PCI
OBJECTIVES OF YEARS FOR SUBNIVEL SUPERIOR OF BASIC EDUCATION
8TH
Identify the main ideas, some details
and inferences of written texts. Ref
O.EFL 4.1)
Appreciate English as an
international language. (Ref O.EFL 4.2)
Develop creative and critical thinking
skills. Ref(O.EFL 4.4)
Introduce the need for independent
research as a daily activity. Ref(O.EFL
4.5)
Write short descriptive and
informative texts related to personal
information or familiar topics.
Ref(O.EFL 4.6)
9TH
Identify the main ideas, some details
and inferences of written texts, in
order to produce level-appropriate
and critical analysis (Ref O.EFL 4.1)
Appreciate and value English as an
international language (Ref O.EFL 4.2)
Develop creative and critical thinking
skills when encountering challenges
in order to promote autonomous
learning. Ref(O.EFL 4.4)
Introduce the need for independent
research as a daily activity by using
electronic resources (ICT) in class.
Ref(O.EFL 4.5)
Write short descriptive and
informative texts related to personal
information or familiar topics and use
them as a means of communication.
Ref(O.EFL 4.6)
10TH
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 4.3 Independently read A2.1 level
text in English as a source of entertainment
and interpersonal and intrapersonal
interaction.
O.EFL 4.4 Develop creative and critical
thinking skills when encountering challenges
in order to promote autonomous learning and
decision making.
O.EFL 4.5 Introduce the need for
independent research as a daily activity by
using electronic resources (ICT) in class while
practicing appropriate competences in the
four skills.
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.
Use spoken literary text in English
such as poems, short stories, comic
strips, short magazine articles.
Ref(O.EFL 4.7)
Integrate spoken text in order to
identify cultural differences and
similarities within a range of local
contexts. Ref(O.EFL 4.8)
Create a sense of awareness in
terms of accuracy when learners
interact in English. Ref(O.EFL 4.9)
CRITERIA OF EVALUATION
Use spoken and written literary text
in English such as poems, short
stories, comic strips, short magazine
articles and oral interviews. Ref(O.EFL
4.7)
Integrate written and spoken text in
order to identify cultural differences
and similarities within a range of local
contexts Ref(O.EFL 4.8)
Create a sense of awareness in terms
of accuracy when learners interact in
English using high-frequency and
level-appropriate expressions.
Ref(O.EFL 4.9)
SKILLS WITH CRITERIA PERFORMANCE / YEARS
EIGHT NINTH
O.EFL 4.7 Use spoken and written literary
text in English such as poems, short stories,
comic strips, short magazine articles and oral
interviews on familiar subjects in order to
inspire oral and written production at an A2.1
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.
TENTH
CE.EFL.4.1. Compare and contrast oral
traditions and literature from Ecuador
and beyond in order to manifest an
understanding of the relationship
between cultural perspectives and
practices and by sharing cross cultural
experiences.
CE.EFL.4.2. Recognize and
demonstrate an appreciation of
commonalities between
cultures as well as the consequences of
ones actions while exhibiting socially
responsible behaviors.
EFL 4.1.1. Compare and
contrast oral traditions,
myths, folktales and
literature from Ecuador and
international regions and
cultures and identify
similarities and differences
and universal cultural
themes.
EFL 4.1.3. Display an
understanding of the
relationship between the
practices and perspectives
of different cultures by
recognizing and sharing
cross-cultural experiences
and ideas.
EFL 4.1.2. Recognize and
demonstrate an
appreciation of some
commonalities and
distinctions across cultures
and groups (differentiated
by gender, ability,
generations, etc.) including
the students
own.
EFL 4.1.9. Recognize the
consequences
of ones actions by
demonstrating responsible
decision-making at school,
online, at home and in the
community,
while considering ethical
standards, safety concerns,
social norms and mutual
EFL 4.1.1. Compare and
contrast oral traditions,
myths, folktales and
literature from Ecuador and
international regions and
cultures and identify
similarities and differences
and universal cultural
themes.
EFL 4.1.3. Display an
understanding of the
relationship between the
practices and perspectives
of different cultures by
recognizing and sharing
cross-cultural experiences
and ideas.
EFL 4.1.2. Recognize and
demonstrate an
appreciation of some
commonalities and
distinctions across cultures
and groups (differentiated
by gender, ability,
generations, etc.) including
the students the students
own.
EFL 4.1.9. Recognize the
consequences
of ones actions by of ones actions by
demonstrating responsible
decision-making at school,
online, at home and in the
community,
while considering ethical
standards, safety concerns,
social norms and mutual
EFL 4.1.1. Compare and
contrast oral traditions,
myths, folktales and
literature from Ecuador and
international regions and
cultures and identify
similarities and differences
and universal cultural
themes.
EFL 4.1.3. Display an
understanding of the
relationship between the
practices and perspectives
of different cultures by
recognizing and sharing
cross-cultural experiences
and ideas.
EFL 4.1.2. Recognize and
demonstrate an
appreciation of some
commonalities and
distinctions across cultures
and groups (differentiated
by gender, ability,
generations, etc.) including
own.
EFL 4.1.9. Recognize the
consequences
demonstrating responsible
decision-making at school,
online, at home and in the
community,
while considering ethical
standards, safety concerns,
social norms and mutual
 respect. respect. respect.

CE.EFL.4.3. Interact with others using EFL 4.1.5. Apply self-
self-monitoring and self-correcting correcting and self-
strategies monitoring
as well as appropriate nonverbal and strategies in social and
oral communication features. classroom interactions.
(Example: asking
questions, starting over,
rephrasing, exploring
alternative
pronunciations or wording,
etc.)
EFL 4.1.5. Apply self-
correcting and self-
monitoring
strategies in social and
classroom interactions.
(Example: asking
questions, starting over,
rephrasing, exploring
alternative
pronunciations or wording,
etc.)
EFL 4.1.5. Apply self-
correcting and self-
monitoring
strategies in social and
classroom interactions.
(Example: asking questions,
starting over, rephrasing,
exploring alternative
pronunciations or wording,
etc.)

EFL 4.1.7. Interpret and
demonstrate knowledge
of nonverbal and oral
communication features by
applying them in
appropriate contexts.
(Example: use of stress,
intonation,
pace, etc.)
EFL 4.1.7. Interpret and
demonstrate knowledge
of nonverbal and oral
communication features by
applying them in
appropriate contexts.
(Example: use of stress,
intonation,
pace, etc.)
EFL 4.1.7. Interpret and
demonstrate knowledge
of nonverbal and oral
communication features by
applying them in
appropriate contexts.
(Example: use of stress,
intonation,
pace, etc.)

CE.EFL.4.4. Demonstrate the ability to
ask for and give information and
assistance using appropriate language
and interaction styles in a variety of social
interactions..
EFL 4.1.6. Seek and
provide information and
assistance, orally or in
writing and in online or
face-to-face interactions,
for personal, social and
academic purposes.
EFL 4.1.6. Seek and
provide information and
assistance, orally or in
writing and in online or
face-to-face interactions,
for personal, social and
academic purposes.
EFL 4.1.6. Seek and
provide information and
assistance, orally or in
writing and in online or
face-to-face interactions,
for personal, social and
academic purposes.

EFL 4.1.8. Use suitable
vocabulary, expressions,
language and interaction
styles for formal and
informal social or academic
situations in order to
EFL 4.1.8. Use suitable
vocabulary, expressions,
language and interaction
styles for formal and
informal social or academic
situations in order to
EFL 4.1.8. Use suitable
vocabulary, expressions,
language and interaction
styles for formal and
informal social or academic
situations in order to

CE.EFL.4.5. Display an appreciation of
and demonstrate respect for individual
and group differences by establishing
and maintaining healthy and rewarding
relationships based on communication
and cooperation.
CE.EFL.4.6. Listening for Meaning:
Understand and follow the main idea in
spoken texts set in familiar everyday
contexts, provided speech is clear and
articulate, and deduce the meanings of
unfamiliar words and phrases using
context clues and/or prior knowledge.
communicate specific
intentions in online and
face-to-face interactions.
(Example: thanking,
making promises,
apologizing, asking
permission, chatting with
friends, answering in class,
greeting an authority
figure, etc.)
EFL 4.1.10. Recognize and
appreciate individual
and group similarities and
differences
by establishing and
maintaining healthy and
rewarding online and face-
to-face relationships based
on communication
and cooperation.
EFL 4.1.4. Demonstrate
mindfulness, empathy,
tolerance and an overall
respect for the integrity of
cultures in daily classroom
activities.
EFL 4.2.1. Understand
phrases and expressions
related to areas of most
immediate priority within
the personal and
educational domains,
provided speech is clearly
and slowly articulated.
(Example: daily life, free
time, school activities, etc.)
EFL 4.2.4. Deduce the
meanings of unfamiliar
communicate specific
intentions in online and
face-to-face interactions.
(Example: thanking,
making promises,
apologizing, asking
permission, chatting with
friends, answering in class,
greeting an authority
figure, etc.)
EFL 4.1.10. Recognize and
appreciate individual
and group similarities and
differences
by establishing and
maintaining healthy and
rewarding online and face-
to-face relationships based
on communication
and cooperation.
EFL 4.1.4. Demonstrate
mindfulness, empathy,
tolerance and an overall
respect for the integrity of
cultures in daily classroom
activities.
EFL 4.2.1. Understand
phrases and expressions
related to areas of most
immediate priority within
the personal and
educational domains,
provided speech is clearly
and slowly articulated.
(Example: daily life, free
time, school activities, etc.)
EFL 4.2.4. Deduce the
meanings of unfamiliar
communicate specific
intentions in online and
face-to-face interactions.
(Example: thanking, making
promises, apologizing,
asking permission, chatting
with friends, answering in
class, greeting an authority
figure, etc.)
EFL 4.1.10. Recognize and
appreciate individual
and group similarities and
differences
by establishing and
maintaining healthy and
rewarding online and face-
to-face relationships based
on communication
and cooperation.
EFL 4.1.4. Demonstrate
mindfulness, empathy,
tolerance and an overall
respect for the integrity of
cultures in daily classroom
activities.
EFL 4.2.1. Understand
phrases and expressions
related to areas of most
immediate priority within
the personal and
educational domains,
provided speech is clearly
and slowly articulated.
(Example: daily life, free
time, school activities, etc.)
EFL 4.2.4. Deduce the
meanings of unfamiliar

CE.EFL.4.7. Listening for Information:
Follow and identify some main ideas and
details in short and straightforward
spoken or audio texts set in familiar
contexts,
when delivered slowly and with visuals
to provide contextual support. Use
spoken contributions in class as models
for ones own speech.
phrases and words from a
context containing familiar
elements. (Example:
colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand
most changes in the topic
of discussion if people
speak slowly.
EFL 4.2.8. Follow main
ideas in topics covered in
other curricular subjects
with the help of visual
support, using concepts
and vocabulary that have
been studied in advance.
EFL 4.2.3. Follow and
understand short,
straightforward audio
messages and/or the main
idea/dialogue of a movie or
cartoon
(or other age-appropriate
audio-visual presentations)
if delivered slowly and
visuals
provide contextual support.
(Example: an
announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by
facial expressions/gestures
and appropriate intonation,
etc.)
phrases and words from a
context containing familiar
elements. (Example:
colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand
most changes in the topic
of discussion if people
speak slowly.
EFL 4.2.8. Follow main
ideas in topics covered in
other curricular subjects
with the help of visual
support, using concepts
and vocabulary that have
been studied in advance.
EFL 4.2.3. Follow and
understand short,
straightforward audio
messages and/or the main
idea/dialogue of a movie or
cartoon
(or other age-appropriate
audio-visual presentations)
if delivered slowly and
visuals
provide contextual support.
(Example: an
announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by
facial expressions/gestures
and appropriate intonation,
etc.)
phrases and words from a
context containing familiar
elements. (Example:
colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand
most changes in the topic
of discussion if people
speak slowly.
EFL 4.2.8. Follow main
ideas in topics covered in
other curricular subjects
with the help of visual
support, using concepts
and vocabulary that have
been studied in advance.
EFL 4.2.3. Follow and
understand short,
straightforward audio
messages and/or the main
idea/dialogue of a movie or
cartoon
(or other age-appropriate
audio-visual presentations)
if delivered slowly and
visuals
provide contextual support.
(Example: an
announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by
facial expressions/gestures
and appropriate intonation,
etc.)

CE.EFL.4.8. Production Accuracy and
Intelligibility: Communicate needs and
information clearly and in simple terms,
using grammatical structures learned in
class (although there may be frequent
errors), effectively and without undue
effort. Demonstrate an ability to make
appropriate use of new words and
expressions
in social interactions.
EFL 4.2.6. Use other
students contributions in
class as models for their
own.
EFL 4.2.7. Identify the
main idea and some details
of recorded news reports,
documentaries and
interviews reporting on
seasonal festivities,
environmental issues, food
and international customs,
climate, weather, etc.,
where the visuals support
the commentary.
EFL 4.2.2. Use a series of
phrases and sentences to
describe aspects of personal
background, immediate
environment and matters of
immediate need in simple
terms using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.)
EFL 4.2.9. Use new words and
expressions which occur in
conversations in the personal
and educational domains, and
make use of such terms and
expressions wherever
appropriate and necessary.
EFL 4.2.15. Deal with
practical, everyday
communication demands
within familiar contexts,
effectively and without undue
EFL 4.2.6. Use other
students contributions in
class as models for their
own.
EFL 4.2.7. Identify the
main idea and some details
of recorded news reports,
documentaries
and interviews reporting on
seasonal festivities,
environmental issues, food
and international customs,
climate, weather, etc.,
where the visuals support
the commentary.
EFL 4.2.2. Use a series of
phrases and sentences to
describe aspects of personal
background, immediate
environment and matters of
immediate need in simple
terms using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.)
EFL 4.2.9. Use new words and
expressions which occur in
conversations in the personal
and educational domains, and
make use of such terms and
expressions wherever
appropriate and necessary.
EFL 4.2.15. Deal with
practical, everyday
communication demands
within familiar contexts,
effectively and without undue
EFL 4.2.6. Use other
students contributions in
class as models for their
own.
EFL 4.2.7. Identify the
main idea and some details
of recorded news reports,
documentaries
and interviews reporting on
seasonal festivities,
environmental issues, food
and international customs,
climate, weather, etc.,
where the visuals support
the commentary.
EFL 4.2.2. Use a series of
phrases and sentences to
describe aspects of personal
background, immediate
environment and matters of
immediate need in simple
terms using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.)
EFL 4.2.9. Use new words and
expressions which occur in
conversations in the personal
and educational domains, and
make use of such terms and
expressions wherever
appropriate and necessary.
EFL 4.2.15. Deal with
practical, everyday
communication demands
within familiar contexts,
effectively and without undue

CE.EFL.4.9. Production Fluency: Use
simple language to describe, compare
and make statements about familiar
everyday topics such as objects,
possessions
and routines in structured situations and
short conversations. Interaction is with
reasonable ease, provided speech is
given clearly, slowly and directly.
CE.EFL.4.10. Interaction
Interpersonal: Participate effectively in
familiar and predictable conversational
effort. (Example: meeting
people, extending and
accepting invitations,
exchanging information, giving
reasons, asking and answering
questions about routines and
preferences, etc.)
EFL 4.2.11. Give short,
basic descriptions of
everyday activities and
events within familiar
contexts and use simple
descriptive
language to compare and
make brief statements
about objects and
possessions.
(Example: family, school,
living conditions,
personal belongings, etc.)
EFL 4.2.12. Describe
habits, routines, past
activities and experiences
within the personal
and educational domains.
EFL 4.2.13. Interact with
reasonable ease in
structured situations and
short conversations
within familiar contexts,
provided that speech is
given clearly, slowly and
directly. (Example: an
interview, an information
gap activity, etc.)
EFL 4.2.10. Sustain a
conversational exchange
on a familiar, everyday
subject when carrying out a
effort. (Example: meeting
people, extending and
accepting invitations,
exchanging information, giving
reasons, asking and answering
questions about routines and
preferences, etc.)
EFL 4.2.11. Give short,
basic descriptions of
everyday activities and
events within familiar
contexts and use simple
descriptive
language to compare and
make brief statements
about objects and
possessions.
(Example: family, school,
living conditions,
personal belongings, etc.)
EFL 4.2.12. Describe
habits, routines, past
activities and experiences
within the personal
and educational domains.
EFL 4.2.13. Interact with
reasonable ease in
structured situations and
short conversations
within familiar contexts,
provided that speech is
given clearly, slowly and
directly. (Example: an
interview, an information
gap activity, etc.)
EFL 4.2.10. Sustain a
conversational exchange
on a familiar, everyday
subject when carrying out a
effort. (Example: meeting
people, extending and
accepting invitations,
exchanging information, giving
reasons, asking and answering
questions about routines and
preferences, etc.)
EFL 4.2.11. Give short,
basic descriptions of
everyday activities and
events within familiar
contexts and use simple
descriptive
language to compare and
make brief statements
about objects and
possessions.
(Example: family, school,
living conditions,
personal belongings, etc.)
EFL 4.2.12. Describe
habits, routines, past
activities and experiences
within the personal
and educational domains.
EFL 4.2.13. Interact with
reasonable ease in
structured situations and
short conversations
within familiar contexts,
provided that speech is
given clearly, slowly and
directly. (Example: an
interview, an information
gap activity, etc.)
EFL 4.2.10. Sustain a
conversational exchange
on a familiar, everyday
subject when carrying out a
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.
collaborative/paired
learning activity in which
there are specific
instructions for a task.
. .
EFL 4.2.14. Ask and
answer straightforward
follow-up questions within
familiar contexts, such as
school and family life,
provided there are
opportunities to ask for
clarification, reformulation
or repetition of key points.
collaborative/paired
learning activity in which
there are specific
instructions for a task.
EFL 4.2.14. Ask and
answer straightforward
follow-up questions within
familiar contexts, such as
school and family life,
provided there are
opportunities to ask for
clarification, reformulation
or repetition of key points.
collaborative/paired
learning activity in which
there are specific
instructions for a task.
.
EFL 4.2.14. Ask and
answer straightforward
follow-up questions within
familiar contexts, such as
school and family life,
provided there are
opportunities to ask for
clarification, reformulation
or repetition of key points.

EFL 4.2.16. Initiate, EFL 4.2.16. Initiate, EFL 4.2.16. Initiate,

maintain and end a
conversation to satisfy
basic needs and/or handle
a simple transaction
CE.EFL.4.11. Demonstrate EFL 4.3.1. Understand
comprehension of main ideas and some main points in short simple
details in short simple texts on familiar texts on familiar subjects.
subjects, making use of contextual clues (Example:
to identify relevant information in a text. news about sports or
famous people,
descriptions, etc.)
maintain and end a
conversation to satisfy
basic needs and/or handle
a simple transaction
EFL 4.3.1. Understand
main points in short simple
texts on familiar subjects.
(Example:
news about sports or
famous people,
descriptions, etc.)
maintain and end a
conversation to satisfy
basic needs and/or handle
a simple transaction
EFL 4.3.1. Understand
main points in short simple
texts on familiar subjects.
(Example:
news about sports or
famous people,
descriptions, etc.)

EFL 4.3.2. Make use of
clues such as titles,
illustrations, organization,
text outline and layout, etc.
to identify and understand
relevant
information in written level-
appropriate
text types.
EFL 4.3.2. Make use of
clues such as titles,
illustrations, organization,
text outline and layout, etc.
to identify and understand
relevant
information in written level-
appropriate
text types.
EFL 4.3.2. Make use of
clues such as titles,
illustrations, organization,
text outline and layout, etc.
to identify and understand
relevant
information in written level-
appropriate
text types.

EFL 4.3.3. Find specific EFL 4.3.3. Find specific EFL 4.3.3. Find specific
predictable information predictable information predictable information

CE.EFL.4.12. Use 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.
in short, simple texts in a
range of age- and level-
appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and
personal accounts, formal
letters and emails, etc.)
EFL 4.3.5. Use everyday
reference material
in order to select
information appropriate
to the purpose of an inquiry
and relate ideas from one
written source to another.
EFL 4.3.4. Find the most
important information
in print or online sources in
order to support an idea or
argument. (Example:
Internet search engines,
online advertising,
online or print timetables,
web pages, posters,
adverts, catalogues, etc.)
EFL 4.3.7. Read, gather,
view and listen to
information from various
sources in order
to organize and discuss
relationships between
academic content areas.
(Example:
nonfiction books for young
adults, the Internet, audio
and media presentations,
oral interviews, maps,
diagrams, reference books,
in short, simple texts in a
range of age- and level-
appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and
personal accounts, formal
letters and emails, etc.)
EFL 4.3.5. Use everyday
reference material
in order to select
information appropriate
to the purpose of an inquiry
and relate ideas from one
written source to another.
EFL 4.3.4. Find the most
important information
in print or online sources in
order to support an idea or
argument. (Example:
Internet search engines,
online advertising,
online or print timetables,
web pages, posters,
adverts, catalogues, etc.)
EFL 4.3.7. Read, gather,
view and listen to
information from various
sources in order
to organize and discuss
relationships between
academic content areas.
(Example:
nonfiction books for young
adults, the Internet, audio
and media presentations,
oral interviews, maps,
diagrams, reference books,
in short, simple texts in a
range of age- and level-
appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and
personal accounts, formal
letters and emails, etc.)
EFL 4.3.5. Use everyday
reference material
in order to select
information appropriate
to the purpose of an inquiry
and relate ideas from one
written source to another.
EFL 4.3.4. Find the most
important information
in print or online sources in
order to support an idea or
argument. (Example:
Internet search engines,
online advertising,
online or print timetables,
web pages, posters,
adverts, catalogues, etc.)
EFL 4.3.7. Read, gather,
view and listen to
information from various
sources in order
to organize and discuss
relationships between
academic content areas.
(Example:
nonfiction books for young
adults, the Internet, audio
and media presentations,
oral interviews, maps,
diagrams, reference books,

CE.EFL.4.13. Apply learning strategies
such as using prior knowledge and
graphic
organizers to interpret new information
in a text, and assess this information
according to the organization, subject
area and purpose of the text, using
different
criteria, including ICT tools.
CE.EFL.4.14. Display an ability to
interact and engage with a wide range
of ICT and classroom resources and
texts by selecting and evaluating them
in order to strengthen literacy skills and
promote acquisition.
CE.EFL.4.15. Express information and
magazines, etc.)
EFL 4.3.6. Apply learning
strategies to examine and
interpret a variety of
written materials using
prior knowledge, graphic
organizers, context clues,
note taking and finding
words in a dictionary.
EFL 4.3.8. Assess,
compare and evaluate the
quality of written texts and
visual presentations using
different criteria and ICT
tools related to the
organization, subject area
and purpose of a text.
(Examples of text types:
editorials, letters to the
editor, political speeches,
illustrations, charts,
advertisements, etc.)
EFL 4.3.9. Demonstrate an
ability to interact
and engage with a wide
range of ICT and classroom
resources in order to
strengthen literacy skills
and strategies.
EFL 4.3.10. Select from
and evaluate a range of
both physical and digital
texts and materials in order
to promote acquisition and
develop an appreciation of
the language.
EFL 4.4.1. Convey
information and ideas
magazines, etc.)
EFL 4.3.6. Apply learning
strategies to examine and
interpret a variety of
written materials using
prior knowledge, graphic
organizers, context clues,
note taking and finding
words in a dictionary.
EFL 4.3.8. Assess,
compare and evaluate the
quality of written texts and
visual presentations using
different criteria and ICT
tools related to the
organization, subject area
and purpose of a text.
(Examples of text types:
editorials, letters to the
editor, political speeches,
illustrations, charts,
advertisements, etc.)
EFL 4.3.9. Demonstrate an
ability to interact
and engage with a wide
range of ICT and classroom
resources in order to
strengthen literacy skills
and strategies.
EFL 4.3.10. Select from
and evaluate a range of
both physical and digital
texts and materials in order
to promote acquisition and
develop an appreciation of
the language.
EFL 4.4.1. Convey
information and ideas
magazines, etc.)
EFL 4.3.6. Apply learning
strategies to examine and
interpret a variety of
written materials using
prior knowledge, graphic
organizers, context clues,
note taking and finding
words in a dictionary.
EFL 4.3.8. Assess,
compare and evaluate the
quality of written texts and
visual presentations using
different criteria and ICT
tools related to the
organization, subject area
and purpose of a text.
(Examples of text types:
editorials, letters to the
editor, political speeches,
illustrations, charts,
advertisements, etc.)
EFL 4.3.9. Demonstrate an
ability to interact
and engage with a wide
range of ICT and classroom
resources in order to
strengthen literacy skills
and strategies.
EFL 4.3.10. Select from
and evaluate a range of
both physical and digital
texts and materials in order
to promote acquisition and
develop an appreciation of
the language.
EFL 4.4.1. Convey
information and ideas
ideas and describe feelings and opinions through simple
in simple transactional or expository transactional or expository
texts on familiar subjects in order to texts on familiar subjects
influence an audience, while recognizing using ICT tools and
that different texts have different conventions and features of
features and showing the ability to use English appropriate to
these features appropriately in ones audience and purpose.
own writing.
EFL 4.4.4. Write to
describe feelings/opinions
in order to effectively
influence an audience.
(Example: persuade,
negotiate, argue, etc.)
EFL 4.4.5. Recognize that
various types of writing
require different language,
formatting and special
vocabulary. (Example: a
recipe, a letter, etc.)
CE.EFL.4.16. Make use of simple EFL 4.4.2. Make and use a
learning resources, including those simple print or digital
created by ones self, in order to learning resource to
compare and contrast information, and compare and contrast
choose appropriate resources according information in order to
to the value, purpose and audience of demonstrate understanding
each. and command of a topic.
EFL 4.4.3. Critically
evaluate information from
references, including those
found on the web, and
recommend print and
digital sources to other
learners.
EFL 4.4.6. Identify a
variety of types and
formats of potential
through simple
transactional or expository
texts on familiar subjects
using ICT tools and
conventions and features of
English appropriate to
audience and purpose. audience and purpose.
EFL 4.4.4. Write to
describe feelings/opinions
in order to effectively
influence an audience.
(Example: persuade,
negotiate, argue, etc.)
EFL 4.4.5. Recognize that
various types of writing
require different language,
formatting and special
vocabulary. (Example: a
recipe, a letter, etc.)
EFL 4.4.2. Make and use a
simple print or digital
learning resource to learning resource to
compare and contrast
information in order to
demonstrate understanding
and command of a topic.
EFL 4.4.3. Critically
evaluate information from
references, including those
found on the web, and
recommend print and
digital sources to other
learners.
EFL 4.4.6. Identify a
variety of types and
formats of potential
through simple
transactional or expository
texts on familiar subjects
using ICT tools and
conventions and features of
English appropriate to
EFL 4.4.4. Write to
describe feelings/opinions
in order to effectively
influence an audience.
(Example: persuade,
negotiate, argue, etc.)
EFL 4.4.5. Recognize that
various types of writing
require different language,
formatting and special
vocabulary. (Example: a
recipe, a letter, etc.)
EFL 4.4.2. Make and use a
simple print or digital
compare and contrast
information in order to
demonstrate understanding
and command of a topic.
EFL 4.4.3. Critically
evaluate information from
references, including those
found on the web, and
recommend print and
digital sources to other
learners.
EFL 4.4.6. Identify a
variety of types and
formats of potential

CE.EFL.4.17. Show an ability to 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 support
collaboration, learning and productivity.
CE.EFL.4.18. Use main ideas in order
resources and the value,
purpose and audience of
each for use in the
educational domain.
(Example: audio/video,
multimedia, website,
database, book, thesaurus,
scholarly/ popular,
current/historical, etc.)
EFL 4.4.7. Use the process
of prewriting, drafting,
revising, peer editing and
proofreading
(i.e., the writing process)
to produce well-constructed
informational texts.
EFL 4.4.8. Convey and
organize information using
facts and details in order to
illustrate diverse patterns
and structures in writing.
(Example: cause and effect,
problem and solution,
general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make
effective use of a range of
digital tools to write, edit,
revise and publish written
work in a way that supports
collaboration, learning and
productivity.
(Example: image editing,
GoogleDrive, infographic
makers, audio and video
editing, presentation apps,
etc.)
EFL 4.5.1. Make use of
main points in literary texts main points in literary texts main points in literary texts
resources and the value,
purpose and audience of
each for use in the
educational domain.
(Example: audio/video,
multimedia, website,
database, book, thesaurus,
scholarly/ popular,
current/historical, etc.)
EFL 4.4.7. Use the process
of prewriting, drafting,
revising, peer editing and
proofreading
(i.e., the writing process) (i.e., the writing process) to
to produce well-constructed
informational texts.
EFL 4.4.8. Convey and
organize information using
facts and details in order to
illustrate diverse patterns
and structures in writing.
(Example: cause and effect,
problem and solution,
general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make
effective use of a range of
digital tools to write, edit,
revise and publish written
work in a way that supports
collaboration, learning and
productivity.
(Example: image editing,
GoogleDrive, infographic
makers, audio and video
editing, presentation apps,
etc.)
EFL 4.5.1. Make use of EFL 4.5.1. Make use of
resources and the value,
purpose and audience of
each for use in the
educational domain.
(Example: audio/video,
multimedia, website,
database, book, thesaurus,
scholarly/ popular,
current/historical, etc.)
EFL 4.4.7. Use the process
of prewriting, drafting,
revising, peer editing and
proofreading
produce well-constructed
informational texts.
EFL 4.4.8. Convey and
organize information using
facts and details in order to
illustrate diverse patterns
and structures in writing.
(Example: cause and effect,
problem and solution,
general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make
effective use of a range of
digital tools to write, edit,
revise and publish written
work in a way that supports
collaboration, learning and
productivity.
(Example: image editing,
GoogleDrive, infographic
makers, audio and video
editing, presentation apps,
etc.)
to understand, predict, infer and deduce
literal and implied meanings in short,
simple, everyday literary texts (online,
oral or in print).
CE.EFL.4.19. Find and identify literary
elements and techniques and relate
those elements to the learners own
experiences and to other works,
including ones peers, in order to
present personal responses and
interpretations.
(authentic and semi-
authentic, oral and written)
to understand short simple
everyday stories, especially
if there is visual support.
EFL 4.5.3. Make
predictions, inferences and
deductions to demonstrate
different levels of meaning
of literary works presented
orally or in digital form,
including literal and implied
meanings. (Example:
summarizing, explaining
and identifying, word
choice, symbols, points of
view, etc.)
EFL 4.5.2. Compare and
present personal and
formal responses to and
interpretation of published
literary works and the
works of peers, referring to
details and features of the
text. (Example: text
structure, plot, ideas,
events, vocabulary, etc.)
EFL 4.5.7. Locate and
identify selected literary
elements and techniques in
texts and relate those
elements to those in other
works and to learners own
experiences. (Example:
setting, character, plot,
theme, point of view,
imagery, foreshadowing,
climax, etc.)
(authentic and semi-
authentic, oral and written)
to understand short simple
everyday stories, especially
if there is visual support.
EFL 4.5.3. Make
predictions, inferences and
deductions to demonstrate
different levels of meaning
of literary works presented
orally or in digital form,
including literal and implied
meanings. (Example:
summarizing, explaining
and identifying, word
choice, symbols, points of
view, etc.)
EFL 4.5.2. Compare and
present personal and
formal responses to and
interpretation of published
literary works and the
works of peers, referring to
details and features of the
text. (Example: text
structure, plot, ideas,
events, vocabulary, etc.)
EFL 4.5.7. Locate and
identify selected literary
elements and techniques in
texts and relate those
elements to those in other
works and to learners own
experiences. (Example:
setting, character, plot,
theme, point of view,
imagery, foreshadowing,
climax, etc.)
(authentic and semi-
authentic, oral and written)
to understand short simple
everyday stories, especially
if there is visual support.
EFL 4.5.3. Make
predictions, inferences and
deductions to demonstrate
different levels of meaning
of literary works presented
orally or in digital form,
including literal and implied
meanings. (Example:
summarizing, explaining
and identifying, word
choice, symbols, points of
view, etc.)
EFL 4.5.2. Compare and
present personal and
formal responses to and
interpretation of published
literary works and the
works of peers, referring to
details and features of the
text. (Example: text
structure, plot, ideas,
events, vocabulary, etc.)
EFL 4.5.7. Locate and
identify selected literary
elements and techniques in
texts and relate those
elements to those in other
works and to learners own
experiences. (Example:
setting, character, plot,
theme, point of view,
imagery, foreshadowing,
climax, etc.)
CE.EFL.4.20. 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.
CE.EFL.4.21. Use pre-established
criteria, including that which is written
by learners collaboratively, in order to
evaluate and recommend literary texts
(written, online, oral, in video, etc.) and
the effectiveness of group work.
EFL 4.5.4. Create personal
stories by adding
imaginative details to real-
life stories and situations,
using appropriate
vocabulary and elements of
the literature learners have
read or heard.
EFL 4.5.5. Gain an
understanding of literary
concepts such as genre,
plot, setting, character,
point of view, theme and
other literary elements in
order to apply them to
ones own creative texts.
EFL 4.5.6. Create an
effective voice using a
variety of ICT tools, writing
styles and typical features
of a genre to create stories,
poems, sketches, songs
and plays, including those
that reflect traditional and
popular Ecuadorian
cultures.
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral,
online, in video or in print)
according to pre-
established criteria.
. .
EFL 4.5.10. Collaboratively
produce criteria for
evaluating literary texts
and the effectiveness of
group work
EFL 4.5.4. Create personal
stories by adding
imaginative details to real-
life stories and situations,
using appropriate
vocabulary and elements of
the literature learners have
read or heard.
EFL 4.5.5. Gain an
understanding of literary
concepts such as genre,
plot, setting, character,
point of view, theme and
other literary elements in
order to apply them to
ones own creative texts.
EFL 4.5.6. Create an
effective voice using a
variety of ICT tools, writing
styles and typical features
of a genre to create stories,
poems, sketches, songs
and plays, including those
that reflect traditional and
popular Ecuadorian
cultures.
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral,
online, in video or in print)
according to pre-
established criteria.
EFL 4.5.10. Collaboratively
produce criteria for
evaluating literary texts
and the effectiveness of
group work
EFL 4.5.4. Create personal
stories by adding
imaginative details to real-
life stories and situations,
using appropriate
vocabulary and elements of
the literature learners have
read or heard.
EFL 4.5.5. Gain an
understanding of literary
concepts such as genre,
plot, setting, character,
point of view, theme and
other literary elements in
order to apply them to
ones own creative texts.
EFL 4.5.6. Create an
effective voice using a
variety of ICT tools, writing
styles and typical features
of a genre to create stories,
poems, sketches, songs
and plays, including those
that reflect traditional and
popular Ecuadorian
cultures.
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral,
online, in video or in print)
according to pre-
established criteria.
.
EFL 4.5.10. Collaboratively
produce criteria for
evaluating literary texts
and the effectiveness of
group work
CE.EFL.4.22. Show the ability to work
collaboratively and to participate
effectively in a variety of student
groupings by employing a wide range of
creative thinking skills through the
completion of activities such as playing
games, brainstorming and problem
solving.
EFL 4.5.9. Engage in
collaborative activities
through a variety of student
groupings to create and
respond to literature and
other literary texts.
(Example: small groups,
cooperative learning groups,
literature circles, process
writing groups, etc.)
EFL 4.5.11. Participate in
creative thinking through
brainstorming, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
peoples strengths.
EFL 4.5.9. Engage in
collaborative activities
through a variety of student
groupings to create and
respond to literature and
other literary texts.
(Example: small groups,
cooperative learning groups,
literature circles, process
writing groups, etc.)
EFL 4.5.11. Participate in
creative thinking through
brainstorming, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
peoples strengths.
EFL 4.5.9. Engage in
collaborative activities
through a variety of student
groupings to create and
respond to literature and
other literary texts.
(Example: small groups,
cooperative learning groups,
literature circles, process
writing groups, etc.)
EFL 4.5.11. Participate in
creative thinking through
brainstorming, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
peoples strengths.
MATRIZ DE DESAGREGACIN DE D.C.D.
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an
understanding of the relationship between cultural perspectives and practices and by sharing cross cultural experiences.

SKILL WITH CRITERIA PERFORMANCE

8TH
Compare and contrast oral traditions, myths,
folktales and literature from Ecuador. Ref (EFL
4.1.1.)
YEARS
9TH
Compare and contrast oral
traditions, myths, folktales and
literature from Ecuador and
international regions and cultures.
Ref (EFL 4.1.1.)
10TH
EFL 4.1.1. Compare and contrast oral
traditions, myths, folktales and
literature from Ecuador and
international regions and cultures and
identify similarities and differences and
universal cultural themes.

Display an understanding of the relationship
between the practices and perspectives. Ref
(EFL 4.1.3.)
Display an understanding of the
relationship between the practices
and perspectives of different
cultures by recognizing. Ref (EFL
4.1.3.)
EFL 4.1.3. Display an understanding
of the relationship between the
practices and perspectives of different
cultures by recognizing and sharing
cross-cultural experiences and ideas.

CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences
of ones actions while exhibiting socially responsible behaviors.

SKILL WITH CRITERIA PERFORMANCE

8TH
Recognize and demonstrate an appreciation of
some commonalities. Ref (EFL 4.1.2.)
YEARS
9TH
Recognize and demonstrate an
appreciation of some
commonalities and distinctions
across cultures. Ref (EFL 4.1.2.)
10TH
EFL 4.1.2. Recognize and demonstrate
an appreciation of some commonalities
and distinctions across cultures and
groups (differentiated by gender,
ability, generations, etc.) including the

Recognize the consequences of ones actions by
demonstrating responsible decision-making at
school, online. Ref (EFL 4.1.9.)
CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and
oral communication features.
SKILL WITH CRITERIA PERFORMANCE
8TH
Apply self-correcting and self-monitoring
strategies in social and classroom interactions.
(Example: asking questions, starting over,
rephrasing, exploring alternative pronunciations
or wording, etc.) Ref (EFL 4.1.5.)
Interpret knowledge of nonverbal and oral
communication. Ref (EFL 4.1.7.)
Recognize the consequences of
ones actions by demonstrating
responsible decision-making at
school, online, at home and in the
community. Ref (EFL 4.1.9.)
YEARS
9TH
Apply self-correcting and self-
monitoring strategies in social and
classroom interactions. (Example:
asking questions, starting over,
rephrasing, exploring alternative
pronunciations or wording, etc.)
Ref (EFL 4.1.5.)
Interpret and demonstrate
knowledge of nonverbal and oral
communication. Ref (EFL 4.1.7.)
students own.
EFL 4.1.9. Recognize the
consequences
of ones actions by demonstrating
responsible decision-making at school,
online, at home and in the community,
while considering ethical standards,
safety concerns, social norms and
mutual respect.
10TH
EFL 4.1.5. Apply self-correcting and
self-monitoring strategies in social and
classroom interactions. (Example:
asking questions, starting over,
rephrasing, exploring alternative
pronunciations or wording, etc.)
EFL 4.1.7. Interpret and demonstrate
knowledge of nonverbal and oral
communication features by applying
them in appropriate contexts.
(Example: use of stress, intonation,
pace, etc.)
CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction
styles in a variety of social interactions.

SKILL WITH CRITERIA PERFORMANCE

8TH
EFL 4.1.6. Seek and provide information and
assistance, orally or in writing and in online or
face-to-face interactions, for personal, social and
academic purposes.
YEARS
9TH
EFL 4.1.6. Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
social and academic purposes.
10TH
EFL 4.1.6. Seek and provide
information and assistance, orally or in
writing and in online or face-to-face
interactions, for personal, social and
academic purposes.

EFL 4.1.8. Use suitable vocabulary, expressions, EFL 4.1.8. Use suitable
and language and interaction styles for formal vocabulary, expressions, language
and informal social or academic situations in and interaction styles for formal
order to communicate specific intentions in and informal social or academic
online and face-to-face interactions. (Example: situations in order to communicate
thanking, making promises, apologizing, asking specific intentions in online and
permission, chatting with friends, answering in face-to-face interactions. (Example:
class, greeting an authority figure, etc.) thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual and group differences by establishing and
maintaining healthy and rewarding relationships based on communication and cooperation.
EFL 4.1.8. Use suitable vocabulary,
expressions, and language and
interaction styles for formal and
informal social or academic situations
in order to communicate specific
intentions in online and face-to-face
interactions. (Example: thanking,
making promises, apologizing, asking
permission, chatting with friends,
answering in class, greeting an
authority figure, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH 10TH
Recognize individual and group similarities and
differences by establishing and maintaining
healthy and rewarding online Ref(EFL 4.1.10)
Demonstrate, tolerance and an overall respect
Ref(EFL 4.1.10)
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in familiar everyday
contexts, provided speech is clear and articulate, and deduce the meanings of unfamiliar words and phrases using
context clues and/or prior knowledge.
SKILL WITH CRITERIA PERFORMANCE
8TH
Understand phrases and expressions provided
speech is clearly and slowly articulated.
(Example: daily life, free time, school activities,
etc.) Ref(EFL 4.2.1)
Deduce the meanings of words from a context
containing familiar elements. (Example:
colloquial greetings, exclamations, interjections,
etc.)Ref(EFL 4.2.4.)
Recognize and appreciate
individual and group similarities
and differences by establishing and
maintaining healthy and rewarding
online Ref(EFL 4.1.10)
Demonstrate mindfulness,
empathy, tolerance and an overall
respect. Ref(EFL 4.1.10)
YEARS
9TH
Understand phrases and
expressions related to areas of
most immediate priority, provided
speech is clearly and slowly
articulated. (Example: daily life,
free time, school activities, etc.)
Ref(EFL 4.2.1)
Deduce the meanings of unfamiliar
words from a context containing
familiar elements. (Example:
colloquial greetings, exclamations,
interjections,
etc.) Ref(EFL 4.2.4.)
EFL 4.1.10. Recognize and appreciate
individual and group similarities and
differences by establishing and
maintaining healthy and rewarding
online and face-to-face relationships
based on communication and
cooperation.
EFL 4.1.4. Demonstrate mindfulness,
empathy, tolerance and an overall
respect for the integrity of cultures in
daily classroom activities.
10TH
EFL 4.2.1. Understand phrases and
expressions related to areas of most
immediate priority within the personal
and educational domains, provided
speech is clearly and slowly articulated.
(Example: daily life, free time, school
activities, etc.)
EFL 4.2.4. Deduce the meanings of
unfamiliar phrases and words from a
context containing familiar elements.
(Example: colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand most changes in the topic EFL 4.2.5. Understand most EFL 4.2.5. Understand most changes
of discussion if people speak slowly. changes in the topic of discussion if in the topic of discussion if people
people speak slowly. speak slowly.

Follow main ideas in topics covered in other
curricular subjects Ref (EFL 4.2.8.)
Follow main ideas in topics covered
in other curricular subjects with the
help of visual support. Ref (EFL
4.2.8.)
EFL 4.2.8. Follow main ideas in topics
covered in other curricular subjects
with the help of visual support, using
concepts and vocabulary that have
been studied in advance.

CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward
spoken or audio texts set in familiar contexts, when delivered slowly and with visuals to provide contextual support. Use
spoken contributions in class as models for ones own speech.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH 10TH
Follow and understand short, straightforward Follow and understand short, EFL 4.2.3. Follow and understand
audio messages and/or the main idea/dialogue. straightforward audio messages short, straightforward audio messages
Ref (EFL 4.2.3.) and/or the main idea/dialogue of a and/or the main idea/dialogue of a
movie or cartoon (or other age- movie or cartoon (or other age-
appropriate audio-visual appropriate audio-visual presentations)
presentations) if delivered slowly and visuals provide
Ref (EFL 4.2.3.) contextual support. (Example: an
announcement of a bus delay, an
intercom announcement at school, a
dialogue supported by facial
expressions/gestures and appropriate
intonation, etc.)

EFL 4.2.6. Use other students contributions in EFL 4.2.6. Use other students EFL 4.2.6. Use other students
class as models for their own. contributions in class as models for contributions in class as models for
their own. their own.
Identify the main idea and some details of Identify the main idea and some
recorded news reports, documentaries and details of recorded news reports,
interviews Ref (EFL 4.2.7.) documentaries and interviews
reporting on seasonal festivities,
environmental issues, food and
international customs. Ref (EFL
4.2.7.)
CE.EFL.4.8. Production Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms,
using grammatical structures learned in class (although there may be frequent errors), effectively and without undue
effort. Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
Use a series of phrases and sentences to describe Use a series of phrases and sentences
aspects of personal background to describe aspects of personal
Ref (EFL 4.2.2.) background, immediate environment
and matters of immediate need in
simple terms using grammatical
structures. Ref (EFL 4.2.2.)
Use new words and expressions which occur in Use new words and expressions which
conversations in the personal and educational occur in conversations in the personal
domains. Ref (EFL 4.2.9.) and educational domains, and make
use of such terms. Ref (EFL 4.2.9.)
Deal with practical, everyday communication. Ref Deal with practical, everyday
(EFL 4.2.15.) communication demands within
familiar contexts. Ref (EFL 4.2.15.)
EFL 4.2.7. Identify the main idea and
some details of recorded news reports,
documentaries and interviews reporting
on seasonal festivities, environmental
issues, food and international customs,
climate, weather, etc., where the
visuals support the commentary.
10TH
EFL 4.2.2. Use a series of phrases and
sentences to describe aspects of personal
background, immediate environment and
matters of immediate need in simple terms
using grammatical structures learnt in class
(although there may be frequent errors with
tenses, personal pronouns, prepositions,
etc.)
EFL 4.2.9. Use new words and expressions
which occur in conversations in the personal
and educational domains, and make use of
such terms and expressions wherever
appropriate and necessary.
EFL 4.2.15. Deal with practical, everyday
communication demands within familiar
contexts, effectively and without undue
effort. (Example: meeting people, extending
and accepting invitations, exchanging
information, giving reasons, asking and
answering questions about routines and
preferences, etc.)
CE.EFL.4.9. Production Fluency: Use simple language to describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines in structured situations and short conversations. Interaction is
with reasonable ease, provided speech is given clearly, slowly and directly.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH 10TH
Give short, basic descriptions of everyday Give short, basic descriptions of EFL 4.2.11. Give short, basic
activities and events. everyday activities and events descriptions of everyday activities and
Ref (EFL 4.2.11.) within familiar contexts and use events within familiar contexts and use
simple descriptive language simple descriptive language to compare
Ref (EFL 4.2.11.) and make brief statements about
objects and possessions.
(Example: family, school, living
conditions, personal belongings, etc.)

EFL 4.2.12. Describe habits, routines, past EFL 4.2.12. Describe habits, EFL 4.2.12. Describe habits, routines,
activities and experiences within the personal routines, past activities and past activities and experiences within
and educational domains. experiences within the personal the personal and educational domains.
and educational domains.

Interact with reasonable ease in structured Interact with reasonable ease in EFL 4.2.13. Interact with reasonable
situations Ref (EFL 4.2.13.) structured situations and short ease in structured situations and short
conversations within familiar conversations within familiar contexts,
contexts Ref (EFL 4.2.13.) provided that speech is given clearly,
slowly and directly. (Example: an
interview, an information gap activity,
etc.)
CE.EFL.4.10. Interaction Interpersonal: Participate 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.
SKILL WITH CRITERIA PERFORMANCE
YEARS
 8TH
Sustain a conversational exchange on a familiar,
everyday subject Ref (EFL 4.2.10.)
. when carrying out a
Ask and answer straightforward follow-up
questions within familiar contexts. Ref (EFL
4.2.14.)
9TH 10TH
Sustain a conversational exchange EFL 4.2.10. Sustain a conversational
on a familiar, everyday subject exchange on a familiar, everyday
subject when carrying out a
collaborative/paired learning. Ref collaborative/paired learning activity in
(EFL 4.2.10.) which there are specific instructions for
. a task.
.
Ask and answer straightforward EFL 4.2.14. Ask and answer
follow-up questions within familiar straightforward follow-up questions
contexts, such as school and family within familiar contexts, such as school
life. Ref (EFL 4.2.14.) and family life, provided there are
opportunities to ask for clarification,
reformulation or repetition of key
points.

EFL 4.2.16. Initiate, maintain and end a EFL 4.2.16. Initiate, maintain and EFL 4.2.16. Initiate, maintain and end
conversation to satisfy basic needs and/or handle end a conversation to satisfy basic a conversation to satisfy basic needs
a simple transaction needs and/or handle a simple and/or handle a simple transaction
transaction

CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects,
making use of contextual clues to identify relevant information in a text.

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH
EFL 4.3.1. Understand main points in short EFL 4.3.1. Understand main points
simple texts on familiar subjects. (Example: news in short simple texts on familiar
about sports or famous people, descriptions, etc.) subjects. (Example: news about
sports or famous people,
descriptions, etc.)
10TH
EFL 4.3.1. Understand main points in
short simple texts on familiar subjects.
(Example: news about sports or famous
people, descriptions, etc.)
Make use of clues such as titles, illustrations,
organization, text outline and layout. Ref (EFL
4.3.2.)
Find specific predictable information in short,
simple texts Ref (EFL 4.3.3.)
CE.EFL.4.12. Use 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.
SKILL WITH CRITERIA PERFORMANCE
8TH
Use everyday reference material in order to
select information appropriate Ref (EFL 4.3.5.)
Find the most important information in print
sources. Ref (EFL 4.3.4.)
Make use of clues such as titles,
illustrations, organization, text
outline and layout, etc. to identify
and understand relevant
information Ref (EFL 4.3.2.)
Find specific predictable
information in short, simple texts in information in short, simple texts in a
a range of age. Ref (EFL 4.3.3.)
YEARS
9TH
Use everyday reference material in
order to select information
appropriate to the purpose of an
inquiry ideas. Ref (EFL 4.3.5.)
Find the most important
information in print or online
sources in order to support an idea. order to support an idea or argument.
Ref (EFL 4.3.4.)
EFL 4.3.2. Make use of clues such as
titles, illustrations, organization, text
outline and layout, etc. to identify and
understand relevant information in
written level-appropriate text types.
EFL 4.3.3. Find specific predictable
range of age- and level-appropriate
topics. (Example: biographies, news
articles, narratives, memoirs and
personal accounts, formal letters and
emails, etc.)
10TH
EFL 4.3.5. Use everyday reference
material in order to select information
appropriate to the purpose of an inquiry
and relate ideas from one written
source to another.
EFL 4.3.4. Find the most important
information in print or online sources in
(Example:
Internet search engines, online
advertising, online or print timetables,
web pages, posters, adverts,
catalogues, etc.)
Read, gather, view and listen to information from Read, gather, view and listen to EFL 4.3.7. Read, gather, view and
various sources information from various sources in listen to information from various
Ref (EFL 4.3.7.) order to organize and discuss sources in order to organize and
relationships discuss relationships between academic
Ref (EFL 4.3.7.) content areas. (Example: non fiction
books for young adults, the Internet,
audio and media presentations, oral
interviews, maps, diagrams, reference
books, magazines, etc.)
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new
information in a text, and assess this information according to the organization, subject area and purpose of the text,
using different criteria, including ICT tools.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH 10TH
Apply learning strategies to examine and Apply learning strategies to EFL 4.3.6. Apply learning strategies to
interpret a variety of written materials Ref (EFL examine and interpret a variety of examine and interpret a variety of
4.3.6.) written materials using prior written materials using prior
knowledge Ref (EFL 4.3.6.) knowledge, graphic organizers, context
clues, note taking and finding words in
a dictionary.

Assess, compare and evaluate the quality of Assess, compare and evaluate the EFL 4.3.8. Assess, compare and
written texts and visual presentations using quality of written texts and visual evaluate the quality of written texts
different criteria Ref (EFL 4.3.8.) presentations using different and visual presentations using different
criteria and ICT tools Ref (EFL criteria and ICT tools related to the
4.3.8.) organization, subject area and purpose
of a text. (Examples of text types:
editorials, letters to the editor, political
speeches, illustrations, charts,
advertisements, etc.)
CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT and classroom resources and texts by
selecting and evaluating them in order to strengthen literacy skills and promote acquisition.

SKILL WITH CRITERIA PERFORMANCE

 YEARS
8TH 9TH
EFL 4.3.9. Demonstrate an ability to interact EFL 4.3.9. Demonstrate an ability
and engage with a wide range of ICT and to interact and engage with a wide
classroom resources in order to strengthen range of ICT and classroom
literacy skills and strategies. resources in order to strengthen
literacy skills and strategies.
EFL 4.3.10. Select from and evaluate a range of EFL 4.3.10. Select from and
both physical and digital texts and materials in evaluate a range of both physical
order to promote acquisition and develop an and digital texts and materials in
appreciation of the language. order to promote acquisition and
develop an appreciation of the
language.
CE.EFL.4.15. 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 showing the ability to use these features appropriately in ones own writing.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
EFL 4.4.1. Convey information and ideas EFL 4.4.1. Convey information and
through simple transactional or expository texts ideas through simple transactional
on familiar subjects using ICT tools and or expository texts on familiar
conventions and features of English appropriate subjects using ICT tools and
to audience and purpose. conventions and features of English
appropriate to audience and
purpose.
10TH
EFL 4.3.9. Demonstrate an ability to
interact
and engage with a wide range of ICT
and classroom resources in order to
strengthen literacy skills and strategies.
EFL 4.3.10. Select from and evaluate a
range of both physical and digital texts
and materials in order to promote
acquisition and develop an appreciation
of the language.
10TH
EFL 4.4.1. Convey information and
ideas through simple transactional or
expository texts on familiar subjects
using ICT tools and conventions and
features of English appropriate to
audience and purpose.

EFL 4.4.4. Write to describe feelings/opinions in
order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)
EFL 4.4.4. Write to describe
feelings/opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)
EFL 4.4.4. Write to describe
feelings/opinions in order to effectively
influence an audience. (Example:
persuade, negotiate, argue, etc.)
EFL 4.4.5. Recognize that various types of
writing require different language, formatting and
special vocabulary. (Example: a recipe, a letter,
etc.)
EFL 4.4.5. Recognize that various
types of writing require different
language, formatting and special
vocabulary. (Example: a recipe, a
letter, etc.)
EFL 4.4.5. Recognize that various
types of writing require different
language, formatting and special
vocabulary. (Example: a recipe, a letter,
etc.)

CE.EFL.4.16. Make use of simple learning resources, including those created by ones self, in order to compare and
contrast information, and choose appropriate resources according to the value, purpose and audience of each.

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH
EFL 4.4.2. Make and use a simple print or digital EFL 4.4.2. Make and use a simple
learning resource to compare and contrast print or digital learning resource to
information in order to demonstrate compare and contrast information
understanding and command of a topic. in order to demonstrate
understanding and command of a
topic.
10TH
EFL 4.4.2. Make and use a simple print
or digital learning resource to compare
and contrast information in order to
demonstrate understanding and
command of a topic.

EFL 4.4.3. Critically evaluate information from
references, including those found on the web,
and recommend print and digital sources to other
learners.
EFL 4.4.3. Critically evaluate
information from references,
including those found on the web,
and recommend print and digital
sources to other learners.
EFL 4.4.3. Critically evaluate
information from references, including
those found on the web, and
recommend print and digital sources to
other learners.

EFL 4.4.6. Identify a variety of types and EFL 4.4.6. Identify a variety of EFL 4.4.6. Identify a variety of types
formats of potential resources and the value, types and formats of potential and formats of potential resources and
purpose and audience of each for use in the resources and the value, purpose the value, purpose and audience of
educational domain. (Example: audio/video, and audience of each for use in the each for use in the educational domain.
multimedia, website, database, book, thesaurus, educational domain. (Example: (Example: audio/video, multimedia,
scholarly/ popular, current/historical, etc.) audio/video, multimedia, website, website, database, book, thesaurus,
database, book, thesaurus, scholarly/ popular, current/historical,
scholarly/ popular, etc.)
current/historical, etc.)
CE.EFL.4.17. Show an ability to 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 support collaboration, learning
and productivity.

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH
EFL 4.4.7. Use the process of prewriting, drafting, EFL 4.4.7. Use the process of
revising, peer editing and proofreading prewriting, drafting, revising, peer
(i.e., the writing process) to produce well- editing and proofreading
constructed informational texts. (i.e., the writing process) to
produce well-constructed
informational texts.
10TH
EFL 4.4.7. Use the process of prewriting,
drafting, revising, peer editing and
proofreading
(i.e., the writing process) to produce
well-constructed informational texts.

EFL 4.4.8. Convey and organize information using
facts and details in order to illustrate diverse
patterns and structures in writing. (Example: cause
and effect, problem and solution, general-to-specific
presentation, etc.)
EFL 4.4.8. Convey and organize
information using facts and details in
order to illustrate diverse patterns
and structures in writing. (Example:
cause and effect, problem and
solution, general-to-specific
presentation, etc.)
EFL 4.4.8. Convey and organize
information using facts and details in
order to illustrate diverse patterns and
structures in writing. (Example: cause and
effect, problem and solution, general-to-
specific presentation, etc.)

EFL 4.4.9. Select and make effective use of a EFL 4.4.9. Select and make effective
range of digital tools to write, edit, revise and use of a range of digital tools to
publish written work in a way that supports write, edit, revise and publish written
collaboration, learning and productivity. work in a way that supports
(Example: image editing, GoogleDrive, infographic collaboration, learning and
makers, audio and video editing, presentation apps, productivity.
etc.) (Example: image editing,
GoogleDrive, infographic makers,
audio and video editing, presentation
apps, etc.)
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).
EFL 4.4.9. Select and make effective use
of a range of digital tools to write, edit,
revise and publish written work in a way
that supports collaboration, learning and
productivity.
(Example: image editing, GoogleDrive,
infographic makers, audio and video
editing, presentation apps, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS
 8TH
EFL 4.5.1. Make use of main points in literary
texts (authentic and semi-authentic, oral and
written) to understand short simple everyday
stories, especially if there is visual support.
EFL 4.5.3. Make predictions, inferences and
deductions to demonstrate different levels of
meaning of literary works presented orally or in
digital form, including literal and implied
meanings. (Example: summarizing, explaining
and identifying, word choice, symbols, points of
view, etc.)
CE.EFL.4.19. Find and identify literary elements and techniques and relate those elements to the learners own
experiences and to other works, including ones peers, in order to present personal responses and interpretations.
SKILL WITH CRITERIA PERFORMANCE
8TH
EFL 4.5.2. Compare and present personal and
formal responses to and interpretation of
published literary works and the works of peers,
referring to details and features of the text.
(Example: text structure, plot, ideas, events,
vocabulary, etc.)
9TH
EFL 4.5.1. Make use of main
points in literary texts (authentic
and semi-authentic, oral and
written) to understand short simple
everyday stories, especially if there
is visual support.
EFL 4.5.3. Make predictions,
inferences and deductions to
demonstrate different levels of
meaning of literary works
presented orally or in digital form,
including literal and implied
meanings. (Example: summarizing,
explaining and identifying, word
choice, symbols, points of view,
etc.)
YEARS
9TH
EFL 4.5.2. Compare and present
personal and formal responses to
and interpretation of published
literary works and the works of
peers, referring to details and
features of the text. (Example: text
structure, plot, ideas, events,
vocabulary, etc.)
10TH
EFL 4.5.1. Make use of main points in
literary texts (authentic and semi-
authentic, oral and written) to
understand short simple everyday
stories, especially if there is visual
support.
EFL 4.5.3. Make predictions,
inferences and deductions to
demonstrate different levels of
meaning of literary works presented
orally or in digital form, including literal
and implied meanings. (Example:
summarizing, explaining and
identifying, word choice, symbols,
points of view, etc.)
10TH
EFL 4.5.2. Compare and present
personal and formal responses to and
interpretation of published literary
works and the works of peers, referring
to details and features of the text.
(Example: text structure, plot, ideas,
events, vocabulary, etc.)
EFL 4.5.7. Locate and identify selected literary
elements and techniques in texts and relate
those elements to those in other works and to
learners own experiences. (Example: setting,
character, plot, theme, point of view, imagery,
foreshadowing, climax, etc.)
CE.EFL.4.20. 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.
SKILL WITH CRITERIA PERFORMANCE
8TH
EFL 4.5.4. Create personal stories by adding
imaginative details to real-life stories and
situations, using appropriate vocabulary and
elements of the literature learners have read or
heard.
EFL 4.5.5. Gain an understanding of literary
concepts such as genre, plot, setting, character,
point of view, theme and other literary elements
in order to apply them to ones own creative
texts.
EFL 4.5.6. Create an effective voice using a
variety of ICT tools, writing styles and typical
features of a genre to create stories, poems,
sketches, songs and plays, including those that
reflect traditional and popular Ecuadorian
cultures.
EFL 4.5.7. Locate and identify
selected literary elements and
techniques in texts and relate
those elements to those in other
works and to learners own
experiences. (Example: setting,
character, plot, theme, point of
view, imagery, foreshadowing,
climax, etc.)
YEARS
9TH
EFL 4.5.4. Create personal stories
by adding imaginative details to
real-life stories and situations,
using appropriate vocabulary and
elements of the literature learners
have read or heard.
EFL 4.5.5. Gain an understanding
of literary concepts such as genre,
plot, setting, character, point of
view, theme and other literary
elements in order to apply them to
ones own creative texts.
EFL 4.5.6. Create an effective
voice using a variety of ICT tools,
writing styles and typical features
of a genre to create stories, poems,
sketches, songs and plays,
including those that reflect
traditional and popular Ecuadorian
cultures.
EFL 4.5.7. Locate and identify selected
literary elements and techniques in
texts and relate those elements to
those in other works and to learners
own experiences. (Example: setting,
character, plot, theme, point of view,
imagery, foreshadowing, climax, etc.)
10TH
EFL 4.5.4. Create personal stories by
adding imaginative details to real-life
stories and situations, using
appropriate vocabulary and elements of
the literature learners have read or
heard.
EFL 4.5.5. Gain an understanding of
literary concepts such as genre, plot,
setting, character, point of view, theme
and other literary elements in order to
apply them to ones own creative texts.
EFL 4.5.6. Create an effective voice
using a variety of ICT tools, writing
styles and typical features of a genre to
create stories, poems, sketches, songs
and plays, including those that reflect
traditional and popular Ecuadorian
cultures.
CE.EFL.4.21. Use pre-established criteria, including that which is written by learners collaboratively, in order to
evaluate and recommend literary texts (written, online, oral, in video, etc.) and the effectiveness of group work.

SKILL WITH CRITERIA PERFORMANCE

8TH
EFL 4.5.8. Evaluate and recommend literary
texts (both written and oral, online, in video or in
print) according to pre-established criteria.
. in video or in print) according to
EFL 4.5.10. Collaboratively produce criteria for
evaluating literary texts and the effectiveness of
group work
YEARS
9TH
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral, online,
pre-established criteria.
. .
EFL 4.5.10. Collaboratively
produce criteria for evaluating
literary texts and the effectiveness
of group work
10TH
EFL 4.5.8. Evaluate and recommend
literary
texts (both written and oral, online, in
video or in print) according to pre-
established criteria.
EFL 4.5.10. Collaboratively produce
criteria for evaluating literary texts and
the effectiveness of group work

CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a variety of student groupings by
employing a wide range of creative thinking skills through the completion of activities such as playing games,
brainstorming and problem solving.

SKILL WITH CRITERIA PERFORMANCE

8TH
EFL 4.5.9. Engage in collaborative activities
through a variety of student groupings to create
and respond to literature and other literary texts.
(Example: small groups, cooperative learning
groups, literature circles, process writing groups,
etc.)
YEARS
9TH
EFL 4.5.9. Engage in collaborative
activities through a variety of student
groupings to create and respond to
literature and other literary texts.
(Example: small groups, cooperative
learning groups, literature circles,
process writing groups, etc.)
10TH
EFL 4.5.9. Engage in collaborative
activities through a variety of student
groupings to create and respond to
literature and other literary texts.
(Example: small groups, cooperative
learning groups, literature circles, process
writing groups, etc.)
EFL 4.5.11. Participate in creative thinking through
brainstorming, working in groups, games and
problem-solving tasks by showing the ability to
accept a variety of ideas and capitalize on other
peoples strengths.
EFL 4.5.11. Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by showing the
ability to accept a variety of ideas
and capitalize on other peoples
strengths.
EFL 4.5.11. Participate in creative
thinking through brainstorming, working
in groups, games and problem-solving
tasks by showing the ability to accept a
variety of ideas and capitalize on other
peoples strengths.
P
C
INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR
Mons. Leonidas Proao 2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): Lcda. Alejandra Chicaiza
Grade/ Course: 9TH Education Level: EGB
A1.2
2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of
periods
5 Hours 40 weeks 4 weeks 36 weeks
180 Hours

3. GENERAL AIMS
Objectives of the Area
OG.EFL 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 national
and cultural identity.
Objectives of the Grade/Course
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.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance
towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic
intelligence, and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their L1 and of language use for
communication and learning.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing
disposition and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others within the
communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
OG.EFL 5 Directly access the main points and important details of up-to
date. English language texts, such as those published on the web, for
professional or general investigation, through the efficient use of ICT and
reference tools where required.
OG.EFL 6 Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 backgrounds on work,
study, or general topics of common interest, expressing ideas and opinions
effectively and appropriately.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of
formal and informal social situations with a limited but effective command of
the spoken language (CEFR B1 level).
TRANSVERSAL AXES:
O.EFL 4.3 Independently read A2.1 level text in English as a source
of entertainment and interpersonal and intrapersonal interaction.
O.EFL 4.4 Develop creative and critical thinking skills when
encountering challenges in order to promote autonomous learning
and decision making.
O.EFL 4.5 Introduce the need for independent research as a daily
activity by using electronic resources (ICT) in class while practicing
appropriate competences in the four skills.
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.
O.EFL 4.7 Use spoken and written literary text in English such as
poems, short stories, comic strips, short magazine articles and oral
interviews on familiar subjects in order to inspire oral and written
production at an A2.1 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
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
5.UNITS TO BE DEVELOPED*
N Title of the unit Unit Specific Objectives Contents/skills **
1 MY FAMILY AND Describe your family
ME members and yourself.
Methodological Orientations Evaluation*** Weeks
duratio
(Skills and strategies)
n
EFL 4.1.6. Seek Communication and Cultural CE.EFL.4.4. Display
and provide Awareness an appreciation of
information and and demonstrate
- Playing games that
assistance, orally or respect for 5
practice classroom
in writing and in individual and group
language, turn-taking,
online or face-to- being polite, etc. differences by
face interactions, - Comparing answers in establishing and
for personal, social pairs or small groups. maintaining healthy
and academic - Working in small and rewarding
purposes. groups to complete a relationships based
cultural project. on communication
EFL 4.1.8. Use
- Participating in short and cooperation.
suitable
dialogues and role
vocabulary, plays to practice target I.EFL.4.4.1.
expressions, language. Learners can
language and Oral Communication: demonstrate an
interaction styles (Listening and Speaking) ability to give and
for formal and ask for information
informal social or - Recording in-class and assistance using
academic situations conversations and level-appropriate
in order to dialogues in order to language and
make note of correct
communicate interaction styles in
and appropriate
specific intentions online or face-to-
language usage and
in online and face- intelligibility. face social and
to-face interactions. - Asking classmates to classroom
(Example: repeat an answer or interactions (J.2, J.3,
thanking, making statement if needed to J.4, I.3)
promises,
apologizing, asking clarify something.
permission, - Asking for help in class
when necessary. CE.EFL.4.5. Display
chatting with
Reading and appreciation of
friends, answering
- Reading a short text and demonstrate
in class, greeting an
and showing respect for
authority figure,
comprehension by individual and group
etc.)
completing the differences by
EFL 4.1.10. accompanying graphic establishing and
Recognize and organizer. maintaining healthy
appreciate - Reading a text on a and rewarding
individual and familiar content area relationships based
group similarities subject and then on communication
and differences by matching phrases or and cooperation.
labeling pictures.
establishing and
- Reading two short I.EFL.4.5.1.
maintaining
simple cross curricular Learners can
healthy and texts and using them to appreciate and show
rewarding online support ones own respect for
and face-toface argument or hypothesis. individual and group
relationships based Writing
differences by
on communication
- Completing the gaps in establishing and
and cooperation.
a sentence. maintaining healthy
EFL 4.1.4. - Reading an online and rewarding
Demonstrate movie review and online and face-to-
mindfulness, identifying common face interactions.
empathy, tolerance linguistic features, such Learners can
and an overall as use of past verbs. communicate and
respect for the Learners use the same cooperate in a
integrity of cultures features to write their respectful,
in daily classroom own review of a movie empathetic manner. (
theyve seen.
activities. J.3, S.1, S4)
- Sequencing sentences
by adding words.
EFL 4.2.15. Deal Language through the Arts CE.EFL.4.8.
with practical, Production
- Creating literature
everyday Accuracy and
circles where learners
communication Intelligibility:
have the freedom to say
demands within anything they want Communicate needs
familiar contexts, about a text from class and information
effectively and or outside of class. clearly and in simple
without undue - Participating in terms, using
effort. (Example: classroom games in grammatical
meeting people, which problem-solving structures learned in
extending and as a team is important. class (although there
accepting - Creating a crossword may be frequent
invitations, puzzle in groups about errors), effectively
exchanging an Ecuadorian story, and without undue
information, giving region, celebrity, etc. effort. Demonstrate
reasons, asking and Brainstorming ideas for an ability to make
answering a writing project in appropriate use of
small groups, using a
questions about new words and
graphic organizer
routines and expressions in social
preferences, etc.) interactions.
EFL 4.3.7. Read, I.EFL.4.8.1.
gather, view and Learners can
listen to communicate
information from personal information
various sources in and basic immediate
order to organize needs and deal with
and discuss other practical
relationships everyday demands
between academic in familiar contexts,
content areas. effectively and
(Example: without undue effort
nonfiction books and using
for young adults, grammatical
the Internet, audio structures and
and media vocabulary seen in
presentations, oral class (although there
interviews, maps, may be frequent,
diagrams, reference basic errors). (I.1,
books, magazines, I.2, I.3, S.1)
etc.)
CE.EFL.4.12. Use a
EFL 4.4.7. Use the range of reference
process of materials and
prewriting, sources, both online
drafting, revising, and in print, in order
peer editing and to support ideas,
proofreading (i.e., answer inquiries,
the writing find relationships
process) to and relate ideas
produce well- between different
constructed subject areas.
informational texts.
I.EFL.4.12.1.
EFL 4.4.8. Convey Learners can employ
and organize a range of reference
information using materials and
facts and details in sources, both online
order to illustrate and in print, in order
diverse patterns to support ideas,
and structures in answer inquiries,
writing. (Example: find relationships
cause and effect, and relate ideas
problem and between different
solution, general- subject areas. (I.1,
to-specific
presentation, etc.) I.2, J.2)
EFL 4.5.9. Engage CE.EFL.4.17. Show
in collaborative an ability to convey
activities through a and organize
variety of student information through
groupings to create the use of facts and
and respond to details and by
literature and other employing various
literary texts. stages of the writing
(Example: small process, while using
groups, cooperative a range of digital
learning groups, tools to promote and
literature circles, support
process writing collaboration,
groups, etc.) learning and
productivity.
EFL 4.5.11.
Participate in I.EFL.4.17.1.
creative thinking Learners can convey
through and organize
brainstorming, information through
working in groups, the use of facts and
games and details and by
problem-solving employing various
tasks by showing stages of the writing
the ability to accept process, while using
a variety of ideas a range of digital
and capitalize on tools to promote and
other peoples support
strengths. collaboration,
learning and
productivity. (I.1,
I.3, S.4, J.2, J.4)
CE.EFL.4.22. Show
the ability to work
collaboratively and
to participate
effectively in a
variety of student
groupings by
employing a wide
range of creative
thinking skills
through the
completion of
activities such as
playing games,
brainstorming and
problem solving.
I.EFL.4.22.1.
Learners can
collaborate and
participate
effectively in a
variety of student
groupings by
employing a wide
range of creative
thinking skills
through the
completion of
activities such as
playing games,
 brainstorming and
problem solving.
(S.2, S.4, J.1, J.2,
J.3, J.4)

CULTURES Describe customs and EFL 4.1.2. Communication and Cultural CE.EFL.4.2.
AROUND THE celebrations around the Recognize and Awareness Recognize and
WORLD world. demonstrate an demonstrate an
- Making a useful object
2 appreciation of some appreciation of
out of recycled
commonalities and commonalities
materials in a project.
distinctions across - Researching through between cultures as
cultures and groups the Internet about well as the 5
(differentiated by important people from consequences of
gender, ability, other cultures and ways ones actions while
generations, etc.) of life and presenting exhibiting socially
including the them to the class using responsible
students own. digital tools. behaviors.
- Choosing pictures that
EFL 4.1.9. demonstrate I.EFL.4.2.1.
Recognize the responsibility (helping Learners can name
consequences of an elder cross the similarities and
ones actions by sidewalk, stopping two differences between
demonstrating children from throwing different aspects of
responsible decision- rocks at a dog, being cultural groups.
making at school, respectful of people Learners can
online, at home and who dress differently, demonstrate socially
in the community, being open to responsible
while considering accepting new behaviors at school,
ethical standards, ideas/foods, etc.) and online, at home and
safety concerns, identifying why each is in the community,
desirable and what
social norms and and evaluate their
consequences the
mutual respect. irresponsible actions actions by ethical,
would have. safety and social
EFL 4.1.5. Apply Oral Communication:
standards. (J.3, S.1,
self-correcting and (Listening and Speaking)
I.1)
self-monitoring
strategies in social - Recording in-class CE.EFL.4.3. Interact
and classroom conversations and with others using
interactions. dialogues in order to self-monitoring and
(Example: asking make note of correct self-correcting
questions, starting and appropriate strategies as well as
language usage and
over, rephrasing, appropriate
intelligibility.
exploring alternative nonverbal and oral
- Asking classmates to
pronunciations or repeat an answer or communication
wording, etc.) statement if needed to features.
EFL 4.1.7. Interpret clarify something. I.EFL.4.3.1.
and demonstrate - Asking the learners to Learners can employ
read a dialogue in
knowledge of a range of self-
pairs. Learners record
nonverbal and oral monitoring and self-
themselves and then
communication listen to the recording correcting strategies
features by applying in order to assess and interpret and use
them in appropriate clarity of sounds, appropriate verbal
contexts. (Example: production of and nonverbal
use of stress, phonemes, rhythm and communication
intonation, pace, etc.) intonation. features to
Reading communicate in
EFL 4.2.15. Deal - Highlighting relevant familiar contexts.
with practical, key information in a (I.3, S.4, J.4)
everyday text and crossing out
communication irrelevant information. CE.EFL.4.8.
demands within - Keeping a vocabulary Production
familiar contexts, notebook of synonyms accuracy and
effectively and and antonyms of words intelligibility:
without undue effort. from a text. communicate needs
(Example: meeting - Brainstorming and information
people, extending everything known clearly and in simple
and accepting about a topic and then terms, using
invitations, reading a text to check grammatical
exchanging true and false structures learned in
information, giving information. class (although there
Writing
reasons, asking and may be frequent
answering questions - Completing the gaps in errors), effectively
about routines and a sentence. and without undue
performances, etc) - Reading an online effort. Demonstrate
movie review and an ability to make
EFL 4.2.14. Ask and identifying common appropriate use of
answer linguistic features, such new words and
straightforward as use of past verbs. expressions in social
follow-up questions Learners use the same interactions.
within familiar features to write their
contexts, such as own review of a movie I. EFL. 4.8.1.
school and family theyve seen. Learners can
life, provided there - Sequencing sentences communicate
are opportunities to by adding words. personal information
ask for clarification, Language through the Arts and basic immediate
reformulation or - Creating literature needs and deal with
repetition of key circles where learners other practical
points. have the freedom to say everyday demands
anything they want in familiar contexts,
EFL 4.2.16. Initiate,
about a text from class effectively and
maintain and end a
or outside of class. without undue effort
conversation to - Brainstorming a list of and using
satisfy basic needs questions and grammatical
and/ or handle a responses learners can structures and
simple transaction. use during small group vocabulary seen in
preferences, etc.) discussions about class (although there
EFL 4.3.6. Apply literary texts. may be frequent,
learning strategies to - Participating in basic errors). (I.1,
examine and classroom games in 1.2, 1.3, S.1)
interpret a variety of which problem-solving
as a team is important. CE.EFL.4.10.
written materials
Production
using prior
accuracy and
knowledge, graphic
intelligibility:
organizers, context
communicate needs
clues, note taking
and information
and finding words in
clearly and in simple
a dictionary.
terms, using
EFL 4.4.1. Convey grammatical
information and structures learned in
ideas through simple class (although there
transactional or may be frequent
expository texts on errors), effectively
familiar subjects and without undue
using ICT tools and effort. Demonstrate
conventions and and ability to make
features of English appropriate use of
appropriate to new words and
audience and expressions in social
purpose} interactions.
EFL 4.5.9. Engage in I.EFL. 4.10.1.
collaborative Learners can
activities through a communicate
variety of student personal information
groupings to create and basic immediate
and respond to needs and deal with
literature and other other practical
literary texts. everyday demands
(Example: small in familiar contexts,
groups, cooperative effectively and
learning groups, without undue effort
literature circles, and using
process writing grammatical
groups, etc.) structures and
vocabulary seen in
EFL 4.5.11.
class (although there
Participate in
may be frequent,
creative thinking
basic errors) (I.1,
through
I.2, I.3, S.1)
brainstorming,
working in groups, CE.EFL.4.13. Apply
games and problem- learning strategies
solving tasks by such as using prior
showing the ability knowledge and
to accept a variety of graphic organizers
ideas and capitalize to interpret new
on other peoples information in a
strengths. text, and assess this
information
according to the
organization, subject
area and purpose of
the text, using
different criteria,
including ICT tools.
I.EFL.4.13.1.
Learners can apply
learning strategies
such as using prior
knowledge and
graphic organizers
to interpret new
information in a
text. Learners can
assess this
information
according to the
organization, subject
area and purpose of
the text, through the
use of different
criteria, including
ICT tools. (I.2, I.4,
J.4)

CE.EFL.4.15.
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 showing the
ability to use these
features
appropriately in
ones 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
features
appropriately in
ones own writing.
(I.3, I.4, S.3, J.2)
CE.EFL.4.22. Show
the ability to work
collaboratively and
to participate
effectively in a
variety of student
groupings by
employing a wide
range of creative
 thinking skills
through the
completion of
activities such as
playing games,
brainstorming and
problem solving.
I.EFL.4.22.1.
Learners can
collaborate and
participate
effectively in a
variety of student
groupings by
employing a wide
range of creative
thinking skills
through the
completion of
activities such as
playing games,
brainstorming and
problem solving.
(S.2, S.4, J.1, J.2,
J.3, J.4)
AMAZING Describe and compare EFL 4.1.1. Compare
ABILITIES peoples abilities and contrast oral
Communication and Cultural CE.EFL.4.1.
traditions, myths,
Awareness Compare and
3 folktales and
contrast oral
literature from - Finding ways of
traditions and
Ecuador and entertainment from
international regions other cultures and literature from
and cultures and regions and then Ecuador and beyond
identify similarities sharing them in class. in order to manifest
and differences and - Completing a Venn an understanding of
universal cultural diagram about two the relationship
themes. stories from different between cultural
countries. perspectives and
EFL 4.1.3. Display - Reflecting on
practices and by
an understanding of differences between
sharing cross
the relationship people from other
countries and regions. cultural experiences.
between the practices
and perspectives of - Sharing a cross- I.EFL.4.1.1.
different cultures by cultural experience Learners can
recognizing and (such as traveling, compare and
sharing cross-cultural trying a new food, contrast oral
meeting someone from
experiences and traditions, myths,
another country) in
ideas folktales and
pairs or as a class.
Oral Communication: literature from
EFL 4.1.6. Seek and
(Listening and Speaking) Ecuador and other
provide information
cultures in order to
and assistance, orally - Recording in-class demonstrate an
or in writing and in conversations and understanding of the
online or face-to-face dialogues in order to relationship between
interactions, for make note of correct cultural practices
personal, social and and appropriate and perspectives.
academic purposes. language usage and
Learners can share
intelligibility.
EFL 4.1.8. Use cross-cultural
- Asking classmates to
suitable vocabulary, repeat an answer or experiences while
expressions, statement if needed to naming universal
language and clarify something. cultural themes. (I.2,
interaction styles for - Asking the learners to S.1, S.2, J.1)
formal and informal read a dialogue in CE.EFL.4.4.
social or academic pairs. Learners record Demonstrate the
situations in order to themselves and then ability to ask for and
communicate listen to the recording give information and
specific intentions in in order to assess assistance using
online and face-to- clarity of sounds, appropriate language
face interactions. production of and interaction
(Example: thanking, phonemes, rhythm and styles in a variety of
intonation.
making promises, social interactions.
Reading
apologizing, asking
- Reading a short text I.EFL.4.4.1.
permission, chatting and showing Learners can
with friends, comprehension by demonstrate an
answering in class, completing the ability to give and
greeting an authority accompanying graphic ask for information
figure, etc.) organizer.
and assistance using
- Reading a text on a
EFL 4.2.15. Deal level-appropriate
familiar content area
with practical, subject and then language and
everyday matching phrases or interaction styles in
communication labeling pictures. online or face-to-
demands within - Reading two short face social and
familiar contexts, simple cross curricular classroom
effectively and texts and using them to interactions. (J.2,
without undue effort. support ones own J.3, J.4, I.3)
(Example: meeting argument or hypothesis.
Writing CE.EFL.4.8.
people, extending
Production
and accepting
- Completing the gaps in accuracy and
invitations, a sentence. intelligibility:
exchanging - Reading an online Communicate needs
information, giving movie review and and information
reasons, asking and identifying common clearly and in simple
answering questions linguistic features, such
terms, using
about routines and as use of past verbs.
grammatical
preferences, etc.) Learners use the same
EFL 4.2.14. Ask and features to write their structures learned in
answer own review of a movie class (although there
straightforward theyve seen. may be frequent
follow-up questions - Sequencing sentences errors), effectively
within familiar by adding words. and without undue
contexts, such as Language through the Arts effort. Demonstrate
school and family - Doing extended an ability to make
life, provided there writing, in which appropriate use of
are opportunities to learners get to choose new words and
ask for clarification, what they write and are expressions in social
reformulation or not evaluated or tested interactions.
repetition of key on it.
- Sharing learners I.EFL. 4.8.1.
points.
stories in pairs or small Learners can
EFL 4.2.16. Initiate, groups and choosing to communicate
maintain and end a represent some through personal information
conversation to a role play. and basic immediate
satisfy basic needs - Reading a myth from needs and deal with
and/ or handle a Ecuador and writing a other practical
simple transaction. song about it. everyday demands
preferences, etc.) in familiar contexts,
effectively and
EFL 4.3.5. Use
without undue effort
everyday reference
and using
material in order to
grammatical
select information
structures and
appropriate to the
vocabulary seen in
purpose of an inquiry
class (although there
and relate ideas from
may be frequent,
one written source to
and basic errors)
another. (Example:
(I.1, I.2, I.3, S.1)
nonfiction books for
young adults, the CE. EFL. 4.10.
Internet, audio and Interaction
media presentations, interpersonal:
oral interviews, participate
maps, diagrams, effectively in
reference books, familiar and
magazines, etc.) predictable
conversational
EFL 4.4.4. Write to
exchanges by asking
describe feelings/
and answering
opinions in order to
follow-up-questions,
effectively influence
provided there are
an audience.
opportunities to use
(Example: persuade,
repair strategies (e.g.
negotiate, argue, etc.)
asking for
EFL 4.5.4. Create clarification) and
personal stories by sustain
adding imaginative conversational
details to real-life exchanges in pairs to
stories and situations, complete a task,
using appropriate satisfy a need or
vocabulary and handle a simple
elements of the transaction.
literature learners
I.EFL.4.10.1.
have read or heard
Learners can
effectively
participate in
familiar and
predictable everyday
conversational
exchanges in order
to complete a task,
satisfy a need or
handle a simple
transaction, using a
range of repair
strategies.
(Example: asking
for clarification,
etc.) (I.3, J.3, J.4)
CE.EFL.4.12. Use 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.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)
CE.EFL.4.15.
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 showing the
ability to use these
features
appropriately in
ones 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
features
appropriately in
ones 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, 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)
EFL 4.1.2. Communication and Cultural CE.EFL.4.2.
Recognize and Awareness Recognize and
demonstrate an demonstrate an
HEALTHY FOOD Talk about food and - Completing and appreciation of
4 appreciation of some
describe how to make illustrating statements commonalities
commonalities and
healthy recipes. about socially between cultures as
distinctions across responsible behaviors.
cultures and groups well as the
- Making a useful object consequences of
(differentiated by out of recycled ones actions while
gender, ability, materials. exhibiting socially
generations, etc.) - Creating a poster of responsible
including the class rules. behaviors.
students own. - Researching through I.EFL.4.2.1.
the Internet about other Learners can name
EFL 4.1.9. cultures and ways of similarities and
Recognize the life and presenting differences between
consequences of them to the class using different aspects of
ones actions by digital tools. cultural groups.
demonstrating Oral Communication: Learners can
responsible decision- (Listening and Speaking) demonstrate socially
making at school, responsible
online, at home and - Recording in-class
behaviors at school,
conversations and
in the community, online, at home and
dialogues in order to
while considering in the community,
make note of correct
ethical standards, and evaluate their
and appropriate
safety concerns, actions by ethical,
language usage and
social norms and safety and social
intelligibility.
mutual respect. standards. (J.3, S.1,
- Having learners make
I.1)
a selfie video to say
EFL 4.1.6. Seek and what they know about a CE.EFL.4.4.
provide information topic before coming to Demonstrate the
and assistance, orally class. ability to ask for and
or in writing and in - Asking for help in class give information and
online or face-to-face when necessary. assistance using
interactions, for Reading appropriate language
personal, social and - Reading a short text and interaction
and showing styles in a variety of
academic purposes.
comprehension by social interactions.
EFL 4.1.8. Use completing the I.EFL.4.4.1.
suitable vocabulary, accompanying graphic Learners can
expressions, organizer. demonstrate an
language and - Reading a text on a ability to give and
interaction styles for familiar content area ask for information
subject and then and assistance using
formal and informal
matching phrases or level-appropriate
social or academic
labeling pictures. language and
situations in order to interaction styles in
- Reading two short
communicate simple cross curricular online or face-to-
specific intentions in texts and using them to face social and
online and face-to- support ones own classroom
face interactions. argument or hypothesis. interactions. (J.2,
(Example: thanking, Writing J.3, J.4, I.3)
making promises,
apologizing, asking - Completing the gaps in CE.EFL. 4.5.
a sentence. Display and
permission, chatting
- Reading an online appreciation of and
with friends,
movie review and demonstrate respect
answering in class, identifying common
greeting an authority for individual and
linguistic features, such group differences by
figure, etc.) as use of past verbs. establishing and
EFL 4.1.10. Learners use the same maintaining healthy
features to write their and rewarding
Recognize and
own review of a movie relationships based
appreciate individual
theyve seen.
and group - Sequencing sentences on communication
similarities and by adding words. and cooperation.
differences by Language through the Arts
establishing and I.EFL.4.5.1.
- Doing extended Learners can
maintaining healthy writing, in which
and rewarding online appreciate and show
learners get to choose respect for
and face-toface what they write and are individual and group
relationships based not evaluated or tested differences by
on communication on it. establishing and
and cooperation. - Sharing learners maintaining healthy
stories in pairs or small and rewarding
EFL 4.1.4. groups and choosing to
Demonstrate online and face-to-
represent some through face interactions.
mindfulness, a role play. Learners can
empathy, tolerance - Reading a myth from communicate and
and an overall Ecuador and writing a cooperate in
respect for the song about it. respectful,
integrity of cultures empathetic manner.
in daily classroom (J.3, S.1, S.4)
activities.
CE.EFL.4.8.
EFL 4.2.15. Deal
Production
with practical,
Accuracy and
everyday Intelligibility:
communication Communicate needs
demands within and information
familiar contexts, clearly and in simple
effectively and terms, using
without undue effort. grammatical
(Example: meeting structures learned in
people, extending class (although there
and accepting may be frequent
invitations, errors), effectively
exchanging and without undue
information, giving effort. Demonstrate
reasons, asking and an ability to make
answering questions appropriate use of
about routines and new words and
preferences, etc.) expressions in social
interactions.
EFL 4.3.5. Use I.EFL.4.8.1.
everyday reference Learners can
material in order to communicate
select information personal information
appropriate to the and basic immediate
purpose of an inquiry needs and deal with
and relate ideas from other practical
everyday demands
one written source to
in familiar contexts,
another. (Example:
effectively and
nonfiction books for without undue effort
young adults, the and using
Internet, audio and grammatical
media presentations, structures and
oral interviews, vocabulary seen in
maps, diagrams, class (although there
reference books, may be frequent,
magazines, etc.) basic errors). (I.1,
I.2, I.3, S.1)
EFL 4.4.5. CE.EFL.4.12. Use a
Recognize that range of reference
various types of materials and
writing require sources, both online
different language, and in print, in order
formatting and to support ideas,
special vocabulary. answer inquiries,
(Example: a recipe, a find relationships
letter, etc.) and relate ideas
between different
EFL 4.5.5. Gain an subject areas.
understanding of I.EFL.4.12.1.
literary concepts Learners can employ
such as genre, plot, a range of reference
setting, character, materials and
point of view, theme sources, both online
and other literary and in print, in order
elements in order to to support ideas,
apply them to ones answer inquiries,
own creative texts. find relationships
and relate ideas
EFL 4.5.6. Create an between different
effective voice using subject areas. (I.1,
a variety of ICT I.2, J.2)
tools, writing styles CE.EFL.4.15.
and typical features Express information
of a genre to create and ideas and
stories, poems, describe feelings
sketches, songs and and opinions in
simple transactional
plays, including
or expository texts
those that reflect
on familiar subjects
traditional and in order to influence
popular Ecuadorian an audience, while
cultures recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
ones 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
features
appropriately in
ones 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, 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)

EFL 4.1.1. Compare Communication and Cultural CE.EFL.4.1.

Talk about famous and contrast oral Awareness compare ans
5 THEY WERE characters of the past. traditions, myths, constract oral
SUCCESSFUL! - Completing and
folktales and tradictions and
illustrating statements
literature from literature from
about socially
Ecuador and responsible behaviors. Ecuador and beyond
international regions - Making a useful object in order to manifest
and cultures and out of recycled and understanding
identify similarities materials. of the relationship
and differences and - Creating a poster of between cultural
universal cultural class rules. perspectives and
themes. - Researching through practices and by
the Internet about other sharing cross
EFL 4.1.3. Display cultures and ways of cultural experiences.
an understanding of life and presenting
the relationship them to the class using I.EFL.4.1.1.
between the practices digital tools. Learners can
and perspectives of Oral Communication: compare and
different cultures by contrast oral
recognizing and (Listening and Speaking) traditions, myths,
sharing cross-cultural folktales and
- Asking classmates to
experiences and literature from
repeat an answer or
ideas. Ecuador and other
statement if needed to
clarify something. cultures in order to
EFL 4.2.15. Deal
- Showing the student a demonstrate and
with practical,
video clip of a simple understanding of the
everyday
situation and asking relationship between
communication
them to describe what cultural practices
demands within
is happening/has and perspectives.
familiar contexts,
happened. Learners can share
effectively and - Doing a mingle activity cross cultural
without undue effort. where learners ask and experiences while
(Example: meeting answer survey naming universal
people, extending questions about jobs cultural themes. (I.2,
and accepting and occupations S.1, S.2, J.1)
invitations, Reading
exchanging - Highlighting relevant CE.EFL.4.8.
information, giving key information in a Production
reasons, asking and text and crossing out Accuracy and
answering questions irrelevant information. Intelligibility:
about routines and - Keeping a vocabulary Communicate needs
preferences, etc.) notebook of synonyms and information
and antonyms of words clearly and in simple
EFL 4.3.7. Read, from a text. terms, using
gather, view and - Completing an outline
grammatical
listen to information for a cross-curricular
structures learned in
from various sources text.
- Brainstorming class (although there
in order to organize
everything known may be frequent
and discuss
about a topic and then errors), effectively
relationships
reading a text to check and without undue
between academic
true and false effort. Demonstrate
content areas.
an ability to make
 EFL 4.3.6. Apply information. appropriate use of
learning strategies to - Completing a KWL new words and
examine and chart about a text. expressions in social
interpret a variety of Writing interactions.
written materials - Reading an online I.EFL.4.8.1.
using prior movie review and Learners can
knowledge, graphic identifying common communicate
organizers, context linguistic features. personal information
clues, note taking - Sequencing sentences
and basic immediate
and finding words in by adding words.
needs and deal with
a dictionary. - Using question prompts
to interview and then other practical
EFL 4.4.7. Use the write sentences about a everyday demands
process of classmate. in familiar contexts,
prewriting, drafting, - Posting a comment to a effectively and
revising, peer editing classmates writing on without undue effort
and proofreading a class blog. and using
(i.e., the writing Language through the Arts grammatical
process) to produce structures and
- Listening to or reading
well-constructed vocabulary seen in
stories and drawing an
informational texts. class (although there
important scene.
- Looking at the title of a may be frequent,
EFL 4.4.8. Convey
text and accompanying basic errors). (I.1,
and organize
illustrations and I.2, I.3, S.1)
information using
facts and details in writing three questions CE.EFL.4.12. Use a
about the topic. Then
order to illustrate range of reference
reading to find the
diverse patterns and materials and
answers to the
structures in writing. questions. sources, both online
(Example: cause and - Listening to a song and and in print, in order
effect, problem and inferring if it is happy, to support ideas,
solution, general-to- sad, etc. answer inquiries,
specific presentation, - Writing a sentence to find relationships
etc.) describe the authors and relate ideas
intention. between different
EFL 4.5.1. Make use
subject areas.
of main points in
literary texts I.EFL.4.12.1.
(authentic and semi- Learners can employ
authentic, oral and a range of reference
written) to materials and
understand short sources, both online
simple everyday and in print, in order
stories, especially if to support ideas,
there is visual answer inquiries,
support. find relationships
and relate ideas
between different
subject areas. (I.1,
I.2, J.2)
CE.EFL.4.13. Apply
learning strategies
such as using prior
knowledge and
graphic organizers
to interpret new
information in a
text, and assess this
information
according to the
organization, subject
area and purpose of
the text, using
different criteria,
including ICT tools.

I.EFL.4.13.1.
Learners can apply
learning strategies
such as using prior
knowledge and
graphic organizers
to interpret new
information in a
text. Learners can
assess this
information
according to the
organization, subject
area and purpose of
the text, through the
use of different
criteria, including
ICT tools. (I.2, I.4,
J.4)
CE.EFL.4.17. Show
an ability to 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
support
collaboration,
learning and
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
support
collaboration,
learning and
productivity. (I.1,
I.3, S.4, J.2, J.4)
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 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)
EFL 4.1.2. Communication and Cultural CE.EFL.4.2.
Recognize and Awareness Recognize and
UNFORGETTABLE Talk about moments in the demonstrate an demonstrate an
MOMENTS past. - Finding recipes from
6 appreciation of some appreciation of
other cultures and
commonalities and commonalities
regions and then
distinctions across sharing them in class. between cultures as
cultures and groups - Reading two stories well as the
(differentiated by from different regions consequences of
gender, ability, in Ecuador and ones actions while
generations, etc.) completing a chart to exhibiting socially
including the show the differences. responsible
students own. - Watching a video about behaviors..
a legend or traditional
EFL 4.1.9. story from Ecuador or I.EFL.4.2.1.
Recognize the another country, and Learners can name
consequences of taking notes on the similarities and
ones actions by cultural practices differences between
demonstrating mentioned.
responsible decision- - Sharing a cross-
making at school, cultural experience
online, at home and (such as traveling,
in the community, trying a new food,
while considering meeting someone from
ethical standards, another country) in
pairs or as a class.
safety concerns,
Oral Communication:
social norms and
(Listening and Speaking)
mutual respect.
- Asking classmates to
EFL 4.1.6. Seek and
repeat an answer or
provide information statement if needed to
and assistance, orally clarify something.
or in writing and in - Showing the student a
online or face-to-face video clip of a simple
interactions, for situation and asking
personal, social and them to describe what
academic purposes. is happening/has
happened.
EFL 4.1.8. Use - Doing a mingle activity
suitable vocabulary, where learners ask and
expressions, answer survey
language and questions about jobs
interaction styles for and occupations
formal and informal Reading
social or academic - Keeping a vocabulary
situations in order to notebook of synonyms
communicate and antonyms of words
specific intentions in from a text.
online and face-to- - Completing an outline
face interactions. for a cross-curricular
(Example: thanking, text.
different aspects of
cultural groups.
Learners can
demonstrate socially
responsible
behaviors at school,
online, at home and
in the community,
and evaluate their
actions by ethical,
safety and social
standards. (J.3, S.1,
I.1)
CE.EFL.4.4.
Demonstrate the
ability to ask for and
give information and
assistance using
appropriate language
and interaction
styles in a variety of
social interactions
I.EFL.4.4.1.
Learners can
demonstrate an
ability to give and
ask for information
and assistance using
level-appropriate
language and
interaction styles in
making promises, - Brainstorming online or face-to-
apologizing, asking everything known face social and
permission, chatting about a topic and then classroom
with friends, reading a text to check interactions. (J.2,
answering in class, true and false J.3, J.4, I.3)
greeting an authority information.
- Completing a KWL CE.EFL.4.8.
figure, etc.)
chart about a text. Production
EFL 4.2.15. Deal Writing Accuracy and
with practical, Intelligibility:
- Reading an online
everyday Communicate needs
movie review and
communication identifying common and information
demands within linguistic features. clearly and in simple
familiar contexts, - Sequencing sentences terms, using
effectively and by adding words. grammatical
without undue effort. - Posting a comment to a structures learned in
(Example: meeting classmates writing on class (although there
people, extending a class blog. may be frequent
and accepting Language through the Arts errors), effectively
invitations, and without undue
- Listening to or reading
exchanging effort. Demonstrate
stories and drawing an
information, giving important scene. an ability to make
reasons, asking and - Looking at the title of a appropriate use of
answering questions text and accompanying new words and
about routines and illustrations and expressions in social
preferences, etc.) writing three questions interactions.
about the topic. Then
EFL 4.4.7. Use the I.EFL.4.8.1.
reading to find the
process of Learners can
answers to the
prewriting, drafting, questions. communicate
revising, peer editing - Listening to a song and personal information
and proofreading inferring if it is happy, and basic immediate
(i.e., the writing sad, etc. needs and deal with
process) to produce - Writing a sentence to other practical
well-constructed describe the authors everyday demands
informational texts. intention. in familiar contexts,
effectively and
EFL 4.4.8. Convey
without undue effort
and organize
and using
information using
grammatical
facts and details in
structures and
order to illustrate
vocabulary seen in
diverse patterns and
class (although there
structures in writing.
may be frequent,
(Example: cause and
basic errors). (I.1,
effect, problem and
I.2, I.3, S.1)
solution, general-to-
specific presentation, CE.EFL.4.17. Show
etc.) an ability to convey
and organize
EFL 4.5.1. Make use
information through
of main points in
the use of facts and
literary texts
details and by
(authentic and semi-
employing various
authentic, oral and
stages of the writing
written) to
process, while using
understand short
a range of digital
simple everyday
tools to promote and
stories, especially if
support
there is visual
collaboration,
support.
learning and
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
support
collaboration,
learning and
productivity. (I.1,
I.3, S.4, J.2, J.4)
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) 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)
I 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)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
Teachers guide A1.2
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): Lcda. Alejandra Chicaiza NAME: NAME:
Signature: Signature: Signature:
Date: 18-09-2016 Date: Date:
P
U
 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 1 Objectives:
A1.2 My Family and
Me O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
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.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities between cultures as
commonalities and distinctions well as the consequences of ones actions while exhibiting socially
across cultures and groups (differentiated by gender, ability, responsible behaviors.
generations, etc.) including the CE.EFL.4.3 Interact with others using self-monitoring and self-
students own. correcting strategies as well as
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in appropriate nonverbal and oral communication features.
social and classroom
interactions. (Example: asking questions, starting over,
rephrasing, exploring alternative
pronunciations or wording, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production Fluency: Use simple language to
EFL 4.2.1 Understand phrases and expressions related to areas
describe, compare and make
of most immediate priority
within the personal and educational domains, provided speech is statements about familiar everyday topics such as objects,
clearly and slowly articulated.
(Example: daily life, free time, school activities, etc.)
EFL 4.2.2 Use a series of phrases and sentences to describe
aspects of personal background,
immediate environment and matters of immediate need in simple
terms using grammatical
structures learnt in class (although there may be frequent errors
with tenses, personal pronouns,
prepositions, etc.).
Reading
EFL 4.3.1 Understand main points in short simple texts on
familiar subjects. (Example: news
about sports or famous people, descriptions, etc.)
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to
effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)..
Language through the arts
EFL 4.5.4 Create personal stories by adding imaginative details
to real-life stories and situations,
using appropriate vocabulary and elements of the literature
learners have read or heard.
Methodological Strategies Resources
Communication and Cultural Awareness Students Book
possessions and routines in structured
situations and short conversations. Interaction is with reasonable
ease, provided speech is given
clearly, slowly and directly.
CE.EFL.4.8 Production Accuracy and Intelligibility:
Communicate needs and information clearly
and in simple terms, using grammatical structures learned in
class (although there may be frequent
errors), effectively and without undue effort. Demonstrate an
ability to make appropriate use of new
words and expressions in social interactions.
CE.EFL.4.11 Demonstrate comprehension of main ideas and
some details in short simple texts on
CE.EFL.4.15 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
showing the ability to use these features
appropriately in ones own writing.
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).
Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Activities
 Reflecting on differences between different English Awareness Draw a family tree for each
members of a family. A1.2 (including I.EFL.4.2.1 Learners can student to locate their
Sharing a cross-cultural experience (such interactive version) corresponding relative.
name similarities and
as traveling, trying a new food, meeting Audio CD Identify different family
someone from another country) in pairs or as Teachers Guide differences between different members.
a class. Photocopiable aspects of cultural Have students describe their
Comparing answers in pairs or small worksheets (TG) groups. Learners can relatives using
groups. Quiz Time (SB) What does he / she look like?
demonstrate socially
Working in small groups to create a chart Pair work activity: Students ask
about differences in heights and weights responsible behaviors at each other
from members of a family. school, online, at home Are you tall?, Is she young?, etc.
Oral Communication: (Listening and and in the community, and Play the audio to identify
Speaking) peoples physical descriptions.
evaluate their actions
Listening to instructions for a short task Students read and identify the
and carrying them out. by ethical, safety and social adjectives in the paragraph.
Listening to spoken or recorded standards. (J.3, S.1, Students write a description
descriptions of familiar scenes, I.1) using their personal information.
and marking the words you hear. I.EFL.4.3.1 Learners can Get materials to create a
Listening to a dialogue between two or scrapbook.
more people and deciding if each statement employ a range of Oral presentation of the project:
is true or false. selfmonitoring This is my (relative)
Watching a short video about a family and self-correcting strategies
situation and writing three Techniques
and
new things they learned.
Reading interpret and use appropriate Reading
Reading a text and answering information verbal and Look for context clues to
questions. nonverbal communication understand new vocabulary.
Choosing from a list of words to complete Listening
features Take notes while listening to
gaps from a reading.
Reading a short story from the Internet and communicate in familiar descriptions of familiar scenes.
highlighting interesting facts, then contexts. (I.3, S.4, J.4) Speaking
comparing them with those of a partner. Oral Communication Use expressions learned from a
Writing I.EFL.4.9.1 Learners can use video to describe a family
Listening to a celebrity interview and situation.
simple language to
writing three more interview questions. Writing
Writing your own answers to interview describe, compare and state Write information questions
questions. facts about familiar based on a model to interview a
Writing an email to a friend describing everyday topics such as partner.
your ideal friend.
possessions, classroom
Language through the Arts Instruments for oral and written
Sharing learners stories in pairs or small objects and routines in short, evaluation
groups and choosing to represent some structured Projects and presentations
through a role play. situations, interacting with Oral interviews in pairs
Reading a myth from Ecuador and writing relative ease. (I.3, I.4, Gap activities in pairs
a song about it. Game
S.4) Writing Quiz
I.EFL.4.8.1 Learners can Glossary activities
communicate personal Portfolio
information and basic Scrapbook

immediate needs and deal

with other practical everyday
demands in familiar
contexts, effectively and
without undue effort and
using grammatical structures
and vocabulary
seen in class (although there
may be frequent,
basic errors). (I.1, I.2, I.3, S.1)
Reading
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
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 ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:

Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 2 Objectives:
A1.2 Cultures Around
the O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
World 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.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
CE.EFL.4.5. Display an appreciation of and demonstrate respect for
Communication and Cultural Awareness
individual and group differences by establishing and maintaining
EFL 4.1.4 Demonstrate mindfulness, empathy, tolerance and an overall
healthy and rewarding relationships based on communication and
respect for the integrity of cultures in daily classroom activities.
cooperation.
EFL 4.1.6 Seek and provide information and assistance, orally or in
CE.EFL.4.4. Demonstrate the ability to ask for and give information
writing and in online or face-to-face interactions, for personal, social
and assistance using appropriate language and interaction styles in a
and academic purposes.
variety of social interactions.
Oral Communication
CE.EFL.4.6. Listening for Meaning: Understand and follow the main
idea in spoken texts set in familiar everyday contexts, provided speech
EFL 4.2.1 Understand phrases and expressions related to areas of most
is clear and articulate, and deduce the meanings of unfamiliar words
immediate priority within the personal and educational domains,
and phrases using context clues and/or prior knowledge.
provided speech is clearly and slowly articulated. (Example: daily life,
CE.EFL.4.7. Listening for Information: Follow and identify some main
free time, school activities, etc.)
ideas and details in short and straightforward spoken or audio texts set
in familiar contexts, when delivered slowly and with visuals to provide
EFL 4.2.6 Use other students contributions in class as models for their
contextual support. Use spoken contributions in class as models for
own.
ones own speech.
Reading
EFL 4.3.5 Use everyday reference material in order to select CE.EFL.4.12. Use a range of reference materials and sources, both
information appropriate to the purpose of an inquiry and relate ideas online and in print, in order to support ideas, answer inquiries, find

from one written source to another.
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide
range of ICT and classroom resources in order to strengthen literacy
skills and strategies.
relationships and relate ideas between different subject areas.
CE.EFL.4.14. Display an ability to interact and engage with a wide
range of ICT and classroom resources and texts by selecting and
evaluating them in order to strengthen literacy skills and promote
acquisition.

Writing
CE.EFL.4.17. Show an ability to convey and organize information
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing
through the use of facts and details and by employing various stages of
and proofreading (i.e., the writing process) to produce well-
the writing process, while using a range of digital tools to promote and
constructed informational texts.
support collaboration, learning and productivity.
Language through the arts
EFL 4.5.11 Participate in creative thinking through brainstorming,
working in groups, games and CE.EFL.4.22. Show the ability to work collaboratively and to
participate effectively in a variety of student groupings by employing a
problem-solving tasks by showing the ability to accept a variety of
wide range of creative thinking skills through the completion of
ideas and capitalize on other activities such as playing games, brainstorming and problem solving.
peoples strengths.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English Awareness Talk about customs around the
members of a family. A1.2 (including I.EFL.4.2.1 Learners can world.
Sharing a cross-cultural experience (such interactive version) Talk about celebrations in your
name similarities and
as traveling, trying a new food, meeting Audio CD country.
someone from another country) in pairs or as Teachers Guide differences between different Interview a classmate about
a class. Photocopiable aspects of cultural his/her favorite
Comparing answers in pairs or small worksheets (TG) groups. Learners can celebration.
groups. Quiz Time (SB) Write about a celebration in your
demonstrate socially
Working in small groups to create a chart country.
about differences in heights and weights responsible behaviors at Write an e-mail to a friend
from members of a family. school, online, at home inviting him/her to
Oral Communication: (Listening and and in the community, and celebrate a festivity in your
Speaking) country.
evaluate their actions
Listening to instructions for a short task Prepare a slide show presentation
and carrying them out. by ethical, safety and social about a
Listening to spoken or recorded standards. (J.3, S.1, culture in Ecuador.
descriptions of familiar scenes, I.1) Techniques
and marking the words you hear. Reading
I.EFL.4.3.1 Learners can
Listening to a dialogue between two or Use context clues to understand
more people and deciding if each statement employ a range of the meaning
is true or false. selfmonitoring of new words in a text.
Watching a short video about a family and self-correcting strategies Listening
situation and writing three and Listen for specific details.
new things they learned. Pay attention to background
Reading interpret and use appropriate sounds to
Reading a text and answering information verbal and understand the context of a
questions. nonverbal communication conversation.
Choosing from a list of words to complete features to communicate in Speaking
gaps from a reading. Use new vocabulary and
Reading a short story from the Internet and familiar contexts. (I.3, S.4, J.4) expressions in a
highlighting interesting facts, then Oral Communication dialogue to enrich it.
comparing them with those of a partner. I.EFL.4.9.1 Learners can use Writing
Writing simple language to Use connectors to write a short
Listening to a celebrity interview and describe, compare and state description of
writing three more interview questions. your own culture.
Writing your own answers to interview facts about familiar Follow a model to write about
questions. everyday topics such as customs and
Writing an email to a friend describing possessions, classroom celebrations around the world.
your ideal friend. objects and routines in short, Instruments for oral and written
Language through the Arts evaluation
Sharing learners stories in pairs or small structured Oral and Writing Evaluation
groups and choosing to represent some situations, interacting with Projects presentations
through a role play. relative ease. (I.3, I.4, Oral interviews in pairs
 Reading a myth from Ecuador and writing S.4) Role Play
a song about it. Game
I.EFL.4.8.1 Learners can
Writing Quiz
communicate personal Glossary activities.
information and basic Portfolio
immediate needs and deal
with other practical everyday
demands in familiar
contexts, effectively and
without undue effort and
using grammatical structures
and vocabulary
seen in class (although there
may be frequent,
basic errors). (I.1, I.2, I.3, S.1)
Reading
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. (Example: title,
illustrations,
organization, etc.) (I.2, I.4)
Writing
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 support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through the Arts
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)
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 3 Objectives:
A1.2 Amazing O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to
Abilities 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 4.4 Develop creative and critical thinking skills when encountering challenges in order to
promote autonomous learning and decision
making.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
CE.EFL.4.1. Compare and contrast oral traditions and literature from
Ecuador and beyond in order to manifest an understanding of the
EFL 4.1.3 Display an understanding of the relationship between the
relationship between cultural perspectives and practices and by sharing
practices and perspectives of different cultures by recognizing and
cross cultural experiences.
sharing cross-cultural experiences and ideas.
CE.EFL.4.3. Interact with others using self-monitoring and self-
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social
correcting strategies as well as appropriate nonverbal and oral
and classroom interactions. (Example: asking questions, starting over,
communication features.
rephrasing, exploring alternative pronunciations or wording, etc.)
Oral Communication CE.EFL.4.7. Listening for Information: Follow and identify some main

EFL 4.2.6 Use other students contributions in class as models for their
own.
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday
subject when carrying out a collaborative/paired learning activity in
which there are specific instructions for a task.
Reading
EFL 4.3.6 Apply learning strategies to examine and interpret a variety
of written materials using prior knowledge, graphic organizers, context
clues, note taking and finding words in a dictionary.
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively
influence an audience. (Example: persuade, negotiate, argue, etc.)
Language through the arts
EFL 4.5.2 Compare and present personal and formal responses to and
interpretation of published literary works and the works of peers,
referring to details and features of the text. (Example: text structure,
plot, ideas, events, vocabulary, etc.).
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts
and the effectiveness of group work.
Methodological Strategies Resources
Communication and Cultural Awareness Students Book
ideas and details in short and straightforward spoken or audio texts set
in familiar contexts, when delivered slowly and with visuals to provide
contextual support. Use spoken contributions in class as models for
ones own speech.
CE.EFL.4.10. Interaction Interpersonal: Participate 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.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge
and graphic organizers to interpret new information in a text, and assess
this information according to the organization, subject area and purpose
of the text, using different criteria, including ICT tools.
CE.EFL.4.15. 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 showing the ability to use these features
appropriately in ones own writing.
CE.EFL.4.19. Find and identify literary elements and techniques and
relate those elements to the learners own experiences and to other
works, including ones peers, in order to present personal responses and
interpretations.
CE.EFL.4.21. Use pre-established criteria, including that which is
written by learners collaboratively, in order to evaluate and recommend
literary texts (written, online, oral, in video, etc.) and the effectiveness
of group work.
Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural
 Reflecting on differences between different English Awareness Activities
members of a family. A1.2 (including I.EFL.4.1.1 Learners can Describe and compare peoples
Sharing a cross-cultural experience (such interactive version) abilities.
compare and contrast
as traveling, trying a new food, meeting Audio CD Talk about the different kinds of
someone from another country) in pairs or as Teachers Guide oral traditions, myths, folktales intelligences.
a class. Photocopiable and literature Mention abilities of famous
Comparing answers in pairs or small worksheets (TG) from Ecuador and other people.
groups. Quiz Time (SB) Identify detailed information
cultures in order to
Working in small groups to create a chart when reading a
about differences in heights and weights demonstrate an passage.
from members of a family. understanding of the Use idioms and colloquial
Oral Communication: (Listening and relationship between cultural expressions in
Speaking) daily conversations.
practices and
Listening to instructions for a short task Get cutouts from magazines to
and carrying them out. perspectives. Learners can elaborate a
Listening to spoken or recorded share cross-cultural collage of multiple intelligences.
descriptions of familiar scenes, experiences while naming Techniques
and marking the words you hear. universal cultural Reading
Listening to a dialogue between two or Use context clues to understand
more people and deciding if each statement themes. (I.2, S.1, S.2, J.1) the meaning
is true or false. I.EFL.4.4.1 Learners can of idioms and colloquial
Watching a short video about a family demonstrate an ability expressions in a text.
situation and writing three to give and ask for information Listening
new things they learned. Use specific information to make
Reading and assistance inferences.
Reading a text and answering information using level-appropriate Pay attention to background
questions. language and interaction sounds to
Choosing from a list of words to complete styles in online or face-to-face understand the context of a
gaps from a reading. conversation.
Reading a short story from the Internet and social and Speaking
highlighting interesting facts, then classroom interactions. (J.2, Give extra information to expand
comparing them with those of a partner. J.3, J.4, I.3) a
Writing Oral Communication conversation.
Listening to a celebrity interview and I.EFL.4.9.1 Learners can use Writing
writing three more interview questions. Follow a model to describe
simple language to
Writing your own answers to interview peoples abilities.
questions. describe, compare and state Instruments for oral and written
Writing an email to a friend describing facts about familiar evaluation
your ideal friend. everyday topics such as Oral and Writing Evaluation
Language through the Arts Projects presentations
possessions, classroom
Sharing learners stories in pairs or small Oral interviews in pairs
groups and choosing to represent some objects and routines in short, Role Play
through a role play. structured Game
Reading a myth from Ecuador and writing situations, interacting with Writing Quiz
a song about it. Glossary activities.
relative ease. (I.3, I.4,
Portfolio
S.4)
Reading
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. (Example: title,
illustrations,
organization, etc.) (I.2, I.4)
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 features
appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
 s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 4 Objectives:
A1.2 Healthly food 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 4.4 Develop creative and critical thinking skills when encountering challenges in order to
promote autonomous learning and decision
making..
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
CE.EFL.4.2. Recognize and demonstrate an appreciation of
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities between cultures as well as the consequences of ones
commonalities and distinctions across cultures and groups actions while exhibiting socially responsible behaviors.
(differentiated by gender, ability, generations, etc.) including the CE.EFL.4.1. Compare and contrast oral traditions and literature from
students own. Ecuador and beyond in order to manifest an understanding of the
EFL 4.1.3 Display an understanding of the relationship between the relationship between cultural perspectives and practices and by sharing
practices and perspectives of different cultures by recognizing and cross cultural experiences.
sharing cross-cultural experiences and ideas.
Oral Communication CE.EFL.4.6. Listening for Meaning: Understand and follow the main
idea in spoken texts set in familiar everyday contexts, provided speech
EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a is clear and articulate, and deduce the meanings of unfamiliar words
context containing familiar elements. (Example: colloquial greetings, and phrases using context clues and/or prior knowledge.
exclamations, interjections, etc.)
EFL 4.2.5 Understand most changes in the topic of discussion if people
speak slowly.
Reading
CE.EFL.4.13. Apply learning strategies such as using prior knowledge
EFL 4.3.6 Apply learning strategies to examine and interpret a variety
and graphic organizers to interpret new information in a text, and assess
of written materials using prior knowledge, graphic organizers, context
this information according to the organization, subject area and purpose
clues, note taking and finding words in a dictionary.
of the text, using different criteria, including ICT tools.
CE.EFL.4.16. Make use of simple learning resources, including those
Writing
created by ones self, in order to compare and contrast information, and
EFL 4.4.6 Identify a variety of types and formats of potential resources
choose appropriate resources according to the value, purpose and
and the value, purpose and audience of each for use in the educational
audience of each.
domain. (Example: audio/video, multimedia, website, database, book,
thesaurus, scholarly/popular, current/historical, etc.)
CE.EFL.4.17. Show an ability to convey and organize information
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing
through the use of facts and details and by employing various stages of
and proofreading (i.e., the writing process) to produce well-
the writing process, while using a range of digital tools to promote and
constructed informational texts.
support collaboration, learning and productivity.
Language through the arts
EFL 4.5.3 Make predictions, inferences and deductions to demonstrate CE.EFL.4.18. Use main ideas in order to understand, predict, infer and
different levels of meaning of literary works presented orally or in deduce literal and implied meanings in short, simple, everyday literary
digital form, including literal and implied meanings. (Example: texts (online, oral or in print).
summarizing, explaining and identifying, word choice, symbols, points
of view, etc.) CE.EFL.4.22. Show the ability to work collaboratively and to
EFL 4.5.11 Participate in creative thinking through brainstorming, participate effectively in a variety of student groupings by employing a
working in groups, games and problem-solving tasks by showing the wide range of creative thinking skills through the completion of
ability to accept a variety of ideas and capitalize on other peoples activities such as playing games, brainstorming and problem solving.
strengths.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English Awareness Talk about food preferences.
members of a family. A1.2 (including I.EFL.4.3.1 Learners can Agree and disagree when talking
 Sharing a cross-cultural experience (such interactive version) employ a range of about food.
as traveling, trying a new food, meeting Audio CD Talk about recipes and ingredients
selfmonitoring
someone from another country) in pairs or as Teachers Guide to prepare
a class. Photocopiable and self-correcting strategies healthy food.
Comparing answers in pairs or small worksheets (TG) and Organize the main ideas in a text.
groups. Quiz Time (SB) interpret and use appropriate Classify food according to their
Working in small groups to create a chart types.
verbal and
about differences in heights and weights Use idioms related to food.
from members of a family. nonverbal communication Present a project about a recipe.
Oral Communication: (Listening and features to Techniques
Speaking) communicate in familiar Reading
Listening to instructions for a short task contexts. (I.3, S.4, J.4) Use charts and mind maps to
and carrying them out. summarize
Listening to spoken or recorded I.EFL.4.4.1 Learners can information from texts.
descriptions of familiar scenes, demonstrate an ability Listening
and marking the words you hear. to give and ask for information Use specific information to make
Listening to a dialogue between two or and assistance inferences.
more people and deciding if each statement Pay attention to background
is true or false. using level-appropriate sounds to
Watching a short video about a family language and interaction understand the context of a
situation and writing three styles in online or face-to-face conversation.
new things they learned. social and Speaking
Reading Use fixed expressions to show
Reading a text and answering information classroom interactions. (J.2, agreement
questions. J.3, J.4, I.3) and disagreement.
Choosing from a list of words to complete Oral Communication Writing
gaps from a reading. I.EFL.4.8.1 Learners can Classify words according to
Reading a short story from the Internet and communicate personal categories to
highlighting interesting facts, then remember new words.
comparing them with those of a partner. information and basic Instruments for oral and written
Writing immediate needs and deal evaluation
Listening to a celebrity interview and with other practical everyday Oral and Writing Evaluation
writing three more interview questions. demands in familiar Projects presentations
Writing your own answers to interview Oral interviews in pairs
contexts, effectively and
questions. Role Play
Writing an email to a friend describing without undue effort and Game
your ideal friend. using grammatical structures Writing Quiz
Language through the Arts and vocabulary Glossary activities.
Sharing learners stories in pairs or small Portfolio
seen in class (although there
groups and choosing to represent some
through a role play. may be frequent,
Reading a myth from Ecuador and writing basic errors). (I.1, I.2, I.3, S.1)
a song about it. Reading
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. (Example: title,
illustrations,
organization, etc.) (I.2, I.4)
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 features
appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 5 Objectives:
A1.2 They Were O.EFL.4.6 Write short descriptive and informative texts related to personal information or
Successful! familiar topics and use them as a means of
communication and written expression of thought.
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.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
CE.EFL.4.2. Recognize and demonstrate an appreciation of
EFL 4.1.2 Recognize and demonstrate an appreciation of some
commonalities between cultures as well as the consequences of ones
commonalities and distinctions across cultures and groups
actions while exhibiting socially responsible behaviors.
(differentiated by gender, ability, generations, etc.) including the
CE.EFL.4.3. Interact with others using self-monitoring and self-
students own.
correcting strategies as well as appropriate nonverbal and oral
EFL 4.1.7 Interpret and demonstrate knowledge of nonverbal and oral
communication features.
communication features by applying them in appropriate contexts.
(Example: use of stress, intonation, pace, etc.)
Oral Communication CE.EFL.4.8. Production Accuracy and Intelligibility: Communicate
needs and information clearly and in simple terms, using grammatical
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of structures learned in class (although there may be frequent errors),

personal background, immediate environment and matters of immediate
need in simple terms using grammatical structures learnt in class
(although there may be frequent errors with tenses, personal pronouns,
prepositions, etc.)
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday
subject when carrying out a collaborative/paired learning activity in
which there are specific instructions for a task.
Reading
EFL 4.3.1 Understand main points in short simple texts on familiar
subjects. (Example: news about sports or famous people, descriptions,
etc.)
EFL 4.3.10 Select from and evaluate a range of both physical and
digital texts and materials in order to promote acquisition and develop
an appreciation of the language.
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively
influence an audience. (Example: persuade, negotiate, argue, etc.)
EFL 4.4.8 Convey and organize information using facts and details in
order to illustrate diverse patterns and structures in writing. (Example:
cause and effect, problem and solution, general-to-specific presentation,
etc.).
Language through the arts
EFL 4.5.4 Create personal stories by adding imaginative details to real-
life stories and situations, using appropriate vocabulary and elements of
the literature learners have read or heard.
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts
effectively and without undue effort. Demonstrate an ability to make
appropriate use of new words and expressions in social interactions.
CE.EFL.4.10. Interaction Interpersonal: Participate 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.
CE.EFL.4.11. Apply learning strategies such as using prior knowledge
and graphic organizers to interpret new information in a text, and assess
this information according to the organization, subject area and purpose
of the text, using different criteria, including ICT tools.
CE.EFL.4.14. Display an ability to interact and engage with a wide
range of ICT and classroom resources and texts by selecting and
evaluating them in order to strengthen literacy skills and promote
acquisition.
CE.EFL.4.15. 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 showing the ability to use these features
appropriately in ones own writing.
CE.EFL.4.17. Show an ability to 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
support collaboration, learning and productivity.
CE.EFL.4.20. 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.
CE.EFL.4.21. Use pre-established criteria, including that which is
written by learners collaboratively, in order to evaluate and recommend
 literary texts (written, online, oral, in video, etc.) and the effectiveness
and the effectiveness of group work.
of group work.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English Awareness Identify the names of some
members of a family. A1.2 (including I.EFL.4.2.1 Learners can famous people
Sharing a cross-cultural experience (such interactive version) from the past.
name similarities and
as traveling, trying a new food, meeting Audio CD Ask questions about peoples lives
someone from another country) in pairs or as Teachers Guide differences between different in the
a class. Photocopiable aspects of cultural past.
Comparing answers in pairs or small worksheets (TG) groups. Learners can Use key expressions to answer
groups. Quiz Time (SB) questions.
demonstrate socially
Working in small groups to create a chart Identify detailed information
about differences in heights and weights responsible behaviors at when reading a
from members of a family. school, online, at home paragraph.
Oral Communication: (Listening and and in the community, and Use idioms and expressions in
Speaking) evaluate their actions conversations.
Listening to instructions for a short task Write about a historical character.
and carrying them out. by ethical, safety and social Design a Power Point
Listening to spoken or recorded standards. (J.3, S.1, Presentation to talk
descriptions of familiar scenes, I.1) about a historical character.
and marking the words you hear. I.EFL.4.3.1 Learners can Identify structure patterns in a
Listening to a dialogue between two or paragraph.
more people and deciding if each statement employ a range of Techniques
is true or false. selfmonitoring Reading
Watching a short video about a family and self-correcting strategies Use context clues to understand
situation and writing three and the meaning
new things they learned. of new words in a text.
Reading interpret and use appropriate Listening
Reading a text and answering information verbal and nonverbal Listen for specific details.
questions. communication features to Speaking
 Choosing from a list of words to complete communicate in familiar Use new vocabulary and
gaps from a reading. expressions in a
contexts. (I.3, S.4, J.4)
Reading a short story from the Internet and dialogue to enrich it.
Oral Communication
highlighting interesting facts, then Writing
comparing them with those of a partner. I.EFL.4.7.1 Learners can Use connectors to write a short
Writing identify the main idea description of
Listening to a celebrity interview and and some details in short a famous character from the past
writing three more interview questions. Instruments for oral and written
straightforward spoken
Writing your own answers to interview evaluation
questions. audio texts set in familiar Oral and Writing Evaluation
Writing an email to a friend describing contexts when the Projects presentations
your ideal friend. message is delivered slowly Oral interviews in pairs
Language through the Arts Role Play
and there is other
Sharing learners stories in pairs or small Game
groups and choosing to represent some contextual support. (Example: Writing Quiz
through a role play. rules for a game, Glossary activities.
Reading a myth from Ecuador and writing classroom instructions, a
a song about it. dialogue in a scene
from a cartoon or movie, etc.)
Learners can use
other classmates
contributions in class as
models for their own. (I.2, I.3,
S.4)
Reading
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. (Example: title,
illustrations,
organization, etc.) (I.2, I.4)
Writing
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 support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through the Arts
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 6 Objectives:
A1.2 Unforgettable O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
Moments 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 4.8 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.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities between cultures as
commonalities and distinctions well as the consequences of ones actions while exhibiting
across cultures and groups (differentiated by gender, ability, socially responsible behaviors.
generations, etc.) including the CE.EFL.4.3 Interact with others using self-monitoring and self-
students own. correcting strategies as well as
EFL 4.1.8 Use suitable vocabulary, expressions, language and appropriate nonverbal and oral communication features.
interaction styles for formal and
informal social or academic situations in order to communicate
specific intentions in online and
face-to-face interactions. (Example: thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in class, greeting an authority
figure, etc.)
Oral Communication: (Listening and Speaking)
CE.EFL.4.8 Production Accuracy and Intelligibility:
EFL 4.2.2 Use a series of phrases and sentences to describe
Communicate needs and information clearly
aspects of personal background,
and in simple terms, using grammatical structures learned in
immediate environment and matters of immediate need in simple
class (although there may be frequent
terms using grammatical
errors), effectively and without undue effort. Demonstrate an
structures learnt in class (although there may be frequent errors
ability to make appropriate use of new
with tenses, personal pronouns,
words and expressions in social interactions.
prepositions, etc.).
CE.EFL.4.13 Apply learning strategies such as using prior
Reading knowledge and graphic organizers to
EFL 4.3.6 Apply learning strategies to examine and interpret a interpret new information in a text, and assess this information
variety of written materials using according to the organization,
prior knowledge, graphic organizers, context clues, note taking subject area and purpose of the text, using different criteria,
and finding words in a dictionary. including ICT tools.

Writing
EFL 4.4.8 Convey and organize information using facts and
details in order to illustrate diverse
patterns and structures in writing. (Example: cause and effect,
problem and solution, general-tospecific
presentation, etc.)
Language through the Arts
EFL 4.5.9 Engage in collaborative activities through a variety of
student groupings to create and
respond to literature and other literary texts. (Example: small
CE.EFL.4.17 Show an ability to 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 support collaboration, learning and productivity.
CE.EFL.4.22 Show the ability to work collaboratively and to
participate effectively in a variety of
student groupings by employing a wide range of creative thinking
skills through the completion of
groups, cooperative learning activities such as playing games, brainstorming and problem
groups, literature circles, process writing groups, etc.) solving.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Talk about events in the past.
Reflecting on differences between different English Awareness Mention memories with family
members of a family. A1.2 (including I.EFL.4.2.1 Learners can and friends.
Sharing a cross-cultural experience (such interactive version) Interview a classmate about
name similarities and
as traveling, trying a new food, meeting Audio CD memories from
someone from another country) in pairs or as Teachers Guide differences between different the past.
a class. Photocopiable aspects of cultural Talk about anecdotes.
Comparing answers in pairs or small worksheets (TG) groups. Learners can Write a paragraph about an
groups. Quiz Time (SB) anecdote.
demonstrate socially
Working in small groups to create a chart Use idioms in conversations.
about differences in heights and weights responsible behaviors at Design a project about a special
from members of a family. school, online, at home moment in
Oral Communication: (Listening and and in the community, and your life.
Speaking) evaluate their actions Techniques
Listening to instructions for a short task Reading
and carrying them out. by ethical, safety and social Use context clues to understand
Listening to spoken or recorded standards. (J.3, S.1, the meaning
descriptions of familiar scenes, I.1) of new words in a text.
and marking the words you hear. I.EFL.4.3.1 Learners can Listening
Listening to a dialogue between two or Listen for specific details.
more people and deciding if each statement employ a range of Pay attention to background
is true or false. selfmonitoring sounds to
Watching a short video about a family and self-correcting strategies understand the context of a
situation and writing three and conversation.
new things they learned. Speaking
Reading interpret and use appropriate Talk about moments in the past
Reading a text and answering information verbal and nonverbal and
questions. communication features to emotions with a partner using the
 Choosing from a list of words to complete communicate in familiar given
gaps from a reading. expressions.
contexts. (I.3, S.4, J.4)
Reading a short story from the Internet and Encourage a partner to take part
Oral Communication
highlighting interesting facts, then in a
comparing them with those of a partner. I.EFL.4.8.1 Learners can conversation by using appropriate
Writing communicate personal expressions
Listening to a celebrity interview and information and basic such as How about you?
writing three more interview questions. Writing
immediate needs and deal
Writing your own answers to interview Use connectors to describe
questions. with other practical everyday important events
Writing an email to a friend describing demands in familiar in your life.
your ideal friend. contexts, effectively and Follow a model to write about
Language through the Arts experiences
without undue effort and
Sharing learners stories in pairs or small and anecdotes.
groups and choosing to represent some using grammatical structures Instruments for oral and written
through a role play. and vocabulary evaluation
Reading a myth from Ecuador and writing seen in class (although there Oral and Writing Evaluation
a song about it. may be frequent, Projects presentations
Oral interviews in pairs
basic errors). (I.1, I.2, I.3, S.1) Role Play
Reading Game
I.EFL.4.13.1 Learners can Writing Quiz
apply learning Glossary activities.xzz
strategies such as using prior
knowledge and
graphic organizers to interpret
new information in
a text. Learners can assess
this information
according to the organization,
subject area and
purpose of the text, through
the use of different
criteria, including ICT tools.
(I.2, I.4, J.4)
Writing
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 support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through the Arts
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature: