UNIDAD EDUCATIVA “JUAN DE VELASCO”

RIOBAMBA -ECUADOR SCHOOL YEAR:

2019 - 2020
ANNUAL PLAN CURRICULUM
1. INFORMATIONAL DATA.
Area: Foreign Language Subject : English
Teachers: Dpda. Catherine Proaño, Lcda. María Teresa Tierra, Lcda. Mery Ruiz.
Grade/course 9th Course EGB Education A1.2
Level:
2. TIME
Weekly hours Number of weeks of Learning Assesment weeks Total weeks of class Total of periods
work
5 40 weeks 2 weeks 38 weeks 180 hours
3. GENERAL AIMS.
Objectives of the area: Objectives of the Grade/course:

OG.EFL1. 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.EFL2. 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.EFL3. 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 own L1 and of language use for communication and
learning.
OG.EFL4. 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.EFL5. 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.
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order
to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to
interact globally.
O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and
interpersonal and intrapersonal interaction.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in
order to promote autonomous learning and decision making.
O.EFL 4.5 Introduce the need for independent research as a daily activity by using
electronic resources (ICT) in class while practicing appropriate competences in
the four skills.
O.EFL 4.6 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.EFL6. Through selected media, participate in reasonably extended spoken or O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories,
written dialogue with peers from different L1 backgrounds on work, study or general comic strips, short magazine articles and oral interviews on familiar subjects in
topics of common interest, expressing ideas and opinions effectively and order to inspire oral and written production at an A2.1 level.
appropriately.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and
OG.EFL7. Interact quite clearly, confidently and appropriately in a range of formal and similarities within a range of local, national and global contexts familiar to the
informal social situations with a limited but effective command of the spoken learner.
language (CEFR B1 level)
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in
English using high-frequency and level-appropriate expressions in order to
reach an effective command of spoken

4. TRANSVERSAL AXES: Responsibility - Honesty - Respect - Love – Peace and Justice

5.UNITS TO BE DEVELOPED
N.º Name of the unit Specific objectives of Contents / Skills
the planning unit
1. Review. Describe your family EFL4.1.5 Apply self-
members and yourself. correcting and self-
My family and me monitoring strategies in
Classroom language social and classroom
and vocabulary. interactions. (Example:
asking questions, start-
Personal Information ing over, rephrasing,
exploring alternative
Routines pronunciations or
wording, etc.)
Free Time Activities
Simple present tense
EFL4.1.9 Recognize the
with the verbs Be,
consequences of one’s
love, like and prefer.
actions by
demonstrating
responsible decision-
making at school, online,
at home and in the
community, while
considering ethical
standards, safety con-
cerns, social norms and
mutual respect.
EFL4.2.1 Understand
Methodology orientation
Curricular Thread 1: Communication and
cultural awareness
Hearing a story from another country and
finding similarities with a story from Ec-
uador
Reading a story from another
region/culture and sharing a similar
experience.
Sharing a cross-cultural experience (such as
traveling, trying a new food, meeting
someone from another country) in pairs or
as a class.
Inviting a guest speaker from another
country to class and asking and answering
questions about his/her culture/country.
Simulating desirable social behaviors
through role play activities.
Curricular Thread 2: Oral communication
Evaluation Time in weeks
CE.EFL.4.4. Demonstrate the
ability to ask for and give
information and assistance
using appropriate language
and interaction styles in a
variety of social interactions.
7
I.EFL.4.4.1. Learners can
demonstrate an ability to
give and ask for information
and assistance using level-
appropriate language and
interaction styles in online
or face-to-face social and
classroom interactions. (J.2,
J.3, J.4, I.3)
CE.EFL.4.6. Listening for
Meaning: Understand and
follow the main idea in spo-
ken texts set in familiar
everyday contexts, provided
speech is clear and artic-
ulate, and deduce the
meanings of unfamiliar
phrases and expressions Listening to and following class commands. words and phrases using
related to areas of most context clues and/or prior
immediate priority Listening to a dialogue and completing a knowledge.
within the personal and chart with key information.
educational domains, I.EFL.4.6.1. Learners can
provided speech is Watching a short video and then talking to grasp the general meaning
clearly and slowly a partner about whether or not they agree of spoken texts set in famil-
articulated. (Example: with the speaker or a statement. iar everyday contexts and
daily life, free time, infer changes in the topic of
school activities, etc.) Responding to interactions in class discussion, as well as deduce
spontaneously and in a way that the meanings of unfamiliar
EFL4.2.6 Use other encourages others to interact. (Example: words and exchanges
students’ contributions Teacher: What time do you wake up? through the use of context
in class as models for Student A: I usually wake up at 6 a.m. clues, provided speech is
their own. Student B: I do, too! But not today given slowly and clearly and
because…, etc.) there is sufficient visual
EFL4.2.16 Initiate, support. (I.3, S.1, J.4)
maintain and end a Curricular Thread 3: Reading
conversation to satisfy CE.EFL.4.11. Demonstrate
basic needs and/or Reading a text and answering information comprehension of main
handle a simple questions. ideas and some details in
transaction. short simple texts on
Predicting main ideas by reading the title familiar subjects, making use
EFL4.3.1 Understand and using other contextual clues of contextual clues to
main points in short identify relevant information
simple texts on familiar Reading about a topic and then identifying in a text.
subjects. (Example: news reference materials and sources that could
about sports or famous be used to find out more information.
I.EFL.4.11.1. Learners can
people, descriptions,
understand main ideas and
etc.) Reading a text and matching content-based
some details in short simple
words to their definition or picture.
online or print texts on
EFL4.3.5 Use everyday familiar subjects, using
reference material in Curricular Thread 4: Writing contextual clues to help
order to select identify the most relevant
information appropriate Looking at a picture and writing a information. (Example: title,
to the purpose of an description of what you see or how it illustrations, organization,
inquiry and relate ideas makes you feel, then comparing etc.) (I.2, I.4)
from one written source descriptions in pairs.
to another. CE.EFL.4.17. Show an ability
Finding a variety of online references to
to convey and organize
EFL4.4.2 Make and use a practice a grammar structure, then recom-
information through the use
simple print or digital mending the best one to the class.
of facts and details and by
learning resource to employing various stages of
compare and contrast Writing new words and phrases in a
the writing process, while
 information in order to
demonstrate under-
standing and command
of a topic.
EFL4,4,4 Make and use a
simple print or digital
learning resource to
compare and contrast
information in order to
demonstrate under-
standing and command
of a topic.
EFL4.5.9 Engage in
collaborative activities
through a variety of
student groupings to
create and respond to
literature and other
literary texts. (Example:
small groups,
cooperative learning
groups, literature circles,
process writing groups,
etc.)
EFL4.5.10
Collaboratively produce
criteria for evaluating
literary texts and the
effectiveness of group
work.
2.- Cultures around the Describe customs and EFL4.1.2 Recognize and
world celebrations around demonstrate an
the world. appreciation of some
commonalities and
Greetings distinctions across
cultures and groups
Clothing (differentiated by
gender, ability,
Food generations, etc.)
vocabulary notebook.
Curricular Thread 5: Language through the
Arts
Writing a short, fictional story about a
teen’s unusual routine.
Assigning roles for a group project.
(Example: deciding who is secretary, who is
the organizer, who makes the artwork, etc.)
Curricular Thread 1: Communication and
cultural awareness
Hearing a story from another country and
finding similarities with a story from Ec-
uador.
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.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)
CE.EFL.4.2. Recognize and
demonstrate an
appreciation of
commonalities between
cultures as well as the
consequences of one’s
actions while exhibiting
socially responsible
 including the students’ Reading a story from another behaviors. 6
Ccelebrations and own. region/culture and sharing a similar
Holidays experience. I.EFL.4.2.1. Learners can
EFL4.1.5 Apply self- name similarities and
Simple present tense correcting and self- Reading a list of actions people take and differences between
with adverbs of monitoring strategies in evaluating and discussing the consequences different aspects of cultural
frequency. social and classroom on others (including on the environment). groups. Learners can
interactions. (Example: demonstrate socially
Progressive tense asking questions, start- Listening to a dialogue and identifying responsible behaviors at
ing over, rephrasing, errors in speech or problems for communi- school, online, at home and
exploring alternative cation. in the community, and
pronunciations or evaluate their actions by
wording, etc.) Curricular Thread 2: Oral communication ethical, safety and social
standards. (J.3, S.1, I.1)
EFL4.2.2Use a series of Listening to a dialogue and completing a
phrases and sentences chart with key information. (Example: CE.EFL.4.6. Listening for
to describe aspects of Name, country, nationality, language, etc.) Meaning: Understand and
personal background, Working in pairs to complete an follow the main idea in spo-
immediate environment ken texts set in familiar
information gap activity.
and matters of everyday contexts, provided
immediate need in Curricular Thread 3: Reading speech is clear and artic-
simple terms using ulate, and deduce the
grammatical structures Choosing from a list of words to complete meanings of unfamiliar
learnt in class (although gaps from a reading. words and phrases using
there may be frequent context clues and/or prior
errors with tenses, Putting paragraphs in a text in the correct knowledge.
personal pronouns, order.
prepositions, etc.) I.EFL.4.6.1. Learners can
Reading texts from different subject areas grasp the general meaning
EFL4.2.16Initiate, and choosing the best title for each. of spoken texts set in famil-
maintain and end a iar everyday contexts and
conversation to satisfy Curricular Thread 4: Writing infer changes in the topic of
basic needs and/or discussion, as well as deduce
handle a simple Looking at a picture and writing a the meanings of unfamiliar
transaction. description of what you see or how it words and exchanges
makes you feel, then comparing through the use of context
EFL4.3.2 Make use of descriptions in pairs. clues, provided speech is
clues such as titles, given slowly and clearly and
illustrations, Writing new words and phrases in a there is sufficient visual
organization, text vocabulary notebook. support. (I.3, S.1, J.4)
outline and layout, etc.
to identify and Writing about a topic and choosing words CE.EFL.4.13. Apply learning
understand relevant for a glossary and writing the definitions. strategies such as using prior
information in written
Curricular Thread 5: Language through the knowledge and graphic
level-appropriate text
types.
Writing a sentence to describe the author’s
intention.
EFL4.3.5 Use everyday
reference material in
Underlining main ideas in a text.
order to select
information appropriate
Rewriting a fairy tale from a modern point
to the purpose of an
of view, using simple ideas and phrases or
inquiry and relate ideas
illustrations.
from one written source
to another.
EFL4.4.4 Write to
describe
feelings/opinions in
order to effectively influ-
ence an audience.
(Example: persuade,
negotiate, argue, etc.)
EFL4.4.5 Recognize that
various types of writing
require different lan-
guage, formatting and
special vocabulary.
(Example: a recipe, a
letter, etc.)
EFL4.5.4 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.
EFL4.5.11 Participate in
creative thinking
through brainstorming,
working in groups,
games and problem-
solving tasks by showing
Arts organizers to interpret new
information in a text, and
assess this information
according to the
organization, subject area
and purpose of the text,
using different criteria,
including ICT tools.
I.EFL.4.13.1. Learners can
apply learning strategies
such as using prior
knowledge and graphic
organizers to interpret new
information in a text.
Learners can assess this
information according to the
organization, subject area
and purpose of the text,
through the use of different
criteria, including ICT tools.
(I.2, I.4, J.4)
CE.EFL.4.16. Make use of
simple learning resources,
including those created by
one’s self, in order to
compare and contrast
information, and choose
appropriate resources
according to the value,
purpose and audience of
each.
I.EFL.4.16.1. Learners can
use and make simple
learning resources, both on-
line and in print, in order to
compare and contrast
information. Learners can
choose appropriate
resources and critically
evaluate the information in
these resources, according
 the ability to accept a to the value, purpose and
variety of ideas and audience of each. (I.1, I.3,
capitalize on other peo- I.4, J.2, J.4)
ple’s strengths.
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)

Describe and compare EFL4.1.5 Apply self- CE.EFL.4.4. Demonstrate the

Curricular Thread 1: Communication and
3.- Amazing abilities people’s abilities. correcting and self- ability to ask for and give
monitoring strategies in cultural awareness information and assistance
Multiple intelligences social and classroom Reading two stories from different regions using appropriate language
interactions. (Example: in Ecuador and completing a chart to show and interaction styles in a
Telnted people asking questions, start- the differences. variety of social interactions.
ing over, rephrasing,
Modal verb can exploring alternative Making a useful object out of recycled I.EFL.4.4.1. Learners can
pronunciations or materials. (Example: a frame, a pencil demonstrate an ability to
Comparatives and wording, etc.) holder, make origami figures etc.) give and ask for information
superlatives adjectives and assistance using level-
EFL4.1.6 Seek and Curricular Thread 2: Oral communication appropriate language and
provide information and interaction styles in online
Listening to a set of instructions and
assistance, orally or in or face-to-face social and
matching them to the corresponding
writing and in online or classroom interactions. (J.2,
picture.
face-to-face J.3, J.4, I.3)
interactions, for 6
Listening to and following class commands. CE.EFL.4.8. Production –
personal, social and
Accuracy and Intelligibility:
academic purposes. Curricular Thread 3: Reading
Communicate needs and
Reading a short story from the Internet and information clearly and in
EFL4.2.3 Follow and highlighting interesting facts, then com- simple terms, using
understand short, paring them with those of a partner. grammatical structures
straightforward audio learned in class (although
messages and/or the Putting paragraphs in a text in the correct there may be frequent
main idea/dialogue of a order. errors), effectively and
movie or cartoon (or without undue effort.
Curricular Thread 4: Writing
other age-appropriate Demonstrate an ability to
audio-visual Looking at a picture and writing a make appropriate use of
presentations) if description of what you see or how it new words and expressions
delivered slowly and makes you feel, then comparing in social interactions.
visuals provide descriptions in pairs.
contextual support. I.EFL.4.8.1. Learners can
(Example: an announce- Listening to a celebrity interview and communicate personal
ment of a bus delay, an writing three more interview questions. information and basic
intercom announcement immediate needs and deal
at school, a dialogue with other practical
supported by facial Curricular Thread 5: Language through the
everyday demands in
expressions/gestures Arts familiar contexts, effectively
and appropriate and without undue effort
Underlining main ideas in a text.
intonation, etc.) and using grammatical
Drawing pictures for a story or song seen in structures and vocabulary
EFL4.2.11 Give short, class and exchanging them with a partner, seen in class (although there
basic descriptions of who captions each picture. may be frequent, basic
everyday activities and errors). (I.1, I.2, I.3, S.1)
events within familiar
contexts and use simple CE.EFL.4.12. Use a range of
descriptive language to reference materials and
compare and make brief sources, both online and in
statements about print, in order to support
objects and possessions. ideas, answer inquiries, find
(Example: family, school, relationships and relate
living conditions, ideas between different
personal belongings, subject areas.
etc.)
I.EFL.4.12.1. Learners can
EFL4.3.1 Understand employ a range of reference
main points in short materials and sources, both
simple texts on familiar online and in print, in order
subjects. (Example: news to support ideas, answer
about sports or famous inquiries, find relationships
people, descriptions, and relate ideas between
etc.) different subject areas. (I.1,
I.2, J.2)
EFL4.3.7 Read, gather,
view and listen to CE.EFL.4.15. Express
information and ideas and
information from
various sources in order
to organize and discuss
relationships between
academic content areas.
(Example: nonfiction
books for young adults,
the Internet, audio and
media presentations,
oral interviews, maps,
diagrams, reference
books, magazines, etc.)
EFL4.4.2 Make and use a
simple print or digital
learning resource to
compare and contrast
information in order to
demonstrate under-
standing and command
of a topic.
EFL4.4.4 Write to
describe
feelings/opinions in
order to effectively influ-
ence an audience.
(Example: persuade,
negotiate, argue, etc.)
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.
describe feelings and opin-
ions 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.4.19. 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)

EFL4.1.10 Recognize and CE.EFL.4.5. Display an 6

Curricular Thread 1: Communication and
4.- Healthy food Talk about food and appreciate individual appreciation of and
describe how to make and group similarities cultural awareness demonstrate respect for
healthy récipes. and differences by individual and group
establishing and Finding recipes from other cultures and differences by establishing
The Food Pyramid maintaining healthy and regions and then sharing them in class. and maintaining healthy and
rewarding online and rewarding relationships
Healthy Recipes face-to-face Participating in short role plays using a based on communication
relationships based on range of verbal and nonverbal communica- and cooperation.
Countable and communication tion.
noncountable nous andcooperation. I.EFL.4.5.1. Learners can
Working in small groups to complete a appreciate and show respect
Imperatives EFL4.2.5Understand cultural project. (Example: different musical for individual and group
most changes in the genres in Ecuador, traditional food in Latin differences by establishing
topic of discussion if America, etc.) and maintaining healthy and
people speak slowly. rewarding online and face-
to-face interactions.
Curricular Thread 2: Oral communication Learners can communicate
EFL4.2.10 Sustain a
conversational exchange and cooperate in a
on a familiar, everyday Listening to a set of instructions and respectful, empathetic
subject when carrying matching them to the corresponding manner. (J.3, S.1, S.4)
out a picture. CE.EFL.4.8. Production –
collaborative/paired Listening to and following class commands. Accuracy and Intelligibility:
learning activity in which
Communicate needs and
there are specific Working in pairs to complete an information clearly and in
instructions for a task. information gap activity. simple terms, using
Curricular Thread 3: Reading grammatical structures
EFL4.3.6 Apply learning learned in class (although
strategies to examine there may be frequent
and interpret a variety of Reading about a topic and then identifying errors), effectively and
written materials using reference materials and sources that could without undue effort.
prior knowledge, graphic be used to find out more information. Demonstrate an ability to
organizers, context make appropriate use of
clues, note taking and Creating a class list of reliable sources of new words and expressions
finding words in a information and publishing it online or
dictionary.
EFL4.4.5 Recognize that
various types of writing
require different lan-
guage, formatting and
special vocabulary.
(Example: a recipe, a
letter, etc.)
EFL4.5.9 Engage in
collaborative activities
through a variety of
student groupings to
create and respond to
literature and other
literary texts. (Example:
small groups,
cooperative learning
groups, literature circles,
process writing groups,
etc.)
displaying it on a poster in class. in social interactions.
Curricular Thread 4: Writing I.EFL.4.8.1. Learners can
communicate personal
Making posters in small groups of new information and basic
phrases and expressions in order to display immediate needs and deal
in the classroom. with other practical
everyday demands in
Writing new words and phrases in a familiar contexts, effectively
vocabulary notebook. and without undue effort
and using grammatical
structures and vocabulary
seen in class (although there
Curricular Thread 5: Language through the
may be frequent, basic
Arts errors). (I.1, I.2, I.3, S.1)
CE.EFL.4.13. Apply learning
Illustrating a piece of writing. strategies such as using prior
knowledge and graphic
Completing a review of a restaurant in small organizers to interpret new
groups and comparing reviews with another information in a text, and
group in order to decide which restaurant is assess this information
better. 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.4.21. Use pre-

established criteria,
including that which is
written by learners
collaboratively, in order to
evaluate and recommend
literary texts (written,
online, oral, in video, etc.)
and the effectiveness of
group work.

I.EFL.4.21.1. Learners can

evaluate and recommend
literary texts (both written
and oral, online, in video or
in print) according to pre-
established criteria. Learners
can work in collaborative
groups to write their own
criteria for evaluating
literary texts and the effec-
tiveness of group work. (I.4,
S.3, S.4, J.3)
 EFL4.1.2Recognize and
5.- They were successful! Talk about famous demonstrate an
characters of the past. appreciation of some
commonalities and
Famous character of distinctions across
the past cultures and groups
(differentiated by
Simple past tense gender, ability,
generations, etc.)
Years and dates. including the students’
own.
EFL4.2.12 Describe
habits, routines, past
activities and
experiences within the
personal and
educational domains.
EFL4.2.6 Use other
students’ contributions
in class as models for
their own.
EFL4.3.7 Read, gather,
view and listen to
information from
various sources in order
to organize and discuss
relationships between
academic content areas.
(Example: nonfiction
books for young adults,
the Internet, audio and
media presentations,
oral interviews, maps,
diagrams, reference
books, magazines, etc.)
EFL4.4.4 Write to
describe
feelings/opinions in
order to effectively influ-
ence an audience.
CE.EFL.4.2. Recognize and
Curricular Thread 1: Communication and
demonstrate an
cultural awareness appreciation of
commonalities between
Reflecting on differences between people cultures as well as the
from other countries and regions. consequences of one’s 6
actions while exhibiting
Reading a story about another culture and socially responsible
responding to the main ideas with a short behaviors.
opinion.
I.EFL.4.2.1. Learners can
Encouraging classmates to stay motivated name similarities and
when needed. differences between
different aspects of cultural
groups. Learners can
Curricular Thread 2: Oral communication demonstrate socially
responsible behaviors at
Listening to a dialogue and completing a school, online, at home and
chart with key information. (Example: in the community, and
Name, country, nationality, language, etc.) evaluate their actions by
ethical, safety and social
Recording in-class conversations and standards. (J.3, S.1, I.1)
dialogues in order to make note of correct
and appropriate language usage and CE.EFL.4.9. Production –
intelligibility. Fluency: Use simple
language to describe,
Curricular Thread 3: Reading compare and make
statements about familiar
Reading a biography and putting events on everyday topics such as
a timeline. objects, possessions and
routines in structured
Putting paragraphs in a text in the correct situations and short
order. conversations. Interaction is
with reasonable ease,
Finding a reliable source to back up a provided speech is given
statement. clearly, slowly and directly.
I.EFL.4.9.1. Learners can use
Curricular Thread 4: Writing simple language to describe,
compare and state facts
Looking at a picture and writing a about familiar everyday
description of what you see or how it topics such as possessions,
makes you feel, then comparing classroom objects and
descriptions in pairs. routines in short, structured
(Example: persuade, situations, interacting with
negotiate, argue, etc.) Writing new words and phrases in a relative ease. (I.3, I.4, S.4
vocabulary notebook.
EFL4.5.4 Create personal CE.EFL.4.11. Demonstrate
stories by adding Writing about a topic and choosing words comprehension of main
imaginative details to for a glossary and writing the definitions. ideas and some details in
real-life stories and short simple texts on
situations, using Curricular Thread 5: Language through the familiar subjects, making use
appropriate vocabulary of contextual clues to
Arts
and elements of the identify relevant information
literature learners have in a text.
read or heard.
Finding a literary text online and sharing it I.EFL.4.11.1. Learners can
EFL4.5.10 with the class by giving a short summary. understand main ideas and
Collaboratively produce some details in short simple
criteria for evaluating Producing short, creative texts using digital online or print texts on
literary texts and the storytelling. familiar subjects, using
effectiveness of group contextual clues to help
work. identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)

CE.EFL.4.16. Make use of

simple learning resources,
including those created by
one’s self, in order to
compare and contrast
information, and choose
appropriate resources
according to the value,
purpose and audience of
each.

I.EFL.4.16.1. Learners can

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

EFL4.1.1 Compare and CE.EFL.4.1. Compare and

Curricular Thread 1: Communication and
6.- Unforgettable moments Talk about moments in contrast oral traditions, contrast oral traditions and
the past. myths, folktales and lit- cultural awareness literature from Ecuador and
erature from Ecuador beyond in order to manifest
Experiences and and international Hearing a story from another country and an understanding of the
Anecdotes regions and cultures and finding similarities with a story from Ec- relationship between
identify similarities and uador. cultural perspectives and
The Simple Past tense differences and practices and by sharing
Regular and Irregular universal cultural Reading a story from another cross cultural experiences.
verbs themes. region/culture and sharing a similar
experience. I.EFL.4.1.1. Learners can
EFL4.2.6 Use other compare and contrast oral
students’ contributions Reading a story about another culture and traditions, myths, folktales
in class as models for responding to the main ideas with a short and literature from Ecuador 6
their own. opinion. and other cultures in order
to demonstrate an
EFL4.2.16 Initiate, understanding of the
Curricular Thread 2: Oral communication relationship between
maintain and end a
conversation to satisfy cultural practices and
basic needs and/or Watching a short video and then talking to perspectives. Learners can
handle a simple a partner about whether or not they agree share cross-cultural
transaction.
EFL4.3.5 Use everyday
reference material in
order to select
information appropriate
to the purpose of an
inquiry and relate ideas
from one written source
to another.
EFL4.4.8 Convey and
organize information
using facts and details in
order to illustrate
diverse patterns and
structures in writing. (Ex-
ample: cause and effect,
problem and solution,
general-to-specific
presentation, etc.)
EFL4.5.4 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.
EFL4.5.9 Engage in
collaborative activities
through a variety of
student groupings to
create and respond to
literature and other
literary texts. (Example:
small groups,
cooperative learning
groups, literature circles,
process writing groups,
with the speaker or a statement. (Example
topics for videos: Best vacation sites in
Ecuador, strangest foods, scariest animals
in the world, etc.)
Curricular Thread 3: Reading
Reading a text and answering information
questions.
Using a list to choose the best sources for
finding information on a topic.
Reading texts from different subject areas
and choosing the best title for each.
Curricular Thread 4: Writing
Making posters in small groups of new
phrases and expressions in order to display
in the classroom.
Using a glossary from a text to understand
new words and recording the definitions
and example sentences in a vocabulary
notebook.
Curricular Thread 5: Language through the
Arts
Listening to or reading stories and drawing
an important scene.
Finding a literary text online and sharing it
with the class by giving a short summary.
Reading a fairy tale and sharing one’s own
interpretation.
experiences while naming
universal cultural themes.
(I.2, S.1, S.2, J.1)
CE.EFL.4.7. Listening for
Information: Follow and
identify some main ideas
and details in short and
straightforward spoken or
audio texts set in familiar
contexts, when delivered
slowly and with visuals to
provide contextual support.
Use spoken contributions in
class as models for one’s
own speech.
I.EFL.4.7.1. Learners can
identify the main idea and
some details in short
straightforward spoken
audio texts set in familiar
contexts when the message
is delivered slowly and there
is other contextual support.
(Example: rules for a game,
classroom instructions, a
dialogue in a scene from a
cartoon or movie, etc.)
Learners can use other class-
mate’s contributions in class
as models for their own. (I.2,
I.3, S.4)
CE.EFL.4.11. Demonstrate
comprehension of main
ideas and some details in
short simple texts on
familiar subjects, making use
of contextual clues to
identify relevant information
in a text.
I.EFL.4.11.1. Learners can
understand main ideas and
some details in short simple
etc.) online or print texts on
familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)

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.4.19. 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)

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

• Murcia, S. M. (2015). TEACHER´S BOOK - LEVEL 2. Quito: Norma. It will use the English Book 2, the which is directed to ninth EGB
• Villalba, J., & Rosero, I. (Septiembre de 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
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): Dpda. Catherine Proaño NAME: Lcda. María Teresa Tierra NAME: Mgs. Anita Tacuri
Lcda. María Teresa Tierra
Lcda. Mery Ruiz.
Signature Signature: Signature:

Date: Octubre 16, 2019 Date: Octubre 16, 2019 Date: