Annual Plan 8vo INGLES

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
CURRICULAR ANNUAL PLAN

SCHOOL NAME SCHOOL YEAR
EDUCACION BASICA QUITO 2016-2017
CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): Sacoto Ramirez
Grade/ Course: 8vo EGB Education Level: A1.1
2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
6 Hours work
30 weeks 4 weeks 40 weeks 200 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 4.1
Encounter socio-cultural aspects of their own and other countries in a thoughtful Identify the main ideas, some details and inferences of written texts, in order to produce
and inquisitive manner, maturely, and openly experiencing other cultures and level-appropriate critical analysis of familiar subjects and contexts.
languages from the secure standpoint of their own national and cultural identity.
O.EFL 4.2
OG.EFL 2 Appreciate and value English as an international language and a medium to interact
Draw on this established propensity for curiosity and tolerance towards different globally.
cultures to comprehend the role of diversity in building an intercultural and
multinational society. O.EFL 4.3
Independently read A2.1 level text in English as a source of entertainment and interpersonal
OG.EFL 3 and intrapersonal interaction.
Access greater flexibility of mind, creativity, enhanced linguistic intelligence,
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
and critical thinking skills through an appreciation of linguistic differences. O.EFL 4.4
Enjoy an enriched perspective of their L1 and of language use for Develop creative and critical thinking skills when encountering challenges in order to
communication and learning. promote autonomous learning and decision making.
OG.EFL 4 O.EFL 4.5

Deploy a range of learning strategies, thereby increasing disposition and ability Introduce the need for independent research as a daily activity by using electronic resources
to independently access further (language) learning and practice opportunities. (ICT) in class while practicing appropriate competences in the four skills.
Respect themselves and others within the communication process, cultivating
habits of honesty and integrity into responsible academic behavior. O.EFL 4.6
Write short descriptive and informative texts related to personal information or familiar
OG.EFL 5 topics and use them as a means of communication and written expression of thought.
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 O.EFL 4.7
investigation, through the efficient use of ICT and reference tools where Use spoken and written literary text in English such as poems, short stories, comic strips,
required. short magazine articles and oral interviews on familiar subjects in order to inspire oral and
written production at an A2.1 level.
OG.EFL 6
Through selected media, participate in reasonably extended spoken or written O.EFL 4.8
dialogue with peers from different L1 backgrounds on work, study, or general Integrate written and spoken text in order to identify cultural differences and similarities
topics of common interest, expressing ideas and opinions effectively and within a range of local, national and global contexts familiar to the learner.
appropriately.
O.EFL 4.9
OG.EFL 7 Create a sense of awareness in terms of accuracy when learners interact in English using
Interact quite clearly, confidently, and appropriately in a range of formal and high-frequency and level-appropriate expressions in order to reach an effective command of
informal social situations with a limited but effective command of the spoken spoken language.
language (CEFR B1 level).
4.TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love, peace, justice, innovation, etc.
5.UNITS TO BE DEVELOPED*
N Title of the Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation*** Weeks
unit (Skills and strategies) duration
1 People You will learn how to EFL 4.1.9 Communication and Cultural CE.EFL.4.2. 6
Around Us Recognize the consequences of Awareness Recognize and demonstrate an
greet formally and ones actions by demonstrating appreciation of commonalities be-
informally. responsible decision-making at Creating a poster of class rules. tween cultures as well as the
ask and answer personal school, online, at home and in consequences of ones actions while
information questions. the community, while Collaborating on a group exhibiting socially responsible
introduce someone. considering ethical standards, project. behaviors.
safety concerns, social norms
and mutual respect. Completing group work in a I.EFL.4.2.1.
fair and honest manner and Learners can name similarities and
EFL 4.1.10 accepting the groups decisions. differences between different aspects
Recognize and appreciate of cultural groups. Learners can
individual and group Helping learners in the class demonstrate socially responsible
similarities and differences by who have a different skill set. behaviors at school, online, at home
establishing and maintaining and in the community, and evaluate
healthy and rewarding online Sharing ideas freely and their actions by ethical, safety and
and face-to-face relationships without jealousy. social standards. (J.3, S.1, I.1)
based on communication and
cooperation. Making positive remarks to CE.EFL.4.5.
other learners in class. Display an appreciation of and
EFL 4.2.1 demonstrate respect for individual
Understand phrases and Encouraging classmates to stay and group differences by establishing
expressions related to areas of motivated when needed. and maintaining healthy and
most immediate priority within rewarding relationships based on
the personal and educational Giving assistance to those who communication and cooperation.
domains, provided speech is are struggling, even when not
clearly and slowly articulated. directly asked to. I.EFL.4.5.1.
(Example: daily life, free time, Learners can appreciate and show
school activities, etc.) Oral Communication: respect for individual and group
Listening and Speaking) differences by establishing and main-
EFL 4.2.6 taining healthy and rewarding online
Use other students Listening to another learners and face-to-face interactions. Learners
contributions in class as models answers in class and responding can communicate and cooperate in a
for their own. appropriately. (Example: giving respectful, empathetic manner. (J.3,
praise, correcting an error, S.1, S.4)
EFL 4.3.1 asking a follow-up question,
Understand main points in short etc.) CE.EFL.4.6.
simple texts on familiar sub- Listening for Meaning: Understand
jects. (Example: news about Listening to a dialogue and and follow the main idea in spoken
sports or famous people, completing a chart with key texts set in familiar everyday
descriptions, etc.) information. (Example: Name, contexts, provided speech is clear and
country, nationality, language, articulate, and deduce the meanings
EFL 4.4.5 etc.) of unfamiliar words and phrases using
Recognize that various types of context clues and/or prior knowledge.
writing require different lan- Reading
guage, formatting and special I.EFL.4.6.1.
vocabulary. (Example: a recipe, Reading a text and answering Learners can grasp the general
a letter, etc.) information questions. meaning of spoken texts set in famil-
iar everyday contexts and infer
EFL 4.5.1 Choosing from a list of words changes in the topic of discussion, as
Make use of main points in to complete gaps from a well as deduce the meanings of
literary texts (authentic and reading. unfamiliar words and exchanges
semi-authentic, oral and through the use of context clues,
written) to understand short Predicting main ideas by provided speech is given slowly and
simple everyday stories, reading the title and using other clearly and there is sufficient visual
especially if there is visual contextual clues (e.g., illus- support. (I.3, S.1, J.4)
support. trations, subheadings, etc.)
EFL 4.5.9 Writing CE.EFL.4.7.

Engage in collaborative Listening for Information: Follow and
activities through a variety of Writing your own answers to identify some main ideas and details
student groupings to create and interview questions. in short and straightforward spoken or
respond to literature and other audio texts set in familiar contexts,
literary texts. (Example: small Language through the Arts when delivered slowly and with
groups, cooperative learning visuals to provide contextual support.
groups, literature circles, Looking at the title of a text and Use spoken contributions in class as
process writing groups, etc.) accompanying illustrations and models for ones own speech.
writing three questions about
the topic. Then reading to find I.EFL.4.7.1.
the answers to the questions. Learners can identify the main idea
and some details in short straightfor-
Listening to a song and ward spoken audio texts set in
inferring if it is happy, sad, etc.
familiar contexts when the message is
Participating in classroom delivered slowly and there is other
games in which problem- contextual support. (Example: rules
solving as a team is important. for a game, classroom instructions, a
dialogue in a scene from a cartoon or
Comparing answers in pairs in movie, etc.) Learners can use other
order to help each other classmates contributions in class as
understand errors or concepts.
models for their own. (I.2, I.3, S.4)
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.
I.EFL.4.11.1.
Learners can understand main ideas
and some details in short simple on-
line 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)
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

(I.3, I.4, S.3, J.2)
CE.EFL.4.18.
Use main ideas in order to
understand, predict, infer and deduce
literal and implied meanings in short,
simple, everyday literary texts
(online, oral or in print).
I.EFL.4.18.1.
Learners can understand, predict,
infer and deduce literal and implied
meanings in short, simple, everyday
literary texts (online, oral or in print),
especially when visual support is
provided. (I.2, I.3, I.4)
CE.EFL.4.22.
Show the ability to work
collaboratively and to participate ef-
fectively 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)
2 People I You will learn how to EFL 4.1.9 Communication and Cultural CE.EFL.4.2. 6
love Recognize the consequences of Awareness Recognize and demonstrate an
describe peoples physical ones actions by demonstrating appreciation of commonalities be-
appearance. responsible decision-making at Creating a poster of rules tween cultures as well as the
ask and answer questions school, online, at home and in consequences of ones actions while
about physical description. the community, while Collaborating on a group exhibiting socially responsible
considering ethical standards, project. behaviors.
safety concerns, social norms
and mutual respect. Completing group work in a I.EFL.4.2.1.
fair and honest manner and Learners can name similarities and
EFL 4.1.10 accepting the groups decisions. differences between different aspects
Recognize and appreciate of cultural groups. Learners can
individual and group Helping learners in the class demonstrate socially responsible
similarities and differences by who have a different skill set. behaviors at school, online, at home
establishing and maintaining and in the community, and evaluate
healthy and rewarding online Sharing ideas freely and their actions by ethical, safety and
and face-to-face relationships without jealousy. social standards. (J.3, S.1, I.1)
cooperation. Making positive remarks to CE.EFL.4.5.
other learners in class. Display an appreciation of and
EFL 4.2.6 demonstrate respect for individual
Use other students Encouraging classmates to stay and group differences by establishing
contributions in class as models motivated when needed.
for their own. and maintaining healthy and

Giving assistance to those who rewarding relationships based on
EFL 4.3.1 are struggling, even when not communication and cooperation.
Understand main points in short directly asked to.
simple texts on familiar sub- I.EFL.4.5.1.
jects. (Example: news about Oral Communication: Learners can appreciate and show
sports or famous people, Listening and Speaking) respect for individual and group
descriptions, etc.) differences by establishing and main-
Listening to another learners taining healthy and rewarding online
EFL 4.4.5 answers in class and responding and face-to-face interactions. Learners
Recognize that various types of appropriately. (Example: giving can communicate and cooperate in a
writing require different lan- praise, correcting an error, respectful, empathetic manner. (J.3,
guage, formatting and special asking a follow-up question, S.1, S.4)
vocabulary. (Example: a recipe, etc.)
a letter, etc.) CE.EFL.4.7.
Reading Listening for Information: Follow and
EFL 4.5.1 identify some main ideas and details
Make use of main points in Reading a text and answering in short and straightforward spoken or
literary texts (authentic and information questions. audio texts set in familiar contexts,
semi-authentic, oral and when delivered slowly and with
written) to understand short Choosing from a list of words visuals to provide contextual support.
simple everyday stories, to complete gaps from a Use spoken contributions in class as
especially if there is visual reading. models for ones own speech.
support.
Predicting main ideas by I.EFL.4.7.1.
EFL 4.5.9 reading the title and using other Learners can identify the main idea
Engage in collaborative contextual clues (e.g., illus- and some details in short straightfor-
activities through a variety of trations, subheadings, etc.)
ward spoken audio texts set in
student groupings to create and
respond to literature and other Writing familiar contexts when the message is
literary texts. (Example: small delivered slowly and there is other
groups, cooperative learning Looking at a picture and writing contextual support. (Example: rules
groups, literature circles, a description of what you see or for a game, classroom instructions, a
process writing groups, etc.) how it makes you feel, then dialogue in a scene from a cartoon or
comparing descriptions in pairs.
movie, etc.) Learners can use other
Language through the Arts classmates contributions in class as
models for their own. (I.2, I.3, S.4)
Looking at the title of a text and
accompanying illustrations and CE.EFL.4.11.
writing three questions about Demonstrate comprehension of main
the topic. Then reading to find ideas and some details in short simple
the answers to the questions. texts on familiar subjects, making use
Listening to a song and relevant information in a text.
inferring if it is happy, sad, etc.
I.EFL.4.11.1.
Participating in classroom Learners can understand main ideas
games in which problem- and some details in short simple on-
solving as a team is important. line or print texts on familiar subjects,
Comparing answers in pairs in
order to help each other the most relevant information.
understand errors or concepts. (Example: title, illustrations,
CE.EFL.4.15.

I.EFL.4.15.1.
(I.3, I.4, S.3, J.2)
CE.EFL.4.18.
I.EFL.4.18.1.
CE.EFL.4.22.
problem solving.
I.EFL.4.22.1.
J.2, J.3, J.4)
3 Leisure You will learn how to EFL 4.1.6 Communication and Cultural CE.EFL.4.2. 6
Activities Seek and provide information Awareness Recognize and demonstrate an
ask and answer questions and assistance, orally or in appreciation of commonalities be-
about schedules. writing and in online or face-to- Comparing answers in pairs or tween cultures as well as the
ask for and give dates. face interactions, for personal, small groups. consequences of ones actions while
ask for and give the time. social and academic purposes. exhibiting socially responsible
Working in small groups to behaviors.
EFL 4.1.9 complete a cultural project.
Recognize the consequences of (Example: different musical I.EFL.4.2.1.

ones actions by demonstrating genres in Ecuador, traditional Learners can name similarities and
responsible decision-making at food in Latin America, etc.) differences between different aspects
school, online, at home and in of cultural groups. Learners can
the community, while Researching through the demonstrate socially responsible
considering ethical standards, Internet about other cultures behaviors at school, online, at home
safety concerns, social norms and ways of life and presenting and in the community, and evaluate
and mutual respect. them to the class using digital their actions by ethical, safety and
tools. social standards. (J.3, S.1, I.1)
EFL 4.1.10
Recognize and appreciate Collaborating on a group CE.EFL.4.4.
individual and group project. Demonstrate the ability to ask for and
similarities and differences by give information and assistance using
establishing and maintaining Completing group work in a appropriate language and interaction
healthy and rewarding online fair and honest manner and styles in a variety of social
and face-to-face relationships accepting the groups decisions. interactions.
cooperation. Helping learners in the class I.EFL.4.4.1.
who have a different skill set. Learners can demonstrate an ability to
EFL 4.2.6 give and ask for information and
Use other students Sharing ideas freely and assistance using level-appropriate
contributions in class as models without jealousy. language and interaction styles in
for their own. online or face-to-face social and
Making positive remarks to classroom interactions. (J.2, J.3, J.4,
EFL 4.3.1 other learners in class. I.3)
Understand main points in short
simple texts on familiar sub- Encouraging classmates to stay CE.EFL.4.5.
jects. (Example: news about motivated when needed. Display an appreciation of and
sports or famous people, demonstrate respect for individual
descriptions, etc.) Giving assistance to those who and group differences by establishing
are struggling, even when not and maintaining healthy and
EFL 4.4.5 directly asked to. rewarding relationships based on

Recognize that various types of communication and cooperation.
writing require different lan- Oral Communication:
guage, formatting and special Listening and Speaking) I.EFL.4.5.1.
vocabulary. (Example: a recipe, Learners can appreciate and show
a letter, etc.) Listening to another learners respect for individual and group
answers in class and responding differences by establishing and main-
EFL 4.5.1 appropriately. (Example: giving taining healthy and rewarding online
Make use of main points in praise, correcting an error, and face-to-face interactions. Learners
literary texts (authentic and asking a follow-up question, can communicate and cooperate in a
semi-authentic, oral and etc.) respectful, empathetic manner. (J.3,
written) to understand short S.1, S.4)
simple everyday stories, Reading
especially if there is visual CE.EFL.4.7.
support. Reading a text and answering Listening for Information: Follow and
information questions. identify some main ideas and details
EFL 4.5.9 in short and straightforward spoken or
Engage in collaborative Choosing from a list of words audio texts set in familiar contexts,
activities through a variety of to complete gaps from a when delivered slowly and with
student groupings to create and reading. visuals to provide contextual support.
respond to literature and other Use spoken contributions in class as
literary texts. (Example: small Predicting main ideas by models for ones own speech.
groups, cooperative learning reading the title and using other
groups, literature circles, contextual clues (e.g., illus- I.EFL.4.7.1.
process writing groups, etc.) trations, subheadings, etc.) Learners can identify the main idea
and some details in short straightfor-
Writing ward spoken audio texts set in
familiar contexts when the message is
Identifying the text type delivered slowly and there is other
according to writing features contextual support. (Example: rules
and vocabulary. (Example: for a game, classroom instructions, a
recognizing that a recipe has a dialogue in a scene from a cartoon or

section called ingredients and movie, etc.) Learners can use other
one called directions, classmates contributions in class as
identifying the introduction, models for their own. (I.2, I.3, S.4)
body and conclusion in a news
article, etc.) CE.EFL.4.11.
Language through the Arts ideas and some details in short simple
texts on familiar subjects, making use
Listening to or reading stories of contextual clues to identify
and drawing an important relevant information in a text.
scene.
I.EFL.4.11.1.
Participating in classroom Learners can understand main ideas
games in which problem- and some details in short simple on-
solving as a team is important. line or print texts on familiar subjects,
Comparing answers in pairs in the most relevant information.
order to help each other (Example: title, illustrations,
understand errors or concepts. organization, etc.) (I.2, I.4)
Brainstorming ideas for a CE.EFL.4.15.

writing project in small groups, Express information and ideas and
using a graphic organizer. describe feelings and opinions in
I.EFL.4.15.1.
(I.3, I.4, S.3, J.2)
CE.EFL.4.18.
I.EFL.4.18.1.
CE.EFL.4.22.

problem solving.
I.EFL.4.22.1.
J.2, J.3, J.4)
4 Street Life You will learn how to EFL 4.1.9 Communication and Cultural CE.EFL.4.2. 6
Recognize the consequences of Awareness Recognize and demonstrate an
express what people are ones actions by demonstrating appreciation of commonalities be-
doing responsible decision-making at Making a useful object out of tween cultures as well as the
at the moment of speaking. school, online, at home and in recycled materials. consequences of ones actions while
describe what people are the community, while exhibiting socially responsible
wearing. considering ethical standards, Collaborating on a group behaviors.
safety concerns, social norms project.
and mutual respect. I.EFL.4.2.1.
Completing group work in a Learners can name similarities and
EFL 4.1.10 fair and honest manner and differences between different aspects
Recognize and appreciate accepting the groups decisions. of cultural groups. Learners can
individual and group demonstrate socially responsible
similarities and differences by Helping learners in the class behaviors at school, online, at home
establishing and maintaining who have a different skill set. and in the community, and evaluate
healthy and rewarding online their actions by ethical, safety and
and face-to-face relationships Sharing ideas freely and social standards. (J.3, S.1, I.1)
based on communication and without jealousy.
cooperation. CE.EFL.4.5.
Making positive remarks to Display an appreciation of and
EFL 4.2.10 other learners in class. demonstrate respect for individual
Sustain a conversational and group differences by establishing
exchange on a familiar, Encouraging classmates to stay and maintaining healthy and
everyday subject when carrying motivated when needed. rewarding relationships based on
out a collaborative/paired communication and cooperation.
learning activity in which there Giving assistance to those who
are specific instructions for a are struggling, even when not I.EFL.4.5.1.
task. directly asked to. Learners can appreciate and show
respect for individual and group
EFL 4.3.1 Oral Communication: differences by establishing and main-
Understand main points in short Listening and Speaking) taining healthy and rewarding online
simple texts on familiar sub- and face-to-face interactions. Learners
jects. (Example: news about Working in pairs to complete an can communicate and cooperate in a
sports or famous people, information gap activity. respectful, empathetic manner. (J.3,
descriptions, etc.) S.1, S.4)
Asking for help in class when
EFL 4.3.9 necessary. (Example: Whats CE.EFL.4.10.
Demonstrate an ability to the answer? How do you say Interaction Interpersonal:
interact and engage with a wide ___? Do you have an eraser? Participate effectively in familiar and
range of ICT and classroom Can you help me with ____?, predictable conversational exchanges
resources in order to strengthen etc.) by asking and answering follow-up
literacy skills and strategies. questions, provided there are
Establishing a clear expectation opportunities to use repair strategies
EFL 4.4.1 of English use for classroom (e.g. asking for clarification) and
Convey information and ideas functions. (Example: greeting, sustain conversational exchanges in
through simple transactional or requesting, thanking, asking for pairs to complete a task, satisfy a
expository texts on familiar repetition / clarification, giving need or handle a simple transaction.
subjects using ICT tools and instructions, offering help,
conventions and features of comparing answers, taking I.EFL.4.10.1.
English appropriate to audience leave, etc.) Informal assessment Learners can effectively participate in
and purpose. could involve personal notes familiar and predictable everyday
from the teacher to learners conversational exchanges in order to
EFL 4.5.9 who use L2 regularly. complete a task, satisfy a need or
Engage in collaborative handle a simple transaction, using a
activities through a variety of Reading range of repair strategies. (Example:
student groupings to create and asking for clarification, etc.) (I.3, J.3,
respond to literature and other Reading a text and answering J.4)
literary texts. (Example: small information questions.
groups, cooperative learning CE.EFL.4.11.
groups, literature circles, Choosing from a list of words Demonstrate comprehension of main
process writing groups, etc.) to complete gaps from a ideas and some details in short simple
reading. texts on familiar subjects, making use
EFL 4.5.11 of contextual clues to identify
Participate in creative thinking Predicting main ideas by relevant information in a text.
through brainstorming, working reading the title and using other
in groups, games and problem- contextual clues (e.g., illus- I.EFL.4.11.1.
solving tasks by showing the trations, subheadings, etc.) Learners can understand main ideas
ability to accept a variety of and some details in short simple on-
ideas and capitalize on other Reading a text about how to line or print texts on familiar subjects,
peoples strengths. find reliable and relevant online using contextual clues to help identify
resources and underlining key the most relevant information.
information. (Example: title, illustrations,
Recommending an
informational web site to CE.EFL.4.14.
another learner. Display an ability to interact and
engage with a wide range of ICT and

Creating a class list of reliable classroom resources and texts by
sources of information and selecting and evaluating them in order
publishing it online or to strengthen literacy skills and
displaying it on a poster in promote acquisition.
class.
I.EFL.4.14.1.
Writing Learners can interact and engage with
a wide range of ICT and classroom
Identifying the text type resources and texts by selecting and
according to writing features evaluating them in order to strengthen
and vocabulary. (Example: literacy skills and promote
recognizing that a recipe has a acquisition. (I.2, I.4, S.3, J.2, J.3)
section called ingredients and
one called directions, CE.EFL.4.15.
identifying the introduction, Express information and ideas and
body and conclusion in a news describe feelings and opinions in
article, etc.) simple transactional or expository
Language through the Arts recognizing that different texts have
Participating in classroom ability to use these features
games in which problem- appropriately in ones own writing.
solving as a team is important.
I.EFL.4.15.1.
Comparing answers in pairs in Learners can convey information and
order to help each other ideas and describe feelings and
understand errors or concepts. opinions in simple transactional or
Brainstorming ideas for a in order to influence an audience,
writing project in small groups, while recognizing that different texts

using a graphic organizer. have different features and showing
(I.3, I.4, S.3, J.2)
CE.EFL.4.22.
problem solving.
I.EFL.4.22.1.
J.2, J.3, J.4)
5 Amazing You will learn how to EFL 4.1.6 Communication and Cultural CE.EFL.4.2. 6
Places Seek and provide information Awareness Recognize and demonstrate an
identify places in the city. and assistance, orally or in appreciation of commonalities be-
ask for and give information writing and in online or face-to- Playing games that practice tween cultures as well as the
about location. face interactions, for personal, classroom language, turn- consequences of ones actions while
give and follow instructions social and academic purposes. taking, being polite, etc. exhibiting socially responsible
to behaviors.
get to a place. EFL 4.1.9 Participating in short dialogues
Recognize the consequences of and role plays to practice target I.EFL.4.2.1.
ones actions by demonstrating language. (Example: thanking Learners can name similarities and
responsible decision-making at others, apologizing, asking for differences between different aspects
school, online, at home and in help, greeting authorities, etc.) of cultural groups. Learners can
the community, while demonstrate socially responsible
considering ethical standards, Choosing pictures that behaviors at school, online, at home
safety concerns, social norms demonstrate responsibility and in the community, and evaluate
and mutual respect. (helping an elder cross the their actions by ethical, safety and
sidewalk, stopping two children social standards. (J.3, S.1, I.1)
EFL 4.1.10 from throwing rocks at a dog,
Recognize and appreciate being respectful of people who CE.EFL.4.4.
individual and group dress differently, being open to Demonstrate the ability to ask for and
similarities and differences by accepting new ideas/foods, etc.) give information and assistance using
establishing and maintaining and identifying why each is appropriate language and interaction
healthy and rewarding online desirable and what styles in a variety of social
and face-to-face relationships consequences the irresponsible interactions.
based on communication and actions would have.
cooperation. I.EFL.4.4.1.
Collaborating on a group Learners can demonstrate an ability to
EFL 4.2.1 project. give and ask for information and
Understand phrases and assistance using level-appropriate
expressions related to areas of Completing group work in a language and interaction styles in
most immediate priority within fair and honest manner and online or face-to-face social and
the personal and educational accepting the groups decisions. classroom interactions. (J.2, J.3, J.4,
domains, provided speech is I.3)
clearly and slowly articulated. Helping learners in the class
(Example: daily life, free time, who have a different skill set. CE.EFL.4.5.
school activities, etc.) Display an appreciation of and

Sharing ideas freely and demonstrate respect for individual
EFL 4.2.10 without jealousy. and group differences by establishing
Sustain a conversational and maintaining healthy and
exchange on a familiar, Making positive remarks to rewarding relationships based on
everyday subject when carrying other learners in class. communication and cooperation.
out a collaborative/paired
learning activity in which there Encouraging classmates to stay I.EFL.4.5.1.
are specific instructions for a motivated when needed. Learners can appreciate and show
task. respect for individual and group
Giving assistance to those who differences by establishing and main-
EFL 4.3.1 are struggling, even when not taining healthy and rewarding online
Understand main points in short directly asked to. and face-to-face interactions. Learners
simple texts on familiar sub- can communicate and cooperate in a
jects. (Example: news about Oral Communication: respectful, empathetic manner. (J.3,
sports or famous people, Listening and Speaking) S.1, S.4)
descriptions, etc.)
Listening to and following class CE.EFL.4.6.
EFL 4.3.9 commands. Listening for Meaning: Understand
Demonstrate an ability to and follow the main idea in spoken
interact and engage with a wide Listening to a simple, texts set in familiar everyday
range of ICT and classroom straightforward story and contexts, provided speech is clear and
resources in order to strengthen correcting false statements. articulate, and deduce the meanings
literacy skills and strategies. (Example: Veronica climbed a of unfamiliar words and phrases using
mountain on her vacation context clues and/or prior knowledge.
EFL 4.4.1 True, Veronica saw gray
Convey information and ideas dolphins False, she saw pink I.EFL.4.6.1.
through simple transactional or dolphins, etc.) Learners can grasp the general
expository texts on familiar meaning of spoken texts set in famil-
subjects using ICT tools and Working in pairs to complete an iar everyday contexts and infer
conventions and features of information gap activity. changes in the topic of discussion, as
English appropriate to audience well as deduce the meanings of

and purpose. Asking for help in class when unfamiliar words and exchanges
necessary. (Example: Whats through the use of context clues,
EFL 4.5.9 the answer? How do you say provided speech is given slowly and
Engage in collaborative ___? Do you have an eraser? clearly and there is sufficient visual
activities through a variety of Can you help me with ____?, support. (I.3, S.1, J.4)
student groupings to create and etc.)
respond to literature and other CE.EFL.4.10.
literary texts. (Example: small Establishing a clear expectation Interaction Interpersonal:
groups, cooperative learning of English use for classroom Participate effectively in familiar and
groups, literature circles, functions. (Example: greeting, predictable conversational exchanges
process writing groups, etc.) requesting, thanking, asking for by asking and answering follow-up
repetition / clarification, giving questions, provided there are
EFL 4.5.11 instructions, offering help, opportunities to use repair strategies
Participate in creative thinking comparing answers, taking (e.g. asking for clarification) and
through brainstorming, working leave, etc.) Informal assessment sustain conversational exchanges in
in groups, games and problem- could involve personal notes pairs to complete a task, satisfy a
solving tasks by showing the from the teacher to learners need or handle a simple transaction.
ability to accept a variety of who use L2 regularly.
ideas and capitalize on other I.EFL.4.10.1.
peoples strengths. Reading Learners can effectively participate in
familiar and predictable everyday
Reading a text and answering conversational exchanges in order to
information questions. complete a task, satisfy a need or
handle a simple transaction, using a
Choosing from a list of words range of repair strategies. (Example:
to complete gaps from a asking for clarification, etc.) (I.3, J.3,
reading. J.4)
Predicting main ideas by CE.EFL.4.11.

reading the title and using other Demonstrate comprehension of main
contextual clues (e.g., illus- ideas and some details in short simple
trations, subheadings, etc.) texts on familiar subjects, making use
Reading a text about how to relevant information in a text.
find reliable and relevant online
resources and underlining key I.EFL.4.11.1.
information. Learners can understand main ideas
Recommending an line or print texts on familiar subjects,
informational web site to using contextual clues to help identify
another learner. the most relevant information.
(Example: title, illustrations,
Creating a class list of reliable organization, etc.) (I.2, I.4)
sources of information and
publishing it online or CE.EFL.4.14.
displaying it on a poster in Display an ability to interact and
class. engage with a wide range of ICT and
classroom resources and texts by
Writing selecting and evaluating them in order
to strengthen literacy skills and
Identifying the text type promote acquisition.
according to writing features
and vocabulary. (Example: I.EFL.4.14.1.
recognizing that a recipe has a Learners can interact and engage with
section called ingredients and a wide range of ICT and classroom
one called directions, resources and texts by selecting and
identifying the introduction, evaluating them in order to strengthen
body and conclusion in a news literacy skills and promote
article, etc.) acquisition. (I.2, I.4, S.3, J.2, J.3)
CE.EFL.4.15.
Language through the Arts Express information and ideas and

Participating in classroom simple transactional or expository
games in which problem- texts on familiar subjects in order to
solving as a team is important. influence an audience, while
Comparing answers in pairs in different features and showing the
order to help each other ability to use these features
understand errors or concepts. appropriately in ones own writing.
Brainstorming ideas for a I.EFL.4.15.1.

writing project in small groups,
using a graphic organizer. ideas and describe feelings and
Creating a crossword puzzle in expository texts on familiar subjects
groups about an Ecuadorian in order to influence an audience,
story, region, celebrity, etc. while recognizing that different texts
(I.3, I.4, S.3, J.2)
CE.EFL.4.22.
problem solving.
I.EFL.4.22.1.
J.2, J.3, J.4)
Communication and Cultural

6 Daily You will learn how to EFL 4.1.6 Awareness CE.EFL.4.2. 6
Routines Seek and provide information Recognize and demonstrate an
talk about routines and and assistance, orally or in Singing songs that practice appreciation of commonalities be-
lifestyles. writing and in online or face-to- helpful language. tween cultures as well as the
face interactions, for personal, consequences of ones actions while
social and academic purposes. Reading a list of actions people exhibiting socially responsible
take and evaluating and behaviors.
EFL 4.1.9 discussing the consequences on
Recognize the consequences of others. I.EFL.4.2.1.
ones actions by demonstrating Learners can name similarities and
responsible decision-making at Collaborating on a group differences between different aspects
school, online, at home and in project. of cultural groups. Learners can
the community, while demonstrate socially responsible
considering ethical standards, Completing group work in a behaviors at school, online, at home
safety concerns, social norms fair and honest manner and and in the community, and evaluate
and mutual respect. accepting the groups decisions. their actions by ethical, safety and
social standards. (J.3, S.1, I.1)
EFL 4.1.10 Helping learners in the class
Recognize and appreciate who have a different skill set. CE.EFL.4.4.
individual and group Demonstrate the ability to ask for and

similarities and differences by Sharing ideas freely and give information and assistance using
establishing and maintaining without jealousy. appropriate language and interaction
healthy and rewarding online styles in a variety of social
and face-to-face relationships Making positive remarks to interactions.
based on communication and other learners in class.
cooperation. I.EFL.4.4.1.
Encouraging classmates to stay Learners can demonstrate an ability to
EFL 4.2.1 motivated when needed. give and ask for information and
Understand phrases and assistance using level-appropriate
expressions related to areas of Giving assistance to those who language and interaction styles in
most immediate priority within are struggling, even when not online or face-to-face social and
the personal and educational directly asked to. classroom interactions. (J.2, J.3, J.4,
domains, provided speech is I.3)
clearly and slowly articulated. Oral Communication:
(Example: daily life, free time, Listening and Speaking) CE.EFL.4.5.
school activities, etc.) Display an appreciation of and
Listening to and following class demonstrate respect for individual
EFL 4.2.10 commands. and group differences by establishing
Sustain a conversational and maintaining healthy and
exchange on a familiar, Listening to a simple, rewarding relationships based on
everyday subject when carrying straightforward story and communication and cooperation.
out a collaborative/paired correcting false statements.
learning activity in which there (Example: Veronica climbed a I.EFL.4.5.1.
are specific instructions for a mountain on her vacation Learners can appreciate and show
task. True, Veronica saw gray respect for individual and group
dolphins False, she saw pink differences by establishing and main-
EFL 4.3.1 dolphins, etc.) taining healthy and rewarding online
Understand main points in short and face-to-face interactions. Learners
simple texts on familiar sub- Asking for help in class when can communicate and cooperate in a
jects. (Example: news about necessary. (Example: Whats respectful, empathetic manner. (J.3,
sports or famous people, the answer? How do you say S.1, S.4)
descriptions, etc.) ___? Do you have an eraser?
Can you help me with ____?, CE.EFL.4.6.
EFL 4.3.9 etc.) Listening for Meaning: Understand
Demonstrate an ability to and follow the main idea in spoken
interact and engage with a wide Establishing a clear expectation texts set in familiar everyday
range of ICT and classroom of English use for classroom contexts, provided speech is clear and
resources in order to strengthen functions. (Example: greeting, articulate, and deduce the meanings
literacy skills and strategies. requesting, thanking, asking for of unfamiliar words and phrases using
repetition / clarification, giving context clues and/or prior knowledge.
EFL 4.4.1 instructions, offering help,
Convey information and ideas comparing answers, taking I.EFL.4.6.1.
through simple transactional or leave, etc.) Informal assessment Learners can grasp the general
expository texts on familiar could involve personal notes meaning of spoken texts set in famil-
subjects using ICT tools and from the teacher to learners iar everyday contexts and infer
conventions and features of who use L2 regularly. changes in the topic of discussion, as
English appropriate to audience well as deduce the meanings of
and purpose. Conducting a role play between unfamiliar words and exchanges
two students on a given topic. through the use of context clues,
EFL 4.5.9 (Example: talking about provided speech is given slowly and
Engage in collaborative routines, finding common free clearly and there is sufficient visual
activities through a variety of time activities, playing a support. (I.3, S.1, J.4)
student groupings to create and guessing game, etc.)
respond to literature and other CE.EFL.4.10.
literary texts. (Example: small Reading Interaction Interpersonal:
groups, cooperative learning Participate effectively in familiar and
groups, literature circles, Reading a text and answering predictable conversational exchanges
process writing groups, etc.) information questions. by asking and answering follow-up
questions, provided there are
EFL 4.5.11 Choosing from a list of words opportunities to use repair strategies
Participate in creative thinking to complete gaps from a (e.g. asking for clarification) and
through brainstorming, working reading. sustain conversational exchanges in

in groups, games and problem- pairs to complete a task, satisfy a
solving tasks by showing the Predicting main ideas by need or handle a simple transaction.
ability to accept a variety of reading the title and using other
ideas and capitalize on other contextual clues (e.g., illus- I.EFL.4.10.1.
peoples strengths. trations, subheadings, etc.) Learners can effectively participate in
familiar and predictable everyday
Reading a text about how to conversational exchanges in order to
find reliable and relevant online complete a task, satisfy a need or
resources and underlining key handle a simple transaction, using a
information. range of repair strategies. (Example:
asking for clarification, etc.) (I.3, J.3,
Recommending an J.4)
informational web site to
another learner. CE.EFL.4.11.
Creating a class list of reliable ideas and some details in short simple
sources of information and texts on familiar subjects, making use
publishing it online or of contextual clues to identify
displaying it on a poster in relevant information in a text.
class.
I.EFL.4.11.1.
Writing Learners can understand main ideas
Identifying the text type line or print texts on familiar subjects,
according to writing features using contextual clues to help identify
and vocabulary. (Example: the most relevant information.
recognizing that a recipe has a (Example: title, illustrations,
section called ingredients and organization, etc.) (I.2, I.4)
one called directions,
identifying the introduction, CE.EFL.4.14.
body and conclusion in a news Display an ability to interact and

article, etc.) engage with a wide range of ICT and
classroom resources and texts by
Language through the Arts selecting and evaluating them in order
to strengthen literacy skills and
Participating in classroom promote acquisition.
games in which problem-
solving as a team is important. I.EFL.4.14.1.
Learners can interact and engage with
Comparing answers in pairs in a wide range of ICT and classroom
order to help each other resources and texts by selecting and
understand errors or concepts. evaluating them in order to strengthen
literacy skills and promote
Brainstorming ideas for a acquisition. (I.2, I.4, S.3, J.2, J.3)
writing project in small groups,
using a graphic organizer. CE.EFL.4.15.
Creating a crossword puzzle in describe feelings and opinions in
groups about an Ecuadorian simple transactional or expository
story, region, celebrity, etc. texts on familiar subjects in order to
I.EFL.4.15.1.

(I.3, I.4, S.3, J.2)
CE.EFL.4.22.
problem solving.
I.EFL.4.22.1.
J.2, J.3, J.4)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:

Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United States: Teachers College Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States: Pearson Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum for
Educacin General Bsica Elemental. Quito, Ecuador: MinEdu.
Munoz, J. (2016). English A1.1. Quito, Ecuador: Grupo Editorial Norma SA
ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): Sacoto Jimmy NAME: Lcda. Rosa Pa Castro NAME: Ing . Nelson Pineda
Signature: Signature: Signature:
Date August/8//2017 August/8/2017 Date: Date: August/8/2017

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OG.EFL 4 O.EFL 4.5

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EFL 4.5.9 Writing CE.EFL.4.7.

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appropriately in ones own writing.

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student groupings by employing a

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for their own. and maintaining healthy and

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recognizing that different texts have

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Recognize the consequences of (Example: different musical I.EFL.4.2.1.

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EFL 4.4.5 directly asked to. rewarding relationships based on

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recognizing that a recipe has a dialogue in a scene from a cartoon or

Brainstorming ideas for a CE.EFL.4.15.

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fectively in a variety of student

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