The following is an example of the Annual Curriculum Plan,

SCHOOL
INSTITUCION FISCAL “ALANGASÍ” YEAR:
2019-2020

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:

Area: FOREIGN LANGUAGE Subject: ENGLISH

Teache Marcela Rosero

r(s):

Grade/ Eight E Educati

course: on EGB( A1.1)
Level:

2. TIME:

Weekly c Learning evaluatio

No. of workin Total
ourse loa n and unexpecte Total class weeks
g hours periods
d d issues

5 200 4 weeks 36 180

3. GENERAL OBJECTIVES

Objectives of the Area Objectives of the level/course:

To develop learners’ understanding of world – of

other cultures and their understanding – and to
communicate their understanding and views to
others through English.
To develop the personal, social, and intellectual
skills needed to achieve their potential to
participate productively in and increasingly
globalized world that operates in English.
To create a love of learning languages starting at a
young age, by means of engaging and positive
learning experiences, in order to foster students’
motivation to continue learning English
● O.EFL 4.1.- Identify the main ideas,
some details and inferences of written
texts, in order to produce level-
appropriate critical analysis of familiar
subjects and contexts.
● O.EFL 4.2.- Appreciate and value
English as an international language
and a medium to interact globally.
● O.EFL 4.6.- Write short descriptive and
informative texts related to personal
information or familiar topics and use
them as a means of communication
and written expression of thought.
throughout EGB and BGU, as well as work and
beyond

4. TRANSVERSAL AXES:

Justice, Innovation and Solidarity.

5. DEVELOPMENT OF PLANNING UNITS

Specific Methodol Evaluation Crit

objectives Skills and ogy eria and Tim
Name
of the performa Content e in
N.º of the
nce s indicators we
Unit Planning orientatio
criteria eks
Unit n

Ss will be 1. 1.Communication
able to: Communi TOPICS: and cultural aware
cation ness
● Perso
and
nal ● Followi CE.EFL.4.1.
cultural
● Introduc Informat ng models Compare and
awarenes
e ion. to make contrast oral
s:
themsel ● Coun presentati traditions and
ves and tries and ons. literature from
others. Nationali ● Focusi Ecuador.
● Greet Compare ties. ng on
formally and ● Person specific I.EFL.4.1.1.
and contrast al informatio Learners can
PEOPLE informal oral profiles n to get compare and
1 AROUND ly. traditions, VOCABU the right contrast oral 6
US. ● Ask and myths, LARY: answers. traditions, myths,
answer folktales ● word ● Listeni folktales and
personal and s related ng many literature from
informa literature to times to Ecuador and other
tion from personal confirm cultures in order to
questio Ecuador. informat specific demonstrate an
ns. ion. informatio understanding of
(Ref. EFL n. the relationship
Introduce 4.1.1.) GRAMM ● Associa between cultural
someone AR: ting practices and
vocabulary perspectives.
● simpl
with Learners can share
e
pictures to crosscultural
present
get the experiences while
tense
meaning naming universal
with the
of words.
 verb to ● Going cultural themes.
be. back to (I.2, S.1, S.2, J.1)
the text to
COLLOQ look for
UIAL specific
EXPRESSI informatio
ONS: n.
● Followi
• It is a
ng models
Chinese
to write a
whisper.
profile.
• It´s all ● Identif
Greek to ying
me. similar
words in
•To go Spanish
Dutch. and
2. Oral
English.
• What´s Communication:
up?
CE.EFL.4.9.
• Where Production –
2. Oral
about? Fluency: Use
communic
simple language to
ation:
• See you describe, compare
Give around. and make
short, statements about
PROJECT
basic familiar everyday
descriptio A slide topics such as
ns of show objects,
everyday presentat possessions and
activities ion. routines in
and structured
events situations and
within short
familiar conversations.
contexts Interaction is with
reasonable ease,
(Ref. EFL . provided speech is
4.2.11) given clearly,
slowly and
directly..

I.EFL.4.9.1.
Learners can use
simple language to
describe, compare
and state facts
about familiar
 everyday topics
such as
possessions,
classroom objects
and routines in
short, structured
situations,
interacting with
relative ease. (I.3,
I.4, S.4)

3.
Reading:
3. Reading:
Understan
d main
points in CE.EFL.4.11.
short Demonstrate
simple comprehension of
texts on main ideas and
familiar some details in
subjects. short simple texts
(Example: on familiar
news subjects, making
about use of contextual
sports or clues to identify
famous relevant
people, information in a
descriptio text.
ns, etc.)
I.EFL.4.11.1.
(EFL Learners can
4.3.1.) 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.
(Example: title,
illustrations,
organization, etc.)
(I.2, I.4)
4.
Writing:

Write to
describe 4. Writing:
feelings/o
CE.EFL.4.15.
pinions in
Express
order to
information and
effectively
ideas and describe
influence
feelings and
an
opinions in simple
audience.
transactional or
(Example:
expository texts on
persuade,
familiar subjects in
negotiate,
order to influence
argue,
an audience, while
etc.)
recognizing that
( Ref. EFL different texts
4.4.4-) have different
features and
showing the ability
to use these
features
appropriately in
one’s own writing.

I.EFL.4.15.1.
Learners can
convey
information and
ideas and describe
feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in
order to influence
an audience, while
recognizing that
different texts
have different
features and
showing the ability
5.
to use these
Language
features
appropriately in
 through one’s own writing.
the arts: (I.3, I.4, S.3, J.2)

Make use
of main
points in 5. Language
literary through the arts:
texts
(authentic
and semi- CE.EFL.4.18. Use
authentic, main ideas in order
oral and to understand,
written) predict, infer and
deduce literal and
( Ref. EFL
implied meanings
4.5.1.)
in short, simple,
everyday literary
texts (online, oral
or in print).

I.EFL.4.18.1.
Learners can
understand,
predict, infer and
deduce literal and
implied meanings
. in short, simple,
everyday literary
texts (online, oral
or in print),
especially when
visual support is
provided. (I.2, I.3,
I.4)

Ss will be 1. TOPICS: UNIT 2 1.Communication

PEOPLE I able to: Communi and cultural aware
2. ● Famil 6
LOVE. cation ● Getting ness
and y
familiar
cultural member CE.EFL.4.4.
● Describ with new
s Demonstrate the
e words
 themse awarenes ● physi before ability to ask for
lves s: cal listening and give
and appeara to the information and
others. Seek and nce. audio. assistance using
● Describ provide ● Ooking appropriate
e informatio VOCABU at the language and
people´ n and LARY: pictures to interaction styles in
s assistance predict a variety of social
, orally or ● word
physica informatio interactions.
in writing s related
l n.
way. to
appear ● Practici I.EFL.4.1.1.
family
ance. ng Learners can
( Ref. EFL member
● Ask and questions compare and
4.1.6.) s and the
answer and contrast oral
human
questio answers to traditions, myths,
body.
ns improve folktales and
about GRAMM oral skills. literature from
physica AR: ● Underli Ecuador and other
l ning to cultures in order to
descrip ● simpl identify demonstrate an
tion. e specific understanding of
present informatio the relationship
tense n. between cultural
with the ● Using practices and
verb to AND to perspectives.
be. connect Learners can share
● Posse similar crosscultural
ssive ideas. experiences while
adjective ● Catchi naming universal
s. ng new cultural themes.
expression (I.2, S.1, S.2, J.1)
COLLOQ
s and
UIAL
using
EXPRESSI
them in
ONS:
informal
● Keep conversati
an eye ons.
on.
● I´m
all ears.
● I´m
up to my
neck.
● Over
2. Oral
there.
Communication:
● What
does CE.EFL.4.9.
he/she Production –
Fluency: Use
 look simple language to
like? describe, compare
2. Oral and make
communic PROJECT statements about
ation: familiar everyday
A family
topics such as
Give scrapboo
objects,
short, k.
possessions and
basic
routines in
descriptio
structured
ns of
situations and
everyday
short
activities
conversations.
and
Interaction is with
events
reasonable ease,
within
provided speech is
familiar
given clearly,
contexts.
slowly and directly.
( Ref. EFL
I.EFL.4.9.1.
4.2.11.)
Learners can use
simple language to
describe, compare
● and state facts
about familiar
everyday topics
such as
possessions,
classroom objects
and routines in
short, structured
situations,
interacting with
relative ease. (I.3,
I.4, S.4)

3.
Reading:
3. Reading:
Understan
CE.EFL.4.11.
d main
Demonstrate
points in
comprehension of
short
main ideas and
simple
some details in
texts on
short simple texts
familiar
on familiar
subjects.
subjects, making
(Example:
use of contextual
news
clues to identify
about
sports or relevant
famous information in a
people, text.
descriptio
ns, etc.) I.EFL.4.11.1.
Learners can
( Ref. EFL
understand main
4.3.1)
ideas and some
details in short
simple online or
print texts on
familiar subjects,
using contextual
clues to help
identify the most
relevant
information.
(Example: title,
illustrations,
organization, etc.)
(I.2, I.4)

4.
Writing:

4. Writing:

Write to CE.EFL.4.15.
describe Express
feelings/o information and
pinions in ideas and describe
order to feelings and
effectively opinions in simple
influence transactional or
an expository texts on
audience. familiar subjects in
(Example: order to influence
persuade, an audience, while
negotiate, recognizing that
argue, different texts
etc.) have different
features and
( Ref. EFL
showing the ability
4.4.4-)
to use these
features
appropriately in
one’s own writing.

I.EFL.4.15.1.
Learners can
 convey
information and
ideas and describe
feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in
order to influence
an audience, while
recognizing that
different texts
have different
features and
showing the ability
to use these
5.
features
Language
appropriately in
through
one’s own writing.
the arts:
(I.3, I.4, S.3, J.2)
Make use
of main
points in 5. Language
literary through the arts:
texts
(authentic
and semi-
authentic, CE.EFL.4.18. Use
oral and main ideas in order
written) to understand,
predict, infer and
( Ref. EFL deduce literal and
4.5.1) implied meanings
in short, simple,
everyday literary
texts (online, oral
or in print).

I.EFL.4.18.1.
Learners can
understand,
predict, infer and
deduce literal and
implied meanings
in short, simple,
everyday literary
texts (online, oral
or in print),
especially when
visual support is
 provided. (I.2, I.3,
I.4)

Ss will be 1. TOPICS:
able to: Communi
cation ● Type 1.Communication
and s of and cultural aware
cultural movies. ness
● Talk ● Cultu
awarenes
about ral CE.EFL.4.1.
s:
cultural events. Compare and
events. Compare ● Famo contrast oral
● Ask and and us traditions and
answer contrast festivals. literature from
questio oral VOCABU Ecuador and
ns traditions, LARY: beyond in order to
about myths, manifest an
schedul folktales ● Word understanding of
es. and s related the relationship
● Ask for literature to between cultural
and from festivals perspectives and
give Ecuador. and art practices and by
LEISURE
dates. events. sharing cross
3. ACTIVITIE
● Ask for ( Ref. EFL ● Days cultural
6
S.
and 4.1.1.) months experiences.
give the and
time. time. I.EFL.4.1.1.
Learners can
GRAMM compare and
AR:
contrast oral
traditions, myths,
● Prep
folktales and
ositions
literature from
of time.
Ecuador and other
● Wh-
cultures in order to
question
demonstrate an
s (what
understanding of
time/wh
the relationship
en)
between cultural
COLLOQ
practices and
UIAL
perspectives.
EXPRESS
IONS: Learners can share
crosscultural
experiences while
naming universal
 ● To be cultural themes.
a culture (I.2, S.1, S.2, J.1)
vulture.
● To be
a flavor
of the
month.
● To be
the life
of the
party.
● What
´s on?
● No
way.
● Fond 2. Oral
of. Communication:
● What
about. CE.EFL.4.7.
2. Oral PROJECT Listening for
communic Information:
ation: Advertisi Follow and identify
ng a some main ideas
Use other cultural and details in short
students’ event. and
contributi straightforward
ons in spoken or audio
class as texts set in familiar
models for contexts, when
their own. delivered slowly
and with visuals to
( Ref. EFL
provide contextual
4.2.6.)
support. Use
spoken
contributions in
class as models for
one’s own speech.

I.EFL.4.7.1.
Learners can
identify the main
idea and some
details in short
straightforward
spoken audio texts
set in familiar
contexts when the
message is
delivered slowly
and there is other
 contextual
support. (Example:
rules for a game,
classroom
instructions, a
dialogue in a scene
from a cartoon or
movie, etc.)
Learners can use
other classmate’s
contributions in
class as models for
their own. (I.2, I.3,
S.4)

3.
Reading:

Make use
of clues
such as
titles,
illustratio
ns, 3. Reading:
organizat
ion, text CE.EFL.4.11.
outline Demonstrate
and comprehension of
main ideas and
layout,
some details in
etc. to
short simple texts
identify
on familiar
and subjects, making
understa use of contextual
nd clues to identify
relevant relevant
informati information in a
on in text.
written
level- I.EFL.4.11.1.
appropri Learners can
ate text understand main
types. ideas and some
details in short
simple online or
( Ref. EFL print texts on
4.3.2.) familiar subjects,
using contextual
clues to help
identify the most
relevant
information.
(Example: title,
illustrations,
organization,
etc.) (I.2, I.4)

4.
Writing:

Use the
process of
prewriting 4. Writing:
, drafting,
revising, CE.EFL.4.17. Show
peer an ability to convey
editing and organize
and proof- information
reading through the use of
(i.e., “the facts and details
writing and by employing
process”) various stages of
to pro- the writing
duce well- process, while
constructe using a range of
d digital tools to
informatio promote and
nal texts. support
collaboration,
( Ref. EFL learning and
4.4.7.) productivity.

. I.EFL.4.17.1.
Learners can
convey and
organize
information
through the use
of facts and
details and by
employing
 various stages of
the writing
process, while
using a range of
digital tools to
promote and
5. support
Language collaboration,
through learning and
the arts: productivity. (I.1,
I.3, S.4, J.2, J.4)
Make use
of main
points in
literary
texts
(authentic 5. Language
and semi- through the arts:
authentic,
oral and
written) CE.EFL.4.18. Use
main ideas in order
( Ref. EFL
to understand,
4.5.1)
predict, infer and
deduce literal and
implied meanings
in short, simple,
everyday literary
texts (online, oral
or in print).

I.EFL.4.18.1.
Learners can
understand,
predict, infer and
deduce literal and
implied meanings
in short, simple,
everyday literary
texts (online, oral
or in print),
especially when
visual support is
provided. (I.2, I.3,
I.4)
 ● Talk 1. TOPICS: UNIT 4 1.Communication
about Communi and cultural aware
their cation ● Stree ● Creatin ness
neighb and t life. g mental
● Cloth images to CE.EFL.4.2.
orhood. cultural
es. identify Recognize and
● Express awarenes
● Famo activities. demonstrate an
what s:
us ● Lookin appreciation of
people
Recognize neighbor g at the commonalities
are
the hoods. ending of between cultures
doing
conseque he words as well as the
at the
nces of VOCABU to identify consequences of
momen
one’s LARY: if they are one’s actions while
t of
actions by singular or exhibiting socially
speakin ● Word
demonstr plural. responsible
g. s related
ating ● Writin behaviors.
● Describ to
e what g the color
Responsib street
people before the
STREET le activities
are clothes I.EFL.4.2.1.
LIFE. decision- .
wearin people are Learners can name
making at ● Cloth
g. wearing. similarities and
school, es..
● Paying 6
differences
4. online, at
GRAMM attention between different
home and to the
AR: aspects of cultural
in the categories groups. Learners
communit ● Prese to identify can demonstrate
y. nt informatio socially responsible
progressi n.
( Ref. EFL behaviors at
ve. ● Using
4.1.9) school, online, at
● SO to talk home and in the
Demonst about the community, and
rative result or evaluate their
pronoun consequen actions by ethical,
s. ce. safety and social
COLLOQ ● Using standards. (J.3, S.1,
UIAL images I.1)
EXPRESS and the
IONS: context to
deduce
● Work
meaning
hand in
of idioms/
globe.
colloquial
● Take
expression
my hat
s.
off.
 ● In
fashion.
PROJECT

Collage.

2. Oral
Communication:

CE.EFL.4.7.
2. Oral Listening for
communic Information:
ation: Follow and identify
some main ideas
Use
and details in short
other
and
students’ straightforward
contribut spoken or audio
ions in texts set in familiar
class as contexts, when
models delivered slowly
for their and with visuals to
own. provide contextual
support. Use
(Ref. EFL spoken
4.2.6.) contributions in
class as models for
one’s own speech.

I.EFL.4.7.1.
Learners can
identify the main
idea and some
details in short
straightforward
spoken audio texts
set in familiar
contexts when the
message is
delivered slowly
and there is other
contextual
support. (Example:
rules for a game,
classroom
instructions, a
dialogue in a scene
from a cartoon or
movie, etc.)
 Learners can use
other classmate’s
3. contributions in
Reading class as models for
their own. (I.2, I.3,
Select
S.4).
from and
evaluate
a range
of both
physical 3. Reading:
and
digital CE.EFL.4.14.
Display an ability
texts.
to interact and
( Ref. EFL engage with a wide
4.3.10.) range of ICT and
classroom
resources and texts
by selecting and
evaluating them in
order to
strengthen literacy
skills and promote
acquisition

I.EFL.4.14.1.
Learners can
interact and
engage with a wide
range of ICT and
4.
classroom
Writing:
resources and texts
by selecting and
evaluating them in
Use the order to
process of strengthen literacy
prewriting skills and promote
, drafting, acquisition. (I.2,
revising, I.4, S.3, J.2, J.3)
peer
editing
and proof-
4. Writing:
reading
(i.e., “the CE.EFL.4.17. Show
writing an ability to convey
process”) and organize
to pro- information
duce well- through the use of
constructe facts and details
d and by employing
informatio various stages of
nal texts. the writing
process, while
(REFL using a range of
4.4.7.) digital tools to
promote and
support
collaboration,
learning and
productivity.

I.EFL.4.17.1.
Learners can
convey and
organize
information
5. through the use of
Language facts and details
through and by employing
the arts: various stages of
the writing
Engage in process, while
collabora using a range of
tive digital tools to
activities promote and
through a support
variety of collaboration,
learning and
student
productivity. (I.1,
grouping
I.3, S.4, J.2, J.4)
s to
create
and
5. Language
respond
through the arts:
to
literature CE.EFL.4.22. Show
and the ability to work
other collaboratively and
literary to participate
texts. effectively in a
variety of student
( Ref. EFL groupings by
4.5.9.) employing a wide
range of creative
thinking skills
 through the
completion of
activities such as
playing games,
brainstorming and
problem solving

I.EFL.4.22.1.
Learners can
collaborate and
participate
effectively in a
variety of student
groupings by
employing a wide
range of creative
thinking skills
through the
completion of
activities such as
playing games,
brainstorming and
problem solving.
(S.2, S.4, J.1, J.2,
J.3, J.4)

Ss will be 1. TOPICS: UNIT 5 1.Communication

able to: Communi and cultural aware
cation ● Place ● Using ness
and s in the visual
cultural city. clues and CE.EFL.4.5. Display
● Talk ● Touri context to an appreciation of
awarenes
about st places. recognize and demonstrate
s:
places ● City prepositio respect for
in the maps. ns of individual and
Recogniz
city. place. group differences
AMAZING e and
5. ● Identify VOCABU ● Using by establishing and 6
PLACES. appreciat LARY:
places prior maintaining
in the e
knowledge healthy and
city. individual ● Word
to rewarding
● Ask for and s related
associate relationships based
and group to
profession on communication
give tourist
similariti s and and cooperation.
informa places.
es and places.
tion ● Place I.EFL.4.5.1.
differenc ● Paying
and s in the Learners can
es. attention
locatio city. appreciate and
to the
n. words show respect for
before or individual and
● Give ( Ref. EFL GRAMM after to group differences
and 4.1.10.) AR: infer the by establishing and
follow meaning maintaining
instruct ● Prep of words. healthy and
ions to ositions ● Using rewarding online
get to a of place. BUT to and face-to-face
place. ● Ther contrast interactions.
e is – ideas. Learners can
there ● Using communicate and
are. images, cooperate in a
● Impe the respectful,
ratives. context empathetic
COLLOQ and prior manner. (J.3, S.1,
UIAL knowledge S.4)
EXPRESS to deduce
IONS: meaning
of idioms.
● Awes
ome.
● Sticks
out a
mile.
● Wort
h its
weight in
gold.
● On
the map.
PROJECT
2. Oral
Tourist Communication:
2. Oral brochure
communic . CE.EFL.4.6.
ation: Listening for
Meaning:
Understa Understand and
nd most follow the main
changes idea in spoken
in the texts set in familiar
everyday contexts,
topic of
provided speech is
discussio
clear and
n if
articulate, and
people deduce the
speak meanings of
slowly. unfamiliar words
and phrases using
( Ref. EFL context clues
4.2.5.)
 and/or prior
knowledge.

I.EFL.4.6.1.
Learners can grasp
the general
meaning of spoken
texts set in familiar
everyday contexts
and infer changes
in the topic of
discussion, as well
as deduce the
meanings of
unfamiliar words
and exchanges
through the use of
context clues,
provided speech is
given slowly and
clearly and there is
3. sufficient visual
Reading: support. (I.3, S.1,
J.4)
Sustain a
conversati
onal
exchange 3. Reading:
on a
familiar,
everyday CE.EFL.4.10.
subject. Interaction –
Interpersonal:
( Ref. EFL
Participate
4.2.10.)
effectively in
familiar and
predictable
conversational
exchanges by
asking and
answering follow-
up questions,
provided there are
opportunities to
use repair
strategies (e.g.
asking for
clarification) and
 sustain
conversational
exchanges in pairs
to complete a task,
satisfy a need or
handle a simple
transaction.

I.EFL.4.10.1.
Learners can
effectively
participate in
familiar and
predictable
everyday
conversational
exchanges in order
to complete a task,
satisfy a need or
4. handle a simple
Writing: transaction, using a
range of repair
Convey strategies.
informatio (Example: asking
n and for clarification,
ideas etc.) (I.3, J.3, J.4)
through
simple
transactio
nal or
expository
texts on
familiar 4. Writing:
subjects.
CE.EFL.4.15.
( Ref.EFL Express
4.4.1) 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.EFL.4.15.1.
Learners can
convey
information and
ideas and describe
feelings and
opinions in simple
transactional or
expository texts on
5. familiar subjects in
Language order to influence
through an audience, while
the arts: recognizing that
different texts
Make use have different
of main features and
points in showing the ability
literary to use these
texts features
(authentic appropriately in
and semi- one’s own writing.
authentic, (I.3, I.4, S.3, J.2)
oral and
written)

( Ref EFL 5. Language

4.5.1) through the arts:

CE.EFL.4.18. Use
main ideas in order
to understand,
predict, infer and
deduce literal and
implied meanings
in short, simple,
everyday literary
texts (online, oral
or in print)

I.EFL.4.18.1.
Learners can
understand,
predict, infer and
deduce literal and
 implied meanings
in short, simple,
everyday literary
texts (online, oral
or in print),
especially when
visual support is
provided. (I.2, I.3,
I.4)

Ss will be . 1. TOPICS: UNIT 6 1.Communication

able to: Communi and cultural aware
cation ● Routi ● Using ness
and nes. WHAT
cultural ● Lifest about you CE.EFL.4.1.
● talk yles. to ask Compare and
awarenes
about ● Famo about contrast oral
s:
life us people´s traditions and
styles. Compare people. activities. literature from
● Talk VOCABU ● Associa Ecuador and
and
about LARY: ting new beyond in order to
contrast
routine language manifest an
s and oral ● Word with understanding of
lifestyle traditions s related familiar the relationship
s. , myths, to words to between cultural
folktales lifestyle. remember perspectives and
DAILY and ● Perso the practices and by
6. ROUTINE literature nality. vocabulary sharing cross 6
S. from . cultural
GRAMM
Ecuador. ● Analyzi experiences.
AR:
ng the
( Ref. EFL ● Simpl parts of I.EFL.4.1.1.
4.1.1.) e words to Learners can
present guess their compare and
tense. meaning. contrast oral
● Identif traditions, myths,
COLLOQ ying folktales and
UIAL context literature from
EXPRESSI clues Ecuador and other
ONS: (connector cultures in order to
s of demonstrate an
● Jump
sequence understanding of
out of
and the relationship
bed.
specific between cultural
● Crawl
activities) practices and
out of
to perspectives.
bed.
 ● Sleep organize a Learners can share
like a text. crosscultural
log. ● Using experiences while
● Spen sequence naming universal
d quality connector cultural themes.
time. s to join (I.2, S.1, S.2, J.1)
● OMG and order
: ideas.
● Using
PROJECT context to
recognize 2. Oral
Interview
idioms or Communication:
.
colloquial
expression CE.EFL.4.2.
2. Oral s. Recognize and
communic demonstrate an
ation: appreciation of
commonalities
Interact
between cultures
with
as well as the
reasonabl
consequences of
e ease in
one’s actions while
structured
exhibiting socially
situations
responsible
and short
behaviors.
conversati
ons within
familiar
contexts. I.EFL.4.9.1.
Learners can use
( Ref. EFL
simple language
4.2.13.)
to describe,
compare and
state facts about
familiar everyday
topics such as
possessions,
classroom
objects and
routines in short,
structured
situations,
interacting with
relative ease. (I.3,
I.4, S.4)
3. 3. Reading:
Reading:

Use
CE.EFL.4.12. Use a
everyday
range of reference
reference
materials and
material sources, both
in order online and in print,
to select in order to support
informati ideas, answer
on. inquiries, find
relationships and
( Ref. EFL relate ideas
4.3.5.) between different
subject areas.

I.EFL.4.12.1.
Learners can
employ a range of
reference
materials and
sources, both
online and in print,
in order to support
ideas, answer
inquiries, find
relationships and
relate ideas
between different
subject areas. (I.1,
I.2, J.2)

4.
Writing: 4. Writing:

Write to
describe
feelings/o CE.EFL.4.15.
pinions in Express
order to information and
effectively ideas and describe
influence feelings and
an opinions in simple
audience. transactional or
(Example: expository texts on
persuade, familiar subjects in
negotiate, order to influence
an audience, while
argue, recognizing that
etc.) different texts
have different
( Ref. EFL features and
4.4.4) showing the ability
to use these
features
appropriately in
one’s own writing

I.EFL.4.15.1.
Learners can
convey
information and
ideas and describe
feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in
order to influence
an audience, while
recognizing that
different texts
have different
features and
showing the ability
to use these
5. features
Language appropriately in
through one’s own writing.
the arts: (I.3, I.4, S.3, J.2)

Create an
effective
voice 5. Language
using a through the arts:
variety of
CE.EFL.4.20. Create
ICT tools.
short, original
literary texts in
different genres,
( Ref. EFL including those
4.5.6.) that reflect
Ecuadorian
cultures, using a
range of digital
tools, writing
styles, appropriate
 vocabulary and
other literary
concepts.

I.EFL.4.20.1.
Learners can
create short,
original literary
texts in different
genres, including
those that reflect
Ecuadorian
cultures, using a
range of digital
tools, writing
styles, appropriate
vocabulary and
other literary
concepts. (I.1, I.3)

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

● English Level 1/Ministry of Education of Ecuador

● Goldstein, Ben.(2015).The big picture8elementary).oxford.
United Kingdom . Richmond Publishing.
● Garton-Sprenger, Judy. (2008). American Inspiration For
teens 1.Macmillan.
● Ostrowska, Sabina. (2014) Unlock – listening and speaking
skills 1. United Kingdom. Cambridge University Press.
● Lynn, Sarah. (202011). Q: Skills for success 1. New York.
Oxford University Press.
● Gower, Roger. (2002). New York. Cambridge University
Press.
● Pye, Glennis. (2002). New York. Cambridge University
Press.

DONE BY: REVISED BY: APPROVED BY:

Teacher (s) Msc. Marcela Rosero. Coordinador: Lic. Viceprincipal: Lic. Beatriz
Nelly Tipán. Martínez
Signature: Signature: Signature:

Date: Friday, Date: Date: