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CURRICULAR ANNUAL PLAN

INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR
UNIDAD EDUCATIVA 2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s):
Grade/ Course: 8vo EGB Education Level: A1.1

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 200 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)

1 People You will learn how to EFL 4.1.9 Communication and CE.EFL.4.2. 6
Around Us Recognize the Cultural Awareness Recognize and demonstrate an

• greet formally and consequences of one’s appreciation of
informally. actions by Creating a poster of commonalities between
• ask and answer demonstrating class rules. cultures as well as the
personal responsible decision- consequences of one’s
information questions. making at school, Collaborating on a actions while exhibiting
• introduce someone. online, at home and in group project. socially responsible
the community, while behaviors.
considering ethical Completing group work
standards, safety con- in a fair and honest I.EFL.4.2.1.
cerns, social norms and manner and accepting Learners can name similar-
mutual respect. the group’s decisions. ities and differences
between different aspects of
EFL 4.1.10 Helping learners in the cultural groups. Learners
Recognize and class who have a can demonstrate socially
appreciate individual different skill set. responsible behaviors at
and group similarities school, online, at home and
and differences by Sharing ideas freely in the community, and
establishing and and without jealousy. evaluate their actions by
maintaining healthy and ethical, safety and social
rewarding online and Making positive remarks standards. (J.3, S.1, I.1)
face-to-face to other learners in
relationships based on class. CE.EFL.4.5.
communication and Display an appreciation of
cooperation. Encouraging classmates and demonstrate respect for
to stay motivated when individual and group
EFL 4.2.1 needed. differences by establishing
Understand phrases and and maintaining healthy and
expressions related to Giving assistance to rewarding relationships
areas of most immediate those who are based on communication and
priority within the struggling, even when cooperation.
personal and not directly asked to.
educational domains, I.EFL.4.5.1.
provided speech is Oral Communication: Learners can appreciate and
clearly and slowly Listening and Speaking) show respect for individual
articulated. (Example: and group differences by
daily life, free time, Listening to another establishing and maintaining
school activities, learner’s answers in healthy and rewarding online
etc.) class and responding and face-to-face
appropriately. (Ex- interactions. Learners can

(J. (I. subheadings.EFL. etc.g. empathetic contributions in class asking a follow-up manner.3. from a reading. Listening to a dialogue Listening for Meaning: EFL 4.4) short simple everyday stories.EFL 4. provided speech is (Example: news about language.4. letter. nationality.5. etc.1 and completing a chart Understand and follow the Understand main points with key information.) slowly and clearly and there thentic.1. types of writing Learners can grasp the gen- require different lan. I. descriptions.) Predicting main ideas as well as deduce the by reading the title meanings of unfamiliar words EFL 4.5 answering information Recognize that various questions. provided speech is given (authentic and semi-au. questions.) own.2. contexts.4. etc. Follow and identify some main ideas and details in EFL 4. formatting and words to complete gaps set in familiar everyday special vocabulary. S. set in familiar everyday on familiar subjects.3. and sports or famous deduce the meanings of people.3. CE. in literary texts illustrations. country.7. communicate and cooperate in Use other students’ correcting an error.6 ample: giving praise. S.) using context clues and/or Reading a text and prior knowledge. S. when variety of student Looking at the title of delivered slowly and with .9 Language through the short and straightforward Engage in collaborative Arts spoken or audio texts set in activities through a familiar contexts. oral and is sufficient visual written) to understand Writing support. contexts and infer changes (Example: a recipe. a in the topic of discussion.1.) clear and articulate. etc.6..EFL. Choosing from a list of eral meaning of spoken texts guage. EFL 4.4) as models for their question.1 and using other and exchanges through the Make use of main points contextual clues (e.4. there is visual answers to interview Listening for Information: support. a respectful. main idea in spoken texts in short simple texts (Example: Name. especially if Writing your own CE.4.1.6. J. use of context clues.5.EFL. Reading unfamiliar words and phrases etc.

cartoon or movie. Use and other literary writing three questions spoken contributions in texts. I.4.EFL.4. (Example: small about the topic.2.3. (Ex- ample: rules for a game. contextual support. etc.1.) Learners can use other classmate’s contributions in class as models for their own. Then class as models for one’s groups. Learners can understand main ideas and some details in .EFL. I.7. spoken audio texts set in Participating in familiar contexts when the classroom games in message is delivered slowly which problem-solving and there is other as a team is important.EFL.) Listening to a song and main idea and some details inferring if it is in short straightforward happy. (I. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects. questions.4. S. a pairs in order to help dialogue in a scene from a each other understand errors or concepts. Comparing answers in classroom instructions.11.4) CE. sad. process writing groups. learning groups. making use of contextual clues to identify relevant information in a text.11. Learners can identify the etc.1. lit. answers to the erature circles. I. cooperative reading to find the own speech. etc.groupings to create and a text and accompanying visuals to provide respond to literature illustrations and contextual support.

3.EFL. I.EFL.4) CE.) (I. J. illustrations. Express information and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in order to influence an audience.2.2) . organization. I.1. while recognizing that different texts have different features and showing the ability to use these features appropriately in one’s own writing. I. (I.15.3.short simple online or print texts on familiar subjects. while recognizing that different texts have different features and showing the ability to use these features appropriately in one’s own writing. Learners can convey infor- mation and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in order to influence an audience.4.4. S. etc.15. using contextual clues to help identify the most relevant information.4. (Example: title.

I.2. 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 . everyday literary texts (online. (I. predict. predict.18. I.22. especially when visual support is provided.4. simple.4) CE. brainstorming and problem solving.EFL. I.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. everyday literary texts (online.4.4.CE. oral or in print).4.1. Learners can understand. oral or in print). simple. I. infer and deduce literal and implied meanings in short. Use main ideas in order to understand.3.EFL.18.EFL.EFL.1. infer and deduce literal and implied meanings in short.

Collaborating on a actions while exhibiting about physical online. J.5.2. (J.1. communication and Display an appreciation of cooperation. consequences of one’s questions making at school.2. at home and and differences by Sharing ideas freely in the community. the group’s decisions. . at home and in group project.6 needed. socially responsible description.EFL.3. not directly asked to. safety and social rewarding online and Making positive remarks standards. and establishing and and without jealousy. while behaviors.EFL. safety con. online. the community. S.1.9 Communication and CE. social norms and manner and accepting Learners can name similar- mutual respect. cerns.EFL. CE. I.2. 6 love Recognize the Cultural Awareness Recognize and demonstrate an • describe people’s consequences of one’s appreciation of physical actions by Creating a poster of commonalities between appearance.1) face-to-face to other learners in relationships based on class. even when cooperation.1. demonstrating rules cultures as well as the • ask and answer responsible decision. responsible behaviors at and group similarities school. Learners Recognize and class who have a can demonstrate socially appreciate individual different skill set.4) 2 People I You will learn how to EFL 4. differences by establishing Use other students’ and maintaining healthy and contributions in class Giving assistance to rewarding relationships as models for their those who are based on communication and own.4. S.4.1. ities and differences between different aspects of EFL 4. activities such as playing games.4.10 Helping learners in the cultural groups. evaluate their actions by maintaining healthy and ethical. considering ethical Completing group work standards.4. (S. J.2.1. J. J.2. brainstorming and problem solving. in a fair and honest I.3. Encouraging classmates and demonstrate respect for to stay motivated when individual and group EFL 4. struggling.

(Example: small feel. lit- dialogue in a scene from a . support.4.5.7.1 familiar contexts. (Ex- texts.3. Learners can identify the subheadings. spoken or audio texts set in EFL 4. interactions.1.) appropriately. Learners can ample: giving praise. (Ex.5. empathetic Recognize that various asking a follow-up manner. I. especially if and using other there is visual contextual clues (e.g.) main idea and some details EFL 4. and group differences by (Example: news about Listening to another establishing and maintaining sports or famous learner’s answers in healthy and rewarding online people.9 in short straightforward Engage in collaborative Writing activities through a spoken audio texts set in variety of student Looking at a picture familiar contexts when the groupings to create and and writing a message is delivered slowly respond to literature description of what you and there is other and other literary see or how it makes you contextual support. communicate and cooperate in EFL 4. Follow and identify some (Example: a recipe.5 correcting an error.5. descriptions. etc. illustrations. etc. when Make use of main points Choosing from a list of delivered slowly and with in literary texts words to complete gaps visuals to provide (authentic and semi-au. groups.1.1 I. a respectful. Understand main points Oral Communication: Learners can appreciate and in short simple texts Listening and Speaking) show respect for individual on familiar subjects. stories. Use thentic.) require different lan. (J.EFL 4.3. S. cooperative descriptions in pairs. oral and spoken contributions in written) to understand Predicting main ideas class as models for one’s short simple everyday by reading the title own speech.4. then comparing ample: rules for a game.EFL.) answering information short and straightforward questions. class and responding and face-to-face etc. classroom instructions.EFL. a Reading a text and main ideas and details in letter. a learning groups. S.. formatting and Reading Listening for Information: special vocabulary.7.4.4. from a reading.EFL.4) types of writing question. CE. etc. guage.1. contextual support.

4. (I. I.3.1.) (I.4. I. (Example: title.4. Then CE. illustrations. etc. errors or concepts. organization.EFL. sad.) process writing groups.4) CE.EFL. Language through the cartoon or movie.) classmate’s contributions in Looking at the title of class as models for their a text and accompanying own. short simple online or print texts on familiar subjects. reading to find the Demonstrate comprehension of answers to the main ideas and some details questions. making Listening to a song and use of contextual clues to inferring if it is identify relevant happy. Participating in Learners can understand main classroom games in which problem-solving ideas and some details in as a team is important. S. etc.EFL. I. Arts Learners can use other etc.11. in short simple texts on familiar subjects.15. Express information and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in order to influence an audience. while recognizing that different texts have different features and . information in a text.4) illustrations and writing three questions about the topic.2.11. etc.2.erature circles. Comparing answers in using contextual clues to pairs in order to help help identify the most each other understand relevant information.

oral or in print). (I. J.3. simple. predict.showing the ability to use these features appropriately in one’s own writing. everyday literary texts (online.EFL. I.4.18.4.2. infer and deduce literal and implied meanings in short.4) .4.3. I. while recognizing that different texts have different features and showing the ability to use these features appropriately in one’s own writing.EFL. (I. predict. especially when visual support is provided. I.4. Learners can convey infor- mation and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in order to influence an audience. everyday literary texts (online.18. I. oral or in print). Use main ideas in order to understand.3. simple.2) CE.EFL. S. Learners can understand. infer and deduce literal and implied meanings in short.1. I.15.1.

2.22.EFL.4.22. brainstorming and problem solving.2. CE. (S. S.4. J. 6 Activitie Seek and provide Cultural Awareness Recognize and demonstrate an s • ask and answer information and appreciation of questions assistance. different musical EFL 4.1. academic purposes. J.2. (Example: behaviors. I.6 Communication and CE. J. 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. for Working in small groups actions while exhibiting • ask for and give the personal.1.4.EFL.EFL. in writing and in pairs or small groups. cultures as well as the • ask for and give online or face-to-face consequences of one’s dates. social and to complete a cultural socially responsible time. I.4) 3 Leisure You will learn how to EFL 4. etc.4. Recognize the traditional food in Learners can name similar- consequences of one’s Latin America.9 genres in Ecuador.4.1.1.2.1. J. interactions. 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. project. brainstorming and problem solving. orally or Comparing answers in commonalities between about schedules.3.EFL.) ities and differences actions by between different aspects of .

1 CE. ethical.6 to other learners in language and interaction Use other students’ class. online.EFL.5. group project. face-to-face I. (J.3) needed.1. safety con. safety and social cerns.10 Completing group work Demonstrate the ability to Recognize and in a fair and honest ask for and give information appreciate individual manner and accepting and assistance using and group similarities the group’s decisions. EFL 4.4. Internet about other can demonstrate socially making at school.3.demonstrating Researching through the cultural groups.4. own. ability to give and ask for cooperation. while them to the class using in the community.1.3. evaluate their actions by standards. rewarding online and different skill set. social norms and Collaborating on a standards. I. descriptions. at home and the community. Understand main points Giving assistance to Display an appreciation of in short simple texts those who are and demonstrate respect for on familiar subjects. relationships based on Sharing ideas freely Learners can demonstrate an communication and and without jealousy.EFL.2. and considering ethical digital tools.1) mutual respect. J.1. cultures and ways of responsible behaviors at online. I. Learners responsible decision. Oral Communication: rewarding relationships etc.) Listening and Speaking) based on communication and cooperation. appropriate language and and differences by interaction styles in a establishing and Helping learners in the variety of social maintaining healthy and class who have a interactions. S. information and assistance Making positive remarks using level-appropriate EFL 4. struggling.4.5 Listening to another .4. CE. even when individual and group (Example: news about not directly asked to.4. to stay motivated when J. EFL 4. EFL 4. styles in online or face-to- contributions in class face social and classroom as models for their Encouraging classmates interactions.3.EFL. (J.2.4. differences by establishing sports or famous and maintaining healthy and people.4. at home and in life and presenting school.

cooperative Identifying the text Learners can identify the learning groups.. contextual support.1 Reading communicate and cooperate in Make use of main points a respectful.5.) cartoon or movie.EFL. Use variety of student illustrations.7. oral and questions. a asking a follow-up healthy and rewarding online letter. body and classroom instructions.Recognize that various learner’s answers in I. types of writing class and responding Learners can appreciate and require different lan. contextual support. establishing and maintaining (Example: a recipe. empathetic in literary texts Reading a text and manner. especially if words to complete gaps main ideas and details in there is visual from a reading.7.3.) question. introduction. type according to main idea and some details erature circles. etc.) and face-to-face interactions. and group differences by special vocabulary.5. spoken or audio texts set in Predicting main ideas familiar contexts.1. short and straightforward support. correcting an error. identifying the ample: rules for a game. CE. S. (Example: spoken audio texts set in etc. vocabulary. answering information thentic.4. (J. formatting and ample: giving praise. a conclusion in a news dialogue in a scene from a article. etc. show respect for individual guage. and other literary Writing texts.4. S. Learners can EFL 4. groups. (Ex.g. lit. writing features and in short straightforward process writing groups. spoken contributions in groupings to create and subheadings.4) (authentic and semi-au.) class as models for one’s respond to literature own speech.1.EFL.) recognizing that a familiar contexts when the recipe has a section message is delivered slowly called “ingredients” and there is other and one called “direc. (Ex- tions”. when EFL 4. appropriately. (Example: small I.5.) .4. written) to understand Listening for Information: short simple everyday Choosing from a list of Follow and identify some stories.EFL. etc. etc.9 by reading the title delivered slowly and with Engage in collaborative and using other visuals to provide activities through a contextual clues (e. etc.1.

Learners can use other Language through the classmate’s contributions in Arts class as models for their own.EFL.4) CE.4. I. Express information and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in order to influence an audience.3. organization. (I.11. making which problem-solving use of contextual clues to as a team is important.1.) (I. Comparing answers in pairs in order to help I. . while recognizing that different texts have different features and showing the ability to use these features appropriately in one’s own writing.2.11. using a help identify the most graphic organizer. relevant information. a writing project in using contextual clues to small groups. ideas and some details in short simple online or print Brainstorming ideas for texts on familiar subjects. Demonstrate comprehension of main ideas and some details Participating in in short simple texts on classroom games in familiar subjects. S.2. illustrations. I. (Example: title.4) Listening to or reading stories and drawing an CE.15.EFL. etc.4.4.EFL. important scene. identify relevant information in a text. each other understand Learners can understand main errors or concepts.

3. I.15.22.18. oral or in print). oral or in print).2.2) CE.I. I. while recognizing that different texts have different features and showing the ability to use these features appropriately in one’s own writing. Learners can convey infor- mation and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in order to influence an audience.3. Use main ideas in order to understand. I. infer and deduce literal and implied meanings in short. I.EFL. everyday literary texts (online.1.4.4. Learners can understand.EFL. Show the ability to work collaboratively and to .EFL. predict. especially when visual support is provided. simple. (I.18.4) CE. J. simple. predict. S.3.1.4. infer and deduce literal and implied meanings in short.4.EFL. (I.4. everyday literary texts (online.

2. J.EFL. cerns. considering ethical standards. between different aspects of EFL 4. responsible decision. the community. at home and . 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. 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.1. J. actions while exhibiting are online. online. brainstorming and problem solving. school. behaviors. manner and accepting ities and differences the group’s decisions. 6 Life Recognize the Cultural Awareness Recognize and demonstrate an • express what people consequences of one’s appreciation of are doing actions by Making a useful object commonalities between at the moment of demonstrating out of recycled cultures as well as the speaking. I. consequences of one’s • describe what people making at school.4) 4 Street You will learn how to EFL 4.1. S. (S. at home and in Collaborating on a socially responsible wearing.4. J. materials. safety con.2.2.EFL.9 Communication and CE. J.2.1.4. Learners Recognize and Helping learners in the can demonstrate socially appreciate individual class who have a responsible behaviors at and group similarities different skill set.4. Completing group work I.4. brainstorming and problem solving.22. while group project.3. social norms and in a fair and honest Learners can name similar- mutual respect.EFL.10 cultural groups.1.1.

ethical.g. (J.1.10.3.5.and differences by in the community. descriptions.1) face-to-face Making positive remarks relationships based on to other learners in CE. strengthen literacy greeting. Display an appreciation of cooperation. I. establishing and maintaining Working in pairs to healthy and rewarding online EFL 4.4.EFL. S. etc. (Example: repair strategies (e.4) sports or famous (Example: What’s the people.4.) familiar and predictable Demonstrate an ability conversational exchanges by to interact and engage Establishing a clear asking and answering follow- with a wide range of expectation of English up questions.3. out a struggling. empathetic (Example: news about class when necessary. communication and class. etc. requesting. safety and social rewarding online and standards. asking for and sustain conversational repetition / exchanges in pairs to . S. everyday Giving assistance to based on communication and subject when carrying those who are cooperation.EFL.4.2.3.9 with ____?. answer? How do you say CE. Learners can in short simple texts communicate and cooperate in on familiar subjects.1 complete an information and face-to-face Understand main points gap activity.EFL. S. and establishing and Sharing ideas freely evaluate their actions by maintaining healthy and and without jealousy. asking for clarification) skills and strategies. learning activity in Learners can appreciate and which there are Oral Communication: show respect for individual specific instructions Listening and Speaking) and group differences by for a task.1. I. interactions.1.5.) ___? Do you have an Interaction – Interpersonal: eraser? Can you help me Participate effectively in EFL 4.3. (J. provided there ICT and classroom use for classroom are opportunities to use resources in order to functions. manner. Asking for help in a respectful. and maintaining healthy and conversational exchange rewarding relationships on a familiar. and demonstrate respect for Encouraging classmates individual and group EFL 4. thanking.10 to stay motivated when differences by establishing Sustain a needed. even when collaborative/paired not directly asked to.

to another learner. and other literary words to complete gaps Demonstrate comprehension of texts. etc.3.11. comparing transaction. Predicting main ideas familiar subjects. J. using contextual clues to by showing the ability lining key information. strengths.11.) (I.2. lit.EFL. taking leave.4. order to complete a task.1. problem-solving tasks resources and under.g. working how to find reliable short simple online or print in groups. involve personal notes participate in familiar and ventions and features from the teacher to predictable everyday of English appropriate learners who use L2 conversational exchanges in to audience and regularly.4. satisfy a Convey information and instructions. making erature circles. other people’s informational web site illustrations.3. satisfy a need or handle a Reading simple transaction.) Informal I. Participate in creative Learners can understand main thinking through Reading a text about ideas and some details in brainstorming. ideas and capitalize on Recommending an (Example: title.) I.1 clarification.. transactional or answers. .4) groupings to create and respond to literature Choosing from a list of CE.EFL.9 range of repair strategies. I.4. organization. main ideas and some details groups.EFL. J.EFL. EFL 4. using a EFL 4.4) Creating a class list CE. help identify the most to accept a variety of relevant information. etc.1. giving complete a task. information in a text. games and and relevant online texts on familiar subjects. expository texts on etc.4. (Example: small from a reading.) contextual clues (e. and using other identify relevant etc.10.) (I. cooperative in short simple texts on learning groups. offering need or handle a simple ideas through simple help. etc. familiar subjects using assessment could Learners can effectively ICT tools and con. by reading the title use of contextual clues to process writing groups.11 subheadings.5. purpose. Engage in collaborative Reading a text and (Example: asking for clari- activities through a answering information fication.EFL 4. variety of student questions. illustrations.14.5.4.

strengthen literacy skills tions”. S.15.EFL. etc. introduction.1. Identifying the text type according to I. I.EFL.of reliable sources of Display an ability to information and interact and engage with a publishing it online or wide range of ICT and displaying it on a classroom resources and poster in class. each other understand errors or concepts. while recognizing which problem-solving that different texts have as a team is important. identifying the and promote acquisition.3.3) conclusion in a news article. texts by selecting and evaluating them in order to Writing strengthen literacy skills and promote acquisition. Learners can convey infor- Brainstorming ideas for mation and ideas and a writing project in describe feelings and small groups.EFL. J. (Example: engage with a wide range of recognizing that a ICT and classroom resources recipe has a section and texts by selecting and called “ingredients” evaluating them in order to and one called “direc. body and (I. transactional or expository . using a opinions in simple graphic organizer. I.4.2.) CE.4.1. writing features and Learners can interact and vocabulary. J.2. Express information and ideas and describe feelings Language through the and opinions in simple Arts transactional or expository texts on familiar subjects Participating in in order to influence an classroom games in audience.4.15. different features and showing the ability to use Comparing answers in these features appropriately pairs in order to help in one’s own writing.14.4.

6 Places Seek and provide Cultural Awareness Recognize and demonstrate an • identify places in information and appreciation of the city.2.EFL.EFL. while recognizing that different texts have different features and showing the ability to use these features appropriately in one’s own writing.3.EFL.2) CE. J.1.4) 5 Amazing You will learn how to EFL 4. brainstorming and problem solving.4.22. J. I.3. J. 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.1. I. texts on familiar subjects in order to influence an audience. brainstorming and problem solving.4.6 Communication and CE. S.4. J. S.4.22. J. assistance.4. 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.2. (S.1.2. orally or Playing games that commonalities between . (I.3.

turn-taking. interactions.) appropriate language and and differences by and identifying why interaction styles in a establishing and each is desirable and variety of social maintaining healthy and what consequences the interactions.EFL. rewarding online and irresponsible actions face-to-face would have. Learners responsible decision.EFL.2. get to a place. safety con. information and assistance using level-appropriate EFL 4. priority within the J.9 plays to practice I. I. (J. ask for and give information appreciate individual being open to accepting and assistance using and group similarities new ideas/foods. J.4. etc.1. etc. I.) can demonstrate socially making at school. online. interactions. EFL 4. S. social and socially responsible instructions to academic purposes.1. responsible behaviors at online. group project. for being polite. asking for between different aspects of demonstrating help. children from throwing rocks at a dog. consequences of one’s about location. greeting cultural groups. actions while exhibiting • give and follow personal.• ask for and give in writing and in practice classroom cultures as well as the information online or face-to-face language.4. Participating in short behaviors.10 respectful of people Demonstrate the ability to Recognize and who dress differently. authorities.1. stopping two standards.4. and considering ethical responsibility (helping evaluate their actions by standards. (J. at home and in Choosing pictures that school. safety and social cerns.1 Completing group work language and interaction Understand phrases and in a fair and honest styles in online or face-to- expressions related to manner and accepting face social and classroom areas of most immediate the group’s decisions. dialogues and role EFL 4.1. an elder cross the ethical.2. etc. relationships based on Learners can demonstrate an communication and Collaborating on a ability to give and ask for cooperation. at home and the community.4. I.3.3) personal and Helping learners in the . while demonstrate in the community. ities and differences actions by apologizing. Learners can name similar- consequences of one’s ple: thanking others.2.EFL.1) mutual respect. being CE.4.1. Recognize the target language.4. social norms and sidewalk. (Exam.3.

ICT and classroom Veronica saw gray resources in order to dolphins – False. Sustain a conversational exchange Encouraging classmates I.) straightforward story contexts. S.1 Listening and Speaking) manner.4. and without jealousy. S. provided speech is different skill set.4. following class Listening for Meaning: (Example: news about commands. on a familiar.4.6.) Making positive remarks rewarding relationships to other learners in based on communication and EFL 4.1. free time. even when and face-to-face specific instructions not directly asked to.6. everyday to stay motivated when Learners can appreciate and subject when carrying needed.4.educational domains. set in familiar everyday etc. descriptions. Display an appreciation of clearly and slowly and demonstrate respect for articulated. communicate and cooperate in Oral Communication: a respectful.9 statements.5. (Example: Sharing ideas freely individual and group daily life. (Example: deduce the meanings of Demonstrate an ability Veronica climbed a unfamiliar words and phrases to interact and engage mountain on her using context clues and/or with a wide range of vacation – True. and maintaining healthy and etc. prior knowledge.EFL. Understand and follow the sports or famous main idea in spoken texts people.EFL.) eral meaning of spoken texts set in familiar everyday EFL 4.3. (J.1 Working in pairs to contexts and infer changes .10 class. show respect for individual out a and group differences by collaborative/paired Giving assistance to establishing and maintaining learning activity in those who are healthy and rewarding online which there are struggling. Listening to a simple.1.4. cooperation. and EFL 4.EFL. etc. interactions. strengthen literacy saw pink dolphins. Learners can grasp the gen- skills and strategies. class who have a CE.3. provided speech is and correcting false clear and articulate.2.5.3. on familiar subjects.1. empathetic EFL 4. differences by establishing school activities. she I.4) Understand main points in short simple texts Listening to and CE.EFL. Learners can for a task.

S.) (I. with ____?.5.) Informal complete a task.4.EFL. comparing and sustain conversational erature circles.4. strengths. taking leave.3. thinking through regularly. J.g. exchanges in pairs to process writing groups. lit.4) purpose.11 from the teacher to Participate in creative learners who use L2 I. working participate in familiar and in groups.EFL. EFL 4. (I. (Example: conversational exchanges by groupings to create and greeting.10. etc. simple transaction. satisfy a etc.) assessment could need or handle a simple involve personal notes transaction.3.1. ideas through simple gap activity. Choosing from a list of (Example: asking for clari- words to complete gaps fication. offering asking for clarification) learning groups. as well as deduce the transactional or meanings of unfamiliar words expository texts on Asking for help in and exchanges through the familiar subjects using class when necessary. answers. help.9 Establishing a clear Interaction – Interpersonal: Engage in collaborative expectation of English Participate effectively in activities through a use for classroom familiar and predictable variety of student functions. to accept a variety of answering information satisfy a need or handle a ideas and capitalize on questions.Convey information and complete an information in the topic of discussion. provided there and other literary repetition / are opportunities to use texts.10.5. etc. asking and answering follow- respond to literature thanking. J. giving repair strategies (e.3. ICT tools and con.1. etc. EFL 4. asking for up questions. groups. (Example: small clarification. J. using a other people’s range of repair strategies. use of context clues. (Example: What’s the provided speech is given ventions and features answer? How do you say slowly and clearly and there of English appropriate ___? Do you have an is sufficient visual to audience and eraser? Can you help me support. cooperative instructions.) CE. games and Reading predictable everyday problem-solving tasks conversational exchanges in by showing the ability Reading a text and order to complete a task. Learners can effectively brainstorming. from a reading. requesting.4) .

by reading the title Demonstrate comprehension of and using other main ideas and some details contextual clues (e.11.) (I. in short simple texts on illustrations. making subheadings. engage with a wide range of tions”.4) publishing it online or displaying it on a CE.1. etc.g. familiar subjects. ideas and some details in short simple online or print Recommending an texts on familiar subjects.4.EFL. Display an ability to interact and engage with a Writing wide range of ICT and classroom resources and Identifying the text texts by selecting and type according to evaluating them in order to writing features and strengthen literacy skills vocabulary. Creating a class list (Example: title.11. of reliable sources of illustrations. . recognizing that a recipe has a section I. organization. (Example: and promote acquisition.) strengthen literacy skills and promote acquisition. informational web site using contextual clues to to another learner. how to find reliable and relevant online I. I.4.2. identifying the ICT and classroom resources introduction.) use of contextual clues to identify relevant Reading a text about information in a text.EFL. body and and texts by selecting and conclusion in a news evaluating them in order to article.Predicting main ideas CE..EFL. called “ingredients” Learners can interact and and one called “direc. resources and under. help identify the most relevant information. poster in class. Learners can understand main lining key information. etc.14. information and etc.EFL.4.1.4.14.

EFL.3) Language through the Arts CE. a writing project in small groups.4.4. Learners can convey infor- mation and ideas and Creating a crossword describe feelings and puzzle in groups about opinions in simple an Ecuadorian story. transactional or expository region. while recognizing that different texts have different features and showing the ability to use these features appropriately in one’s own writing.4. celebrity.4. J. texts on familiar subjects in order to influence an audience. (I.2) CE. showing the ability to use these features appropriately Brainstorming ideas for in one’s own writing.15. 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 . J. Express information and Participating in ideas and describe feelings classroom games in and opinions in simple which problem-solving transactional or expository as a team is important.2. J. S. graphic organizer.1.4. using a I.3. (I.EFL.2. texts on familiar subjects in order to influence an Comparing answers in audience. etc. S. I.15. while recognizing pairs in order to help that different texts have each other understand different features and errors or concepts.22.EFL.3. I.3.

and considering ethical evaluate their actions by standards. orally or practice helpful commonalities between in writing and in language.4. (S. discussing the EFL 4. Learners responsible decision. at home and the community. J.EFL. between different aspects of demonstrating cultural groups.9 consequences on others. brainstorming and problem solving.1.1.4) Communication and 6 Daily You will learn how to EFL 4. J. in the community. Completing group work can demonstrate socially making at school. Helping learners in the ethical. evaluating and behaviors. safety con. while the group’s decisions.3.4.2.4. online. J. at home and in manner and accepting school.1. S. Recognize the Learners can name similar- consequences of one’s Collaborating on a ities and differences actions by group project.22. I.6 Cultural Awareness CE.1. for Reading a list of actions while exhibiting personal.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. in a fair and honest responsible behaviors at online. through the completion of activities such as playing games.EFL. assistance. 6 Routines Seek and provide Recognize and demonstrate an • talk about routines information and Singing songs that appreciation of and lifestyles.EFL.4. brainstorming and problem solving. social and actions people take and socially responsible academic purposes.2. safety and social . cultures as well as the online or face-to-face consequences of one’s interactions. J.2. I.2.

EFL.1. everyday Veronica saw gray Learners can appreciate and subject when carrying dolphins – False.1.3. free time. straightforward story and maintaining healthy and etc.4. EFL 4.) establishing and maintaining learning activity in healthy and rewarding online which there are Asking for help in and face-to-face . social norms and class who have a standards.4.5.5. ask for and give information appreciate individual and assistance using and group similarities Making positive remarks appropriate language and and differences by to other learners in interaction styles in a establishing and class.1 struggling.3) personal and educational domains. on a familiar.1.4.EFL. and group differences by collaborative/paired etc. differences by establishing school activities. (J.cerns. J. (Example: based on communication and EFL 4. Sustain a mountain on her conversational exchange vacation – True. (Example: individual and group daily life. CE.4. Learners can demonstrate an communication and ability to give and ask for cooperation. I. priority within the Listening and Speaking) J.4.10 Sharing ideas freely Demonstrate the ability to Recognize and and without jealousy.10 Veronica climbed a cooperation. (J.4. Giving assistance to information and assistance those who are using level-appropriate EFL 4.3.2. she show respect for individual out a saw pink dolphins.1. S. different skill set. and demonstrate respect for articulated. even when language and interaction Understand phrases and not directly asked to.EFL. relationships based on needed. rewarding online and Encouraging classmates face-to-face to stay motivated when I.2. I. I.) and correcting false rewarding relationships statements. Listening to and CE. provided speech is following class Display an appreciation of clearly and slowly commands.2.EFL. styles in online or face-to- expressions related to face social and classroom areas of most immediate Oral Communication: interactions. Listening to a simple. variety of social maintaining healthy and interactions.1) mutual respect.4.

ICT tools and con. S. strengthen literacy etc.) CE.4.1. asking for deduce the meanings of Demonstrate an ability repetition / unfamiliar words and phrases to interact and engage clarification. offering prior knowledge. ICT and classroom help. provided there .3. playing a guessing game.1. provided speech is greeting.4. descriptions. and EFL 4.5.9 thanking.6. I. empathetic EFL 4. assessment could eral meaning of spoken texts involve personal notes set in familiar everyday EFL 4.4. interactions. (J. (Example: contexts.4) purpose. S. EFL 4.10. as well as deduce the transactional or meanings of unfamiliar words expository texts on Conducting a role play and exchanges through the familiar subjects using between two students on use of context clues.9 Interaction – Interpersonal: Engage in collaborative Reading Participate effectively in activities through a familiar and predictable variety of student Reading a text and conversational exchanges by groupings to create and answering information asking and answering follow- respond to literature questions. giving using context clues and/or with a wide range of instructions.) Informal Learners can grasp the gen- skills and strategies. activities.3. (I. (Example: What’s the communicate and cooperate in answer? How do you say a respectful. etc. etc. comparing resources in order to answers.specific instructions class when necessary. use for classroom set in familiar everyday etc. Listening for Meaning: (Example: news about Establishing a clear Understand and follow the sports or famous expectation of English main idea in spoken texts people.4) Understand main points eraser? Can you help me in short simple texts with ____?.EFL. a given topic. S. Learners can for a task.6.4. on familiar subjects. ideas through simple regularly.) CE. J. clear and articulate. up questions. finding is sufficient visual to audience and common free time support. taking leave. requesting.EFL.1 ___? Do you have an manner.1.3. provided speech is given ventions and features (Example: talking about slowly and clearly and there of English appropriate routines.EFL.3.) functions.1 from the teacher to contexts and infer changes Convey information and learners who use L2 in the topic of discussion.

etc.EFL.3.11 contextual clues (e. making poster in class.g.4. cooperative words to complete gaps asking for clarification) learning groups.1. J. strengths. relevant information.4. Identifying the text I.11.EFL. Recommending an (Example: asking for clari- informational web site fication.4. .4) Creating a class list CE.11.) by reading the title need or handle a simple and using other transaction. lit. working participate in familiar and in groups. J.. (Example: short simple online or print recognizing that a texts on familiar subjects. games and Reading a text about predictable everyday problem-solving tasks how to find reliable conversational exchanges in by showing the ability and relevant online order to complete a task. Predicting main ideas complete a task.1. from a reading.) (I.EFL. (Example: small Choosing from a list of repair strategies (e. thinking through subheadings. and sustain conversational erature circles.and other literary are opportunities to use texts. of reliable sources of Demonstrate comprehension of information and main ideas and some details publishing it online or in short simple texts on displaying it on a familiar subjects. I. groups.) Learners can effectively brainstorming.3. exchanges in pairs to process writing groups. satisfy a etc.g. Participate in creative illustrations.5. type according to Learners can understand main writing features and ideas and some details in vocabulary.10. satisfy a need or handle a ideas and capitalize on lining key information. use of contextual clues to identify relevant Writing information in a text. EFL 4. to accept a variety of resources and under. using a other people’s range of repair strategies. etc. recipe has a section using contextual clues to called “ingredients” help identify the most and one called “direc. to another learner. simple transaction.

an Ecuadorian story.1. I. strengthen literacy skills and promote acquisition. while recognizing that different texts have different features and showing the ability to use these features appropriately in one’s own writing. I. I. Express information and region. body and illustrations. using a strengthen literacy skills graphic organizer. introduction. engage with a wide range of ICT and classroom resources Brainstorming ideas for and texts by selecting and a writing project in evaluating them in order to small groups. (I.EFL. identifying the (Example: title. J.4. and promote acquisition.2.) (I. celebrity. etc.EFL.3) Creating a crossword puzzle in groups about CE.4) article. Comparing answers in pairs in order to help I. each other understand Learners can interact and errors or concepts.4.4.15. S.EFL.14. conclusion in a news etc.4.tions”.3. . etc. organization. Language through the Display an ability to Arts interact and engage with a wide range of ICT and Participating in classroom resources and classroom games in texts by selecting and which problem-solving evaluating them in order to as a team is important. ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in order to influence an audience.) CE.15. J.4.EFL.2.14.1.2.

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.22.2.1.3.1. J.Learners can convey infor- mation and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in order to influence an audience. S.22. (I. J.4.4. I. 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. J. S. J.3. brainstorming and problem solving.2.3.2) CE. while recognizing that different texts have different features and showing the ability to use these features appropriately in one’s own writing.4.4.EFL. I.EFL.4) . (S. J.

English A1. S. United States: Teachers College Press. Mastering ESL/EFL Methods. Ecuador: MinEdu. Kansas. (2016). Quito. J. (2011). Munoz. (2016). 2016 Date: Date: . Quito. English as a Foreign Language Curriculum for Educación General Básica Elemental. Crossing the Vocabulary Bridge. MINISTERIO DE EDUCACION DEL ECUADOR.1. S.6. United States: Pearson Education. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. New York. Ecuador: Grupo Editorial Norma SA ELABORATED BY REVISED BY APPROVED BY TEACHER(S): NAME: NAME: Signature: Signature: Signature: Date: September 30th. Herrera. (2011). OBSERVATIONS: Herrera.