9no Annual Plan INGLES

UNIDAD EDUCATIVA “NUEVE DE OCTUBRE”
JORNADA MATUTINA
Resolución Nro. MINEDUC-SEDG-2015-00013-R de 22-06-2015 SCHOOL YEAR
Eloy Alfaro 1304 entre Calicuchima y Francisco de Marcos Telf. 042410205 2019-2020
e-mail: [email protected]
Guayaquil – Ecuador
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): Ec. Fausto Reyes
Grade/ Course: 9no EGB Education Level: A1.2
2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
5 Hours work
36 weeks 4 weeks 40 weeks 120 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 4.1
Encounter socio-cultural aspects of their own and other Identify the main ideas, some details and inferences of written
countries in a thoughtful and inquisitive manner, maturely, texts, in order to produce level-appropriate critical analysis of
and openly experiencing other cultures and languages from familiar subjects and contexts.
the secure standpoint of their own national and cultural
identity. O.EFL 4.2
Appreciate and value English as an international language and a
OG.EFL 2 medium to interact globally.
Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the role O.EFL 4.3
of diversity in building an intercultural and multinational Independently read A2.1 level text in English as a source of enter-
society. tainment and interpersonal and intrapersonal interaction.
OG.EFL 3 O.EFL 4.4

Access greater flexibility of mind, creativity, enhanced Develop creative and critical thinking skills when encountering
linguistic intelligence, and critical thinking skills challenges in order to promote autonomous learning and decision
through an appreciation of linguistic differences. Enjoy an making.
enriched perspective of their L1 and of language use for
communication and learning. O.EFL 4.5
Introduce the need for independent research as a daily activity by
OG.EFL 4 using electronic resources (ICT) in class while practicing ap-
Deploy a range of learning strategies, thereby increasing propriate competences in the four skills.
disposition and ability to independently access further
(language) learning and practice opportunities. Respect O.EFL 4.6
themselves and others within the communication process, Write short descriptive and informative texts related to personal
cultivating habits of honesty and integrity into information or familiar topics and use them as a means of com-
responsible academic behavior. munication and written expression of thought.
OG.EFL 5 O.EFL 4.7

Directly access the main points and important details of Use spoken and written literary text in English such as poems, short
up-to date. English language texts, such as those published stories, comic strips, short magazine articles and oral interviews
on the web, for professional or general investigation, on familiar subjects in order to inspire oral and written production
through the efficient use of ICT and reference tools where at an A2.1 level.
required.
O.EFL 4.8
OG.EFL 6 Integrate written and spoken text in order to identify cultural
Through selected media, participate in reasonably extended differences and similarities within a range of local, national and
spoken or written dialogue with peers from different L1 global contexts familiar to the learner.
backgrounds on work, study, or general topics of common
interest, expressing ideas and opinions effectively and O.EFL 4.9
appropriately. Create a sense of awareness in terms of accuracy when learners
interact in English using high-frequency and level-appropriate
OG.EFL 7 expressions in order to reach an effective command of spoken
Interact quite clearly, confidently, and appropriately in a language.
range of formal and informal social situations with a
limited but effective command of the spoken language (CEFR
B1 level).
4.TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.
5.UNITS TO BE DEVELOPED*
Nº Title of Unit Specific Contents/skills ** Methodological Evaluation*** Weeks
the unit Objectives Orientations duration
(Skills and strategies)
Communication and
1 My Family You will learn how to EFL 4.1.2 Cultural Awareness CE.EFL.4.2. 6
and Me Recognize and Recognize and demonstrate an
• describe people’s demonstrate an Completing and
appreciation of
personality. appreciation of some illustrating statements
commonalities between
commonalities and about socially cultures as well as the
• talk about distinctions across responsible behaviors. consequences of one’s
lifestyles and free cultures and groups (Example: One thing I actions while exhibiting
time activities. (differentiated by do to help the
socially responsible
gender, ability, environment is…, I can
• express likes and generations, etc.) help people in my behaviors.
dislikes. including the students’ neighborhood when I…)
own. I.EFL.4.2.1.
Creating a poster of Learners can name similar-
EFL 4.2.2 class rules. ities and differences
Use a series of phrases between different aspects of
and sentences to Oral Communication:
cultural groups. Learners
describe aspects of Listening and Speaking)
personal background, can demonstrate socially
immediate environment Listening to spoken or responsible behaviors at
and matters of recorded descriptions school, online, at home and
immediate need in of familiar scenes, and in the community, and
simple terms using marking the words you evaluate their actions by
grammatical structures hear. (Example: ethical, safety and social
learnt in class Learners hear a
standards. (J.3, S.1, I.1)
(although there may be dialogue between two
frequent errors with teenagers talking about
tenses, personal an assignment. They CE.EFL.4.7.
pronouns, prepositions, circle the verbs they Listening for Information:
etc.) hear, etc.) Follow and identify some
main ideas and details in
EFL 4.2.3 Listening to a dialogue
short and straightforward
Follow and understand between two or more
short, straightforward people and deciding if spoken or audio texts set in
audio messages and/or each statement is true familiar contexts, when
the main idea/dialogue or false. (Example: delivered slowly and with
of a movie or cartoon Julia wants to call her visuals to provide
(or other age- mother – True. Ms. contextual support. Use
appropriate audio- Trenton gives her spoken contributions in
visual presentations) permission to use the
class as models for one’s
if delivered slowly and cell phone in class –
visuals provide False, etc.) own speech.
contextual support.
(Example: an announce- Watching a short video I.EFL.4.7.1.
ment of a bus delay, an and then talking to a Learners can identify the
intercom announcement partner about whether main idea and some details
at school, a dialogue or not they agree with in short straightforward
supported by facial the speaker or a
spoken audio texts set in
expressions/gestures statement. (Example
and appropriate topics for videos: Best familiar contexts when the
intonation, etc.) vacation sites in message is delivered slowly
Ecuador, strangest and there is other
EFL 4.2.11 foods, scariest animals
contextual support. (Ex-
Give short, basic in the world, etc.)
descriptions of ample: rules for a game,
everyday activities and Recording in-class classroom instructions, a
events within familiar conversations and dialogue in a scene from a
contexts and use simple dialogues in order to cartoon or movie, etc.)
descriptive language to make note of correct Learners can use other
compare and make brief and appropriate classmate’s contributions in
statements about language usage and
class as models for their
objects and intelligibility.
possessions. (Example: own. (I.2, I.3, S.4)
family, school, living Doing a mingle activity
conditions, personal where learners ask and CE.EFL.4.8.
belongings, etc.) answer survey questions Production – Accuracy and
about after school Intelligibility: Communicate
EFL 4.3.2 activities. (Example: needs and information
Make use of clues such Do you play chess? What
clearly and in simple terms,
as titles, activities do you do
illustrations, after school?, etc.) using grammatical structures
organization, text Observing to see learned in class (although
outline and layout, whether each student’s there may be frequent
etc. to identify and questions and answers errors), effectively and
understand relevant are understandable by without undue effort.
information in written other learners and if
Demonstrate an ability to
level-appropriate text they use appropriate or
types. new vocabulary. make appropriate use of new
words and expressions in
EFL 4.3.6 Asking the learners to social interactions.
Apply learning read a dialogue in
strategies to examine pairs. Learners record I.EFL.4.8.1.
and interpret a variety themselves and then Learners can communicate
of written materials listen to the recording
personal information and
using prior knowledge, in order to assess
graphic organizers, clarity of sounds, basic immediate needs and
context clues, note production of phonemes, deal with other practical
taking and finding rhythm and intonation. everyday demands in familiar
words in a dictionary. contexts, effectively and
Asking learners simple without undue effort and
EFL 4.4.2 questions about using grammatical structures
Make and use a simple themselves, their
and vocabulary seen in class
print or digital family or their
learning resource to possessions and noting (although there may be
compare and contrast that their response frequent, basic errors).
information in order to time is relatively (I.1, I.2, I.3, S.1)
demonstrate under- quick (i.e., not so
standing and command of slow that the inter-
a topic. action becomes CE.EFL.4.9.
uncomfortable for the Production – Fluency: Use
EFL 4.4.7 student or the teacher, simple language to describe,
Use the process of and the response is compare and make statements
prewriting, drafting, appropriate although about familiar everyday
revising, peer editing there may be some basic topics such as objects,
and proofreading (i.e., errors)
possessions and routines in
“the writing process”)
to produce well-con- Conducting a class structured situations and
structed informational survey where learners short conversations.
texts. ask each other about a Interaction is with
familiar topic and reasonable ease, provided
EFL 4.5.5 record each other’s speech is given clearly,
Gain an understanding answers. (Example: slowly and directly.
of literary concepts What’s your favorite
such as genre, plot, sport? Do you have a
setting, character, favorite team? What I.EFL.4.9.1.
point of view, theme sports do you play? Are Learners can use simple lan-
and other literary ele- you good at it?, etc.) guage to describe, compare
ments in order to apply Sharing a few things and state facts about
them to one’s own about their classmates’ familiar everyday topics
creative texts. answers. (Example: Sam
such as possessions,
is an Emelec fan. He
EFL 4.5.10 loves soccer but he classroom objects and
Collaboratively produce isn’t good at it. He is routines in short,
criteria for evaluating the only Emelec fan in structured situations, in-
literary texts and the our class. Everyone in teracting with relative
effectiveness of group our class plays soccer, ease. (I.3, I.4, S.4)
work. etc.)
CE.EFL.4.11.
Playing a conversation
game, where learners Demonstrate comprehension of
move their tokens main ideas and some details
around the board after in short simple texts on
choosing a card and familiar subjects, making
answering the question. use of contextual clues to
(Example questions: identify relevant
What sports do you
information in a text.
play? How often do you
go to the movies? What
do you do after school? I.EFL.4.11.1.
What do you do on Learners can understand main
weekends?, etc.)
ideas and some details in
Reading short simple online or print
texts on familiar subjects,
Reading a text and using contextual clues to
answering information help identify the most
questions. relevant information.
(Example: title,
Choosing from a list of
illustrations, organization,
words to complete gaps
from a reading. etc.) (I.2, I.4)
Predicting main ideas CE.EFL.4.13.

by reading the title Apply learning strategies
and using other such as using prior
contextual clues (e.g., knowledge and graphic
illustrations,
organizers to interpret new
subheadings, etc.)
information in a text, and
Reading a short news assess this information
article and completing according to the
an outline. organization, subject area
and purpose of the text,
Reading a paragraph
using different criteria,
about a familiar
content area subject including ICT tools.
and then correcting
incorrect sentences. I.EFL.4.13.1.
(Example: The United Learners can apply learning
States is the country strategies such as using
that grows the most prior knowledge and graphic
rice corn, etc.)
Studying an infographic information in a text.
on a familiar subject Learners can assess this
and answering questions information according to the
about the information. organization, subject area
(Example: learners and purpose of the text,
study an infographic through the use of different
about teenagers and
criteria, including ICT
sleep and then answer
questions such as, How tools. (I.2, I.4, J.4)
many hours a night do
most teenagers get?, CE.EFL.4.16.
What percentage of
Make use of simple learning
teens fall asleep in
class?, etc.) resources, including those
created by one’s self, in
Highlighting relevant order to compare and
key information in a contrast information, and
text and crossing out choose appropriate resources
irrelevant information. according to the value,
purpose and audience of
Keeping a vocabulary
notebook of synonyms each.
and antonyms of words
from a text. I.EFL.4.16.1.
Learners can use and make
Brainstorming simple learning resources,
everything known about both online and in print, in
a topic and then
order to compare and
reading a text to check
true and false contrast information.
information. Learners can choose
appropriate resources and
Reading a text and critically evaluate the
matching content-based information in these
words to their
resources, according to the
definition or picture.
value, purpose and audience
Completing a KWL TRI- of each. (I.1, I.3,
FOLD chart about a I.4, J.2, J.4)
text.
CE.EFL.4.17.
Using a dictionary to Show an ability to convey
look up key words in a
and organize information
text.
through the use of facts and
Writing details and by employing
various stages of the
Making posters in small writing process, while using
groups of new phrases a range of digital tools to
and expressions in promote and support
order to display in the
collaboration, learning and
classroom.
productivity.
Making flashcards for
new words and using I.EFL.4.17.1.
them to quiz a partner.
Learners can convey and or-
Recording synonyms and ganize information through
antonyms of words in the use of facts and details
the margins of reading and by employing various
texts. stages of the writing
process, while using a range
Writing new words and of digital tools to promote
phrases in a vocabulary
and support collaboration,
notebook.
learning and productivity.
Researching and writing (I.1, I.3, S.4, J.2, J.4)
a short paragraph about
a new topic and using CE.EFL.4.20.
appropriate references Create short, original
to support your ideas. literary texts in different
genres, including those that
Writing about a topic
and choosing words for reflect Ecuadorian cultures,
a glossary and writing using a range of digital
the definitions. tools, writing styles,
appropriate vocabulary and
Using a glossary from a other literary concepts.
text to understand new
words and recording the
definitions and example I.EFL.4.20.1.
sentences in a Learners can create short,
vocabulary notebook. original literary texts in
different genres, including
Completing the gaps in those that reflect
a sentence. (Example: Ecuadorian cultures, using a
Nancy has a car. ----
range of digital tools,
car is green. ----
needs a new car, etc.) writing styles, appropriate
vocabulary and other
Using question prompts literary concepts. (I.1,
to interview and then I.3)
write sentences about a
classmate. (Example: CE.EFL.4.21.
Where does he live?
Use pre-established
What food does he
like?, etc.) criteria, including that
which is written by learners
Reading a text and collaboratively, in order to
using a checklist to
evaluate and recommend
talk about how it is
organized. (Example: Is literary texts (written,
there a title? Does it online, oral, in video,
have an opening etc.) and the effectiveness
sentence?, etc.) of group work.
Adding pictures to a I.EFL.4.21.1.

group presentation.
Learners can evaluate and
Writing about a subject recommend literary texts
using key words given (both written and oral,
in class. (Example: Key online, in video or in
words: reptile, cold- print) according to pre-
blooded, scales, tail, established criteria.
vertebrates. → Reptiles Learners can work in
are cold-blooded. When
collaborative groups to
it’s cold outside,
they’re cold, too. They write their own criteria for
have scales. They also evaluating literary texts
have a tail. They are and the effectiveness of
vertebrates, etc.) group work. (I.4, S.3, S.4,
J.3)
Language through the
Arts
Sharing learners’
stories in pairs or
small groups and
choosing to represent
some through a role
play.
Evaluating and
assessing the
effectiveness of group
work by answering a set
of questions. (Example:
Who always
participates? Who gets
the things the group
needs? Who asks good
questions?, etc.)
Selecting desirable
behaviors for group
work from a list and
reaching a consensus as
a group for the three
most important.
Discussing rules and

norms for a group
project before the
project begins.
(Example: Don’t
interrupt others, Do
your work on time,
Don’t make negative
remarks, etc.)
Assigning roles for a

group project.
(Example: deciding who
is secretary, who is
the organizer, who
makes the artwork,
etc.)
2 Cultures You will learn how to EFL 4.1.1 Communication and CE.EFL.4.1. 6
around Compare and contrast Cultural Awareness Compare and contrast oral
the World • talk about customs oral traditions, myths, traditions and literature
of other folktales and lit- Reflecting on from Ecuador and beyond in
cultures. erature from Ecuador differences between order to manifest an
and international people from other understanding of the
• talk about regions and cultures countries and regions. relationship between
celebrations in and identify cultural perspectives and
other countries. similarities and Reading a story about practices and by sharing
differences and another culture and cross cultural experiences.
universal cultural responding to the main
themes. ideas with a short I.EFL.4.1.1.
opinion. Learners can compare and
EFL 4.2.3 contrast oral traditions,
Follow and understand
short, straightforward Oral Communication: myths, folktales and
audio messages and/or Listening and Speaking) literature from Ecuador and
the main idea/dialogue other cultures in order to
of a movie or cartoon Listening to spoken or
demonstrate an understanding
(or other age- recorded descriptions
appropriate audio- of familiar scenes, and of the relationship between
visual presentations) marking the words you cultural practices and
if delivered slowly and hear. (Example: perspectives. Learners can
visuals provide Learners hear a share cross-cultural
contextual support. dialogue between two experiences while naming
(Example: an announce- teenagers talking about universal cultural themes.
ment of a bus delay, an an assignment. They
(I.2, S.1, S.2, J.1)
intercom announcement circle the verbs they
at school, a dialogue hear, etc.)
supported by facial CE.EFL.4.7.
expressions/gestures Listening to a dialogue Listening for Information:
and appropriate between two or more Follow and identify some
intonation, etc.) people and deciding if main ideas and details in
each statement is true short and straightforward
EFL 4.2.11 or false. (Example:
spoken or audio texts set in
Give short, basic Julia wants to call her
descriptions of mother – True. Ms. familiar contexts, when
everyday activities and Trenton gives her delivered slowly and with
events within familiar permission to use the visuals to provide
contexts and use simple cell phone in class – contextual support. Use
descriptive language to False, etc.) spoken contributions in
compare and make brief
class as models for one’s
statements about Watching a short video
objects and and writing three new own speech.
possessions. (Example: things they learned.
family, school, living (Example: Sharks aren’t I.EFL.4.7.1.
conditions, personal mammals. They are fish. Learners can identify the
belongings, etc.) Sometimes they attack main idea and some details
humans, but not all in short straightforward
EFL 4.3.2 sharks are dangerous.
spoken audio texts set in
Make use of clues such Their teeth can grow
as titles, back, etc.) familiar contexts when the
illustrations, message is delivered slowly
organization, text Asking learners simple and there is other
outline and layout, questions about contextual support. (Ex-
etc. to identify and themselves, their ample: rules for a game,
understand relevant family or their classroom instructions, a
information in written possessions and noting
dialogue in a scene from a
level-appropriate text that their response
types. time is relatively cartoon or movie, etc.)
quick (i.e., not so Learners can use other
EFL 4.3.6 slow that the inter- classmate’s contributions in
Apply learning action becomes
class as models for their
strategies to examine uncomfortable for the
and interpret a variety student or the teacher, own. (I.2, I.3, S.4)
of written materials and the response is
using prior knowledge, appropriate although CE.EFL.4.9.
graphic organizers, there may be some basic Production – Fluency: Use
context clues, note errors) simple language to describe,
taking and finding compare and make statements
words in a dictionary. Conducting a class
about familiar everyday
survey where learners
EFL 4.4.2 ask each other about a topics such as objects,
Make and use a simple familiar topic and possessions and routines in
print or digital record each other’s structured situations and
learning resource to answers. (Example: short conversations.
compare and contrast What’s your favorite Interaction is with
information in order to sport? Do you have a reasonable ease, provided
demonstrate under- favorite team? What
speech is given clearly,
standing and command of sports do you play? Are
a topic. you good at it?, etc.) slowly and directly.
Sharing a few things
EFL 4.4.7 about their classmates’ I.EFL.4.9.1.
Use the process of answers. (Example: Sam Learners can use simple lan-
prewriting, drafting, is an Emelec fan. He guage to describe, compare
revising, peer editing loves soccer but he
and state facts about
and proofreading (i.e., isn’t good at it. He is
“the writing process”) the only Emelec fan in familiar everyday topics
to produce well-con- our class. Everyone in such as possessions,
structed informational our class plays soccer, classroom objects and
texts. etc.) routines in short,
structured situations, in-
EFL 4.5.6 Reading teracting with relative
Create an effective
ease. (I.3, I.4, S.4)
voice using a variety Reading a text and
of ICT tools, writing answering information
styles and typical questions. CE.EFL.4.11.
features of a genre to Demonstrate comprehension of
create stories, poems, Choosing from a list of main ideas and some details
sketches, songs and words to complete gaps in short simple texts on
plays, including those from a reading. familiar subjects, making
that reflect tradition-
use of contextual clues to
al and popular Predicting main ideas
Ecuadorian cultures. by reading the title identify relevant
and using other information in a text.
EFL 4.5.10 contextual clues (e.g.,
Collaboratively produce illustrations,
I.EFL.4.11.1.
criteria for evaluating subheadings, etc.)
literary texts and the Learners can understand main
effectiveness of group Reading a short news ideas and some details in
work. article and completing short simple online or print
an outline. texts on familiar subjects,
using contextual clues to
Reading a paragraph help identify the most
about a familiar
relevant information.
content area subject
and then correcting (Example: title,
incorrect sentences. illustrations, organization,
(Example: The United etc.) (I.2, I.4)
States is the country
that grows the most CE.EFL.4.13.
rice corn, etc.) Apply learning strategies
such as using prior
Studying an infographic
on a familiar subject knowledge and graphic
and answering questions organizers to interpret new
about the information. information in a text, and
(Example: learners assess this information
study an infographic according to the
about teenagers and
organization, subject area
sleep and then answer
questions such as, How and purpose of the text,
many hours a night do using different criteria,
most teenagers get?, including ICT tools.
What percentage of
teens fall asleep in I.EFL.4.13.1.
class?, etc.) Learners can apply learning
strategies such as using
Highlighting relevant
key information in a prior knowledge and graphic
text and crossing out organizers to interpret new
irrelevant information. information in a text.
Learners can assess this
Keeping a vocabulary information according to the
notebook of synonyms organization, subject area
and antonyms of words
from a text.
through the use of different
Brainstorming criteria, including ICT
everything known about tools. (I.2, I.4, J.4)
a topic and then
reading a text to check
true and false CE.EFL.4.16.
information. Make use of simple learning
resources, including those
Reading a text and created by one’s self, in
matching content-based order to compare and
words to their contrast information, and
definition or picture.
choose appropriate resources
Completing a KWL TRI- according to the value,
FOLD chart about a purpose and audience of
text. each.
Using a dictionary to I.EFL.4.16.1.

look up key words in a Learners can use and make
text.
simple learning resources,
Writing both online and in print, in
order to compare and
Making posters in small contrast information.
groups of new phrases Learners can choose
and expressions in appropriate resources and
order to display in the
critically evaluate the
classroom.
information in these
Making flashcards for resources, according to the
new words and using value, purpose and audience
them to quiz a partner. of each. (I.1, I.3,
I.4, J.2, J.4)
Recording synonyms and
antonyms of words in
CE.EFL.4.17.
the margins of reading
texts. Show an ability to convey
Writing new words and through the use of facts and
phrases in a vocabulary details and by employing
notebook. various stages of the
writing process, while using
Researching and writing
a range of digital tools to
a short paragraph about
a new topic and using promote and support
appropriate references collaboration, learning and
to support your ideas. productivity.
and choosing words for I.EFL.4.17.1.
a glossary and writing Learners can convey and or-
the definitions. ganize information through
the use of facts and details
Using a glossary from a and by employing various
text to understand new stages of the writing
words and recording the
definitions and example
sentences in a of digital tools to promote
vocabulary notebook. and support collaboration,
Completing the gaps in (I.1, I.3, S.4, J.2, J.4)
a sentence. (Example:
Nancy has a car. ---- CE.EFL.4.20.
car is green. ----
Create short, original
needs a new car, etc.)
literary texts in different
Using question prompts genres, including those that
to interview and then reflect Ecuadorian cultures,
write sentences about a using a range of digital
classmate. (Example: tools, writing styles,
Where does he live?
What food does he
like?, etc.) other literary concepts.
Reading a text and I.EFL.4.20.1.

using a checklist to Learners can create short,
talk about how it is original literary texts in
organized. (Example: Is different genres, including
there a title? Does it
those that reflect
have an opening
sentence?, etc.) Ecuadorian cultures, using a
Adding pictures to a writing styles, appropriate
group presentation. vocabulary and other
literary concepts. (I.1,
Writing about a subject I.3)
using key words given
in class. (Example: Key
words: reptile, cold- CE.EFL.4.21.
blooded, scales, tail, Use pre-established
and vertebrates. → criteria, including that
Reptiles are cold-
blooded. When it’s cold
outside, they’re cold, collaboratively, in order to
too. They have scales. evaluate and recommend
They also have a tail. literary texts (written,
They are vertebrates, online, oral, in video,
etc.) etc.) and the effectiveness
of group work.
Arts
I.EFL.4.21.1.
Using ICT to research Learners can evaluate and
about a topic of recommend literary texts
learners’ choice and (both written and oral,
writing a short story online, in video or in
with the findings. print) according to pre-
established criteria.
Evaluating and
Learners can work in
assessing the
effectiveness of group collaborative groups to
work by answering a set write their own criteria for
of questions. (Example: evaluating literary texts
Who always and the effectiveness of
participates? Who gets group work. (I.4, S.3, S.4,
the things the group J.3)
questions?, etc.)
Selecting desirable
behaviors for group
most important.

norms for a group
project before the
project begins.
(Example: Don’t
your work on time,
remarks, etc.)

group project.
the organizer, who
makes the artwork,
etc.)
EFL 4.1.2
3 Amazing You will learn how to Recognize and Communication and CE.EFL.4.2. 6
Abilities demonstrate an Cultural Awareness Recognize and demonstrate an
• talk about appreciation of some appreciation of
abilities. commonalities and Simulating desirable
distinctions across social behaviors
• compare people’s cultures and groups through role play cultures as well as the
attributes (differentiated by activities. consequences of one’s
and abilities. gender, ability, actions while exhibiting
generations, etc.) Choosing pictures that socially responsible
• express opinions. including the students’ demonstrate behaviors.
own. responsibility (helping
an elder cross the
I.EFL.4.2.1.
EFL 4.2.2 sidewalk, stopping two
Use a series of phrases children from throwing Learners can name similar-
and sentences to rocks at a dog, being ities and differences
describe aspects of respectful of people between different aspects of
personal background, who dress differently, cultural groups. Learners
immediate environment being open to accepting can demonstrate socially
and matters of new ideas/foods, etc.) responsible behaviors at
immediate need in and identifying why
school, online, at home and
simple terms using each is desirable and
grammatical structures what consequences the in the community, and
learnt in class irresponsible actions evaluate their actions by
(although there may be would have. ethical, safety and social
frequent errors with standards. (J.3, S.1, I.1)
tenses, personal Oral Communication:
pronouns, prepositions, Listening and Speaking)
CE.EFL.4.7.
etc.)
Listening to spoken or Listening for Information:
EFL 4.2.3 recorded descriptions Follow and identify some
main ideas and details in
Follow and understand of familiar scenes, and short and straightforward
short, straightforward marking the words you spoken or audio texts set in
audio messages and/or hear. (Example: familiar contexts, when
the main idea/dialogue Learners hear a
delivered slowly and with
of a movie or cartoon dialogue between two
(or other age- teenagers talking about visuals to provide
appropriate audio- an assignment. They contextual support. Use
visual presentations) circle the verbs they spoken contributions in
if delivered slowly and hear, etc.) class as models for one’s
visuals provide own speech.
contextual support. Listening to a dialogue
(Example: an announce- between two or more
I.EFL.4.7.1.
ment of a bus delay, an people and deciding if
intercom announcement each statement is true Learners can identify the
at school, a dialogue or false. (Example: main idea and some details
supported by facial Julia wants to call her in short straightforward
expressions/gestures mother – True. Ms. spoken audio texts set in
and appropriate Trenton gives her familiar contexts when the
intonation, etc.) permission to use the message is delivered slowly
cell phone in class –
and there is other
EFL 4.2.11 False, etc.)
Give short, basic contextual support. (Ex-
descriptions of Recording in-class ample: rules for a game,
everyday activities and conversations and classroom instructions, a
events within familiar dialogues in order to dialogue in a scene from a
contexts and use simple make note of correct cartoon or movie, etc.)
descriptive language to and appropriate
Learners can use other
compare and make brief language usage and
statements about intelligibility. classmate’s contributions in
objects and class as models for their
possessions. (Example: Showing the student a own. (I.2, I.3, S.4)
family, school, living video clip of a simple
conditions, personal situation and asking CE.EFL.4.8.
belongings, etc.) them to describe what Production – Accuracy and
is happening/has
Intelligibility: Communicate
EFL 4.3.2 happened. (Example: The
Make use of clues such boy’s crying because he needs and information
as titles, can’t find his dog. The clearly and in simple terms,
illustrations, girl is helping him using grammatical structures
organization, text look for the dog. They learned in class (although
outline and layout, can’t find it, etc.) there may be frequent
etc. to identify and errors), effectively and
understand relevant Asking the learners to
without undue effort.
information in written read a dialogue in
level-appropriate text pairs. Learners record Demonstrate an ability to
types. themselves and then make appropriate use of new
listen to the recording words and expressions in
EFL 4.3.6 in order to assess
social interactions.
Apply learning clarity of sounds,
strategies to examine production of phonemes,
and interpret a variety rhythm and intonation. I.EFL.4.8.1.
of written materials Learners can communicate
using prior knowledge, Conducting a class personal information and
graphic organizers, survey where learners basic immediate needs and
context clues, note ask each other about a deal with other practical
taking and finding familiar topic and
everyday demands in familiar
words in a dictionary. record each other’s
answers. (Example: contexts, effectively and
EFL 4.4.2 What’s your favorite without undue effort and
Make and use a simple sport? Do you have a using grammatical structures
print or digital favorite team? What and vocabulary seen in class
learning resource to sports do you play? Are (although there may be
compare and contrast you good at it?, etc.) frequent, basic errors).
information in order to Sharing a few things
(I.1, I.2, I.3, S.1)
demonstrate under- about their classmates’
standing and command of answers. (Example: Sam
a topic. is an Emelec fan. He CE.EFL.4.9.
loves soccer but he Production – Fluency: Use
EFL 4.4.7 isn’t good at it. He is simple language to describe,
Use the process of the only Emelec fan in compare and make statements
prewriting, drafting, our class. Everyone in
revising, peer editing our class plays soccer,
and proofreading (i.e., etc.) topics such as objects,
“the writing process”) possessions and routines in
to produce well-con- Playing a conversation structured situations and
structed informational game, where learners short conversations.
texts. move their tokens Interaction is with
around the board after reasonable ease, provided
EFL 4.5.5 choosing a card and
Gain an understanding answering the question.
of literary concepts (Example questions: slowly and directly.
such as genre, plot, What sports do you
setting, character, play? How often do you I.EFL.4.9.1.
point of view, theme go to the movies? What Learners can use simple lan-
and other literary ele- do you do after school? guage to describe, compare
ments in order to apply What do you do on and state facts about
them to one’s own weekends?, etc.)
familiar everyday topics
creative texts.
Reading such as possessions,
EFL 4.5.10 classroom objects and
Collaboratively produce Reading a text and routines in short,
criteria for evaluating answering information
literary texts and the questions.
effectiveness of group teracting with relative
work. Choosing from a list of ease. (I.3, I.4, S.4)
words to complete gaps
from a reading. CE.EFL.4.11.
Demonstrate comprehension of
Predicting main ideas main ideas and some details
by reading the title
in short simple texts on
and using other
contextual clues (e.g., familiar subjects, making
illustrations, use of contextual clues to
subheadings, etc.) identify relevant
Reading a short news
article and completing I.EFL.4.11.1.
an outline.
Learners can understand main
Reading a paragraph ideas and some details in
about a familiar short simple online or print
content area subject texts on familiar subjects,
and then correcting using contextual clues to
incorrect sentences. help identify the most
(Example: The United
that grows the most (Example: title,
rice corn, etc.) illustrations, organization,
etc.) (I.2, I.4)
Studying an infographic
on a familiar subject CE.EFL.4.13.
and answering questions Apply learning strategies
about the information.
such as using prior
(Example: learners
study an infographic knowledge and graphic
about teenagers and organizers to interpret new
sleep and then answer information in a text, and
questions such as, How assess this information
many hours a night do according to the
most teenagers get?, organization, subject area
What percentage of
class?, etc.) using different criteria,
including ICT tools.
Highlighting relevant
key information in a
I.EFL.4.13.1.
text and crossing out
irrelevant information. Learners can apply learning
Keeping a vocabulary prior knowledge and graphic
notebook of synonyms organizers to interpret new
and antonyms of words information in a text.
from a text. Learners can assess this
information according to the
Brainstorming
everything known about organization, subject area
a topic and then and purpose of the text,
reading a text to check through the use of different
true and false criteria, including ICT
information. tools. (I.2, I.4, J.4)
Reading a text and
CE.EFL.4.16.
matching content-based
words to their Make use of simple learning
definition or picture. resources, including those
Completing a KWL TRI- order to compare and
FOLD chart about a contrast information, and
text.
Using a dictionary to according to the value,
look up key words in a purpose and audience of
text. each.
Writing I.EFL.4.16.1.
Learners can use and make
Making posters in small
groups of new phrases
and expressions in both online and in print, in
order to display in the order to compare and
classroom. contrast information.
Learners can choose
Making flashcards for appropriate resources and
new words and using critically evaluate the
information in these
Recording synonyms and resources, according to the
antonyms of words in value, purpose and audience
the margins of reading of each. (I.1, I.3,
texts.
I.4, J.2, J.4)
Writing new words and
phrases in a vocabulary CE.EFL.4.17.
notebook. Show an ability to convey
Researching and writing through the use of facts and
a short paragraph about details and by employing
a new topic and using
appropriate references
to support your ideas. writing process, while using
a range of digital tools to
Writing about a topic promote and support
and choosing words for collaboration, learning and
a glossary and writing productivity.
the definitions.
I.EFL.4.17.1.
Using a glossary from a
text to understand new Learners can convey and or-
words and recording the ganize information through
definitions and example the use of facts and details
sentences in a and by employing various
vocabulary notebook. stages of the writing
Completing the gaps in
a sentence. (Example: of digital tools to promote
Nancy has a car. ---- and support collaboration,
car is green. ---- learning and productivity.
needs a new car, etc.) (I.1, I.3, S.4, J.2, J.4)
Using question prompts CE.EFL.4.20.

to interview and then
classmate. (Example: literary texts in different
Where does he live? genres, including those that
What food does he reflect Ecuadorian cultures,
like?, etc.) using a range of digital
tools, writing styles,
Reading a text and appropriate vocabulary and
other literary concepts.
organized. (Example: Is
there a title? Does it I.EFL.4.20.1.
have an opening Learners can create short,
sentence?, etc.)
original literary texts in
Adding pictures to a different genres, including
group presentation. those that reflect
Ecuadorian cultures, using a
Writing about a subject range of digital tools,
using key words given writing styles, appropriate
in class. (Example: Key vocabulary and other
words: reptile, cold-
blooded, scales, tail,
vertebrates. → Reptiles I.3)
it’s cold outside, CE.EFL.4.21.
they’re cold, too. They Use pre-established
have scales. They also criteria, including that
have a tail. They are which is written by learners
vertebrates, etc.)
collaboratively, in order to
Language through the evaluate and recommend
Arts literary texts (written,
online, oral, in video,
Creating a dance for a etc.) and the effectiveness
popular or traditional of group work.
song.
Evaluating and I.EFL.4.21.1.

assessing the Learners can evaluate and
effectiveness of group recommend literary texts
work by answering a set (both written and oral,
of questions. (Example: online, in video or in
Who always print) according to pre-
participates? Who gets established criteria.
the things the group Learners can work in
needs? Who asks good collaborative groups to
questions?, etc.) write their own criteria for
evaluating literary texts
Selecting desirable and the effectiveness of
behaviors for group group work. (I.4, S.3, S.4,
work from a list and J.3)
most important.

norms for a group
project before the
project begins.
(Example: Don’t
your work on time,
remarks, etc.)

group project.
the organizer, who
makes the artwork,
etc.)
4 Healthy You will learn how to EFL 4.1.1 Communication and CE.EFL.4.1. 6
Food Compare and contrast Cultural Awareness Compare and contrast oral
• talk about food oral traditions, myths, traditions and literature
preferences. folktales and lit- Finding recipes from from Ecuador and beyond in
erature from Ecuador other cultures and order to manifest an
• express agreement. and international regions and then understanding of the
regions and cultures sharing them in class. relationship between
• ask and answer and identify cultural perspectives and
questions similarities and Oral Communication: practices and by sharing
about food quantities. differences and Listening and Speaking) cross cultural experiences.
universal cultural
themes. Listening to I.EFL.4.1.1.
instructions for a Learners can compare and
EFL 4.2.2 short task and carrying contrast oral traditions,
Use a series of phrases them out. (Example: myths, folktales and
and sentences to First paint the stick. literature from Ecuador and
describe aspects of Next put the beads on
personal background, other cultures in order to
the ribbon. Then tie
immediate environment the ribbons to the demonstrate an understanding
and matters of stick. Hang the ribbon of the relationship between
immediate need in on a tree branch, etc.) cultural practices and
simple terms using perspectives. Learners can
grammatical structures
learnt in class Listening to spoken or share cross-cultural
(although there may be recorded descriptions experiences while naming
frequent errors with of familiar scenes, and universal cultural themes.
tenses, personal marking the words you
(I.2, S.1, S.2, J.1)
pronouns, prepositions, hear. (Example:
etc.) Learners hear a
dialogue between two CE.EFL.4.7.
EFL 4.2.3 teenagers talking about Listening for Information:
Follow and understand an assignment. They Follow and identify some
short, straightforward circle the verbs they main ideas and details in
audio messages and/or hear, etc.) short and straightforward
the main idea/dialogue
spoken or audio texts set in
of a movie or cartoon Listening to a dialogue
(or other age- between two or more familiar contexts, when
appropriate audio- people and deciding if delivered slowly and with
visual presentations) each statement is true visuals to provide
if delivered slowly and or false. (Example: contextual support. Use
visuals provide Julia wants to call her spoken contributions in
contextual support. mother – True. Ms. class as models for one’s
(Example: an announce- Trenton gives her
own speech.
ment of a bus delay, an permission to use the
intercom announcement cell phone in class –
at school, a dialogue False, etc.) I.EFL.4.7.1.
supported by facial Learners can identify the
expressions/gestures Watching a short video main idea and some details
and appropriate and then talking to a in short straightforward
intonation, etc.) partner about whether spoken audio texts set in
or not they agree with familiar contexts when the
EFL 4.2.11 the speaker or a message is delivered slowly
Give short, basic statement. (Example and there is other
descriptions of topics for videos: Best contextual support. (Ex-
everyday activities and vacation sites in ample: rules for a game,
events within familiar Ecuador, strangest classroom instructions, a
contexts and use simple foods, scariest animals dialogue in a scene from a
descriptive language to in the world, etc.) cartoon or movie, etc.)
compare and make brief Learners can use other
statements about Recording in-class classmate’s contributions in
objects and conversations and class as models for their
possessions. (Example: dialogues in order to own. (I.2, I.3, S.4)
family, school, living make note of correct
conditions, personal and appropriate CE.EFL.4.8.
belongings, etc.) language usage and Production – Accuracy and
intelligibility. Intelligibility: Communicate
EFL 4.3.2
Make use of clues such Showing the student a needs and information
as titles, video clip of a simple clearly and in simple terms,
illustrations, situation and asking using grammatical structures
organization, text them to describe what
learned in class (although
outline and layout, is happening/has
etc. to identify and happened. (Example: The there may be frequent
understand relevant boy’s crying because he errors), effectively and
information in written can’t find his dog. The without undue effort.
level-appropriate text girl is helping him Demonstrate an ability to
types. look for the dog. They make appropriate use of new
can’t find it, etc.) words and expressions in
EFL 4.3.6
social interactions.
Apply learning Asking the learners to
strategies to examine read a dialogue in
and interpret a variety pairs. Learners record I.EFL.4.8.1.
of written materials themselves and then Learners can communicate
using prior knowledge, listen to the recording personal information and
graphic organizers, in order to assess basic immediate needs and
context clues, note clarity of sounds, deal with other practical
taking and finding production of phonemes,
everyday demands in familiar
words in a dictionary. rhythm and intonation.
contexts, effectively and
EFL 4.4.2 Asking learners to without undue effort and
Make and use a simple describe a picture of a using grammatical structures
print or digital familiar scene and and vocabulary seen in class
learning resource to asking them to give (although there may be
compare and contrast full statements about
frequent, basic errors).
information in order to what they can see.
demonstrate under- (Example: a picture of (I.1, I.2, I.3, S.1)
standing and command of a classroom: There are
a topic. ten students and one CE.EFL.4.9.
teacher. The teacher is Production – Fluency: Use
EFL 4.4.7 writing on the board. A simple language to describe,
Use the process of boy’s throwing paper, compare and make statements
prewriting, drafting, etc.)
revising, peer editing
and proofreading (i.e., Reading topics such as objects,
“the writing process”) possessions and routines in
to produce well-con- Reading a text and structured situations and
structed informational answering information short conversations.
texts. questions. Interaction is with
reasonable ease, provided
EFL 4.5.6 Choosing from a list of
Create an effective words to complete gaps
voice using a variety from a reading. slowly and directly.
of ICT tools, writing
styles and typical Predicting main ideas I.EFL.4.9.1.
features of a genre to by reading the title
Learners can use simple lan-
create stories, poems, and using other
sketches, songs and contextual clues (e.g., guage to describe, compare
plays, including those illustrations, and state facts about
that reflect tradition- subheadings, etc.) familiar everyday topics
al and popular such as possessions,
Ecuadorian cultures. Reading a short news classroom objects and
article and completing routines in short,
EFL 4.5.10 an outline.
Collaboratively produce
criteria for evaluating Reading a paragraph teracting with relative
literary texts and the about a familiar ease. (I.3, I.4, S.4)
effectiveness of group content area subject
work. and then correcting CE.EFL.4.11.
incorrect sentences. Demonstrate comprehension of
(Example: The United main ideas and some details
that grows the most
rice corn, etc.) familiar subjects, making
use of contextual clues to
Studying an infographic identify relevant
on a familiar subject information in a text.
and answering questions
about the information.
I.EFL.4.11.1.
(Example: learners
study an infographic Learners can understand main
about teenagers and ideas and some details in
sleep and then answer short simple online or print
questions such as, How texts on familiar subjects,
many hours a night do using contextual clues to
most teenagers get?, help identify the most
What percentage of
class?, etc.) (Example: title,
illustrations, organization,
Highlighting relevant etc.) (I.2, I.4)
text and crossing out CE.EFL.4.13.
irrelevant information. Apply learning strategies
such as using prior
Keeping a vocabulary
notebook of synonyms knowledge and graphic
and antonyms of words organizers to interpret new
from a text. information in a text, and
assess this information
Brainstorming
everything known about according to the
a topic and then organization, subject area
reading a text to check and purpose of the text,
true and false using different criteria,
information. including ICT tools.
Reading a text and

I.EFL.4.13.1.
words to their Learners can apply learning
definition or picture. strategies such as using
prior knowledge and graphic
Completing a KWL TRI- organizers to interpret new
FOLD chart about a information in a text.
text. Learners can assess this
information according to the
Using a dictionary to
look up key words in a organization, subject area
text. and purpose of the text,
Writing criteria, including ICT
tools. (I.2, I.4, J.4)
and expressions in CE.EFL.4.16.
order to display in the Make use of simple learning
classroom. resources, including those
Making flashcards for order to compare and
new words and using contrast information, and
Recording synonyms and according to the value,
antonyms of words in purpose and audience of
the margins of reading each.
texts.
I.EFL.4.16.1.
Writing new words and Learners can use and make
phrases in a vocabulary
notebook.
both online and in print, in
Researching and writing order to compare and
a short paragraph about contrast information.
Learners can choose
to support your ideas. appropriate resources and
critically evaluate the
Writing about a topic information in these
and choosing words for resources, according to the
a glossary and writing value, purpose and audience
the definitions. of each. (I.1, I.3,
I.4, J.2, J.4)
words and recording the CE.EFL.4.17.
definitions and example Show an ability to convey
sentences in a and organize information
vocabulary notebook. through the use of facts and
details and by employing
Nancy has a car. ---- writing process, while using
car is green. ---- a range of digital tools to
needs a new car, etc.) promote and support
collaboration, learning and
Using question prompts productivity.
classmate. (Example: I.EFL.4.17.1.
Where does he live? Learners can convey and or-
What food does he ganize information through
like?, etc.) the use of facts and details
and by employing various
Reading a text and stages of the writing
organized. (Example: Is of digital tools to promote
there a title? Does it and support collaboration,
have an opening learning and productivity.
sentence?, etc.) (I.1, I.3, S.4, J.2, J.4)
Adding pictures to a CE.EFL.4.20.

group presentation.
Writing about a subject literary texts in different
using key words given genres, including those that
in class. (Example: Key reflect Ecuadorian cultures,
using a range of digital
vertebrates. → Reptiles tools, writing styles,
are cold-blooded. When appropriate vocabulary and
it’s cold outside, other literary concepts.
they’re cold, too. They
have scales. They also I.EFL.4.20.1.
have a tail. They are Learners can create short,
vertebrates, etc.)
Language through the different genres, including
Arts those that reflect
Using ICT to research range of digital tools,
about a topic of writing styles, appropriate
learners’ choice and vocabulary and other
writing a short story literary concepts. (I.1,
with the findings.
I.3)
Evaluating and
assessing the CE.EFL.4.21.
effectiveness of group Use pre-established
work by answering a set criteria, including that
of questions. (Example: which is written by learners
Who always collaboratively, in order to
participates? Who gets
the things the group
needs? Who asks good literary texts (written,
questions?, etc.) online, oral, in video,
etc.) and the effectiveness
Selecting desirable of group work.
behaviors for group
I.EFL.4.21.1.
a group for the three Learners can evaluate and
most important. recommend literary texts
(both written and oral,
Searching the Internet online, in video or in
for illustrations and print) according to pre-
examples of effective established criteria.
group collaborations Learners can work in
and then sharing why collaborative groups to
they are effective. write their own criteria for
(Example: In this evaluating literary texts
picture, they are and the effectiveness of
sitting in a circle. group work. (I.4, S.3, S.4,
One person is talking J.3)
and everyone else is
listening, etc.)

norms for a group
project before the
project begins.
(Example: Don’t
your work on time,
remarks, etc.)

group project.
the organizer, who
makes the artwork,
etc.)
Communication and
5 They were You will learn how to EFL 4.1.2 Cultural Awareness CE.EFL.4.2. 6
Successfu Recognize and Recognize and demonstrate an
l! • describe people’s demonstrate an Researching through the appreciation of
personalities appreciation of some Internet about other
and values. commonalities and cultures and ways of
distinctions across life and presenting cultures as well as the
• talk about people’s cultures and groups them to the class using consequences of one’s
lives in the (differentiated by digital tools. actions while exhibiting
past. gender, ability, socially responsible
generations, etc.) Reading a list of behaviors.
• talk about important including the students’ actions people take and
events in own. evaluating and
I.EFL.4.2.1.
history. discussing the
EFL 4.2.3 consequences on others Learners can name similar-
Follow and understand (including on the ities and differences
between different aspects of
short, straightforward environment). cultural groups. Learners
audio messages and/or can demonstrate socially
the main idea/dialogue Oral Communication: responsible behaviors at
of a movie or cartoon Listening and Speaking)
school, online, at home and
(or other age-
appropriate audio- Listening to spoken or in the community, and
visual presentations) recorded descriptions evaluate their actions by
if delivered slowly and of familiar scenes, and ethical, safety and social
visuals provide marking the words you standards. (J.3, S.1, I.1)
contextual support. hear. (Example:
(Example: an announce- Learners hear a CE.EFL.4.7.
ment of a bus delay, an dialogue between two
Listening for Information:
intercom announcement teenagers talking about
at school, a dialogue an assignment. They Follow and identify some
supported by facial circle the verbs they main ideas and details in
expressions/gestures hear, etc.) short and straightforward
and appropriate spoken or audio texts set in
intonation, etc.) Listening to a dialogue familiar contexts, when
between two or more delivered slowly and with
EFL 4.2.12 people and deciding if
visuals to provide
Describe habits, each statement is true
routines, past or false. (Example: contextual support. Use
activities and Julia wants to call her spoken contributions in
experiences within the mother – True. Ms. class as models for one’s
personal and Trenton gives her own speech.
educational domains. permission to use the
cell phone in class –
I.EFL.4.7.1.
EFL 4.3.2 False, etc.)
Make use of clues such Learners can identify the
as titles, Watching a short video main idea and some details
illustrations, and writing three new in short straightforward
organization, text things they learned. spoken audio texts set in
outline and layout, (Example: Sharks aren’t familiar contexts when the
etc. to identify and mammals. They are fish. message is delivered slowly
understand relevant Sometimes they attack
and there is other
information in written humans, but not all
level-appropriate text sharks are dangerous. contextual support. (Ex-
types. Their teeth can grow ample: rules for a game,
back, etc.) classroom instructions, a
EFL 4.3.6 dialogue in a scene from a
Apply learning Reading cartoon or movie, etc.)
strategies to examine Learners can use other
and interpret a variety Reading a text and
classmate’s contributions in
of written materials answering information
using prior knowledge, questions. class as models for their
graphic organizers, own. (I.2, I.3, S.4)
context clues, note Choosing from a list of
taking and finding words to complete gaps
CE.EFL.4.9.
words in a dictionary. from a reading.
Production – Fluency: Use
EFL 4.4.2 Predicting main ideas simple language to describe,
Make and use a simple by reading the title compare and make statements
print or digital and using other about familiar everyday
learning resource to contextual clues (e.g., topics such as objects,
compare and contrast illustrations, possessions and routines in
information in order to subheadings, etc.)
structured situations and
demonstrate under-
standing and command of Reading a short news short conversations.
a topic. article and completing Interaction is with
an outline. reasonable ease, provided
EFL 4.4.7 speech is given clearly,
Use the process of Reading a biography and slowly and directly.
prewriting, drafting, putting events on a
revising, peer editing timeline.
I.EFL.4.9.1.
and proofreading (i.e.,
“the writing process”) Reading a paragraph Learners can use simple lan-
to produce well-con- about a familiar guage to describe, compare
structed informational content area subject and state facts about
texts. and then correcting familiar everyday topics
incorrect sentences. such as possessions,
EFL 4.5.5 (Example: The United
classroom objects and
Gain an understanding States is the country
of literary concepts that grows the most routines in short,
such as genre, plot, rice corn, etc.) structured situations, in-
setting, character, teracting with relative
point of view, theme Studying an infographic ease. (I.3, I.4, S.4)
and other literary ele- on a familiar subject
ments in order to apply and answering questions CE.EFL.4.11.
them to one’s own about the information.
Demonstrate comprehension of
creative texts. (Example: learners
study an infographic main ideas and some details
EFL 4.5.10 about teenagers and in short simple texts on
Collaboratively produce sleep and then answer familiar subjects, making
criteria for evaluating questions such as, How use of contextual clues to
literary texts and the many hours a night do identify relevant
effectiveness of group most teenagers get?, information in a text.
work. What percentage of
class?, etc.) I.EFL.4.11.1.
Highlighting relevant ideas and some details in
short simple online or print
text and crossing out
irrelevant information. texts on familiar subjects,
Keeping a vocabulary help identify the most
notebook of synonyms relevant information.
and antonyms of words (Example: title,
from a text. illustrations, organization,
etc.) (I.2, I.4)
Brainstorming
everything known about
a topic and then CE.EFL.4.13.
reading a text to check Apply learning strategies
true and false such as using prior
information. knowledge and graphic
Reading a text and
information in a text, and
words to their assess this information
definition or picture. according to the
Completing a KWL TRI- and purpose of the text,
FOLD chart about a using different criteria,
text.
including ICT tools.
look up key words in a I.EFL.4.13.1.
text. Learners can apply learning
Writing prior knowledge and graphic
and expressions in Learners can assess this
order to display in the information according to the
classroom. organization, subject area
Making flashcards for through the use of different
new words and using criteria, including ICT
tools. (I.2, I.4, J.4)
antonyms of words in CE.EFL.4.16.
the margins of reading Make use of simple learning
texts.
resources, including those
Writing new words and created by one’s self, in
phrases in a vocabulary order to compare and
notebook. contrast information, and
Researching and writing according to the value,
a short paragraph about purpose and audience of
each.
to support your ideas.
I.EFL.4.16.1.
Writing about a topic Learners can use and make
and choosing words for simple learning resources,
a glossary and writing both online and in print, in
the definitions. order to compare and
contrast information.
text to understand new Learners can choose
words and recording the appropriate resources and
definitions and example critically evaluate the
sentences in a information in these
vocabulary notebook. resources, according to the
value, purpose and audience
a sentence. (Example: of each. (I.1, I.3,
Nancy has a car. ---- I.4, J.2, J.4)
car is green. ----
needs a new car, etc.) CE.EFL.4.17.
Show an ability to convey
Using question prompts and organize information
through the use of facts and
classmate. (Example: details and by employing
Where does he live? various stages of the
What food does he writing process, while using
like?, etc.) a range of digital tools to
promote and support
Reading a text and collaboration, learning and
productivity.
there a title? Does it I.EFL.4.17.1.
have an opening Learners can convey and or-
sentence?, etc.)
ganize information through
Adding pictures to a the use of facts and details
group presentation. and by employing various
stages of the writing
Writing about a subject process, while using a range
using key words given of digital tools to promote
in class. (Example: Key and support collaboration,
vertebrates. → Reptiles (I.1, I.3, S.4, J.2, J.4)
it’s cold outside, CE.EFL.4.20.
they’re cold, too. They Create short, original
have scales. They also literary texts in different
have a tail. They are genres, including those that
vertebrates, etc.)
reflect Ecuadorian cultures,
Language through the using a range of digital
Arts tools, writing styles,
Doing free writing on a other literary concepts.
topic suggested by
another learner. I.EFL.4.20.1.
Learners can create short,
Evaluating and
assessing the
effectiveness of group different genres, including
work by answering a set those that reflect
of questions. (Example: Ecuadorian cultures, using a
Who always range of digital tools,
participates? Who gets writing styles, appropriate
the things the group vocabulary and other
questions?, etc.)
I.3)
Selecting desirable
behaviors for group CE.EFL.4.21.
work from a list and Use pre-established
reaching a consensus as criteria, including that
a group for the three which is written by learners
most important. collaboratively, in order to
Searching the Internet
literary texts (written,
for illustrations and
examples of effective online, oral, in video,
group collaborations etc.) and the effectiveness
and then sharing why of group work.
they are effective.
(Example: In this I.EFL.4.21.1.
picture, they are Learners can evaluate and
sitting in a circle. recommend literary texts
One person is talking (both written and oral,
and everyone else is online, in video or in
listening, etc.) print) according to pre-
Discussing rules and Learners can work in
norms for a group collaborative groups to
project before the write their own criteria for
project begins. evaluating literary texts
(Example: Don’t and the effectiveness of
interrupt others, Do group work. (I.4, S.3, S.4,
your work on time, J.3)
remarks, etc.)

group project.
the organizer, who
makes the artwork,
etc.)
6 Unforgett You will learn how to EFL 4.1.1 Communication and CE.EFL.4.1. 6
able Compare and contrast Cultural Awareness Compare and contrast oral
Moments • talk about events in oral traditions, myths, traditions and literature
the past. folktales and lit- Hearing a story from from Ecuador and beyond in
erature from Ecuador another country and order to manifest an
• ask and answer and international finding similarities understanding of the
questions regions and cultures with a story from Ec- relationship between
about the past. and identify uador. cultural perspectives and
similarities and practices and by sharing
• describe emotions. differences and cross cultural experiences.
universal cultural Researching traditional
themes. stories/myths/legends I.EFL.4.1.1.
from other cultures and Learners can compare and
EFL 4.1.2 presenting them on a contrast oral traditions,
Recognize and class blog. myths, folktales and
demonstrate an
literature from Ecuador and
appreciation of some Writing survey
commonalities and questions about other cultures in order to
distinctions across socially and culturally demonstrate an understanding
cultures and groups responsible behaviors of the relationship between
(differentiated by and surveying cultural practices and
gender, ability, classmates. Publishing perspectives. Learners can
generations, etc.) the results in an share cross-cultural
including the students’ online chart.
experiences while naming
own.
Oral Communication: universal cultural themes.
EFL 4.2.3 Listening and Speaking) (I.2, S.1, S.2, J.1)
Follow and understand
short, straightforward Listening to spoken or CE.EFL.4.2.
audio messages and/or recorded descriptions Recognize and demonstrate an
the main idea/dialogue of familiar scenes, and appreciation of
of a movie or cartoon marking the words you
(or other age- hear. (Example:
appropriate audio- Learners hear a cultures as well as the
visual presentations) dialogue between two consequences of one’s
if delivered slowly and teenagers talking about actions while exhibiting
visuals provide an assignment. They socially responsible
contextual support. circle the verbs they behaviors.
(Example: an announce- hear, etc.)
ment of a bus delay, an
intercom announcement Listening to a dialogue I.EFL.4.2.1.
at school, a dialogue between two or more Learners can name similar-
supported by facial people and deciding if ities and differences
expressions/gestures each statement is true between different aspects of
and appropriate or false. (Example: cultural groups. Learners
intonation, etc.) Julia wants to call her can demonstrate socially
mother – True. Ms.
responsible behaviors at
EFL 4.2.12 Trenton gives her
Describe habits, permission to use the school, online, at home and
routines, past cell phone in class – in the community, and
activities and False, etc.) evaluate their actions by
experiences within the ethical, safety and social
personal and Reading
educational domains. standards. (J.3, S.1, I.1)
Reading a text and
EFL 4.3.2 answering information CE.EFL.4.7.
Make use of clues such questions.
Listening for Information:
as titles,
illustrations, Choosing from a list of Follow and identify some
organization, text words to complete gaps main ideas and details in
outline and layout, from a reading. short and straightforward
etc. to identify and spoken or audio texts set in
understand relevant Predicting main ideas familiar contexts, when
information in written by reading the title delivered slowly and with
level-appropriate text and using other
visuals to provide
types. contextual clues (e.g.,
illustrations, contextual support. Use
EFL 4.3.6 subheadings, etc.) spoken contributions in
Apply learning class as models for one’s
strategies to examine Reading a short news own speech.
and interpret a variety article and completing
of written materials an outline. I.EFL.4.7.1.
using prior knowledge,
Learners can identify the
graphic organizers, Reading a paragraph
context clues, note about a familiar main idea and some details
taking and finding content area subject in short straightforward
words in a dictionary. and then correcting spoken audio texts set in
incorrect sentences. familiar contexts when the
EFL 4.4.2 (Example: The United message is delivered slowly
Make and use a simple States is the country
and there is other
print or digital that grows the most
learning resource to rice corn, etc.) contextual support. (Ex-
compare and contrast ample: rules for a game,
information in order to Studying an infographic classroom instructions, a
demonstrate under- on a familiar subject dialogue in a scene from a
standing and command of and answering questions cartoon or movie, etc.)
a topic. about the information. Learners can use other
(Example: learners
classmate’s contributions in
EFL 4.4.7 study an infographic
Use the process of about teenagers and class as models for their
prewriting, drafting, sleep and then answer own. (I.2, I.3, S.4)
revising, peer editing questions such as, How
and proofreading (i.e., many hours a night do CE.EFL.4.8.
“the writing process”) most teenagers get?, Production – Accuracy and
to produce well-con- What percentage of Intelligibility: Communicate
structed informational teens fall asleep in
needs and information
texts. class?, etc.)
clearly and in simple terms,
EFL 4.5.5 Highlighting relevant using grammatical structures
Gain an understanding key information in a learned in class (although
of literary concepts text and crossing out
there may be frequent
such as genre, plot, irrelevant information.
setting, character, errors), effectively and
point of view, theme Keeping a vocabulary without undue effort.
and other literary ele- notebook of synonyms Demonstrate an ability to
ments in order to apply and antonyms of words make appropriate use of new
them to one’s own from a text. words and expressions in
creative texts. social interactions.
Brainstorming
EFL 4.5.10 everything known about
Collaboratively produce a topic and then I.EFL.4.8.1.
criteria for evaluating reading a text to check Learners can communicate
literary texts and the true and false personal information and
effectiveness of group information. basic immediate needs and
work. deal with other practical
Reading a text and everyday demands in familiar
contexts, effectively and
words to their
definition or picture. without undue effort and
using grammatical structures
Completing a KWL TRI- and vocabulary seen in class
FOLD chart about a (although there may be
text. frequent, basic errors).
(I.1, I.2, I.3, S.1)
look up key words in a
text. CE.EFL.4.9.
Production – Fluency: Use
Writing simple language to describe,
compare and make statements
Making posters in small about familiar everyday
topics such as objects,
and expressions in
order to display in the possessions and routines in
classroom. structured situations and
short conversations.
Making flashcards for Interaction is with
new words and using reasonable ease, provided
them to quiz a partner. speech is given clearly,
slowly and directly.
antonyms of words in
the margins of reading I.EFL.4.9.1.
texts. Learners can use simple lan-
guage to describe, compare
Writing new words and
phrases in a vocabulary and state facts about
notebook. familiar everyday topics
such as possessions,
Researching and writing classroom objects and
a short paragraph about routines in short,
a new topic and using structured situations, in-
teracting with relative
to support your ideas.
ease. (I.3, I.4, S.4)
and choosing words for CE.EFL.4.11.
a glossary and writing Demonstrate comprehension of
the definitions. main ideas and some details
familiar subjects, making
words and recording the use of contextual clues to
definitions and example identify relevant
sentences in a information in a text.
vocabulary notebook.
I.EFL.4.11.1.
Nancy has a car. ---- ideas and some details in
car is green. ---- short simple online or print
needs a new car, etc.) texts on familiar subjects,
Using question prompts help identify the most
to interview and then relevant information.
(Example: title,
classmate. (Example:
Where does he live? illustrations, organization,
What food does he etc.) (I.2, I.4)
like?, etc.)
CE.EFL.4.13.
Reading a text and Apply learning strategies
using a checklist to such as using prior
knowledge and graphic
there a title? Does it organizers to interpret new
have an opening information in a text, and
sentence?, etc.) assess this information
according to the
Adding pictures to a
group presentation. organization, subject area
Writing about a subject using different criteria,
using key words given including ICT tools.
in class. (Example: Key
words: reptile, cold- I.EFL.4.13.1.
Learners can apply learning
vertebrates. → Reptiles
are cold-blooded. When strategies such as using
it’s cold outside, prior knowledge and graphic
they’re cold, too. They organizers to interpret new
have scales. They also information in a text.
have a tail. They are Learners can assess this
vertebrates, etc.) information according to the
Arts and purpose of the text,
criteria, including ICT
Doing free writing on a tools. (I.2, I.4, J.4)
topic suggested by
another learner. CE.EFL.4.16.
Make use of simple learning
Evaluating and resources, including those
assessing the created by one’s self, in
effectiveness of group
work by answering a set order to compare and
of questions. (Example: contrast information, and
Who always choose appropriate resources
participates? Who gets according to the value,
the things the group purpose and audience of
needs? Who asks good each.
questions?, etc.)
Selecting desirable I.EFL.4.16.1.

behaviors for group Learners can use and make
work from a list and simple learning resources,
reaching a consensus as both online and in print, in
a group for the three order to compare and
most important. contrast information.
Learners can choose
Searching the Internet
appropriate resources and
for illustrations and
examples of effective critically evaluate the
group collaborations information in these
and then sharing why resources, according to the
they are effective. value, purpose and audience
(Example: In this of each. (I.1, I.3,
picture, they are I.4, J.2, J.4)
sitting in a circle.
One person is talking
and everyone else is CE.EFL.4.17.
listening, etc.) Show an ability to convey
Discussing rules and through the use of facts and
norms for a group details and by employing
project before the various stages of the
project begins.
writing process, while using
(Example: Don’t
interrupt others, Do a range of digital tools to
your work on time, promote and support
Don’t make negative collaboration, learning and
remarks, etc.) productivity.

I.EFL.4.17.1.
group project.
(Example: deciding who Learners can convey and or-
is secretary, who is ganize information through
the organizer, who the use of facts and details
makes the artwork, and by employing various
etc.) stages of the writing
of digital tools to promote
and support collaboration,
(I.1, I.3, S.4, J.2, J.4)
CE.EFL.4.20.
literary texts in different
genres, including those that
reflect Ecuadorian cultures,
using a range of digital
tools, writing styles,
other literary concepts.
I.EFL.4.20.1.
Learners can create short,
different genres, including
those that reflect
writing styles, appropriate
vocabulary and other
I.3)
CE.EFL.4.21.
Use pre-established
criteria, including that
collaboratively, in order to
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-
Learners can work in
collaborative groups to
write their own criteria for
evaluating literary texts
and the effectiveness of
group work. (I.4, S.3, S.4,
J.3)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:

Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United States:
Teachers College Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States: Pearson
Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language
Curriculum for Educación General Básica Elemental. Quito, Ecuador: MinEdu.
Munoz, J. (2016). English A1.2. Quito, Ecuador: Grupo Editorial Norma SA
ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): Ec. Fausto Reyes NAME:Lcda. Isabel Manzano NAME: MSc. Mariana Galarza
Signature: Signature: Signature:
Date: May 21st, 2018 Date: Date:

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UNIDAD EDUCATIVA “NUEVE DE OCTUBRE”

OG.EFL 3 O.EFL 4.4

OG.EFL 5 O.EFL 4.7

Predicting main ideas CE.EFL.4.13.

Adding pictures to a I.EFL.4.21.1.

Discussing rules and

Assigning roles for a

Using a dictionary to I.EFL.4.16.1.

Reading a text and I.EFL.4.20.1.

Discussing rules and

Assigning roles for a

Using question prompts CE.EFL.4.20.

Evaluating and I.EFL.4.21.1.

Discussing rules and

Assigning roles for a

Reading a text and

Adding pictures to a CE.EFL.4.20.

Discussing rules and

Assigning roles for a

Assigning roles for a

Selecting desirable I.EFL.4.16.1.

Assigning roles for a

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

ELABORATED BY REVISED BY APPROVED BY

Signature: Signature: Signature:

Date: May 21st, 2018 Date: Date:

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