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CURRICULAR ANNUAL PLAN TEMPLATE

UNIDAD EDUCATIVA “REPÚBLICA DE CHILE” AÑO LECTIVO

CUENCA – CALLE CABOGAN 2- 141 Y TURUHUAYCO – TELÉFONO: 4088844
CURRICULAR ANNUAL PLAN 2016 - 2017
1. INFORMATION DATA
Area: FOREIGN LANGUAGE Subject: ENGLISH Grade/ Course: 8th. EGB Education Level: A1.2

Teacher: LIC. ANA LUCÍA CAMPOS 2. TIME: Weekly hours: 5 Hours

Number of weeks of work: 40 weeks Total Weeks of class: 36 weeks Learning Assessment Weeks: 4 weeks Total of periods: 180 Hours

3. GENERAL AIMS

Objectives of the Area Objectives of the Grade/Course

OG.EFL 1: Encounter socio-cultural aspects of their own and other countries in a thoughtful and O.EFL 4.1: Identify the main ideas, some details and inferences of written texts, in order to produce level-
inquisitive manner, maturely, and openly experiencing other cultures and languages from the appropriate critical analysis of familiar subjects and contexts.
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 interpersonal and
intrapersonal interaction.
OG.EFL 3: Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of O.EFL 4.4: Develop creative and critical thinking skills when encountering challenges in order to promote
their L1 and of language use for communication and learning. autonomous learning and decision making.

OG.EFL 4: Deploy a range of learning strategies, thereby increasing disposition and ability to O.EFL 4.5: Introduce the need for independent research as a daily activity by using electronic resources (ICT) in
independently access further (language) learning and practice opportunities. Respect themselves class while practicing appropriate competences in the four skills.
and others within the communication process, cultivating habits of honesty and integrity into O.EFL 4.6: Write short descriptive and informative texts related to personal information or familiar topics and
responsible academic behavior. 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 O.EFL 4.7: Use spoken and written literary text in English such as poems, short stories, comic strips, short
texts, such as those published on the web, for professional or general investigation, through the magazine articles and oral interviews on familiar subjects in order to inspire oral and written production at an
efficient use of ICT and reference tools where required. A2.1 level.
OG.EFL 6: Through selected media, participate in reasonably extended spoken or written dialogue
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with peers from different L1 backgrounds on work, study, or general topics of common interest, O.EFL 4.8: Integrate written and spoken text in order to identify cultural differences and similarities within a
expressing ideas and opinions effectively and appropriately. range of local, national and global contexts familiar to the learner.

OG.EFL 7: Interact quite clearly, confidently, and appropriately in a range of formal and informal O.EFL 4.9: Create a sense of awareness in terms of accuracy when learners interact in English using high-
social situations with a limited but effective command of the spoken language (CEFR B1 level). frequency and level-appropriate expressions in order to reach an effective command of spoken language

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

5.UNITS TO BE DEVELOPED*

Nº Title of the Unit Specific Contents/skills ** Methodological Orientations: Evaluation Weeks

unit Objectives Skills and strategies) durati
on

1 PEOPLE You will be EFL 4.1.6. Seek and provide information and Communication and Cultural CE.EFL.4.4. Display an appreciation of and demonstrate respect for
AROUND US able to assistance, orally or in writing and in online or Awareness individual and group differences by establishing and maintaining
introduce face-to-face interactions, for personal, social and *Playing games that practice healthy and rewarding relationships based on communication and
yourself and academic purposes. classroom language, turn-taking, cooperation. 5
others. being polite, etc.
EFL 4.1.8. Use suitable vocabulary, expressions; *Comparing answers in pairs or I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for
CLIL: language and interaction styles for formal and small groups. information and assistance using level-appropriate language and
*Working in small groups to
informal social or academic situations in order to complete a cultural project. interaction styles in online or face-to-face social and classroom
• Personal communicate specific intentions in online and * Participating in short dialogues and interactions (J.2, J.3, J.4, I.3)
Information face-to-face interactions. (Example: thanking, role plays to practice target
language. CE.EFL.4.5. Display and appreciation of and demonstrate respect for
• Countries making promises, apologizing, asking permission, Oral Communication: (Listening and
chatting with friends, answering in class, greeting individual and group differences by establishing and maintaining
and Speaking)
an authority figure, etc.) *Recording in-class conversations healthy and rewarding relationships based on communication and
Nationalities and dialogues in order to make note cooperation.
EFL 4.1.10. Recognize and appreciate individual of correct and appropriate language
• Personal usage and intelligibility. I.EFL.4.5.1. Learners can appreciate and show respect for individual
Profiles and group similarities and differences by *Asking classmates to repeat an
establishing and maintaining healthy and and group differences by establishing and maintaining healthy and
answer or statement if needed to
rewarding online and face-to face relationships clarify something. rewarding online and face-to-face interactions. Learners can
based on communication and cooperation. *Asking for help in class when communicate and cooperate in a respectful, empathetic manner.
• • Simple necessary. ( J.3, S.1, S4)
Present tense EFL 4.1.4. Demonstrate mindfulness, empathy,
with the verb tolerance and an overall respect for the integrity CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate
Reading
to be of cultures in daily classroom activities. *Reading a short text and showing needs and information clearly and in simple terms, using
comprehension by completing the grammatical structures learned in class (although there may be
EFL 4.2.15. Deal with practical, everyday accompanying graphic organizer. frequent errors), effectively and without undue effort. Demonstrate
*Reading a text on a familiar content
communication demands within familiar area subject and then matching an ability to make appropriate use of new words and expressions in
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contexts, effectively and without undue effort. phrases or labeling pictures. social interactions.
(Example: meeting people, extending and *Reading two short simple cross
curricular texts and using them to I.EFL.4.8.1. Learners can communicate personal information and
accepting invitations, exchanging information, support one’s own argument or
giving reasons, asking and answering questions hypothesis. basic immediate needs and deal with other practical everyday
about routines and preferences, etc.) Writing demands in familiar contexts, effectively and without undue effort
and using grammatical structures and vocabulary seen in class
*Completing the gaps in a sentence.
EFL 4.5.9. Engage in collaborative activities (although there may be frequent, basic errors). (I.1, I.2, I.3, S.1)
*Reading an online movie review
through a variety of student groupings to create and identifying common linguistic
and respond to literature and other literary features, such as use of past verbs. I.EFL.4.17.1. Learners can convey and organize information through
texts. (Example: small groups, cooperative Learners use the same features to the use of facts and details and by employing various stages of the
write their own review of a movie writing process, while using a range of digital tools to promote and
learning groups, literature circles, process writing they’ve seen.
groups, etc.) *Sequencing sentences by adding
support collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4)
words.
EFL 4.5.11. Participate in creative thinking Language through the Arts CE.EFL.4.22. Show the ability to work collaboratively and to
through brainstorming, working in groups, participate effectively in a variety of student groupings by employing
*Creating literature circles where a wide range of creative thinking skills through the completion of
games and problem-solving tasks by showing the learners have the freedom to say
ability to accept a variety of ideas and capitalize anything they want about a text from activities such as playing games, brainstorming and problem solving.
on other people’s strengths. class or outside of class.
*Participating in classroom games in I.EFL.4.22.1. Learners can collaborate and participate effectively in a
which problem-solving as a team is variety of student groupings by employing a wide range of creative
important. thinking skills through the completion of activities such as playing
*Creating a crossword puzzle in
groups about an Ecuadorian story, games, brainstorming and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
region, celebrity, etc.
*Brainstorming ideas for a writing
project in small groups, using a
graphic organizer
EFL 4.1.2. Recognize and demonstrate an Communication and Cultural Awareness CE.EFL.4.2. Recognize and demonstrate an appreciation of
appreciation of some commonalities and commonalities between cultures as well as the consequences of
2 PEOPLE I *You will be *Making a useful object out of
distinctions across cultures and groups recycled materials in a project. one’s actions while exhibiting socially responsible behaviors.
LOVE able to (differentiated by gender, ability, generations, *Researching through the Internet
describe etc.) including the students’ own. about important people from other I.EFL.4.2.1. Learners can name similarities and differences between
yourself and cultures and ways of life and different aspects of cultural groups. Learners can demonstrate
presenting them to the class using
others. EFL 4.1.9. Recognize the consequences of one’s socially responsible behaviors at school, online, at home and in the
digital tools.
actions by demonstrating responsible decision- *Choosing pictures that demonstrate community, and evaluate their actions by ethical, safety and social 5
making at school, online, at home and in the responsibility (helping an elder cross standards. (J.3, S.1, I.1)
community, while considering ethical standards, the sidewalk, stopping two children
from throwing rocks at a dog, being CE.EFL.4.3. Interact with others using self-monitoring and self-
safety concerns, social norms and mutual respectful of people who dress
CLIL: respect. differently, being open to accepting
correcting strategies as well as appropriate nonverbal and oral
new ideas/foods, etc.) and communication features.
•Family EFL 4.1.5. Apply self-correcting and self- identifying why each is desirable and
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Members monitoring strategies in social and classroom what consequences the I.EFL.4.3.1. Learners can employ a range of self-monitoring and self-
interactions. (Example: asking questions, starting irresponsible actions would have. correcting strategies and interpret and use appropriate verbal and
•Physical Oral Communication: (Listening and
over, rephrasing, exploring alternative Speaking) nonverbal communication features to communicate in familiar
Appearance pronunciations or wording, etc.) contexts. (I.3, S.4, J.4)
*Recording in-class conversations
• Parts of the EFL 4.1.7. Interpret and demonstrate knowledge and dialogues in order to make note CE.EFL.4.8. Production – accuracy and intelligibility: communicate
Body of nonverbal and oral communication features of correct and appropriate language needs and information clearly and in simple terms, using
usage and intelligibility.
by applying them in appropriate contexts. grammatical structures learned in class (although there may be
(Example: use of stress, intonation, pace, etc.) *Asking classmates to repeat an frequent errors), effectively and without undue effort. Demonstrate
•• Simple answer or statement if needed to an ability to make appropriate use of new words and expressions in
Present tense EFL 4.2.15. Deal with practical, everyday clarify something. social interactions.
communication demands within familiar *Asking the learners to read a
with the verb dialogue in pairs. Learners record
to be contexts, effectively and without undue effort. themselves and then listen to the
I. EFL. 4.8.1. Learners can communicate personal information and
(Example: meeting people, extending and recording in order to assess clarity of basic immediate needs and deal with other practical everyday
•• Possessive accepting invitations, exchanging information, sounds, production of phonemes, demands in familiar contexts, effectively and without undue effort
giving reasons, asking and answering questions rhythm and intonation. and using grammatical structures and vocabulary seen in class
adjectives
Reading
about routines and performances, etc) *Highlighting relevant key (although there may be frequent, basic errors). (I.1, 1.2, 1.3, S.1)
information in a text and crossing out
EFL 4.2.14. Ask and answer straightforward irrelevant information. CE.EFL.4.10. Production – accuracy and intelligibility: communicate
follow-up questions within familiar contexts, *Keeping a vocabulary notebook of needs and information clearly and in simple terms, using
synonyms and antonyms of words
such as school and family life, provided there are grammatical structures learned in class (although there may be
from a text.
opportunities to ask for clarification, *Brainstorming everything known frequent errors), effectively and without undue effort. Demonstrate
reformulation or repetition of key points. about a topic and then reading a text and ability to make appropriate use of new words and expressions
to check true and false information. in social interactions.
EFL 4.2.16. Initiate, maintain and end a Writing
conversation to satisfy basic needs and/ or *Completing the gaps in a sentence.
I.EFL. 4.10.1. Learners can communicate personal information and
handle a simple transaction, preferences, etc.) *Reading an online movie review basic immediate needs and deal with other practical everyday
and identifying common linguistic demands in familiar contexts, effectively and without undue effort
EFL 4.3.6. Apply learning strategies to examine features, such as use of past verbs. and using grammatical structures and vocabulary seen in class
and interpret a variety of written materials using Learners use the same features to
write their own review of a movie (although there may be frequent, basic errors) (I.1, I.2, I.3, S.1)
prior knowledge, graphic organizers, context they’ve seen.
clues, note taking and finding words in a *Sequencing sentences by adding CE.EFL.4.13. Apply learning strategies such as using prior knowledge
dictionary. words. and graphic organizers to interpret new information in a text, and
Language through the Arts assess this information according to the organization, subject area
EFL 4.4.1. Convey information and ideas through and purpose of the text, using different criteria, including ICT tools.
*Creating literature circles where
simple transactional or expository texts on learners have the freedom to say
familiar subjects using ICT tools and conventions anything they want about a text from I.EFL.4.13.1. Learners can apply learning strategies such as using
and features of English appropriate to audience class or outside of class. prior knowledge and graphic organizers to interpret new
*Brainstorming a list of questions
and purpose} information in a text. Learners can assess this information according
and responses learners can use
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EFL 4.5.9. Engage in collaborative activities during small group discussions to the organization, subject area and purpose of the text, through
through a variety of student groupings to create about literary texts. the use of different criteria, including ICT tools. (I.2, I.4, J.4)
*Participating in classroom games in
and respond to literature and other literary which problem-solving as a team is
texts. (Example: small groups, cooperative important. CE.EFL.4.15. Express information and ideas and describe feelings and
learning groups, literature circles, process writing opinions in simple transactional or expository texts on familiar
groups, etc.) subjects in order to influence an audience, while recognizing that
different texts have different features and showing the ability to use
EFL 4.5.11. Participate in creative thinking these features appropriately in one’s own writing.
through brainstorming, working in groups,
games and problem-solving tasks by showing the I.EFL.4.15.1. Learners can convey information and ideas and
ability to accept a variety of ideas and capitalize describe feelings and opinions in simple transactional or expository
on other people’s strengths. texts on familiar subjects in order to influence an audience, while
recognizing that different texts have different features and showing
the ability to use these features appropriately in one’s own writing.
(I.3, I.4, S.3, J.2)

CE.EFL.4.22. Show the ability to work collaboratively and to

participate effectively in a variety of student groupings by employing
a wide range of creative thinking skills through the completion of
activities such as playing games, brainstorming and problem solving.

I.EFL.4.22.1. Learners can collaborate and participate effectively in a

variety of student groupings by employing a wide range of creative
thinking skills through the completion of activities such as playing
games, brainstorming and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

EFL 4.1.1. Compare and contrast oral traditions, Communication and Cultural Awareness CE.EFL.4.1. Compare and contrast oral traditions and literature from
myths, folktales and literature from Ecuador and Ecuador and beyond in order to manifest an understanding of the
3 LEISURE You will be *Finding ways of entertainment from
international regions and cultures and identify other cultures and regions and then relationship between cultural perspectives and practices and by
ACTIVITIES able to talk similarities and differences and universal cultural sharing them in class. sharing cross cultural experiences.
about cultural themes. *Completing a Venn diagram about
events. two stories from different countries. I.EFL.4.1.1. Learners can compare and contrast oral traditions,
*Reflecting on differences between
EFL 4.1.3. Display an understanding of the myths, folktales and literature from Ecuador and other cultures in
CLIL: people from other countries and
relationship between the practices and regions. order to demonstrate an understanding of the relationship between
•Types of perspectives of different cultures by recognizing *Sharing a cross-cultural experience cultural practices and perspectives. Learners can share cross-cultural
and sharing cross-cultural experiences and ideas (such as traveling, trying a new food, experiences while naming universal cultural themes. (I.2, S.1, S.2,
Movies meeting someone from another
country) in pairs or as a class. J.1)
•Cultural EFL 4.1.6. Seek and provide information and Oral Communication: (Listening and
assistance, orally or in writing and in online or Speaking) CE.EFL.4.4. Demonstrate the ability to ask for and give information
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Events face-to-face interactions, for personal, social and *Recording in-class conversations and assistance using appropriate language and interaction styles in a
academic purposes. and dialogues in order to make note variety of social interactions.
•Famous of correct and appropriate language
usage and intelligibility.
Festivals EFL 4.1.8. Use suitable vocabulary, expressions, *Asking classmates to repeat an I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for
language and interaction styles for formal and answer or statement if needed to information and assistance using level-appropriate language and
informal social or academic situations in order to clarify something. interaction styles in online or face-to-face social and classroom
*Asking the learners to read a
••Preposition communicate specific intentions in online and interactions. (J.2, J.3, J.4, I.3)
dialogue in pairs. Learners record
s of time face-to-face interactions. (Example: thanking, themselves and then listen to the
making promises, apologizing, asking permission, recording in order to assess clarity of I.EFL. 4.8.1. Learners can communicate personal information and
••Wh- chatting with friends, answering in class, greeting sounds, production of phonemes, basic immediate needs and deal with other practical everyday
rhythm and intonation. demands in familiar contexts, effectively and without undue effort
questions an authority figure, etc.) Reading
(what and using grammatical structures and vocabulary seen in class
*Reading a short text and showing
time/when) EFL 4.2.15. Deal with practical, everyday comprehension by completing the (although there may be frequent, and basic errors) (I.1, I.2, I.3, S.1)
communication demands within familiar accompanying graphic organizer.
contexts, effectively and without undue effort. *Reading a text on a familiar content CE. EFL. 4.10. Interaction – interpersonal: participate effectively in
area subject and then matching familiar and predictable conversational exchanges by asking and
(Example: meeting people, extending and phrases or labeling pictures.
accepting invitations, exchanging information, answering follow-up-questions, provided there are opportunities to
*Reading two short simple cross
giving reasons, asking and answering questions curricular texts and using them to use repair strategies (e.g. asking for clarification) and sustain
about routines and preferences, etc.) support one’s own argument or conversational exchanges in pairs to complete a task, satisfy a need
hypothesis. or handle a simple transaction.
Writing
EFL 4.2.14. Ask and answer straightforward
follow-up questions within familiar contexts, *Completing the gaps in a sentence. I.EFL.4.10.1. Learners can effectively participate in familiar and
such as school and family life, provided there are *Reading an online movie review predictable everyday conversational exchanges in order to complete
opportunities to ask for clarification,
and identifying common linguistic a task, satisfy a need or handle a simple transaction, using a range of
features, such as use of past verbs. repair strategies. (Example: asking for clarification, etc.) (I.3, J.3, J.4)
reformulation or repetition of key points. Learners use the same features to
write their own review of a movie
EFL 4.2.16. Initiate, maintain and end a they’ve seen. CE.EFL.4.12. Use a range of reference materials and sources, both
conversation to satisfy basic needs and/ or *Sequencing sentences by adding online and in print, in order to support ideas, answer inquiries, find
words. relationships and relate ideas between different subject areas.
handle a simple transaction, preferences, etc.) Language through the Arts

EFL 4.4.4. Write to describe feelings/ opinions in CE.EFL.4.20. Create short, original literary texts in different genres,
*Doing extended writing, in which
order to effectively influence an audience. learners get to choose what they including those that reflect Ecuadorian cultures, using a range of
(Example: persuade, negotiate, argue, etc.) write and are not evaluated or tested digital tools, writing styles, appropriate vocabulary and other literary
on it. concepts.
*Sharing learners’ stories in pairs or
EFL 4.5.4. Create personal stories by adding small groups and choosing to
imaginative details to real-life stories and I.EFL.4.20.1. Learners can create short, original literary texts in
represent some through a role play.
situations, using appropriate vocabulary and *Reading a myth from Ecuador and different genres, including those that reflect Ecuadorian cultures,
elements of the literature learners have read or writing a song about it. using a range of digital tools, writing styles, appropriate vocabulary
heard and other literary concepts. (I.1, I.3)
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EFL 4.1.2. Recognize and demonstrate an Communication and Cultural CE.EFL.4.2. Recognize and demonstrate an appreciation of
appreciation of some commonalities and Awareness commonalities between cultures as well as the consequences of
You will be distinctions across cultures and groups one’s actions while exhibiting socially responsible behaviors.
able to talk *Completing and illustrating I.EFL.4.2.1. Learners can name similarities and differences between
4 STREET LIFE (differentiated by gender, ability, generations,
about your statements about socially different aspects of cultural groups. Learners can demonstrate
etc.) including the students’ own.
neighborhood responsible behaviors. socially responsible behaviors at school, online, at home and in the
EFL 4.1.9. Recognize the consequences of one’s *Making a useful object out of community, and evaluate their actions by ethical, safety and social
recycled materials. standards. (J.3, S.1, I.1)
actions by demonstrating responsible decision-
*Creating a poster of class rules. CE.EFL.4.4. Demonstrate the ability to ask for and give information
CLIL making at school, online, at home and in the
*Researching through the Internet and assistance using appropriate language and interaction styles in a
community, while considering ethical standards, about other cultures and ways of variety of social interactions.
• Street Life safety concerns, social norms and mutual life and presenting them to the I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for
respect. class using digital tools.
• Clothes information and assistance using level-appropriate language and
Oral Communication: (Listening interaction styles in online or face-to-face social and classroom
EFL 4.1.6. Seek and provide information and
•Famous and Speaking) interactions. (J.2, J.3, J.4, I.3)
assistance, orally or in writing and in online or
Neighborhood face-to-face interactions, for personal, social and *Recording in-class conversations
s CE.EFL. 4.5. Display and appreciation of and demonstrate respect for
academic purposes. and dialogues in order to make
individual and group differences by establishing and maintaining
note of correct and appropriate
EFL 4.1.8. Use suitable vocabulary, expressions, healthy and rewarding relationships based on communication and
language usage and intelligibility.
cooperation.
••Present language and interaction styles for formal and *Having learners make a selfie
Progressive informal social or academic situations in order to video to say what they know about
I.EFL.4.5.1. Learners can appreciate and show respect for individual
communicate specific intentions in online and a topic before coming to class.
tense and group differences by establishing and maintaining healthy and
face-to-face interactions. (Example: thanking, *Asking for help in class when
rewarding online and face-to-face interactions. Learners can
••Demonstra making promises, apologizing, asking permission, necessary.
communicate and cooperate in respectful, empathetic manner. (J.3,
tive Pronouns chatting with friends, answering in class, greeting Reading
S.1, S.4)
*Reading a short text and showing
an authority figure, etc.)
comprehension by completing the
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate
EFL 4.1.10. Recognize and appreciate individual accompanying graphic organizer.
needs and information clearly and in simple terms, using
and group similarities and differences by *Reading a text on a familiar
grammatical structures learned in class (although there may be
establishing and maintaining healthy and content area subject and then
frequent errors), effectively and without undue effort. Demonstrate
matching phrases or labeling
rewarding online and face-toface relationships an ability to make appropriate use of new words and expressions in
pictures.
based on communication and cooperation. social interactions.
*Reading two short simple cross
I.EFL.4.8.1. Learners can communicate personal information and
EFL 4.1.4. Demonstrate mindfulness, empathy, curricular texts and using them to
basic immediate needs and deal with other practical everyday
support one’s own argument or
tolerance and an overall respect for the integrity demands in familiar contexts, effectively and without undue effort
hypothesis.
of cultures in daily classroom activities. and using grammatical structures and vocabulary seen in class
Writing
(although there may be frequent, basic errors). (I.1, I.2, I.3, S.1)
EFL 4.2.15. Deal with practical, everyday CE.EFL.4.12. Use a range of reference materials and sources, both
*Completing the gaps in a
communication demands within familiar sentence. online and in print, in order to support ideas, answer inquiries, find
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contexts, effectively and without undue effort. *Reading an online movie review relationships and relate ideas between different subject areas.
(Example: meeting people, extending and and identifying common linguistic I.EFL.4.12.1. Learners can employ a range of reference materials and
accepting invitations, exchanging information, features, such as use of past verbs. sources, both online and in print, in order to support ideas, answer
giving reasons, asking and answering questions Learners use the same features to inquiries, find relationships and relate ideas between different
about routines and preferences, etc.) write their own review of a movie subject areas. (I.1, I.2, J.2)
they’ve seen. CE.EFL.4.15. Express information and ideas and describe feelings and
EFL 4.3.5. Use everyday reference material in *Sequencing sentences by adding opinions in simple transactional or expository texts on familiar
order to select information appropriate to the words. subjects in order to influence an audience, while recognizing that
purpose of an inquiry and relate ideas from one Language through the Arts different texts have different features and showing the ability to use
written source to another. (Example: nonfiction these features appropriately in one’s own writing.
*Doing extended writing, in which I.EFL.4.15.1. Learners can convey information and ideas and
books for young adults, the Internet, audio and learners get to choose what they describe feelings and opinions in simple transactional or expository
media presentations, oral interviews, maps, write and are not evaluated or texts on familiar subjects in order to influence an audience, while
diagrams, reference books, magazines, etc.) tested on it. recognizing that different texts have different features and showing
*Sharing learners’ stories in pairs the ability to use these features appropriately in one’s own writing.
EFL 4.5.6. Create an effective voice using a or small groups and choosing to (I.3, I.4, S.3, J.2)
variety of ICT tools, writing styles and typical represent some through a role CE.EFL.4.20. Create short, original literary texts in different genres,
features of a genre to create stories, poems, play. including those that reflect Ecuadorian cultures, using a range of
sketches, songs and plays, including those that *Reading a myth from Ecuador and digital tools, writing styles, appropriate vocabulary and other literary
reflect traditional and popular Ecuadorian writing a song about it. concepts.
cultures I.EFL.4.20.1. Learners can create short, original literary texts in
different genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
EFL 4.1.1. Compare and contrast oral traditions, Communication and Cultural CE.EFL.4.1. compare and contract oral traditions and literature from
myths, folktales and literature from Ecuador and Awareness Ecuador and beyond in order to manifest and understanding of the
international regions and cultures and identify relationship between cultural perspectives and practices and by
*Completing and illustrating
similarities and differences and universal cultural sharing cross cultural experiences.
statements about socially
themes.
responsible behaviors. I.EFL.4.1.1. Learners can compare and contrast oral traditions,
5 AMAZING You will be *Making a useful object out of
PLACES able to talk EFL 4.1.3. Display an understanding of the myths, folktales and literature from Ecuador and other cultures in
recycled materials.
about places relationship between the practices and order to demonstrate and understanding of the relationship
*Creating a poster of class rules.
in the city. perspectives of different cultures by recognizing between cultural practices and perspectives. Learners can share
*Researching through the Internet
and sharing cross-cultural experiences and ideas. cross cultural experiences while naming universal cultural themes.
about other cultures and ways of
life and presenting them to the (I.2, S.1, S.2, J.1)
EFL 4.2.15. Deal with practical, everyday
class using digital tools.
CLIL: communication demands within familiar CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate
Oral Communication: (Listening
contexts, effectively and without undue effort. needs and information clearly and in simple terms, using
• Places in the and Speaking)
(Example: meeting people, extending and grammatical structures learned in class (although there may be
City accepting invitations, exchanging information, *Asking classmates to repeat an frequent errors), effectively and without undue effort. Demonstrate
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•Tourist giving reasons, asking and answering questions answer or statement if needed to an ability to make appropriate use of new words and expressions in
Places about routines and preferences, etc.) clarify something. social interactions.
*Showing the student a video clip
• City Maps EFL 4.3.7. Read, gather, view and listen to of a simple situation and asking I.EFL.4.8.1. Learners can communicate personal information and
information from various sources in order to them to describe what is basic immediate needs and deal with other practical everyday
organize and discuss relationships between happening/has happened. demands in familiar contexts, effectively and without undue effort
academic content areas. *Doing a mingle activity where and using grammatical structures and vocabulary seen in class
•• There is -
learners ask and answer survey (although there may be frequent, basic errors). (I.1, I.2, I.3, S.1)
There are EFL 4.3.6. Apply learning strategies to examine questions about jobs and
••Preposition and interpret a variety of written materials using occupations CE.EFL.4.12. Use a range of reference materials and sources, both
prior knowledge, graphic organizers, context Reading online and in print, in order to support ideas, answer inquiries, find
s of place
clues, note taking and finding words in a *Highlighting relevant key relationships and relate ideas between different subject areas.
••Imperatives dictionary. information in a text and crossing
out irrelevant information. I.EFL.4.12.1. Learners can employ a range of reference materials and
EFL 4.4.7. Use the process of prewriting, drafting, *Keeping a vocabulary notebook of sources, both online and in print, in order to support ideas, answer
revising, peer editing and proofreading (i.e., “the synonyms and antonyms of words inquiries, find relationships and relate ideas between different
writing process”) to produce well-constructed from a text. subject areas. (I.1, I.2, J.2)
informational texts. *Completing an outline for a cross-
curricular text. CE.EFL.4.13. Apply learning strategies such as using prior knowledge
EFL 4.4.8. Convey and organize information using *Brainstorming everything known and graphic organizers to interpret new information in a text, and
facts and details in order to illustrate diverse about a topic and then reading a assess this information according to the organization, subject area
patterns and structures in writing. (Example: text to check true and false and purpose of the text, using different criteria, including ICT tools.
cause and effect, problem and solution, general- information.
*Completing a KWL chart about a
to-specific presentation, etc.)
text.
EFL 4.5.1. Make use of main points in literary Writing I.EFL.4.13.1. Learners can apply learning strategies such as using
texts (authentic and semi-authentic, oral and prior knowledge and graphic organizers to interpret new
*Reading an online movie review information in a text. Learners can assess this information according
written) to understand short simple everyday and identifying common linguistic
stories, especially if there is visual support. to the organization, subject area and purpose of the text, through
features.
the use of different criteria, including ICT tools. (I.2, I.4, J.4)
*Sequencing sentences by adding
words. CE.EFL.4.17. Show an ability to convey and organize information
*Using question prompts to through the use of facts and details and by employing various stages
interview and then write sentences
of the writing process, while using a range of digital tools to
about a classmate.
promote and support collaboration, learning and productivity.
*Posting a comment to a
classmate’s writing on a class blog. I.EFL.4.17.1. Learners can convey and organize information through
Language through the Arts the use of facts and details and by employing various stages of the
Listening to or reading stories and writing process, while using a range of digital tools to promote and
drawing an important scene.
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*Looking at the title of a text and support collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4)
accompanying illustrations and
writing three questions about the CE.EFL.4.18. Use main ideas in order to understand, predict, infer
topic. Then reading to find the and deduce literal and implied meanings in short, simple, everyday
answers to the questions. literary texts (online, oral or in print).
*Listening to a song and inferring if
it is happy, sad, etc.
EFL 4.1.2. Recognize and demonstrate an Communication and Cultural CE.EFL.4.2. Recognize and demonstrate an appreciation of
appreciation of some commonalities and Awareness commonalities between cultures as well as the consequences of
You will be distinctions across cultures and groups one’s actions while exhibiting socially responsible behaviors..
*Finding recipes from other cultures
able to talk (differentiated by gender, ability, generations, and regions and then sharing them
6 DAILY
about I.EFL.4.2.1. Learners can name similarities and differences between
ROUTINES etc.) including the students’ own. in class.
lifestyles. *Reading two stories from different different aspects of cultural groups. Learners can demonstrate
EFL 4.1.9. Recognize the consequences of one’s regions in Ecuador and completing a socially responsible behaviors at school, online, at home and in the
CLIL: chart to show the differences.
actions by demonstrating responsible decision- *Watching a video about a legend or community, and evaluate their actions by ethical, safety and social
• Routines making at school, online, at home and in the traditional story from Ecuador or standards. (J.3, S.1, I.1)
community, while considering ethical standards, another country, and taking notes on
the cultural practices mentioned. CE.EFL.4.4. Demonstrate the ability to ask for and give information
• Lifestyles safety concerns, social norms and mutual *Sharing a cross-cultural experience
respect. and assistance using appropriate language and interaction styles in a
(such as traveling, trying a new food,
•Famous meeting someone from another variety of social interactions
People EFL 4.1.6. Seek and provide information and country) in pairs or as a class.
assistance, orally or in writing and in online or Oral Communication: (Listening and I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for
face-to-face interactions, for personal, social and
Speaking) information and assistance using level-appropriate language and
academic purposes. interaction styles in online or face-to-face social and classroom
*Asking classmates to repeat an
answer or statement if needed to interactions. (J.2, J.3, J.4, I.3)
•• Simple EFL 4.1.8. Use suitable vocabulary, expressions; clarify something.
language and interaction styles for formal and *Showing the student a video clip of CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate
Present tense a simple situation and asking them needs and information clearly and in simple terms, using
informal social or academic situations in order to to describe what is happening/has
communicate specific intentions in online and grammatical structures learned in class (although there may be
happened.
face-to-face interactions. (Example: thanking, *Doing a mingle activity where frequent errors), effectively and without undue effort. Demonstrate
making promises, apologizing, asking permission, learners ask and answer survey an ability to make appropriate use of new words and expressions in
questions about jobs and social interactions.
chatting with friends, answering in class, greeting occupations
an authority figure, etc.) Reading
I.EFL.4.8.1. Learners can communicate personal information and
*Keeping a vocabulary notebook of
EFL 4.2.15. Deal with practical, everyday synonyms and antonyms of words basic immediate needs and deal with other practical everyday
communication demands within familiar from a text. demands in familiar contexts, effectively and without undue effort
*Completing an outline for a cross- and using grammatical structures and vocabulary seen in class
contexts, effectively and without undue effort. curricular text.
(Example: meeting people, extending and *Brainstorming everything known (although there may be frequent, basic errors). (I.1, I.2, I.3, S.1)
about a topic and then reading a text
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accepting invitations, exchanging information, to check true and false information. CE.EFL.4.17. Show an ability to convey and organize information
giving reasons, asking and answering questions *Completing a KWL chart about a through the use of facts and details and by employing various stages
text.
about routines and preferences, etc.) Writing of the writing process, while using a range of digital tools to
promote and support collaboration, learning and productivity.
EFL 4.4.7. Use the process of prewriting, drafting, *Reading an online movie review
revising, peer editing and proofreading (i.e., “the and identifying common linguistic I.EFL.4.17.1. Learners can convey and organize information through
writing process”) to produce well-constructed features. Sequencing sentences by the use of facts and details and by employing various stages of the
adding words.
informational texts. writing process, while using a range of digital tools to promote and
*Posting a comment to a support collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4)
EFL 4.4.8. Convey and organize information using classmate’s writing on a class blog.
facts and details in order to illustrate diverse Language through the Arts CE.EFL.4.18. Use main ideas in order to understand, predict, infer
patterns and structures in writing. (Example: and deduce literal and implied meanings in short, simple, everyday
*Listening to or reading stories and
cause and effect, problem and solution, general- drawing an important scene. literary texts (online, oral or in print) infer and deduce literal and
to-specific presentation, etc.) *Looking at the title of a text and implied meanings in short, simple, everyday literary texts (online,
accompanying illustrations and oral or in print), especially when visual support is provided. (I.2, I.3,
EFL 4.5.1. Make use of main points in literary writing three questions about the
I.4)
texts (authentic and semi-authentic, oral and topic. Then reading to find the
answers to the questions.
written) to understand short simple everyday *Listening to a song and inferring if it I I.EFL.4.18.1. Learners can understand, predict, infer and deduce
stories, especially if there is visual support. is happy, sad, etc. literal and implied meanings in short, simple, everyday literary texts
*Writing a sentence to describe the (online, oral or in print), especially when visual support is provided.
author’s intention.
(I.2, I.3, I.4)

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

Teaching Strategy: K-W-L Charts - Assessing What We Know/What We ...https://www.facinghistory.org/resource-library/.../k-w-l-charts .K-W-L charts are
graphic organizers that help students organize information before, during and after a unit or a lesson.
ELABORATED BY: Lic. Ana Lucía REVISED BY: Lic. APPROVED BY: Lic.
Campos

Signature: Signature: Signature:

Date: August 26 th., 2016 Date: September 5th., 2016 Date:

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