFL.4.4.1. Learners can
EFL 4.1.8. Use suitable and values needed to deal with a need demonstrate an ability to give
vocabulary, expressions,  Years and through a mini role play. and ask for information
language and interaction dates  Writing comments on a and assistance using level-
styles for formal and blog to find more appropriate language and
informal social or academic Grammar information about a topic. interaction styles in online
situations in order to  Simple Past or face-to-face social and
communicate specific tense with Oral Communication classroom interactions. (J.2, J.3,
intentions in online and the verb to  Having learners make a J.4, I.3)
face-to-face interactions. be selfie video to say what
(Example: thanking, making they know about a topic Oral Communication
promises, apologizing, before coming to class. CE.EFL.4.8. Production –
asking permission, chatting Observing that they can say Accuracy and Intelligibility:
with friends, answering in what they want without Communicate needs and
class, greeting an authority too many long pauses. information clearly and in
figure, etc.)  Asking classmates to repeat simple terms, using
an answer or statement if grammatical structures learned

needed to clarify in class (although there may be


something. (Example: Can frequent errors), effectively and
Oral Communication you say that again? Do you without undue effort.
EFL 4.2.2. Use a series of mean _____? Etc.) Demonstrate an ability to make
phrases and sentences to  Asking for help in class appropriate use of new words
describe aspects of personal when necessary. (Example: and expressions in social
background, immediate What’s the answer? How interactions.
environment and matters of do you say ___? Do you I.EFL.4.8.1. Learners can
immediate need in simple have an eraser? Can you communicate personal
terms using grammatical help me with ____? Etc.) information and basic
structures learnt in class immediate needs and deal with
(although there may be Reading other practical everyday
frequent errors with tenses,  Predicting main ideas by demands in familiar contexts,
personal pronouns, reading the title and using effectively and without undue
prepositions, etc.) other contextual clues (e.g., effort and using grammatical
EFL 4.2.9. Use new words illustrations, subheadings, structures and vocabulary seen
and expressions which occur etc.) in class (although there may be
in conversations in the  Reading a short story from frequent, basic errors). (I.1, I.2,
personal and educational the Internet and I.3, S.1)
domains, and make use of highlighting interesting
such terms and expressions facts, then comparing them Reading
wherever appropriate and with those of a partner. CE.EFL.4.11. Demonstrate
necessary.  Reading a biography and comprehension of main ideas
putting events on a and some details in short
Reading timeline. simple texts on familiar
EFL 4.3.1. Understand main subjects, making use of
points in short simple texts Writing contextual clues to identify
on familiar subjects.  Finding a variety of online relevant information in a text.
(Example: news about references to practice a I.EFL.4.11.1. Learners can
sports or famous people, grammar structure, then understand main ideas and
descriptions, etc.) recommending the best some details in short simple
EFL 4.3.2. Make use of clues one to the class. online or print texts on familiar
such as titles, illustrations,  Writing new words and subjects, using contextual clues
organization, text outline phrases in a vocabulary to help identify the most
and layout, etc. to identify notebook. relevant information. (Example:
and understand relevant  Researching and writing a title, illustrations, organization,
information in written level- short paragraph about a etc.) (I.2, I.4)
appropriate text types. new topic and using
EFL 4.3.3. Find specific appropriate references to Writing
predictable information in support your ideas. CE.EFL.4.16. Make use of simple
short, simple texts in a learning resources, including
range of age- and level- those created by one’s self, in
appropriate topics.
(Example: biographies, news Language Through The Arts order to compare and contrast
articles, narratives, memoirs  Doing extended writing, in information, and choose
and personal which learners get to appropriate resources according
choose what they write and to the value, purpose and
are not evaluated or tested audience of each.
accounts, formal letters and on it. I.EFL.4.16.1. Learners can use
emails, etc.)  Sharing learners’ stories in and make simple learning
pairs or small groups and resources, both online and in
Writing choosing to represent print, in order to compare and
EFL 4.4.2. Make and use a some through a role play. contrast information. Learners
simple print or digital  Doing free writing on a can choose appropriate
learning resource to topic suggested by another resources and critically evaluate
compare and contrast learner. the information in these
information in order to  Taking pictures to tell a resources, according to the
demonstrate understanding story using a digital value, purpose and audience of
and command of a topic. storyboard. each. (I.1, I.3, I.4, J.2, J.4)
EFL 4.4.3. Critically evaluate
information from Language Through The Arts
references, including those CE.EFL.4.20. Create short,
found on the web, and original literary texts in different
recommend print and digital genres, including those that
sources to other learners. reflect Ecuadorian cultures,
EFL 4.4.6. Identify a variety using a range of digital tools,
of types and formats of writing styles, appropriate
potential resources and the vocabulary and other literary
value, purpose and concepts.
audience of each for use in I.EFL.4.20.1. Learners can
the educational domain. create short, original literary
(Example: audio/ video, texts in different genres,
multimedia, website, including those that reflect
database, book, thesaurus, Ecuadorian cultures, using a
scholarly/popular, current/ range of digital tools, writing
historical, etc.) styles, appropriate vocabulary
and other literary concepts. (I.1,
Language Through The Arts I.3)
EFL 4.5.4. Create personal
stories by adding
imaginative details to real-
life stories and situations,
using appropriate
vocabulary and elements of
the literature learners have
read or heard.
EFL 4.5.5. Gain an
understanding of literary
concepts such as genre,
plot, setting, character,
point of view, theme and
other literary elements in
order to apply

them to one’s own creative


texts.
EFL 4.5.6. Create an
effective voice using a
variety of ICT tools, writing
styles and typical features of
a genre to create stories,
poems, sketches, songs and
plays, including those that
reflect traditional and
popular Ecuadorian
cultures.

 Talk about events in Communication And CLIL Communication And Cultural Communication And Cultural 6 weeks
the past. Cultural Awareness Awareness Awareness
 Ask and answer EFL 4.1.10. Recognize and  Experiences  Collaborating on a group CE.EFL.4.5. Display an
questions about the appreciate individual and and project appreciation of and
UNFORGETTABLE past. group similarities and Anecdotes  Completing group work in a demonstrate respect for
6.
MOMENTS  Describe emotions. differences by establishing  Vacations fair and honest manner and individual and group differences
and maintaining healthy and  Memories accepting the group’s by establishing and maintaining
rewarding online and face- decisions. healthy and rewarding
to face relationships based Vocabulary  Sharing ideas freely and relationships based on
on communication and without jealousy. communication and
cooperation.  Words  Encouraging classmates to cooperation.
EFL 4.1.4. Demonstrate related to stay motivated when I.EFL.4.5.1. Learners can
mindfulness, empathy, describing needed. appreciate and show respect for
tolerance and an overall experiences  Sending an audio individual and group differences
respect for the integrity of communication with a by establishing and maintaining
cultures in daily classroom Grammar positive message to a healthy and rewarding online
activities. learner in another and face-to-face interactions.
 The Simple classroom. Learners can communicate and
Oral Communication Past tense cooperate in a respectful,
EFL 4.2.1. Understand  Regular and Oral Communication empathetic manner. (J.3, S.1,
phrases and expressions Irregular  Listening to a set of S.4)
related to areas of most verbs instructions and matching
immediate priority within them to the corresponding Oral Communication
the personal and picture. CE.EFL.4.6. Listening for
educational domains,  Listening for specific words Meaning: Understand and
provided speech is clearly in a conversation and trying follow the main idea in spoken
and slowly articulated. to guess the meaning from texts set in familiar everyday
(Example: daily life, free the context. (Example: contexts, provided speech is
time, school activities, etc.) understanding that How’s it clear and articulate, and deduce

going? is a greeting that the meanings of unfamiliar


EFL 4.2.4. Deduce the means How are you? etc.) words and phrases using
meanings of unfamiliar  Listening to a dialogue and context clues and/or prior
phrases and words from a completing a chart with key knowledge.
context containing familiar information. (Example: I.EFL.4.6.1. Learners can grasp
elements. (Example: Name, country, nationality, the general meaning of spoken
colloquial greetings, language, etc.) texts set in familiar everyday
exclamations, interjections, contexts and infer changes in
etc.) Reading the topic of discussion, as well
EFL 4.2.5. Understand most  Studying an info graphic on as deduce the meanings of
changes in the topic of a familiar subject and unfamiliar words and exchanges
discussion if people speak answering questions about through the use of context
slowly. the information. (Example: clues, provided speech is given
EFL 4.2.8. Follow main ideas learners study an info slowly and clearly and there is
in topics covered in other graphic about teenagers sufficient visual support. (I.3,
curricular subjects with the and sleep and then answer S.1, J.4)
help of visual support, using questions such as, How
concepts and vocabulary many hours a night do Reading
that have been studied in most teenagers get?, What CE.EFL.4.13. Apply learning
advance. percentage of teens fall strategies such as using prior
asleep in class?, etc.) knowledge and graphic
Reading  Highlighting relevant key organizers to interpret new
EFL 4.3.6. Apply learning information in a text and information in a text, and assess
strategies to examine and crossing out irrelevant this information according to
interpret a variety of written information. the organization, subject area
materials using prior  Taking notes of the most and purpose of the text, using
knowledge, graphic important ideas in a short different criteria, including ICT
organizers, context clues, text on a familiar content tools.
note taking and finding subject area. I.EFL.4.13.1. Learners can apply
words in a dictionary.  Using a dictionary to look learning strategies such as using
EFL 4.3.8. Assess, compare up key words in a text. prior knowledge and graphic
and evaluate the quality of organizers to interpret new
written texts and visual Writing information in a text. Learners
presentations using  Reading an online movie can assess this information
different criteria and ICT review and identifying according to the organization,
tools related to the common linguistic features, subject area and purpose of the
organization, subject area such as use of adjectives text, through the use of
and purpose of a text. and opinions. Learners use different criteria, including ICT
(Examples of text types: the same features to write tools. (I.2, I.4, J.4)
editorials, letters to the their own review of a
editor, political speeches, movie they’ve seen.
illustrations, charts,
advertisements, etc.)
 Using question prompts to Writing
interview and then write CE.EFL.4.17. Show an ability to
sentences about a convey and organize
Writing classmate. (Example: information through the use of
EFL 4.4.7. Use the process of Where does he live? What facts and details and by
prewriting, drafting, food does he like? Etc.) employing various stages of the
revising, peer editing and  Reading a text and using a writing process, while using a
proofreading (i.e., “the checklist to talk about how range of digital tools to
writing process”) to produce it is organized. (Example: Is promote and support
well-constructed there a title? Does it have collaboration, learning and
informational texts. an opening sentence? Etc.) productivity.
EFL 4.4.8. Convey and  Reading a dialogue which I.EFL.4.17.1. Learners can
organize information using serves as a model text, convey and organize
facts and details in order to then writing a similar information through the use of
illustrate diverse patterns dialogue on a different facts and details and by
and structures in writing. topic. (Example: Topics employing various stages of the
(Example: cause and effect, could include: my favorite writing process, while using a
problem and solution, holiday meal, music we range of digital tools to
general to specific like, where I live, sports I promote and support
presentation, etc.) play, etc.) collaboration, learning and
EFL 4.4.9. Select and make productivity. (I.1, I.3, S.4, J.2,
effective use of a range of Language Through The Arts J.4)
digital tools to write, edit,  Listening to or reading
revise and publish written stories and drawing an Language Through The Arts
work in a way that supports important scene. CE.EFL.4.18. Use main ideas in
collaboration, learning and  Looking at the title of a text order to understand, predict,
productivity. (Example: and accompanying infer and deduce literal and
image editing, Google Drive, illustrations and writing implied meanings in short,
info graphic makers, audio three questions about the simple, everyday literary texts
and video editing, topic. Then reading to find (online, oral or in print).
presentation apps, etc.) the answers to the I.EFL.4.18.1. Learners can
questions. understand, predict, infer and
Language Through The Arts  Writing a sentence to deduce literal and
EFL 4.5.1. Make use of main describe the author’s implied meanings in short,
points in literary texts intention. simple, everyday literary texts
(authentic and semi-  Producing a video response (online, oral or in
authentic, oral and written) in groups to a story read in print), especially when visual
to understand short simple class. support is provided. (I.2, I.3, I.4)
everyday stories, especially
if there is visual support.
EFL 4.5.3. Make predictions,
inferences and deductions
to demonstrate different
levels of meaning of literary
works presented orally or in
digital form, including literal
and implied meanings.
(Example:
summarizing, explaining and
identifying, word choice,
symbols, points of view,
etc.)

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


Sierra, M. M. (2015). Viewpoints. Quito: Norma.

WRITTEN BY: CHECKED BY: APPROVED BY:

Mr. Humberto Córdova Panchana Lic. Lourdes Reyes Msc. Juan Mejía Idrovo
ENGLISH TEACHER AREA DIRECTOR VICE-PRINCIPAL

Date: Date: Date: