ANNUAL CURRICULUM PLAN

UNIDAD EDUCATIVA CHONTAMARCA 2017-2018

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH AS A FOREIGN LANGUAGE
Teacher: Lcdo. Juan Pablo Gonzalez
Grade / course 9th. Education E.G.B. SUPERIOR
Level
2. TIME
Weekly course load No. of working hours Learning evaluation and unexpected issues Total class weeks Total periods

5 hours 200 hours, 40 weeks 4 weeks 36 weeks 180

2. GENERAL OBJECTIVES

Objectives of the Area Objectives of the level/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 written texts, in order to
a thoughtful and inquisitive manner, maturely, and openly experiencing other produce level-appropriate critical analysis of familiar subjects and contexts.
cultures and languages from the secure standpoint of their own 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
towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
 O.EFL 4.3. Independently read A2.1 level text in English as a source of entertainment and
OG.EFL 3. Access greater flexibility of mind, creativity, enhanced linguistic interpersonal and intrapersonal interaction
intelligence, and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their own L1 and of language use O.EFL 4.4. Develop creative and critical thinking skills when encountering challenges in order
for communication and learning. to promote autonomous learning and decision making.

OG.EFL 4. Deploy a range of learning strategies, thereby increasing disposition O.EFL 4.5. Introduce the need for independent research as a daily activity by using electronic
and ability to independently access further (language) learning and practice resources (ICT) in class while practicing appropriate competences in the four skills
opportunities. Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into responsible academic O.EFL 4.6. Write short descriptive and informative texts related to personal information or
behavior. 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
O.EFL 4.7. Use spoken and written literary text in English such as poems, short stories, comic
English language texts, such as those published on the web, for professional or
strips, short magazine articles and oral interviews on familiar subjects in order to inspire oral
general investigation, through the efficient use of ICT and reference tools where
and written production at an A2.1 level
required.
O.EFL 4.8. Integrate written and spoken text in order to identify cultural differences and
OG.EFL 6. Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 backgrounds similarities within a range of local, national and global contexts familiar to the learner
on work, study, or general topics of common interest, expressing ideas and
opinions effectively and appropriately. 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
OG.EFL 7. Interact quite clearly, confidently, and appropriately in a range of command of spoken language.
formal and informal social situations with a limited but effective command of
the spoken language (CEFR B1 level).
4. TRANSVERSAL AXES : Quality of life, Environment Respect, Respect to the
diversity of opinion, Democratic ideology, Moral Values, Diversity of Cultures.
5. DEVELOPMENT OF PLANNING UNITS*
N. Name of the Specific objectives of the Contents** Skills Methodology orientation Evaluation*** Time in
Unit Planning Unit. (Strategies) weeks
1. My family and To end the unit you will be Communication and Cultural CE.EFL.4.2. Recognize and demonstrate an 6 weeks
me able to describe your Awareness. Communication and appreciation of commonalities between
family members and EFL 4.1.2. Recognize and Cultural Awareness. cultures as well as the consequences of ones
yourself, how to describe demonstrate an appreciation - Reading a list of actions actions while exhibiting socially responsible
peoples personality, talk of some commonalities and people take and behaviors.
about lifestyles, free time distinctions across cultures discussing their I.EFL.4.2.1. Learners can name similarities and
Activities, likes and and groups (differentiated by consequences on differences between different aspects of
dislikes gender, ability, generations, others. cultural groups. Learners can demonstrate
etc.) including the students - Simulating desirable socially responsible behaviors at school, online,
. To talk about personal own. social behavior through at home and in the community, and evaluate
information EFL 4.1.5. Apply self- role-playing. their actions by ethical, safety and social
correcting and self- - Choosing pictures that standards. (J.3, S.1, I.1)
. To ask and answer monitoring strategies in show responsible
personal information social and classroom actions performed by CE.EFL.4.3. Interact with others using self-
questions. interactions. (Example: each member of the monitoring and self-correcting strategies as
asking questions, starting family and identifying well as appropriate nonverbal and oral
. To introduce someone. over, rephrasing, exploring irresponsible actions communication features.
alternative pronunciations or and their consequences
wording, etc.) on others I.EFL.4.3.1. Learners can employ a range of self-
monitoring and self-correcting strategies and
Oral Communication: interpret and use appropriate verbal and
Oral Communication: (Listening and Speaking) nonverbal communication features to
(Listening and Speaking) - Having learners make a communicate in familiar contexts. (I.3, S.4, J.4).
EFL 4.2.1 Understand phrases selfie video to talk
and expressions related to about free time CE.EFL.4.9. Production Fluency: Use simple
areas of most immediate activities. language to describe, compare and make
priority within the personal - Asking classmates to statements about familiar everyday topics such
and educational domains, repeat an answer or as objects, possessions and routines in
provided speech is clearly statement to clarify an structured situations and short conversations.
and slowly articulated. idea if needed. Interaction is with reasonable ease, provided
(Example: daily life, free time, - Asking for help in class speech is given clearly, slowly and directly.
school activities, etc.) when necessary. I.EFL.4.9.1. Learners can use simple language
EFL 4.2.2. Use a series of to describe, compare and state facts about
phrases and sentences to familiar everyday topics such as possessions,
describe aspects of personal classroom objects and routines in short,
background, immediate structured situations, interacting with relative
environment and matters of ease. (I.3, I.4, S.4)
immediate need in simple CE.EFL.4.8. Production Accuracy and
terms using grammatical Intelligibility: Communicate needs and
structures learnt in class Reading information clearly and in simple terms, using
(although there may be - Reading a text and grammatical structures learned in class
frequent errors with tenses, answering information (although there may be frequent errors),
personal pronouns, questions effectively and without undue effort.
prepositions, etc.) - Choosing words in a list Demonstrate an ability to make appropriate
Reading to complete gaps from use of new words and expressions in social
EFL 4.3.1. Understand main a reading. interactions.
points in short simple texts - Reading the paragraph I.EFL.4.8.1. Learners can communicate
on familiar subjects. about the Jonas Family personal information and basic immediate
(Example: news about sports and highlighting needs and deal with other practical everyday
or famous people, descrip- interesting facts. demands in familiar contexts, effectively and
tions, etc.) - Predicting main ideas without undue effort and using grammatical
by reading the title of structures and vocabulary seen in class
the text and using other (although there may be frequent, basic errors).
contextual clues. (I.1, I.2, I.3, S.1).
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
Writing ideas and some details in short simple online or
- Watching a video about print texts on familiar subjects, using
a controversial topic contextual clues to help identify the most
and writing a short relevant information (I.2, I.4).
response giving an CE.EFL.4.15. Express information and ideas and
Writing opinion. describe feelings and opinions in simple
EFL 4.4.4 Write to describe - Listening to a celebrity transactional or expository texts on familiar
feelings/opinions in order to interview and writing subjects in order to influence an audience,
effectively influence an three more interview while recognizing that different texts have
audience. (Example: questions. different features and showing the ability to
persuade, negotiate, argue, - Writing answers to use these features appropriately in ones own
etc.). interview questions. writing.
I.EFL.4.15.1. Learners can convey information
and ideas and describe feelings and opinions in
simple transactional or expository texts on
Language through the arts. familiar subjects in order to influence an
Listening to or reading audience, while recognizing that different texts
stories and drawing an have different features and showing the ability
Language through the arts important scene. to use these features appropriately in ones
EFL 4.5.4 Create personal own writing. (I.3, I.4, S.3, J.2).
stories by adding imaginative
details to real-life stories and CE.EFL.4.18. Use main ideas in order to
situations, using appropriate understand, predict, infer and deduce literal
vocabulary and elements of and implied meanings in short, simple,
the literature learners have everyday literary texts (online, oral or in print).
read or heard.
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)

2. Cultures around To end the unit you will be Communication and Cultural Communication and 6 weeks
the world able to describe customs Awareness. Cultural Awareness. CE.EFL.4.2. Recognize and demonstrate an
and celebrations around EFL 4.1.2. Recognize and - Simulating desirable appreciation of commonalities between
the world. In addition you demonstrate an appreciation social behavior through cultures as well as the consequences of ones
will describe celebrations of some commonalities and role-playing. actions while exhibiting socially responsible
in other countries. distinctions across cultures - Looking for information behaviors.
and groups (differentiated by about different custom I.EFL.4.2.1. Learners can name similarities and
To describe peoples gender, ability, generations, and celebrations differences between different aspects of
culture, costumes and etc.) including the students around the world. cultural groups. Learners can demonstrate
traditions. own. - Participating in short socially responsible behaviors at school, online,
EFL 4.1.5. Apply self- role plays using a range at home and in the community, and evaluate
. To ask and answer correcting and self- of verbal and nonverbal their actions by ethical, safety and social
questions about physical monitoring strategies in communication. standards. (J.3, S.1, I.1)
description. social and classroom Responding to classroom CE.EFL.4.3. Interact with others using self-
interactions. (Example: activities and pair work monitoring and self-correcting strategies as
asking questions, starting
over, rephrasing, exploring through short expressions well as appropriate nonverbal and oral
alternative pronunciations or or emoticons. communication features.
wording, etc.) Oral Communication: I.EFL.4.3.1. Learners can employ a range of self-
(Listening and Speaking) monitoring and self-correcting strategies and
- Asking the learners to interpret and use appropriate verbal and
Oral Communication: read a dialogue in pairs. nonverbal communication features to
(Listening and Speaking) - Asking learners simple communicate in familiar contexts. (I.3, S.4, J.4).
EFL 4.2.1 Understand phrases questions about CE.EFL.4.9. Production Fluency: Use simple
and expressions related to customs in Ecuador. language to describe, compare and make
areas of most immediate - Asking learners to statements about familiar everyday topics such
priority within the personal describe a picture of a as objects, possessions and routines in
and educational domains, familiar scene and structured situations and short conversations.
provided speech is clearly asking them to give full Interaction is with reasonable ease, provided
and slowly articulated. statements about what speech is given clearly, slowly and directly.
(Example: daily life, free time, they can see. I.EFL.4.9.1. Learners can use simple language
school activities, etc.) to describe, compare and state facts about
EFL 4.2.2. Use a series of familiar everyday topics such as possessions,
phrases and sentences to classroom objects and routines in short,
describe aspects of personal structured situations, interacting with relative
background, immediate ease. (I.3, I.4, S.4)
environment and matters of
immediate need in simple CE.EFL.4.8. Production Accuracy and
terms using grammatical Reading Intelligibility: Communicate needs and
structures learnt in class - Reading a text and information clearly and in simple terms, using
(although there may be answering information grammatical structures learned in class
frequent errors with tenses, questions (although there may be frequent errors),
personal pronouns, - Choosing words from a effectively and without undue effort.
prepositions, etc.) list to complete gaps Demonstrate an ability to make appropriate
from a reading. use of new words and expressions in social
Reading - Reading the paragraph interactions.
about customs and
EFL 4.3.2 Make use of clues highlights interesting I.EFL.4.8.1. Learners can communicate
such as titles, illustrations, facts. personal information and basic immediate
organization, text outline and needs and deal with other practical everyday
layout, etc. to identify and demands in familiar contexts, effectively and
understand relevant infor- without undue effort and using grammatical
mation in written level- Writing structures and vocabulary seen in class
appropriate text types. - Completing the gaps in (although there may be frequent, basic errors).
Writing a sentence. (I.1, I.2, I.3, S.1).
EFL 4.4.8 Convey and - Reading an online CE.EFL.4.11. Demonstrate comprehension of
organize information using movie review and main ideas and some details in short simple
facts and details in order to identifying common texts on familiar subjects, making use of
illustrate diverse patterns and linguistic features contextual clues to identify relevant
structures in writing. (Ex- Using question prompts information in a text.
ample: cause and effect, to interview and then write I.EFL.4.11.1. Learners can understand main
problem and solution, sentences about a ideas and some details in short simple online or
general-to-specific classmate. print texts on familiar subjects, using
presentation, etc.) - Adding pictures to a contextual clues to help identify the most
group presentation. relevant information (I.2, I.4).
Language through the arts
EFL 4.5.11 Participate in CE.EFL.4.17. Show an ability to convey and
creative thinking through organize information through the use of facts
brainstorming, working in and details and by employing various stages of
groups, games and problem- Language through the arts. the writing process, while using a range of
solving tasks by showing the Brainstorming a list of digital tools to promote and support
ability to accept a variety of questions and responses collaboration, learning and productivity.
ideas and capitalize on other learners can use during I.EFL.4.17.1. Learners can convey and organize
peoples strengths. small group discussions information through the use of facts and
about literary texts. details and by employing various stages of the
Participating in classroom writing process, while using a range of digital
games in which problem-
 solving as a team is tools to promote and support collaboration,
important. learning and productivity. (I.1, I.3, S.4, J.2, J.4)
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)

3. Amazing General Objective 6 weeks

abilities To end the unit you will be Communication and
able to describe and Communication and Cultural Cultural Awareness. CE.EFL.4.1. Compare and contrast oral
compare peoples Awareness. - Hearing a story from traditions and literature from Ecuador and
abilities, how to talk about EFL 4.1.1. Compare and people from another beyond in order to manifest an understanding
abilities, compare contrast oral traditions, country and mention of the relationship between cultural
peoples attributes and myths, folktales and their abilities. perspectives and practices and by sharing cross
abilities, express literature from Ecuador and - Reading a story from cultural experiences.
opinions.. international regions and another region/culture I.EFL.4.1.1. Learners can compare and contrast
To talk about abilities cultures and identify and sharing a similar oral traditions, myths, folktales and literature
similarities and differences experience. from Ecuador and other cultures in order to
. To express opinions. and universal cultural - Reflecting on demonstrate an understanding of the
themes. differences between relationship between cultural practices and
. To ask for and give the EFL 4.1.6. Seek and provide people from other perspectives. Learners can share cross-cultural
time. information and assistance, countries and regions. experiences while naming universal cultural
orally or in writing and in Oral Communication: themes. (I.2, S.1, S.2, J.1)
online or face-to-face (Listening and Speaking)
interactions, for personal, - Asking learners to CE.EFL.4.4. Demonstrate the ability to ask for
social and academic repeat an answer or and give information and assistance using
purposes. statement to clarify appropriate language and interaction styles in
Oral Communication: something if needed. a variety of social interactions.
(Listening and Speaking) - Asking for help in class I.EFL.4.4.1. Learners can demonstrate an
EFL 4.2.1 Understand phrases when necessary. ability to give and ask for information and
and expressions related to - Doing a mingle activity assistance using level-appropriate language
areas of most immediate where learners ask and and interaction styles in online or face-to-face
priority within the personal answer survey social and classroom interactions. (J.2, J.3, J.4,
and educational domains, questions about after I.3).
provided speech is clearly school activities. CE.EFL.4.9. Production Fluency: Use simple
and slowly articulated. - Asking the learners to language to describe, compare and make
(Example: daily life, free time, read a dialogue in pairs. statements about familiar everyday topics such
school activities, etc.) Reading as objects, possessions and routines in
Reading - Reading a text and structured situations and short conversations.
EFL 4.3.2 Make use of clues answering information Interaction is with reasonable ease, provided
such as titles, illustrations, questions speech is given clearly, slowly and directly.
organization, text outline and - Choosing from a list of I.EFL.4.9.1. Learners can use simple language
layout, etc. to identify and words to complete gaps to describe, compare and state facts about
understand relevant infor- from a reading. familiar everyday topics such as possessions,
mation in written level- - Reading a short news classroom objects and routines in short,
appropriate text types. article and completing structured situations, interacting with relative
Writing an outline. ease. (I.3, I.4, S.4)
EFL 4.4.4 Write to describe CE.EFL.4.11. Demonstrate comprehension of
feelings/opinions in order to main ideas and some details in short simple
effectively influence an - Reading a biography texts on familiar subjects, making use of
audience. (Example: and putting events on a contextual clues to identify relevant
persuade, negotiate, argue, time line. information in a text.
etc.) Writing I.EFL.4.11.1. Learners can understand main
- Listening to a celebrity ideas and some details in short simple online or
interview and writing print texts on familiar subjects, using
three more interview contextual clues to help identify the most
questions. relevant information (I.2, I.4).
- Writing answers to CE.EFL.4.15. Express information and ideas and
Language through the arts interview questions. describe feelings and opinions in simple
EFL 4.4.16 Create personal - Writing an email to a transactional or expository texts on familiar
stories by adding imaginative friend about an subjects in order to influence an audience,
details to real-life stories and outstanding person while recognizing that different texts have
situations, using appropriate with special abilities. different features and showing the ability to
vocabulary and elements of Language through the arts. use these features appropriately in ones own
the literature learners have - Sharing learners writing.
read or heard. stories in pairs or small I.EFL.4.15.1. Learners can convey information
groups and choosing to and ideas and describe feelings and opinions in
represent some simple transactional or expository texts on
through a role play. familiar subjects in order to influence an
- Writing a poem or the audience, while recognizing that different texts
verses of a song in small have different features and showing the ability
groups and performing to use these features appropriately in ones
it for the class. own writing. (I.3, I.4, S.3, J.2)
Doing free writing on a CE.EFL.4.20. Create short, original literary texts
topic suggested by another in different genres, including those that reflect
learner. 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)

4. Healthy Food General Objective Communication and Cultural Communication and 6 weeks
To end the unit you will be
Awareness. Cultural Awareness. CE.EFL.4.3. Interact with others using self-
able to talk about food
EFL 4.1.5. Apply self- Participating in short role monitoring and self-correcting strategies as
and describe how to make
correcting and self- plays using a range of verbal well as appropriate nonverbal and oral
healthy recipes, to talk
monitoring strategies in and nonverbal communica- communication features.
about food preferences,
social and classroom tion. I.EFL.4.3.1. Learners can employ a range of self-
express agreement, ask
interactions. (Example: Practicing a specific self- monitoring and self-correcting strategies and
and answer questions asking questions, starting correcting strategy during a interpret and use appropriate verbal and
about food quantities.
over, rephrasing, exploring pair work activity. nonverbal communication features to
To express food
alternative pronunciations or Talking in pairs about a communicate in familiar contexts. (I.3, S.4, J.4)
preferences wording etc.) video learners have CE.EFL.4.4. Demonstrate the ability to ask for
EFL 4.1.8. Use suitable watched using only English. and give information and assistance using
vocabulary, expressions, and Completing a self- appropriate language and interaction styles in
. To ask and answer language and interaction assessment and writing a a variety of social interactions.
questions about food styles for formal and informal goal based on the results. I.EFL.4.4.1. Learners can demonstrate an
quantities social or academic situations Oral Communication: ability to give and ask for information and
in order to communicate (Listening and Speaking) assistance using level-appropriate language
specific intentions in online Recording in-class and interaction styles in online or face-to-face
and face-to-face interactions. conversations and social and classroom interactions. (J.2, J.3, J.4,
(Example: thanking, making dialogues in order to make I.3).
promises, apologizing, asking note of correct and CE.EFL.4.8. Production Accuracy and
permission, chatting with appropriate language usage Intelligibility: Communicate needs and
friends, answering in class, and intelligibility. information clearly and in simple terms, using
grammatical structures learned in class
greeting an authority figure, Doing a mingle activity (although there may be frequent errors),
etc.) where learners ask and effectively and without undue effort.
answer survey questions Demonstrate an ability to make appropriate
Oral Communication: about after school use of new words and expressions in social
(Listening and Speaking) activities. interactions.
EFL 4.2.2. Use a series of - Asking the learners to I.EFL.4.8.1. Learners can communicate
phrases and sentences to read a dialogue in pairs personal information and basic immediate
describe aspects of personal and record themselves needs and deal with other practical everyday
background, immediate to assess clarity of demands in familiar contexts, effectively and
environment and matters of sounds, rhythm, and without undue effort and using grammatical
immediate need in simple intonation. structures and vocabulary seen in class
terms using grammatical Reading (although there may be frequent, basic errors).
structures learnt in class - Reading a text and (I.1, I.2, I.3, S.1)
(although there may be answering information CE.EFL.4.11. Demonstrate comprehension of
frequent errors with tenses, questions main ideas and some details in short simple
personal pronouns, - Choosing from a list of texts on familiar subjects, making use of
prepositions, etc.) words to complete gaps contextual clues to identify relevant
Reading from a reading. information in a text.
EFL 4.3.1. Understand main Reading a short story I.EFL.4.11.1. Learners can understand main
points in short simple texts from the Internet and ideas and some details in short simple online or
on familiar subjects. highlighting interesting print texts on familiar subjects, using
(Example: news about sports facts, then comparing them contextual clues to help identify the most
or famous people, descrip- with those of a partner. relevant information(Example: title,
tions, etc.) - Reading a blog post and illustrations, organization, etc)(I.2, I.4).
Writing writing a comment. CE.EFL.4.18. Use main ideas in order to
EFL 4.4.4 Write to describe Writing understand, predict, infer and deduce literal
feelings/opinions in order to Listening to a interview and and implied meanings in short, simple,
effectively influence an writing more interview everyday literary texts (online, oral or in print).
audience. (Example: questions. I.EFL.4.15.1. Learners can convey information
persuade, negotiate, argue, - Writing answers to and ideas and describe feelings and opinions in
etc.) interview questions. simple transactional or expository texts on
 Language through the arts - Writing an email to a familiar subjects in order to influence an
EFL 4.5.1. Make use of main friend about healthy audience, while recognizing that different texts
points in literary texts habits.. have different features and showing the ability
(authentic and semi- to use these features appropriately in ones
authentic, oral and written) Language through the arts. own writing. (I.3, I.4, S.3, J.2)
to understand short simple Listening to or reading I.EFL.4.18.1. Learners can understand, predict,
everyday stories, especially if stories and drawing an infer and deduce literal and implied meanings
there is visual support. important scene. in short, simple, everyday literary texts (online,
Looking at the title and oral or in print), especially when visual support
accompanying illustrations is provided. (I.2, I.3, I.4).
of a text and writing
questions about the topic

5. They were General Objective 6weeks

successful! To end the unit you will be Communication and Cultural Communication and CE.EFL.4.2. Recognize and demonstrate an
able to talk about famous Awareness. Cultural Awareness. appreciation of commonalities between
characters of the past, EFL 4.1.2. Recognize and - Using recycled cultures as well as the consequences of ones
how to describe peoples demonstrate an appreciation materials to make a actions while exhibiting socially responsible
personalities and values, of some commonalities and project. behaviors.
talk about peoples lives in distinctions across cultures - Surfing the internet to I.EFL.4.2.1. Learners can name similarities and
the past and talk about and groups (differentiated by look for information differences between different aspects of
important events in gender, ability, generations, about important cultural groups. Learners can demonstrate
history. etc.) including the students people from other socially responsible behaviors at school, online,
own. cultures and presenting at home and in the community, and evaluate
To identify peoples life in EFL 4.1.8. Use suitable it to the class using their actions by ethical, safety and social
the past vocabulary, expressions, and digital tools. standards. (J.3, S.1, I.1)
language and interaction - Choosing pictures to CE.EFL.4.3. Interact with others using self-
styles for formal and informal show responsible and monitoring and self-correcting strategies as
. To talk about famous social or academic situations solidary actions well as appropriate nonverbal and oral
characters in the past. in order to communicate (helping an elder cross communication features.
specific intentions in online the sidewalk, stopping I.EFL.4.3.1. Learners can employ a range of self-
and face-to-face interactions. two children from monitoring and self-correcting strategies and
(Example: thanking, making throwing rocks at a dog, interpret and use appropriate verbal and
promises, apologizing, asking being open to accepting nonverbal communication features to
permission, chatting with new ideas/foods, etc.) communicate in familiar contexts. (I.3, S.4, J.4)
friends, answering in class, and having a class CE.EFL.4.7 Listening for information: Follow
greeting an authority figure, discussion about the and identify some main ideas and details in
etc.) importance of helping short and straightforward spoken or audio text
others. set in a familiar contexts, when delivered
Oral Communication: Oral Communication: slowly and with visuals to provide contextual
(Listening and Speaking) (Listening and Speaking) support. Use spoken contributions in class as
EFL 4.2.3. Follow and - Listening to spoken or models for ones own speech.
understand short, recorder descriptions
straightforward audio of familiar scenes, and I.EFL.4.7.1. Learners can identify the main idea
messages and/or the main talking notes. and some details in short straightforward
idea/dialogue of a movie or - Listening to a dialogue spoken audio texts set in familiar contexts
cartoon (or other age- between two or more when the message is delivered slowly and
appropriate audio-visual people and deciding if there is other contextual support. Learners can
presentations) if delivered each statement true or use other classmates contributions in class as
slowly and visuals provide false. models for their own. (I.2, I.3, S.4)
contextual support. - Watching a short video
(Example: an announcement about important CE.EFL.4.11. Demonstrate comprehension of
of a bus delay, an intercom people from the past main ideas and some details in short simple
announcement at school, a and taking notes. texts on familiar subjects, making use of
dialogue supported by facial Reading contextual clues to identify relevant
expressions/gestures and - Reading a text and information in a text.
appropriate intonation, etc.) answering information I.EFL.4.11.1. Learners can understand main
Reading questions ideas and some details in short simple online or
print texts on familiar subjects, using
EFL 4.3.2 Make use of clues - Choosing from a list of contextual clues to help identify the most
such as titles, illustrations, words to complete gaps relevant information(Example: title,
organization, text outline and from a reading. illustrations, organization, etc)(I.2, I.4).
layout, etc. to identify and - Predicting main ideas CE.EFL.4.17. Show an ability to convey and
understand relevant infor- by reading the title of organize information through the use of facts
mation in written level- the text and using other and details and by employing various stages of
appropriate text types. contextual clues. (e.g., the writing process, while using a range of
illustrations, digital tools to promote and support
Writing subheadings, etc.). collaboration, learning and productivity.
EFL 4.4.8. Convey and - Reading a biography I.EFL.4.17.1. Learners can convey and organize
organize information using and putting events on a information through the use of facts and
facts and details in order to timeline. details and by employing various stages of the
illustrate diverse patterns and writing process, while using a range of digital
structures in writing. tools to promote and support collaboration,
(Example: cause and effect, Writing learning and productivity. (I.1, I.3, S.4, J.2, J.4)
problem and solution, - Reading an online CE.EFL.4.22. Show the ability to work
general-to-specific movie review and collaboratively and to participate effectively in
presentation, etc.) identifying common a variety of student groupings by employing a
linguistic features, wide range of creative thinking skills through
asking learners to use it the completion of activities such as playing
as a model to write a games, brainstorming and problem solving.
review of another I.EFL.4.22.1. Learners can collaborate and
movie. participate effectively in a variety of student
- Sequencing sentences groupings by employing a wide range of
by adding words. creative thinking skills through the completion
Language through the arts. of activities such as playing games,
- Creating literature brainstorming and problem solving. (S.2, S.4,
circles where learners J.1, J.2, J.3, J.4)
have the freedom to
say anything they want
 about a text from class
or outside of class.
- Brainstorming a list of
questions and
responses learners can
use during small group
discussions about
literary texts.
Participating in classroom
games in which problem-
solving as a team is
important.

6 Unforgettable . To talk about events in Communication and Cultural 6 weeks

Moments the past Awareness Communication and CE.EFL.4.2 Recognize and demonstrate an
EFL 4.1.2 Recognize and Cultural Awareness appreciation of commonalities between
Describe emotions demonstrate an appreciation Surfing the Internet to cultures as well as the consequences of ones
of some commonalities and look for information about actions while exhibiting socially responsible
distinctions across cultures important people from behaviors.
and groups (differentiated by other cultures and I.EFL.4.2.1 Learners can name similarities and
gender, ability, generations, presenting it to the class differences between different aspects of
etc.) including the students using digital tools. cultural groups. Learners can demonstrate
own. Reading a story from socially responsible behaviors at school, online,
EFL 4.1.8 Use suitable another region/culture and at home and in the community, and evaluate
vocabulary, expressions, sharing a similar their actions by ethical, safety and social
language and interaction experience. standards. (J.3, S.1, I.1)
styles for formal and informal Oral Communication: CE.EFL.4.3 Interact with others using self-
social or academic situations (Listening and Speaking) monitoring and self-correcting strategies as
in order to communicate Recording in-class well as appropriate nonverbal and oral
specific intentions in online conversations and communication features.
and face-to-face interactions. dialogues in order to make I.EFL.4.3.1 Learners can employ a range of self-
(Example: thanking, making note of correct and monitoring and self-correcting strategies and
promises, apologizing, asking appropriate language usage interpret and use appropriate verbal and
permission, chatting with and intelligibility. nonverbal communication features to
friends, answering in class, Asking classmates to communicate in familiar contexts. (I.3, S.4, J.4)
greeting an authority figure, repeat an answer or CE.EFL.4.8 Production Accuracy and
etc.) statement to clarify Intelligibility: Communicate needs and
Oral Communication: something if needed. information clearly and in simple terms, using
(Listening and Speaking) grammatical structures learned in class
EFL 4.2.2 Use a series of Reading (although there may be frequent errors),
phrases and sentences to Highlighting key effectively and without undue effort.
describe aspects of personal information in a text and Demonstrate an ability to make appropriate
background, immediate crossing out irrelevant use of new words and expressions in social
environment and matters of information. interactions.
immediate need in simple Keeping a vocabulary I.EFL.4.8.1 Learners can communicate personal
terms using grammatical notebook of synonyms and information and basic immediate needs and
structures learnt in class antonyms of words from a deal with other practical everyday demands in
(although there may be text. familiar contexts, effectively and without
frequent errors with tenses, Brainstorming about a undue effort and using grammatical structures
personal pronouns, topic and then reading a and vocabulary seen in class (although there
prepositions, etc.). text to check true and false may be frequent, basic errors). (I.1, I.2, I.3, S.1)
Reading information. CE.EFL.4.13 Apply learning strategies such as
EFL 4.3.6 Apply learning Writing using prior knowledge and graphic organizers
strategies to examine and Completing the gaps in a to interpret new information in a text, and
interpret a variety of written text. assess this information according to the
materials using prior Reading an online movie organization, subject area and purpose of the
knowledge, graphic review and identifying text, using different criteria, including ICT tools.
organizers, context clues, common linguistic features I.EFL.4.13.1 Learners can apply learning
note taking and finding such as the use of verbs in strategies such as using prior knowledge and
words in a dictionary. the past tense. Then using it graphic organizers to interpret new
as a model to write a review information in a text. Learners can assess this
Writing of another movie. information according to the organization,
EFL 4.4.8 Convey and Sequencing sentences by subject area and purpose of the text, through
organize information using adding words. the use of different criteria, including ICT tools.
facts and details in order to Language through the Arts (I.2, I.4, J.4)
illustrate diverse patterns Creating literature circles CE.EFL.4.17 Show an ability to convey and
and structures in writing. where learners have the organize information through the use of facts
(Example: cause and effect, freedom to say anything and details and by employing various stages of
problem and solution, they want about a text from the writing process, while using a range of
general-to specific class or outside of class. digital tools to promote and support
presentation, etc.) Participating in classroom collaboration, learning and productivity.
Language through the Arts games in which problem- I.EFL.4.17.1 Learners can convey and organize
EFL 4.5.9 Engage in solving as a team is information through the use of facts and
collaborative activities important. details and by employing various stages of the
through a variety of student writing process, while using a range of digital
groupings to create and tools to promote and support collaboration,
respond to literature and learning and productivity. (I.1, I.3, S.4, J.2, J.4)
other literary texts. CE.EFL.4.22 Show the ability to work
(Example: small groups, collaboratively and to participate effectively in
cooperative learning groups, a variety of student groupings by employing a
literature circles, process wide range of creative thinking skills through
writing groups, etc.) 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)

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

Resources that will be used for the development of the planning unit, especially that bibliography used for the design There will be a record of any new issue that may appear
of each planning unit, as well as the selected texts to use with students, in order to do this work. in our way to the fulfilling of this planning. Also, some
fittings may be suggested, for the better achievement of
the goal of what is planned in the instrument.

DONE BY: REVISED BY: APPROVED BY:

TEACHER: NAME: NAME:

Signature: Signature: Signature:
Date: Signature: Signature:
 ANNUAL CURRICULUM PLAN

UNIDAD EDUCATIVA CHONTAMARCA 2017-2018

ANNUAL CURRICULUM PLAN

3. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH AS A FOREIGN LANGUAGE
Teacher: Lcdo. Juan Pablo Gonzalez
Grade / course 10th Education E.G.B. SUPERIOR
Level
2. TIME
Weekly course load No. of working hours Learning evaluation and unexpected issues Total class weeks Total periods

5 hours 200 hours, 40 weeks 4 weeks 36 weeks 180

4. GENERAL OBJECTIVES

Objectives of the Area Objectives of the level/course

OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
thoughtful and inquisitive manner, maturely, and openly experiencing other produce level-appropriate critical analysis of familiar subjects and contexts.
cultures and languages from the secure standpoint of their own 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
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 O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and
intelligence, and critical thinking skills through an appreciation of linguistic interpersonal and intrapersonal interaction
differences. Enjoy an enriched perspective of their own L1 and of language use
for communication and learning. O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order
to promote autonomous learning and decision making.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition
and ability to independently access further (language) learning and practice O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic
opportunities. Respect themselves and others within the communication resources (ICT) in class while practicing appropriate competences in the four skills
process, cultivating habits of honesty and integrity into responsible academic
behavior. 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.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
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic
general investigation, through the efficient use of ICT and reference tools where
strips, short magazine articles and oral interviews on familiar subjects in order to inspire oral
required.
and written production at an A2.1 level
OG.EFL 6 Through selected media, participate in reasonably extended
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and
spoken or written dialogue with peers from different L1 backgrounds
on work, study, or general topics of common interest, expressing ideas and similarities within a range of local, national and global contexts familiar to the learner
opinions effectively and appropriately.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of using high-frequency and level-appropriate expressions in order to reach an effective
formal and informal social situations with a limited but effective command of command of spoken language.
the spoken language (CEFR B1 level).
4. TRANSVERSAL AXES: Quality of life, Environment Respect, Respect to the
diversity of opinion, Democratic ideology, Moral Values, Diversity of Cultures.
6. DEVELOPMENT OF PLANNING UNITS*
N. Name of the Specific objectives of the Contents** Methodology orientation Evaluation*** Time in
Unit Planning Unit. weeks
1. Breakthroughs To end the unit you will be Communication and Cultural 6 weeks
in Science and able to talk about some Awareness. Communication and CE.EFL.4.5. Display and appreciation of and
Technology inventors and their EFL 4.1.4. Demonstrate Cultural Awareness. demonstrate respect for individual and group
inventions and how to mindfulness, empathy, Comparing answers in differences by establishing and maintaining
give accounts of past tolerance and an overall pairs or small groups. healthy and rewarding relationships based on
events, ask for and give respect for the integrity of Working in small groups to communication and cooperation.
information about the cultures in daily classroom complete a cultural project. CE.EFL.4.4. Demonstrate the ability to ask for
past, use time expressions activities. Participating in short and give information and assistance using
when giving accounts of EFL 4.1.5. Apply self- dialogues and role plays to appropriate language and interaction styles in
past achievements. correcting and self- practice target language. a variety of social interactions.
monitoring strategies in Oral Communication: I.EFL.4.5.1. Learners can appreciate and show
*Know important social and classroom (Listening and Speaking) respect for individual and group differences by
inventions and inventors interactions. (Example: Recording in-class establishing and maintaining healthy and
asking questions, starting conversations to help rewarding online and face-to-face interactions.
*Give accounts of past over, rephrasing, exploring learners become aware of Learners can communicate and cooperate in a
events alternative pronunciations or common mistakes respectful, empathetic manner. ( J.3, S.1, S4)
wording etc.) regarding language usage I.EFL.4.4.1. Learners can demonstrate an
*Learn time expressions and intelligibility. ability to give and ask for information and
when giving accounts Reading Asking classmates to assistance using level-appropriate language
about the past EFL 4.3.7. Read, gather, view repeat an answer or and interaction styles in online or face-to-face
and listen to information statement to clarify social and classroom interactions. (J.2, J.3, J.4,
from various sources in order something when needed. I.3).
to organize and discuss Asking for help in class CE.EFL.4.8. Production Accuracy and
relationships between when necessary. Intelligibility: Communicate needs and
academic content areas. Reading information clearly and in simple terms, using
(Example: nonfiction books grammatical structures learned in class
for young adults, the Reading a short text and (although there may be frequent errors),
Internet, audio and media showing comprehension by effectively and without undue effort.
presentations, oral completing the Demonstrate an ability to make appropriate
interviews, maps, diagrams, accompanying graphic use of new words and expressions in social
reference books, magazines, organizer. interactions.
etc.) Reading a text on a I.EFL.4.8.1. Learners can communicate
familiar content area personal information and basic immediate
Writing subject and then matching needs and deal with other practical everyday
EFL 4.4.8. Convey and phrases or labeling pictures. demands in familiar contexts, effectively and
organize information using Reading short simple without undue effort and using grammatical
facts and details in order to cross-curricular texts and structures and vocabulary seen in class
illustrate diverse patterns and using them to support (although there may be frequent, basic errors).
structures in writing. argument or hypothesis. (I.1, I.2, I.3, S.1)
(Example: cause and effect, Writing CE.EFL.4.12. Use a range of reference materials
problem and solution, Completing the gaps in a and sources, both online and in print, in order
general-to-specific sentence. to support ideas, answer inquiries, find
presentation, etc.) Sequencing sentences by relationships and relate ideas between
Language through the arts adding words. different subject areas.
EFL 4.5.11. Participate in Language through the arts. I.EFL.4.12.1. Learners can employ a range of
creative thinking through Creating literature circles reference materials and sources, both online
brainstorming, working in where learners have the and in print, in order to support ideas, answer
groups, games and problem- freedom to say anything inquiries, find relationships and relate ideas
solving tasks by showing the they think about a text from between different subject areas. (I.1, I.2, J.2)
ability to accept a variety of class or outside it. CE.EFL.4.17. Show an ability to convey and
ideas and capitalize on other Participating in classroom organize information through the use of facts
peoples strengths. games in which problem- and details and by employing various stages of
solving as a team is the writing process, while using a range of
important. digital tools to promote and support
Creating a crossword collaboration, learning and productivity.
puzzle in groups about an I.EFL.4.17.1. Learners can convey and organize
information through the use of facts and details
 Ecuadorian story, region, and by employing various stages of the writing
celebrity, etc. process, while using a range of digital tools to
Brainstorming ideas for a promote and support collaboration, learning
writing project in small and productivity. (I.1, I.3, S.4, J.2, J.4)
groups, using a graphic CE.EFL.4.22. Show the ability to work
organizer 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).

2. Travel and To end the Unit you will be Communication and Cultural Communication and CE.EFL.4.2. Recognize and demonstrate an 6 weeks
Adventure able to narrate personal Awareness. Cultural Awareness. appreciation of commonalities between
experiences and events EFL 4.1.2. Recognize and Making a useful object out cultures as well as the consequences of ones
from the past. In addition demonstrate an appreciation of recycled materials in a actions while exhibiting socially responsible
describe places. of some commonalities and project. behaviors.
distinctions across cultures Surfing the internet for I.EFL.4.2.1. Learners can name similarities and
Holiday Activities and and groups (differentiated by information about differences between different aspects of
Places gender, ability, generations, important people from cultural groups. Learners can demonstrate
etc.) including the students other culture and ways of socially responsible behaviors at school, online,
Extreme Vacations own. life on presenting them to at home and in the community, and evaluate
EFL 4.1.8. Use suitable the class using digital tools. their actions by ethical, safety and social
vocabulary, expressions, and standards. (J.3, S.1, I.1)
Anecdotes and language and interaction Oral Communication: CE.EFL.4.3. Interact with others using self-
Unfortunate Happenings styles for formal and informal (Listening and Speaking) monitoring and self-correcting strategies as
social or academic situations Recording in-class well as appropriate nonverbal and oral
in order to communicate conversations to help communication features.
specific intentions in online learners become aware of I.EFL.4.3.1. Learners can employ a range of self-
and face-to-face interactions. common mistakes monitoring and self-correcting strategies and
(Example: thanking, making regarding language usage interpret and use appropriate verbal and
promises, apologizing, asking and intelligibility. nonverbal communication features to
permission, chatting with Doing a mingle activity communicate in familiar contexts. (I.3, S.4, J.4)
friends, answering in class, where learners ask and CE.EFL.4.10. Interaction Interpersonal:
greeting an authority figure, answer survey questions Participate effectively in familiar and
etc.) about after school predictable conversational exchanges by
activities. asking and answering follow-up questions,
Oral Communication: Asking classmates to provided there are opportunities to use repair
(Listening and Speaking) repeat an answer or strategies (e.g. asking for clarification) and
EFL 4.2.10. Sustain a statement to clarify sustain conversational exchanges in pairs to
conversational exchange on a something when needed. complete a task, satisfy a need or handle a
familiar, everyday subject Asking learners to read a simple transaction.
when carrying out a dialogue in pars. Learners I.EFL.4.10.1. Learners can effectively
collaborative/paired learning record themselves and then participate in familiar and predictable everyday
activity in which there are listen to the recording to conversational exchanges in order to complete
specific instructions for a assess clarity of sounds, and a task, satisfy a need or handle a simple
task. intonation. transaction, using a range of repair strategies.
Reading Reading (Example: asking for clarification, etc.) (I.3, J.3,
EFL 4.3.6. Apply learning Highlighting relevant key J.4)
strategies to examine and information in a text and I.EFL.4.13.1. Learners can apply learning
interpret a variety of written crossing out irrelevant strategies such as using prior knowledge and
materials using prior information. graphic organizers to interpret new information
knowledge, graphic Keeping a vocabulary in a text. Learners can assess this information
organizers, context clues, notebook of synonyms and according to the organization, subject area and
purpose of the text, through the use of
note taking and finding words antonyms of words from a different criteria, including ICT tools. (I.2, I.4,
in a dictionary. text. J.4)
Writing Brainstorming about a CE.EFL.4.13. Apply learning strategies such as
EFL 4.4.4. Write to describe topic and then reading a using prior knowledge and graphic organizers
feelings/ opinions in order to text to check true and false to interpret new information in a text, and
effectively influence an information. assess this information according to the
audience. (Example: Writing organization, subject area and purpose of the
persuade, negotiate, argue, Completing the gaps in a text, using different criteria, including ICT tools.
etc.). sentence. I.EFL.4.13.1. Learners can apply learning
Language through the arts Reading an online review strategies such as using prior knowledge and
EFL 4.5.9. Engage in and identifying common graphic organizers to interpret new information
collaborative activities linguistic features such as in a text. Learners can assess this information
through a variety of student the use of verbs in the past according to the organization, subject area and
groupings to create and tense. Then, using such as a purpose of the text, through the use of
respond to literature and model to write a review of different criteria, including ICT tools. (I.2, I.4,
other literary texts. (Example: another movie. J.4)
small groups, cooperative CE.EFL.4.15. Express information and ideas and
learning groups, literature Language through the arts. describe feelings and opinions in simple
circles, process writing Creating literature circles transactional or expository texts on familiar
groups, etc.) where learners have the subjects in order to influence an audience,
freedom to say anything while recognizing that different texts have
they think about a text. different features and showing the ability to
Brainstorming a list of use these features appropriately in ones own
questions and responses writing.
learners can use during I.EFL.4.15.1. Learners can convey information
small group discussions and ideas and describe feelings and opinions in
about literary texts. simple transactional or expository texts on
Participating in classroom familiar subjects in order to influence an
games in which problem- audience, while recognizing that different texts
solving as a team is have different features and showing the ability
important
 to use these features appropriately in ones
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).

3. Hobbies, Leisure To end the unit you will be Communication and Cultural Communication and CE.EFL.4.1. Compare and contrast oral 6 weeks
and able to discuss hobbies Awareness. Cultural Awareness. traditions and literature from Ecuador and
Entertainment and free time activities EFL 4.1.1. Compare and Finding ways of beyond in order to manifest an understanding
how to talk about hobbies contrast oral traditions, entertainment from other of the relationship between cultural
and leisure activities, myths, folktales and cultures and regions and perspectives and practices and by sharing cross
express agreement or literature from Ecuador and then sharing them in class. cultural experiences.
disagreement about international regions and Completing a Venn I.EFL.4.1.1. Learners can compare and contrast
controversial topics, talk cultures and identify diagram about two stories oral traditions, myths, folktales and literature
about rules, express similarities and differences from different countries. from Ecuador and other cultures in order to
advice and emphatic and universal cultural Reflecting on differences demonstrate and understanding of the
opinions, determine main themes. between people from other relationship between cultural practices and
ideas, supporting EFL 4.1.6. Seek and provide countries and regions. perspectives. Learners can share cross cultural
information and examples information and assistance, Sharing a cross-cultural experiences while naming universal cultural
in a reading. orally or in writing and in experience (such as themes. (I.2, S.1, S.2, J.1)
Leisure Activities online or face-to-face traveling, trying a new food,
interactions, for personal, meeting someone from CE.EFL.4.4. Demonstrate the ability to ask for
Commitment in Leisure social and academic another country) in pairs or and give information and assistance using
Activities purposes. as a class. appropriate language and interaction styles in
Oral Communication: Oral Communication: a variety of social interactions.
Feeling Alive (Listening and Speaking) (Listening and Speaking) I.EFL.4.4.1. Learners can demonstrate an
EFL 4.2.10. Sustain a Asking classmates to ability to give and ask for information and
conversational exchange on a repeat an answer or assistance using level-appropriate language
familiar, everyday subject statement to clarify and interaction styles in online or face-to-face
when carrying out a something when needed. social and classroom interactions. (J.2, J.3, J.4,
collaborative/paired learning Asking learners to read a I.3)
activity in which there are dialogue in pars. Learners
specific instructions for a record themselves and then CE.EFL.4.6. Listening for Meaning: Understand
task. listen to the recording to and follow the main idea in spoken texts set in
Reading assess clarity of sounds, and familiar everyday contexts, provided speech is
EFL 4.3.5. Use everyday intonation. clear and articulate, and deduce the meanings
reference material in order to Reading of unfamiliar words and phrases using context
select information Reading a short text and clues and/or prior knowledge.
appropriate to the purpose of showing comprehension by I.EFL.4.6.1. Learners can grasp the general
an inquiry and relate ideas completing the meaning of spoken texts set in familiar
from one written source to accompanying graphic everyday contexts and infer changes in the
another. organizer. topic of discussion, as well as deduce the
Writing Reading a text on a meanings of unfamiliar words and exchanges
familiar content area through the use of context clues, provided
EFL 4.4.4. Write to describe subject and then matching speech is given slowly and clearly and there is
feelings/ opinions in order to phrases or labeling pictures. sufficient visual support. (I.3, S.1, J.4)
effectively influence an Reading short simple
audience. (Example: cross-curricular texts and
persuade, negotiate, argue, using them to support CE.EFL.4.12. Use a range of reference materials
etc.). argument or hypothesis. and sources, both online and in print, in order
Writing to support ideas, answer inquiries, find
 Completing the gaps in a relationships and relate ideas between
sentence. different subject areas.
Reading an online review I.EFL.4.12.1. Learners can employ a range of
and identifying common reference materials and sources, both online
linguistic features such as and in print, in order to support ideas, answer
Language through the arts the use of verbs in the past inquiries, find relationships and relate ideas
tense. Then, using such as a between different subject areas. (I.1, I.2, J.2)
EFL 4.5.4. Create personal model to write a review of
stories by adding imaginative another movie.
details to real-life stories and Language through the arts. CE.EFL.4.15. Express information and ideas and
situations, using appropriate Doing extended writing, in describe feelings and opinions in simple
vocabulary and elements of which learners get to transactional or expository texts on familiar
the literature learners have choose what they write and subjects in order to influence an audience,
read or heard are not evaluated or tested while recognizing that different texts have
on it. different features and showing the ability to
use these features appropriately in ones 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 ones
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)

4. The world is the . To end the unit you will Communication and Cultural Communication and CE.EFL.4.2. Recognize and demonstrate an 6 weeks
limit be able to make Awareness. Cultural Awareness. appreciation of commonalities between
comparisons about places EFL 4.1.2. Recognize and Completing and cultures as well as the consequences of ones
and people how to talk demonstrate an appreciation illustrating statements actions while exhibiting socially responsible
about landmarks and of some commonalities and about socially responsible behaviors.
compare them, make distinctions across cultures behaviors. I.EFL.4.2.1. Learners can name similarities and
comparisons in terms of and groups (differentiated by Making a useful object out differences between different aspects of
superiority, write profiles, gender, ability, generations, of recycled materials. cultural groups. Learners can demonstrate
have an informal dialog etc.) including the students Making a poster of class socially responsible behaviors at school, online,
making comparisons and own. rules. at home and in the community, and evaluate
listen for specific details. EFL 4.1.6. Seek and provide Searching information on their actions by ethical, safety and social
Talk about landmarks and information and assistance, the internet about other standards. (J.3, S.1, I.1)
compare them orally or in writing and in cultures and ways of life CE.EFL.4.4. Demonstrate the ability to ask for
online or face-to-face and presenting them to the and give information and assistance using
interactions, for personal, class using digital tools. appropriate language and interaction styles in
. Make comparisons using social and academic Oral Communication: a variety of social interactions.
terms of superiority purposes. (Listening and Speaking). I.EFL.4.4.1. Learners can demonstrate an ability
Oral Communication: Having learners make a to give and ask for information and assistance
Listen for specific details (Listening and Speaking) selfie video to say what using level-appropriate language and
EFL 4.2.4. Deduce the they know about a topic interaction styles in online or face-to-face social
meanings of unfamiliar before coming to class. and classroom interactions. (J.2, J.3, J.4, I.3)
phrases and words from a
context containing familiar Asking for help in class CE.EFL.4.8. Production Accuracy and
elements. when necessary. Intelligibility: Communicate needs and
Reading information clearly and in simple terms, using
Reading a short text and grammatical structures learned in class
showing comprehension by (although there may be frequent errors),
Reading completing the effectively and without undue effort.
EFL 4.3.5. Use everyday accompanying graphic Demonstrate an ability to make appropriate
reference material in order to organizer. use of new words and expressions in social
select information Reading a text on a interactions.
appropriate to the purpose of familiar topic and then I.EFL.4.8.1. Learners can communicate
an inquiry and relate ideas matching phrases of personal information and basic immediate
from one written source to labeling pictures. needs and deal with other practical everyday
another. Reading short simple demands in familiar contexts, effectively and
Writing cross curricular texts and without undue effort and using grammatical
EFL 4.4.4. Write to describe using them to support an structures and vocabulary seen in class
feelings/ opinions in order to argument or hypothesis. (although there may be frequent, basic errors).
effectively influence an Writing (I.1, I.2, I.3, S.1)
audience. (Example: Completing the gaps in a CE.EFL.4.12. Use a range of reference materials
persuade, negotiate, argue, sentence. and sources, both online and in print, in order
etc.). Reading an online review to support ideas, answer inquiries, find
Language through the arts and using it as a model to relationships and relate ideas between
EFL 4.5.4. Create personal write about a movie or different subject areas.
stories by adding imaginative book. I.EFL.4.12.1. Learners can employ a range of
details to real-life stories and Sequencing sentences by reference materials and sources, both online
situations, using appropriate adding words. and in print, in order to support ideas, answer
vocabulary and elements of Language through the arts. inquiries, find relationships and relate ideas
the literature learners have Doing extended writing, in between different subject areas. (I.1, I.2, J.2)
read or heard which learners get to CE.EFL.4.15. Express information and ideas and
choose what they write and describe feelings and opinions in simple
are not evaluated or tested transactional or expository texts on familiar
on it. subjects in order to influence an audience,
 Sharing learners stories in while recognizing that different texts have
pairs or small groups and different features and showing the ability to
choosing to represent some use these features appropriately in ones own
through a role play. writing.
Reading a myth from I.EFL.4.15.1. Learners can convey information
Ecuador and writing a song and ideas and describe feelings and opinions in
about it. 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 ones
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).

5. Jobs and To end the unit you will be Communication and Cultural Communication and CE.EFL.4.4. Demonstrate the ability to ask for 6weeks
occupations able to talk about career Awareness. Cultural Awareness. and give information and assistance using
choices and occupations, EFL 4.1.5. Apply self- Completing and appropriate language and interaction styles in
how to talk about correcting and self- illustrating statements a variety of social interactions.
occupations and monitoring strategies in about socially responsible I.EFL.4.4.1. Learners can demonstrate an ability
professions, make social and classroom behaviors. to give and ask for information and assistance
predictions regarding interactions. (Example: using level-appropriate language and
career choices, read asking questions, starting Making a useful object out interaction styles in online or face-to-face social
graphs and tables to help over, rephrasing, exploring of recycled materials. and classroom interactions. (J.2, J.3, J.4, I.3)
your reading alternative pronunciations or Creating a poster of class CE.EFL.4.5. Display and appreciation of and
comprehension. wording, etc.) rules. demonstrate respect for individual and group
Talk about occupations EFL 4.1.9. Recognize the Searching the internet for differences by establishing and maintaining
and professions. consequences of ones information about other healthy and rewarding relationships based on
actions by demonstrating cultures and ways of life communication and cooperation.
Make predictions responsible decision-making and presenting them to the I.EFL.4.5.1. Learners can appreciate and show
regarding career choices. at school, online, at home class using digital tools. respect for individual and group differences by
and in the community, while Oral Communication: establishing and maintaining healthy and
Vocabulary related to considering ethical (Listening and Speaking). rewarding online and face-to-face interactions.
jobs and professions standards, safety concerns, Asking classmates to Learners can communicate and cooperate in a
social norms and mutual repeat an answer or respectful, empathetic manner. ( J.3, S.1, S4)
respect. statement to clarify CE.EFL.4.8. Production Accuracy and
Oral Communication: something when needed. Intelligibility: Communicate needs and
(Listening and Speaking) Showing students a video information clearly and in simple terms, using
EFL 4.2.4. Deduce the clip of a simple situation grammatical structures learned in class
meanings of unfamiliar and asking them to describe (although there may be frequent errors),
phrases and words from a what has happened. effectively and without undue effort.
context containing familiar Doing a mingle activity Demonstrate an ability to make appropriate
elements. where learners ask and use of new words and expressions in social
Reading answer survey questions interactions.
EFL 4.3.6. Apply learning about jobs and I.EFL.4.8.1. Learners can communicate
strategies to examine and occupations. personal information and basic immediate
interpret a variety of written Reading needs and deal with other practical everyday
materials using prior Highlighting relevant key demands in familiar contexts, effectively and
knowledge, graphic information in a text and without undue effort and using grammatical
organizers, context clues, crossing out irrelevant structures and vocabulary seen in class
note taking and finding words information. (although there may be frequent, basic errors).
in a dictionary. Keeping a vocabulary (I.1, I.2, I.3, S.1)
Writing notebook of synonyms and
EFL 4.4.8. Convey and antonyms of words from a CE.EFL.4.13. Apply learning strategies such as
organize information using text. using prior knowledge and graphic organizers
facts and details in order to Completing an outline for to interpret new information in a text, and
illustrate diverse patterns and a cross-curricular text. assess this information according to the
structures in writing. Brainstorming about a organization, subject area and purpose of the
(Example: cause and effect, topic and then reading a text, using different criteria, including ICT tools.
problem and solution, text to check true and false I.EFL.4.13.1. Learners can apply learning
general-to-specific information. strategies such as using prior knowledge and
presentation, etc.) Completing a KWL chart graphic organizers to interpret new information
about a text. in a text. Learners can assess this information
Language through the arts Writing according to the organization, subject area and
EFL 4.5.3 Make predictions, Reading an online movie purpose of the text, through the use of
inferences and deductions to review and identifying different criteria, including ICT tools. (I.2, I.4,
demonstrate different levels common linguistic features. J.4)
of meaning of literary works Sequencing sentences by CE.EFL.4.17. Show an ability to convey and
presented orally or in digital adding words. organize information through the use of facts
form, including literal and Using question prompts and details and by employing various stages of
implied meanings. (Example: to interview and then write the writing process, while using a range of
summarizing, explaining and sentences about a digital tools to promote and support
identifying, word choice, classmate. collaboration, learning and productivity.
symbols, points of view, etc.) Posting a comment to a I.EFL.4.17.1. Learners can convey and organize
classmates writing on a information through the use of facts and details
class blog. and by employing various stages of the writing
Language through the arts. process, while using a range of digital tools to
Listening to or reading promote and support collaboration, learning
stories and drawing an and productivity. (I.1, I.3, S.4, J.2, J.4)
important scene. CE.EFL.4.18. Use main ideas in order to
Looking at the title of a understand, predict, infer and deduce literal
text and accompanying and implied meanings in short, simple,
illustrations and writing everyday literary texts (online, oral or in print).
questions about the topic.
 Writing a sentence to I.EFL.4.18.1. Learners can understand, predict,
describe the authors infer and deduce literal and implied meanings
intention. in short, simple, everyday literary texts (online,
oral or in print), especially when visual support
is provided. (I.2, I.3, I.4)

6 Lifetime To end the unit you will be Communication and Cultural Communication and CE.EFL.4.1. Compare and contrast oral 6 weeks
Achievements able to talk about people Awareness Cultural Awareness traditions and literature from Ecuador and
and their achievements, EFL 4.1.1 Compare and Finding recipes from beyond in order to manifest an understanding
how to talk about contrast oral traditions, other cultures and regions of the relationship between cultural
achievements, describe myths, folktales and and then sharing them in perspectives and practices and by sharing cross
peoples personal literature from Ecuador and class. cultural experiences
characteristics and international regions and Reading stories from I.EFL.4.1.1. Learners can compare and contrast
abilities, to use reference cultures and identify different regions in Ecuador oral traditions, myths, folktales and literature
words to aid reading similarities and differences and completing a chart to from Ecuador and other cultures in order to
comprehension and and universal cultural show differences between demonstrate an understanding of the
achieve cohesion in themes. them. relationship between cultural practices and
writing. EFL 4.1.6 Seek and provide Watching a video about a perspectives. Learners can share cross-cultural
information and assistance, legend or traditional story experiences while naming universal cultural
Talk about personal and orally or in writing and in from Ecuador or another themes. (I.2, S.1, S.2, J.1)
other people online or face to-face country, and taking notes CE.EFL.4.4 Demonstrate the ability to ask for
achievements interactions, for personal, on the cultural practices and give information and assistance using
social and academic mentioned. appropriate language and interaction styles in
Describe peoples purposes. Sharing a cross-cultural a variety of social interactions.
personal characteristics Oral Communication: experience (such as I.EFL.4.4.1 Learners can demonstrate an ability
and abilities. (Listening and Speaking) traveling, trying new food, to give and ask for information and assistance
meeting someone from
Vocabulary and grammar EFL 4.2.4 Deduce the another country) in pairs or using level-appropriate language and
structures in using Simple meanings of unfamiliar as a class. interaction
Past. phrases and words from a Oral Communication: CE.EFL.4.8 Production Accuracy and
context containing familiar (Listening and Speaking) Intelligibility: Communicate needs and
elements. Asking classmates to information clearly and in simple terms, using
Reading repeat an answer or grammatical structures learned in class
EFL 4.3.5 Use everyday statement to clarify (although there may be frequent errors),
reference material in order to something when needed. effectively and without undue effort.
select information Showing students a video Demonstrate an ability to make appropriate
appropriate to the purpose of clip of a simple situation use of new words and expressions in social
an inquiry and relate ideas and asking them to describe interactions.
from one written source to what has happened. I.EFL.4.8.1 Learners can communicate personal
another. Reading information and basic immediate needs and
Writing Keeping a vocabulary deal with other practical everyday demands in
EFL 4.4.8 Convey and notebook of synonyms and familiar contexts, effectively and without
organize information using antonyms of words from a undue effort and using grammatical structures
facts and details in order to text. and vocabulary seen in class (although there
illustrate diverse patterns Completing an outline for may be frequent, basic errors). (I.1, I.2, I.3, S.1)
and structures in writing. a cross-curricular text. CE.EFL.4.12 Use a range of reference materials
(Example: cause and effect, Brainstorming about a and sources, both online and in print, in order
problem and solution, topic and then reading a to support ideas, answer inquiries, find
general-to specific text to check true and false relationships and relate ideas between
presentation, etc.) information. different subject areas.
Language through the Arts Completing a KWL chart I.EFL.4.12.1 Learners can employ a range of
EFL 4.5.3 Make predictions, about a text. reference materials and sources, both online
inferences and deductions to Writing and in print, in order to support ideas, answer
demonstrate different levels Reading an online movie inquiries, find relationships and relate ideas
of meaning of literary works review and identifying between different subject areas. (I.1, I.2, J.2)
presented orally or in digital common linguistic features. CE.EFL.4.17 Show an ability to convey and
form, including literal and Sequencing sentences by organize information through the use of facts
implied meanings. (Example: adding words. and details and by employing various stages of
 summarizing, explaining and Posting a comment to a the writing process, while using a range of
identifying, word choice, classmates writing on a digital tools to promote and support
symbols, points of view, etc.) class blog. collaboration, learning and productivity.
Language through the Arts I.EFL.4.17.1 Learners can convey and organize
Listening to or reading information through the use of facts and
stories and drawing an details and by employing various stages of the
important scene. writing process, while using a range of digital
Looking at the title of a tools to promote and support collaboration,
text and accompanying learning and productivity. (I.1, I.3, S.4, J.2, J.4)
illustrations and writing CE.EFL.4.18 Use main ideas in order to
questions about the topic. understand, predict, infer and deduce literal
Then reading to find the and implied meanings in short, simple,
answers to the questions. everyday literary texts (online, oral or in print).
Writing a sentence to I.EFL.4.18.1 Learners can understand, predict,
describe the authors Infer and deduce literal and implied meanings
intention. 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 (Use APA VI edition norms.) 7. OBSERVATIONS:

Resources that will be used for the development of the planning unit, especially that bibliography used for the design There will be a record of any new issue that may appear
of each planning unit, as well as the selected texts to use with students, in order to do this work. in our way to the fulfilling of this planning. Also, some
fittings may be suggested, for the better achievement of
the goal of what is planned in the instrument.

DONE BY: REVISED BY: APPROVED BY:

TEACHER: NAME: NAME:

Signature: Signature: Signature:
Date: Signature: Signature: