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AN N U A L C U R R I C U L U M P L A N

NAME OF THE INSTITUTION ACADEMIC YEAR


“ELOY ALFARO” 2016 - 2017

ANNUAL CURRICULUM PLAN


1. INFORMATION DATA:
Area: ENGLISH AS A FOREIGN LANGUAGE Subject: ENGLISH
Teachers: LANGUAGE
Mss. Nancy Prado Valladolid.
Grade / course 8th A - B – C Education Level 4
2. TIME
Weekly course load No. of working hours Learning evaluation and unexpected issues Total class weeks Total periods

5 40 4 36 180
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 O.EFL 4.1
Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner,
maturely, and openly experiencing other cultures and languages from the secure standpoint of their own Identify the main ideas, some details and inferences of written texts, in order to produce level-
national and cultural identity. appropriate critical analysis of familiar subjects and contexts.
OG.EFL 2
Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend O.EFL 4.2
the role of diversity in building an intercultural and multinational society.
Appreciate and value English as an international language and a medium to interact globally.
OG.EFL 3
O.EFL 4.3
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills
through an appreciation of linguistic differences. Enjoy an enriched perspective of their L1 and of Independently read A2.1 level text in English as a source of entertainment and interpersonal and
language use for communication and learning. intrapersonal interaction.

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O.EFL 4.4
OG.EFL 4 Develop creative and critical thinking skills when encountering challenges in order to promote
Deploy a range of learning strategies, thereby increasing disposition and ability to independently access autonomous learning and decision making.
further (language) learning and practice opportunities. Respect themselves and others within the
O.EFL 4.5
communication process, cultivating habits of honesty and integrity into responsible academic behavior.
OG.EFL 5 Introduce the need for independent research as a daily activity by using electronic resources (ICT) in class
Directly access the main points and important details of up-to date. English language texts, such as those while practicing appropriate competences in the four skills.
published on the web, for professional or general investigation, through the efficient use of ICT and
O.EFL 4.6
reference tools where required.
OG.EFL 6 Write short descriptive and informative texts related to personal information or familiar topics and use
Through selected media, participate in reasonably extended spoken or written dialogue with peers from them as a means of communication and written expression of thought.
different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and
O.EFL 4.7
opinions effectively and appropriately.
OG.EFL 7 Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine
Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations articles and oral interviews on familiar subjects in order to inspire oral and written production at an A2.1
with a limited but effective command of the spoken language (CEFR B1 level). level.

O.EFL 4.8

Integrate written and spoken text in order to identify cultural differences and similarities within a range
of local, national and global contexts familiar to the learner.

O.EFL 4.9

Create a sense of awareness in terms of accuracy when learners interact in English using high-frequency
and level-appropriate expressions in order to reach an effective command of spoken language.
4. TRANSVERSAL AXES :
Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.

5. DEVELOPMENT OF PLANNING UNITS*

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N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

• Personal Information Communication and Cultural


People Around Us O.EFL 4.2 Appreciate and value Communication and Cultural • Countries and Awareness CE.EFL.4.1 Compare and contrast oral
UNIT 1 English as an international language Awareness • Reading two stories from different traditions and literature from Ecuador and
Nationalities
and a medium to interact globally. EFL 4.1.1 Compare and contrast oral • Personal Profiles regions in Ecuador and beyond, in order
6
traditions, myths, folktales and literature completing a chart to show the to manifest an understanding of the relationship
from Ecuador and Vocabulary differences. between cultural perspectives and practices and
O.EFL 4.7 Use spoken and
written literary texts in English such international regions and cultures, and • Words related to • Reflecting on differences between by sharing cross cultural experiences.
as poems, short stories, comic identify similarities, differences, and personal information people from other countries and
strips, short magazine articles and universal cultural Grammar regions. I.EFL.4.1.1 Learners can compare and contrast
oral themes. • Simple Present tense • Participating in short dialogues and role oral traditions, myths, folktales and literature
interviews on familiar subjects in EFL 4.1.2 Recognize and demonstrate plays to practice target from Ecuador and other cultures in order to
with the verb to be
order to inspire oral and written an appreciation of some commonalities language. demonstrate an understanding of the
Lesson 1:
production. and distinctions • Practicing the language needed to deal relationship between cultural practices and
across cultures and groups, including Meeting New People with a need through a mini perspectives. Learners can share cross-cultural
O.EFL 4.8 Integrate written and the students’ own. Lesson 2 :
role play. experiences while naming universal cultural
spoken texts in order to identify • Singing songs that practice helpful themes. (I.2, S.1, S.2, J.1)
cultural differences and similarities Friends Around the language.
within a range of local, national and World
global
contexts familiar to the learner. Lesson 3:
CE.EFL.4.7 Listening for Information: Follow and
identify some main ideas and details in short and
Oral Communication: (Listening and Get in Touch with a VIP Oral Communication: (Listening and straightforward spoken or audio texts set in
Speaking) Speaking) familiar contexts, when delivered slowly and with
Lesson 4:
EFL 4.2.2 Use a series of phrases and • Listening to a dialogue between two or visuals to provide contextual support. Use spoken
sentences to describe aspects of more people and deciding if contributions in class as models for one’s own
personal background, The World We Live In each statement is true or false. speech.
immediate environment and matters of • Watching a short video and then talking
immediate need in simple terms using to a partner about whether
grammatical or not they agree with the speaker or a
structures learnt in class (although statement.
there may be frequent errors with • Giving learners language prompts to I.EFL.4.7.1 Learners can identify the main idea
tenses, personal pronouns, use during pair/group work. and some details in short straightforward spoken
prepositions, etc.). • Asking classmates to repeat an answer audio texts set in familiar contexts when the
EFL 4.2.6 Use other students’ or statement if needed to message is delivered slowly and there is other
contributions in class as models for clarify something. contextual support. Learners can use other
their own. • Asking for help in class when classmate’s contributions in class as models for
necessary. their own. (I.2, I.3, S.4)

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Reading CE.EFL.4.11 Demonstrate comprehension of
EFL 4.3.2 Make use of clues such as Reading main ideas and some details in short simple texts
titles, illustrations, organization, text • Reading a text and answering on familiar subjects, making use of contextual
outline and layout, etc. information questions. clues to identify relevant information in a text.
to identify and understand relevant • Choosing from a list of words to
information in written level-appropriate complete gaps from a reading.
text types. • Reading a short story from the Internet I.EFL.4.11.1 Learners can understand main
and highlighting interesting ideas and some details in short simple online or
facts, then comparing them with those of print texts on familiar subjects, using contextual
a partner. clues to help identify the most relevant
• Reading a biography and putting information. (I.2, I.4)
events on a timeline. Writing

Writing
EFL 4.4.2 Make and use a simple print Writing CE.EFL.4.16 Make use of simple learning
or digital learning resource to compare • Making posters in small groups of new resources, including those created by one’s self,
and contrast phrases and expressions in in order
information in order to demonstrate order to display in the classroom. to compare and contrast information, and choose
understanding and command of a topic. • Finding a variety of online references to appropriate resources according to the value,
practice a grammar purpose and audience of each.
structure, then recommending the best
one to the class. I.EFL.4.16.1 Learners can use and make simple
• Making flashcards for new words and learning resources, both online and in print, in
using them to quiz a partner. order to compare and contrast information.
• Writing about a topic and choosing Learners can choose appropriate resources and
words for a glossary and writing critically evaluate the information in these
the definitions. resources, according to the value, purpose and
audience of each. (I.1, I.3, I.4, J.2, J.4)

Language through the Arts


EFL 4.5.11 Participate in creative CE.EFL.4.20 Create short, original literary texts in
thinking through brainstorming, working Language through the Arts different genres, including those that reflect
in groups, games and • Sharing learners’ stories in pairs or Ecuadorian cultures, using a range of digital tools,
problem-solving tasks by showing the small groups and choosing to writing styles, appropriate vocabulary and other
ability to accept a variety of ideas and represent some through a role play. literary concepts.
capitalize on other • Reading a myth from Ecuador and
people’s strengths. writing a song about it.
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)

Educamos para tener Patria


Av. Amazonas N34-­­451 y Av. Atahualpa, PBX (593-­­2) 3961322, 3961508
Quito-­­Ecuador www.educacion.gob.ec
N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

Communication and Cultural CE.EFL.4.1 Compare and contrast oral traditions


• Family Members
O.EFL 4.2 Appreciate and value Communication and Cultural Awareness and literature from Ecuador and beyond in order
UNIT 2 English as an international language Awareness • Physical Appearance • Reflecting on differences between to manifest an understanding of the relationship
People I Love
and a medium to interact globally. EFL 4.1.1 Compare and contrast oral • Parts of the Body different members of a family. between cultural perspectives and practices and
6
traditions, myths, folktales and literature • Sharing a cross-cultural experience by sharing cross cultural experiences.
from Ecuador and Vocabulary (such as traveling, trying a new
O.EFL 4.6 Write short descriptive international regions and cultures and • Words related to food, meeting someone from another I.EFL.4.1.1 Learners can compare and contrast
and informative texts related to identify similarities and differences and country) in pairs or as a class. oral traditions, myths, folktales and literature
personal information or familiar universal cultural family members and • Comparing answers in pairs or small from Ecuador and other cultures in order to
topics and use them as a means of themes. the human body groups. demonstrate an understanding of the
communication and written EFL 4.1.10 Recognize and appreciate • Working in small groups to create a relationship between cultural practices and
expression of thought. individual and group similarities and Grammar chart about differences in perspectives. Learners can share cross-cultural
differences by heights and weights from members of a experiences while naming universal cultural
• Simple Present
establishing and maintaining healthy family. themes. (I.2, S.1, S.2, J.1)
and rewarding online and face-to-face tense with the
O.EFL 4.8 Integrate written and relationships based
verb to be
spoken text in order to identify on communication and cooperation.
cultural differences and similarities • Possessive
within a range of local, national and adjectives
global
contexts familiar to the learner.
Oral Communication: (Listening and
Lesson 1:
Speaking) Oral Communication: (Listening and CE.EFL.4.7 Listening for Information: Follow and
EFL 4.2.2 Use a series of phrases and This Is My Family Speaking) identify some main ideas and details in short and
sentences to describe aspects of
Lesson 2 : • Listening to instructions for a short task straightforward spoken or audio texts set in
personal background, and carrying them out. familiar contexts, when delivered slowly and with
immediate environment and matters of We Are All Different • Listening to spoken or recorded visuals to provide contextual support. Use spoken
immediate need in simple terms using descriptions of familiar scenes, and contributions in class as models for one’s own
grammatical marking the words you hear. speech.
structures learnt in class (although Lesson 3: • Listening to a dialogue between two or
there may be frequent errors with more people and deciding if each
Diverse Families
tenses, personal pronouns, statement is true or false. I.EFL.4.7.1 Learners can identify the main idea
prepositions, etc.). • Watching a short video about a family and some details in short straightforward spoken
situation and writing three new things audio texts set in familiar contexts when the
Lesson 4:
they learned. message is delivered slowly and there is other
contextual support. Learners can use other
Keep An Eye On classmate’s contributions in class as models for
Planning their own. (I.2, I.3, S.4)

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Reading Reading CE.EFL.4.11 Demonstrate comprehension of
EFL 4.3.1 Understand main points in • Reading a text and answering main ideas and some details in short simple texts
short simple texts on familiar subjects. information questions. on familiar subjects, making use of contextual
(Example: news • Choosing from a list of words to clues to identify relevant information in a text.
about sports or famous people, complete gaps from a reading.
descriptions, etc.) • Reading a short story from the Internet I.EFL.4.11.1 Learners can understand main
EFL 4.3.2 Make use of clues such as and highlighting interesting ideas and some details in short simple online or
titles, illustrations, organization, text facts, then comparing them with those of print texts on familiar subjects, using contextual
outline and layout, etc. clues to help identify the most relevant
a partner.
to identify and understand relevant information. (I.2, I.4)
information in written level-appropriate
text types.

Writing CE.EFL.4.15 Express information and ideas


Writing • Listening to a celebrity interview and and describe feelings and opinions in simple
EFL 4.4.2 Make and use a simple print writing three more interview transactional or expository texts on familiar
or digital learning resource to compare questions. subjects in order to influence an audience, while
and contrast • Writing your own answers to interview recognizing that different texts have different
information in order to demonstrate questions. features and showing the ability to use these
understanding and command of a topic • Writing an email to a friend describing features appropriately in one’s own writing.
your ideal friend.

I.EFL.4.15.1 Learners can convey information


and ideas and describe feelings and opinions in
simple transactional or expository texts on
familiar subjects in order to influence an
audience, while recognizing that different texts
have different features and showing the ability to
use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)

Language through the Arts Language through the Arts CE.EFL.4.20 Create short, original literary texts in
EFL 4.5.11 Participate in creative • Sharing learners’ stories in pairs or different genres, including those that reflect
thinking through brainstorming, working small groups and choosing to Ecuadorian cultures, using a range of digital tools,
in groups, games and represent some through a role play. writing styles, appropriate vocabulary and other
problem-solving tasks by showing the • Reading a myth from Ecuador and Literary concepts.
ability to accept a variety of ideas and writing a song about it.
capitalize on other
people’s strengths.
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)

Educamos para tener Patria


Av. Amazonas N34-­­451 y Av. Atahualpa, PBX (593-­­2) 3961322, 3961508
Quito-­­Ecuador www.educacion.gob.ec
N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

Leisure Activities O.EFL 4.1 Identify the main ideas, Communication and Cultural • Types of Movies Communication and Cultural CE.EFL.4.1 Compare and contrast oral
UNIT 3 Awareness Awareness traditions and literature from Ecuador and beyond
some details and inferences of • Cultural Events
written texts, in order to produce EFL 4.1.1 Compare and contrast oral • Finding events from other cultures and in order
traditions, myths, folktales and literature • Famous Festivals to manifest an understanding of the relationship 6
level-appropriate critical analysis of Vocabulary regions and then sharing
familiar subjects and contexts. from Ecuador and them in class. between cultural perspectives and practices and
international regions and cultures and • Words related to • Reading two stories from different by sharing cross cultural experiences.
identify similarities and differences and festivals and art events regions in Ecuador and
O.EFL 4.2 Appreciate and value universal cultural • Words related to completing a chart to show the I.EFL.4.1.1 Learners can compare and contrast
English as an international language themes. days, months, and time differences. oral traditions, myths, folktales and literature
and a medium to interact globally. EFL 4.1.2 Recognize and demonstrate Grammar • Reading a story from another from Ecuador and other cultures in order to
an appreciation of some commonalities region/culture and sharing a similar demonstrate an understanding of the
and distinctions • Prepositions of time relationship between cultural practices and
experience.
across cultures and groups including • Wh-questions (what perspectives. Learners can share cross-cultural
• Reflecting on differences between
O.EFL 4.8 Integrate written and the students’ own. time/when) people from other countries and experiences while naming universal cultural
spoken text in order to identify regions. themes. (I.2, S.1, S.2, J.1)
cultural differences and similarities
within a range of local, national and Lesson 1:
global contexts familiar to the
learner.
What’s on at the
Cinema?
Oral Communication: (Listening and Lesson 2 : Oral Communication: (Listening CE.EFL.4.6 Listening for Meaning: Understand
Speaking) and Speaking) and follow the main idea in spoken texts set in
EFL 4.2.2 Use a series of phrases and • Listening to a set of instructions and familiar everyday contexts, provided speech is
sentences to describe aspects of Cultural Events matching them to the clear and articulate, and deduce the meanings of
personal background, corresponding picture. unfamiliar words and phrases using context clues
immediate environment and matters of Lesson 3: and/or prior knowledge.
• Listening to and following class
immediate need in simple terms using commands.
grammatical • Listening to a simple, straightforward I.EFL.4.6.1 Learners can grasp the general
structures learnt in class. Famous Fests story and correcting false statements. meaning of spoken texts set in familiar everyday
• Listening for specific words in a contexts and infer changes in the topic of
conversation and trying to guess discussion, as well as deduce the meanings of
Lesson 4: the meaning from the context unfamiliar words and exchanges through the use
of context clues, provided speech is given slowly
Are You a Culture and clearly and there is sufficient visual support.
Vulture? (I.3, S.1, J.4)

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Reading
• Reading a text and answering CE.EFL.4.11 Demonstrate comprehension of
Reading information questions. main ideas and some details in short simple texts
EFL 4.3.2 Make use of clues such as • Choosing from a list of words to on familiar subjects, making use of contextual
titles, illustrations, organization, text complete gaps from a reading. clues to identify relevant information in a text.
outline and layout, etc. • Reading a short story from the Internet
to identify and understand relevant and highlighting interesting
information in written level-appropriate facts, then comparing them with those of I.EFL.4.11.1 Learners can understand main
text types. a partner. ideas and some details in short simple online or
• Reading a biography and putting print texts on familiar subjects, using contextual
events on a timeline. clues to help identify the most relevant
information. (I.2, I.4)

CE.EFL.4.15 Express information and ideas and


describe feelings and opinions in simple
transactional or expository texts on familiar
Writing subjects in order to influence an audience, while
Writing • Making posters in small groups of the recognizing that different texts have different
EFL 4.4.1 Convey information and day and time of favorite TV features and showing the ability to use these
ideas through simple transactional or programs. features appropriately in one’s own writing.
expository texts on • Finding a variety of online references to
familiar subjects using ICT tools and practice prepositions of I.EFL.4.15.1 Learners can convey information
conventions and features of English time for dates. and ideas and describe feelings and opinions in
appropriate to • Creating charts for new expressions. simple transactional or expository texts on
audience and purpose. 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.4.20 Create short, original literary texts


in different genres, including those that reflect
Ecuadorian cultures, using a range of digital tools,
Language through the Arts writing styles, appropriate vocabulary and other
Language through the arts • Sharing learners’ stories of a tradition literary concepts.
EFL 4.5.1 Make use of main points in in a city in Ecuador in pairs
literary texts (authentic and semi- or small groups and choosing to
authentic, oral and represent some through a role play.
written) to understand short simple • Reading a myth from Ecuador and I.EFL.4.20.1 Learners can create short, original
everyday stories, especially if there is writing a song about it. literary texts in different genres, including those
visual support. • Doing free writing on a topic suggested that reflect Ecuadorian cultures, using a range of
by another learner. digital tools, writing styles, appropriate
vocabulary and other literary concepts. (I.1, I.3)

Educamos para tener Patria


Av. Amazonas N34-­­451 y Av. Atahualpa, PBX (593-­­2) 3961322, 3961508
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N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

Street Life O.EFL 4.4 Develop creative and Communication and Cultural Communication and Cultural CE.EFL.4.1 Compare and contrast oral traditions
UNIT 4 Awareness Awareness and literature from Ecuador and beyond in order
critical thinking skills when • Street Life
encountering challenges in order to EFL 4.1.2 Recognize and demonstrate • Finding clothes from other cultures and to manifest an understanding of the relationship
an appreciation of some commonalities • Clothes between cultural perspectives and practices and 6
promote autonomous learning and regions and then sharing
and distinctions • Famous by sharing cross cultural experiences.
decision them in class.
making. across cultures and groups Neighborhoods • Completing a Venn diagram about
(differentiated by gender, ability, Vocabulary clothes in the coast and in the I.EFL.4.1.1 Learners can compare and contrast
generations, etc.) including the • Words related to highlands. oral traditions, myths, folktales and literature
students’ own. street activities • Participating in short role plays using a from Ecuador and other cultures to demonstrate
range of verbal and an understanding of the relationship between
• Words related to
nonverbal communication. cultural practices and perspectives. (I.2, S.1,
EFL 4.1.5 Apply self-correcting and clothes S.2, J.1)
O.EFL 4.8 Integrate written and • Listening to a dialogue and identifying
self-monitoring strategies in social and Grammar
spoken text in order to identify errors in speech or problems
cultural differences and similarities classroom nteractions. • Present Progressive for communication.
within a range of local, national and tense
global • Demonstrative
contexts familiar to the learner. Pronouns

Lesson 1: CE.EFL.4.1 Compare and contrast oral traditions


Oral Communication: (Listening and and literature from Ecuador and beyond in order
What Are You Doing? Oral Communication: (Listening and
Speaking) Speaking) to manifest an understanding of the relationship
EFL 4.2.1 Understand phrases and • Listening to a set of instructions and between cultural perspectives and practices and
expressions related to areas of most matching them to the by sharing cross cultural experiences.
Lesson 2 :
immediate priority Corresponding picture.
within the personal and educational • Listening to and following class
domains, provided speech is clearly
Street Fashion commands.
and slowly articulated. I.EFL.4.1.1 Learners can compare and
EFL 4.2.2 Use a series of phrases and Lesson 3: • Listening to a simple, straightforward contrast
sentences to describe aspects of story and correcting false oral traditions, myths, folktales and literature
personal background, statements. from Ecuador and other cultures to demonstrate
immediate environment and matters of What’s the Weather • Listening to a short conversation an understanding of the relationship between
immediate need in simple terms using between two speakers and cultural practices and perspectives. (I.2, S.1,
Like? deciding who is speaking, what they are
grammatical S.2, J.1
structures learnt in class (although Lesson 4: doing how they feel.
there may be frequent errors with
tenses, personal pronouns, Are You Working Hand
prepositions, etc.).
in Glove?

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Reading CE.EFL.4.11 Demonstrate comprehension of
Reading EFL 4.3.2 Make use of clues such as main ideas and some details in short simple texts
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text on
titles, illustrations, organization, text outline and layout, etc. familiar subjects, making use of contextual clues
outline and layout, etc. to identify and to identify and understand relevant to identify relevant information in a text.
understand relevant information in
information in written level-appropriate
written level-appropriate text types.
text types. I.EFL.4.11.1 Learners can understand main
ideas and some details in short simple online or
print texts on familiar subjects, using contextual
clues to help identify the most relevant
information (I.2, I.4)

Writing
EFL 4.4.4 Write to describe
feelings/opinions in order to effectively Writing CE.EFL.4.15 Express information and ideas and
influence an audience. • Making posters in small groups of the describe feelings and opinions in simple
(Example: persuade, negotiate, argue, day and time of favorite TV transactional or expository texts on familiar
etc.) programs. subjects in order to influence an audience, while
• Finding a variety of online references to recognizing that different texts have different
practice prepositions of features and showing the ability to use these
time for dates. features appropriately in one’s own writing.
• Creating charts for new expressions.
I.EFL.4.15.1 Learners can convey information
and ideas and describe feelings and opinions in
simple transactional or expository texts on
familiar subjects in order to influence an
audience, while recognizing that different texts
have different features and showing the ability to
use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)

Language through the Arts


• Sharing learners’ stories of a tradition
Language through the arts in a city in Ecuador in pairs CE.EFL.4.20 Create short, original literary texts in
EFL 4.5.1Make use of main points in or small groups and choosing to different genres, including those that reflect
literary texts (authentic and semi- represent some through a role play. Ecuadorian cultures, using a range of digital tools,
authentic, oral and • Reading a myth from Ecuador and writing styles, appropriate vocabulary and other
written) to understand short simple writing a song about it. literary concepts.
everyday stories, especially if there is • Doing free writing on a topic suggested
visual support. by another learner.
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)

Educamos para tener Patria


Av. Amazonas N34-­­451 y Av. Atahualpa, PBX (593-­­2) 3961322, 3961508
Quito-­­Ecuador www.educacion.gob.ec
N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

Communication and Cultural CE.EFL.4.1 Compare and contrast oral traditions


Amazing Places O.EFL 4.8 Integrate written and Communication and Cultural • Places in the City Awareness and literature from Ecuador and beyond in order
UNIT 5 Awareness • Hearing a story from another country to manifest an understanding of the relationship
spoken text in order to identify • Tourist Places
cultural differences and similarities EFL 4.1.2 Recognize and demonstrate and finding similarities with a between cultural perspectives and practices and
an appreciation of some commonalities • City Maps by sharing cross cultural experiences. 6
within a range of local, national and story from Ecuador.
and distinctions Vocabulary • Reading a paragraph about The future
global
contexts familiar to the learner. across cultures and groups • Words related to city and reflecting on I.EFL.4.1.1 Learners can compare and contrast
(differentiated by gender, ability, tourist places differences between people from other oral traditions, myths, folktales and literature
generations, etc.) including the • Words related to countries. from Ecuador and other cultures in order to
students’ own. places in the city • Watching a video about places in a demonstrate an understanding of the
city, and taking notes on the relationship between cultural practices and
Grammar
O.EFL 4.9 Create a sense of cultural practices mentioned. perspectives. Learners can share cross-cultural
• There is - There are
awareness in terms of accuracy • Talking in pairs about a video learners experiences while naming universal cultural
EFL 4.1.5 Apply self-correcting and • Prepositions of place have watched using only themes. (I.2, S.1, S.2, J.1)
when learners interact in English
using high-frequency and level- self-monitoring strategies in social and • Imperatives English.
appropriate classroom interactions.
expressions in order to reach an Lesson 1:
effective command of spoken Exploring the City
language.

Lesson 2 :
Oral Communication: (Listening and
Speaking) Oral Communication: (Listening and CE.EFL.4.8 Production – Accuracy and
EFL 4.2.2 Use a series of phrases and How Can I Get To…? Speaking) Intelligibility: Communicate needs and information
sentences to describe aspects of • Listening to spoken or recorded clearly
personal background, descriptions of familiar scenes, and in simple terms, using grammatical structures
immediate environment and matters of Lesson 3: learned in class (although there may be frequent
and marking the words you hear.
immediate need in simple terms using errors), effectively and without undue effort.
• Listening to a dialogue between two or
grammatical Demonstrate an ability to make appropriate use of
The Future City more people and deciding if
structures learnt in class (although new words and expressions in social interactions.
each statement is true or false.
there may be frequent errors with
• Listening to a short dialogue and then
tenses, personal pronouns, I.EFL.4.8.1 Learners can communicate personal
Lesson 4: writing and acting out a
prepositions, etc.). information and basic immediate needs and deal
similar dialogue, using some of the same
with other practical everyday demands in familiar
phrases and expressions. contexts, effectively and without undue effort and
Wonders of the World
using grammatical structures and vocabulary
seen in class (although there may be frequent,
basic errors). (I.1, I.2, I.3, S.1)

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Reading Reading CE.EFL.4.11 Demonstrate comprehension of
EFL 4.3.2 Make use of clues such as • Reading a text and answering main ideas and some details in short simple texts
titles, illustrations, organization, text information questions. on familiar subjects, making use of contextual
outline and layout, etc. • Choosing from a list of words to clues to identify relevant information in a text.
to identify and understand relevant complete gaps from a reading.
information in written level-appropriate • Reading a paragraph about The future I.EFL.4.11.1 Learners can understand main
text types. city and highlighting ideas and some details in short simple online or
interesting facts. print texts on familiar subjects, using contextual
• Reading a short news article and clues to help identify the most relevant
information. (I.2, I.4)
completing an outline.

CE.EFL.4.15 Express information and ideas and


describe feelings and opinions in simple
transactional or expository texts on familiar
Writing Writing subjects in order to influence an audience, while
EFL 4.4.5 Recognize that various types • Watching a video about a controversial recognizing that different texts have different
of writing require different language, topic and writing a short features and showing the ability to use these
formatting and response giving your own opinion. features appropriately in one’s own writing.
special vocabulary. (Example: a recipe, • Writing an email to a friend about a
a letter, etc.) place you visited. I.EFL.4.15.1 Learners can convey information
• Looking at a picture and writing a and ideas and describe feelings and opinions in
description of what you see or simple transactional or expository texts on
how it makes you feel, then comparing familiar subjects in order to influence an
audience, while recognizing that different texts
descriptions in pairs.
have different features and showing the ability to
use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)

CE.EFL.4.19 Find and identify literary elements


Language through the arts Language through the Arts and techniques and relate those elements to the
EFL 4.5.2 Compare and present • Brainstorming features and learner’s own experiences and to other works,
personal and formal responses to and conventions of a genre and then including one’s peers, in order to present personal
interpretation of reading an example in order to locate responses and interpretations.
published literary works and the works each one.
of peers, referring to details and • Underlining literary elements in a I.EFL.4.19.1 Learners can locate and identify
features of the text. peer’s text and then comparing literary elements and techniques in other works,
(Example: text structure, plot, ideas, them to those in one’s own writing. including one’s own. Learners can give personal
events, vocabulary, etc.) • Writing comments to peer’s blog posts. responses to and interpret a variety of literary
texts, including those of a peer, referring to
details and features of the text. (I.3, S.3, J.4)

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N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

Daily Routines O.EFL 4.1 Identify the main ideas, Communication and Cultural • Routines Communication and Cultural CE.EFL.4.1 Compare and contrast oral traditions
UNIT 6 some details and inferences of Awareness Awareness and literature from Ecuador and beyond in order
• Lifestyles
written texts, in order to produce EFL 4.1.2 Recognize and demonstrate • Reflecting on differences between to manifest an understanding of the relationship
an appreciation of some commonalities • Famous People
level-appropriate critical analysis of people’s lifestyles from other between cultural perspectives and practices and
familiar subjects and contexts. and distinctions Vocabulary by sharing cross cultural experiences. 6
countries and regions.
across cultures and groups • Words related to • Playing games that practice classroom
(differentiated by gender, ability, lifestyles language, turn-taking, being
generations, etc.) including the • Words related to polite, etc. I.EFL.4.1.1 Learners can compare and contrast
students’ own. personality • Comparing free time activities from two oral traditions, myths, folktales and literature
EFL 4.1.6 Seek and provide information different famous people. from Ecuador and other cultures in order to
Grammar
and assistance, orally or in writing and • Working in small groups to complete a demonstrate an understanding of the
in online or faceto- • Simple Present tense relationship between cultural practices and
O.EFL 4.2 Appreciate and value cultural project.
English as an international language face interactions, for personal, social perspectives. (I.2, S.1, S.2, J.1)
and academic purposes.
and a medium to interact globally.
Lesson 1:

A Regular Day
Lesson 2 :
Oral Communication: (Listening and Oral Communication: (Listening and CE.EFL.4.6 Listening for Meaning: Understand
Speaking) Lifestyles Speaking) and follow the main idea in spoken texts set in
EFL 4.2.1 Understand phrases and • Listening to a set of instructions and familiar everyday contexts, provided speech is
expressions related to areas of most matching them to the clear and articulate, and deduce the meanings of
immediate priority Lesson 3: corresponding picture. unfamiliar words and phrases using context clues
within the personal and educational and/or prior.
domains, provided speech is clearly A Hairy Routine
and slowly articulated. • Listening to and following class I.EFL.4.6.1 Learners can grasp the general
(Example: daily life, free time, school commands. meaning of spoken texts set in familiar everyday
activities, etc.) Lesson 4: • Listening for specific words in a contexts and infer changes in the topic of
EFL 4.2.10 Sustain a conversational conversation and trying to guess discussion, as well as deduce the meanings of
exchange on a familiar, everyday the meaning from the context. unfamiliar words and exchanges through the use
Do You Sleep Like a
subject when carrying out • Listening to a dialogue and writing the of context clues, provided speech is given slowly
Log?
a collaborative/paired learning activity main idea and setting. and clearly and there is sufficient visual support.
in which there are specific instructions (I.3, S.1, J.4)
for a task.

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Reading Reading CE.EFL.4.11 Demonstrate comprehension of
EFL 4.3.2 Make use of clues such as • Reading a text and answering main ideas and some details in short simple texts
titles, illustrations, organization, text information questions. on familiar subjects, making use of contextual
outline and layout, etc.to identify and • Choosing from a list of words to clues to identify relevant information in a text.
understand relevant information in complete gaps from a reading.
written level-appropriate text types. • Reading a short story about The dog
Whisperer and highlighting I.EFL.4.11.1 Learners can understand main
interesting facts, then comparing them ideas and some details in short simple online or
print texts on familiar subjects. (I.2, I.4)
with those of a partner.

CE.EFL.4.15 Express information and ideas and


describe feelings and opinions in simple
transactional or expository texts on familiar
Writing Writing subjects in order to influence an audience, while
EFL 4.4.8 Convey and organize • Listening to a celebrity interview and recognizing that different texts have different
information using facts and details in writing three more interview features and showing the ability to use these
order to illustrate diverse patterns and questions. features appropriately in one’s own writing.
structures in writing. • Writing answers to interview questions.
• Writing a letter describing a typical day. I.EFL.4.15.1 Learners can convey information
• Identifying the text type according to and ideas and describe feelings and opinions in
writing features and simple transactional or expository texts on
vocabulary. 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)

Language through the arts Language through the Arts


EFL 4.5.2 Compare and present • Completing the gaps in a sentence. CE.EFL.4.17 Show an ability to convey and
personal and formal responses to and • Reading a biography and identifying organize information through the use of facts and
interpretation of common linguistic features, details and by employing various stages of the
published literary works and the works such as use of the present simple and writing process, while using a range of digital
of peers, referring to details and routines. Learners use the tools to promote and support collaboration,
features of the text. same features to write their own review learning and productivity.
(Example: text structure, plot, ideas, of a movie they’ve seen.
events, vocabulary, etc.) • Sequencing sentences by adding I.EFL.4.17.1 Learners can convey and organize
words. (Example: I wake up. I information through the use of facts and details
eat breakfast. → First I wake up. Then I and by employing various stages of the writing
eat breakfast, etc.) process, while using a range of digital tools to
• Adding pictures to a group promote and support collaboration, learning and
presentation. productivity. (I.1, I.3, S.4, J.2, J.4)

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

 http://educacion.gob.ec/curriculo-lengua-extranjera/
 Documento completo: English as a foreign languaje (7312)
 Introducción del área de Lengua Extranjera - Inglés (3371)
 Lengua Extranjera – Inglés en Educación General Básica Elemental (6652)
 Lengua Extranjera – Inglés en Educación General Básica Media (4609)
 Lengua Extranjera – Inglés en Educación General Básica Superior (6636)
 Lengua Extranjera – Inglés en Bachillerato General Unificado (5834)
 English student book Level Pre A1.2
 Recursos Web de Inglés para Docentes (25387)
 Level 2 – 9 EGB Docente

DONE BY: REVISED BY: APPROVED BY:


TEACHER (S):NANCY PRADO VALLADOLID NAME: NAME:
Signature: Signature: Signature:

Date: Signature: Signature:


OCTOBER 9th , 2016.

DINCU--‐ Coordinación de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)

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