CURRICULAR ANNUAL PLAN

SCHOOL NAME SCHOOL

YEAR
“UNIDAD EDUCATIVA SINAÍ”
2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: English Subject: English
Teacher(s): Ing. Jaime Patricio Lliguicota Guarquila
Grade/ Course: 10TH Education Level: A2.1 EGB
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 Objectives of the Grade/Course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries O.EFL 4.1 Identify the main ideas, some details and inferences
in a thoughtful and inquisitive manner, maturely, and openly experiencing of written texts, in order to produce level-appropriate critical
other cultures and languages from the secure standpoint of their own national analysis of familiar subjects and contexts.
and cultural identity.
 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 O.EFL 4.3 Independently read A2.1 level text in English as a
intercultural and multinational society. source of entertainment and interpersonal and intrapersonal
interaction.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic
intelligence, and critical thinking skills through an appreciation of linguistic O.EFL 4.4 Develop creative and critical thinking skills when
differences. Enjoy an enriched perspective of their L1 and of language use for encountering challenges in order to promote autonomous
communication and learning. learning and decision making.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing O.EFL 4.5 Introduce the need for independent research as a
disposition and ability to independently access further (language) learning and daily activity by using electronic resources (ICT) in class while
practice opportunities. Respect themselves and others within the practicing appropriate competences in the four skills.
communication process, cultivating habits of honesty and integrity into
O.EFL 4.6 Write short descriptive and informative texts related
responsible academic behavior.
to personal information or familiar topics and use them as a
OG.EFL 5 Directly access the main points and important details of up-to date. means of communication and written expression of thought.
English language texts, such as those published on the web, for professional or
O.EFL 4.7 Use spoken and written literary text in English such
general investigation, through the efficient use of ICT and reference tools
as poems, short stories, comic strips, short magazine articles
where required.
and oral interviews on familiar subjects in order to inspire oral
OG.EFL 6 Through selected media, participate in reasonably extended spoken and written production at an A2.1 level.
or written dialogue with peers from different L1 backgrounds on work, study,
O.EFL 4.8 Integrate written and spoken text in order to identify
or general topics of common interest, expressing ideas and opinions effectively
cultural differences and similarities within a range of local,
and appropriately.
national and global contexts familiar to the learner.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of
O.EFL 4.9 Create a sense of awareness in terms of accuracy
formal and informal social situations with a limited but effective command of
when learners interact in English using high-frequency and
the spoken language (CEFR B1 level).
level-appropriate expressions in order to reach an effective
command of spoken language
TRANSVERSAL AXES:
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
5.UNITS TO BE DEVELOPED*
Nº Title of the unit Unit Contents/skills ** Methodological Orientations Evaluation*** Weeks
Specific duratio
(Skills and strategies)
Objectives n
1 EFL 4.1.6. Seek and Communication and Cultural CE.EFL.4.4.
provide information Awareness Display an
Breakthroughs in Talk about
and assistance, orally appreciation of
Science and some - Playing games that practice
or in writing and in and demonstrate 5
Technology inventors classroom language, turn-
online or face-to-face taking, being polite, etc. respect for
and their
interactions, for - Comparing answers in pairs or individual and
inventions.
personal, social and small groups. group differences
academic purposes. - Working in small groups to by establishing
complete a cultural project. and maintaining
EFL 4.1.8. Use
- Participating in short healthy and
suitable vocabulary, dialogues and role plays to rewarding
expressions, language practice target language. relationships
and interaction styles Oral Communication: (Listening and
based on
for formal and Speaking)
communication
informal social or
- Recording in-class and cooperation.
academic situations in
order to communicate conversations and dialogues in I.EFL.4.4.1.
specific intentions in order to make note of correct Learners can
and appropriate language
online and face-to-face demonstrate an
usage and intelligibility.
interactions. ability to give and
- Asking classmates to repeat an
(Example: thanking, answer or statement if needed ask for
making promises, to clarify something. information and
apologizing, asking assistance using
permission, chatting - Asking for help in class when level-appropriate
with friends, necessary. language and
answering in class, Reading interaction styles
greeting an authority - Reading a short text and in online or face-
figure, etc.) showing comprehension by to-face social and
completing the accompanying classroom
EFL 4.1.10. Recognize graphic organizer.
interactions (J.2,
and appreciate - Reading a text on a familiar
J.3, J.4, I.3)
individual and group content area subject and then
similarities and matching phrases or labeling
differences by pictures.
establishing and - Reading two short simple cross CE.EFL.4.5.
curricular texts and using them Display and
maintaining healthy
to support one’s own argument appreciation of
and rewarding online
or hypothesis. and demonstrate
and face-toface Writing
respect for
relationships based on
- Completing the gaps in a individual and
communication and
sentence. group differences
cooperation.
- Reading an online movie by establishing
EFL 4.1.4. review and identifying common and maintaining
Demonstrate linguistic features, such as use healthy and
mindfulness, empathy, of past verbs. Learners use the rewarding
tolerance and an same features to write their relationships
overall respect for the own review of a movie they’ve based on
integrity of cultures in seen. communication
daily classroom - Sequencing sentences by and cooperation.
activities. adding words.
Language through the Arts I.EFL.4.5.1.
EFL 4.2.15. Deal with Learners can
- Creating literature circles
practical, everyday appreciate and
where learners have the
communication show respect for
freedom to say anything they
demands within individual and
familiar contexts, want about a text from class or group differences
effectively and without outside of class. by establishing
undue effort. - Participating in classroom and maintaining
(Example: meeting games in which problem- healthy and
people, extending and solving as a team is important. rewarding online
accepting invitations, - Creating a crossword puzzle in and face-to-face
groups about an Ecuadorian
exchanging interactions.
story, region, celebrity, etc.
information, giving Learners can
Brainstorming ideas for a
reasons, asking and writing project in small groups, communicate and
answering questions using a graphic organizer cooperate in a
about routines and respectful,
preferences, etc.) empathetic
manner. ( J.3, S.1,
EFL 4.3.7. Read,
S4)
gather, view and listen
to information from CE.EFL.4.8.
various sources in Production –
order to organize and Accuracy and
discuss relationships Intelligibility:
between academic Communicate
content areas. needs and
(Example: nonfiction information
books for young adults, clearly and in
the Internet, audio and simple terms,
media presentations, using grammatical
oral interviews, maps, structures learned
diagrams, reference in class (although
books, magazines, etc.) there may be
frequent errors),
EFL 4.4.7. Use the
effectively and
process of prewriting,
without undue
drafting, revising, peer
editing and effort.
proofreading (i.e., “the Demonstrate an
writing process”) to ability to make
produce well- appropriate use of
constructed new words and
informational texts. expressions in
social interactions.
EFL 4.4.8. Convey and
organize information I.EFL.4.8.1.
using facts and details Learners can
in order to illustrate communicate
diverse patterns and personal
structures in writing. information and
(Example: cause and basic immediate
effect, problem and needs and deal
solution, general-to- with other
specific presentation, practical everyday
etc.) demands in
familiar contexts,
EFL 4.5.9. Engage in
effectively and
collaborative activities
without undue
through a variety of
effort and using
student groupings to
grammatical
create and respond to
structures and
literature and other
vocabulary seen in
literary texts.
class (although
(Example: small
there may be
groups, cooperative
frequent, basic
learning groups,
errors). (I.1, I.2,
literature circles,
I.3, S.1)
process writing CE.EFL.4.12. Use
groups, etc.) a range of
reference
EFL 4.5.11.
materials and
Participate in creative
sources, both
thinking through
online and in
brainstorming,
print, in order to
working in groups,
support ideas,
games and problem-
answer inquiries,
solving tasks by
find relationships
showing the ability to
and relate ideas
accept a variety of
between different
ideas and capitalize on
subject areas.
other people’s
strengths. 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.4.17.
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.4.22.
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)

EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2.

and demonstrate an Awareness Recognize and
appreciation of some demonstrate an
- Making a useful object out of
2 Travel and Narrate commonalities and appreciation of
recycled materials in a project.
Adventure personal distinctions across - Researching through the
commonalities
experiences. cultures and groups Internet about important between cultures
(differentiated by people from other cultures and as well as the 5
Decribe gender, ability, ways of life and presenting consequences of
places generations, etc.) them to the class using digital one’s actions while
including the students’ tools. exhibiting socially
own. - Choosing pictures that responsible
demonstrate responsibility behaviors.
EFL 4.1.9. Recognize the (helping an elder cross the
consequences of one’s sidewalk, stopping two children I.EFL.4.2.1.
actions by from throwing rocks at a dog, Learners can name
demonstrating being respectful of people who similarities and
responsible decision- dress differently, being open to differences
making at school, online, accepting new ideas/foods, between different
at home and in the etc.) and identifying why each aspects of cultural
is desirable and what
community, while consequences the irresponsible groups. Learners
considering ethical actions would have. can demonstrate
standards, safety Oral Communication: (Listening and socially
concerns, social norms Speaking) responsible
and mutual respect. - Recording in-class
behaviors at
conversations and dialogues in school, online, at
EFL 4.1.5. Apply self-
order to make note of correct home and in the
correcting and self-
and appropriate language community, and
monitoring strategies in
usage and intelligibility. evaluate their
social and classroom
- Asking classmates to repeat an actions by ethical,
interactions. (Example:
answer or statement if needed safety and social
asking questions, to clarify something. standards. (J.3,
starting over, - Asking the learners to read a S.1, I.1)
rephrasing, exploring dialogue in pairs. Learners
alternative record themselves and then CE.EFL.4.3.
pronunciations or listen to the recording in order Interact with
wording, etc.) to assess clarity of sounds, others using self-
production of phonemes, monitoring and
EFL 4.1.7. Interpret and rhythm and intonation. self-correcting
demonstrate knowledge Reading strategies as well
of nonverbal and oral - Highlighting relevant key as appropriate
communication features information in a text and nonverbal and oral
by applying them in crossing out irrelevant
communication
appropriate contexts. information.
- Keeping a vocabulary notebook
features.
(Example: use of stress,
intonation, pace, etc.) of synonyms and antonyms of I.EFL.4.3.1.
words from a text. Learners can
EFL 4.2.15. Deal with - Brainstorming everything
employ a range of
practical, everyday known about a topic and then
self-monitoring
communication demands reading a text to check true and
false information. and self-correcting
within familiar contexts,
Writing strategies and
effectively and without
interpret and use
undue effort. (Example: -Completing the gaps in a appropriate verbal
meeting people, sentence. and nonverbal
extending and accepting - Reading an online movie communication
invitations, exchanging review and identifying common features to
information, giving linguistic features, such as use communicate in
reasons, asking and of past verbs. Learners use the familiar contexts.
same features to write their
answering questions (I.3, S.4, J.4)
own review of a movie they’ve
about routines and
seen. CE.EFL.4.8.
performances, etc) - Sequencing sentences by Production –
EFL 4.2.14. Ask and adding words. accuracy and
answer straightforward Language through the Arts intelligibility:
follow-up questions - Creating literature circles communicate
within familiar contexts, where learners have the needs and
such as school and freedom to say anything they information clearly
family life, provided want about a text from class or and in simple
there are opportunities outside of class. terms, using
to ask for clarification, - Brainstorming a list of grammatical
reformulation or questions and responses structures learned
repetition of key points. learners can use during small in class (although
group discussions about there may be
EFL 4.2.16. Initiate, literary texts.
frequent errors),
maintain and end a - Participating in classroom
games in which problem- effectively and
conversation to satisfy
solving as a team is important. without undue
basic needs and/ or
effort.
handle a simple
Demonstrate an
transaction. preferences,
ability to make
etc.)
appropriate use of
EFL 4.3.6. Apply new words and
learning strategies to expressions in
examine and interpret a social interactions.
variety of written I. EFL. 4.8.1.
materials using prior Learners can
knowledge, graphic communicate
organizers, context personal
clues, note taking and information and
finding words in a basic immediate
dictionary. needs and deal
with other
EFL 4.4.1. Convey
practical everyday
information and ideas
demands in
through simple
familiar contexts,
transactional or
effectively and
expository texts on
without undue
familiar subjects using
effort and using
ICT tools and
grammatical
conventions and features
structures and
of English appropriate to
vocabulary seen in
audience and purpose}
class (although
EFL 4.5.9. Engage in there may be
collaborative activities frequent, basic
through a variety of errors). (I.1, 1.2,
student groupings to 1.3, S.1)
create and respond to
CE.EFL.4.10.
literature and other
Production –
literary texts. (Example:
accuracy and
small groups,
intelligibility:
cooperative learning
communicate
groups, literature
needs and
circles, process writing
information clearly
groups, etc.)
and in simple
EFL 4.5.11. Participate terms, using
in creative thinking grammatical
through brainstorming, structures learned
working in groups, in class (although
games and problem- there may be
solving tasks by showing frequent errors),
the ability to accept a effectively and
variety of ideas and without undue
capitalize on other effort.
people’s strengths. Demonstrate and
ability to make
appropriate use of
new words and
expressions in
social interactions.
I.EFL. 4.10.1.
Learners can
communicate
personal
information and
basic 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)
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.4.15.
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
one’s own writing.
I.EFL.4.15.1.
Learners can
convey information
and ideas and
describe feelings
and opinions in
simple
transactional or
expository texts on
familiar subjects in
order to influence
an audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
one’s 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)

3 Hobbies, Leisure Discuss
and Entertainment hobbies and
free time
activities.
EFL 4.1.1. Compare and
contrast oral traditions,
Communication and Cultural CE.EFL.4.1.
myths, folktales and
Awareness Compare and
literature from Ecuador
contrast oral
and international - Finding ways of entertainment
traditions and
regions and cultures and from other cultures and regions
and then sharing them in class. literature from
identify similarities and
- Completing a Venn diagram Ecuador and
differences and
about two stories from different beyond in order to
universal cultural
countries. manifest an
themes.
- Reflecting on differences understanding of
EFL 4.1.3. Display an between people from other the relationship
understanding of the countries and regions. between cultural
relationship between the - Sharing a cross-cultural perspectives and
practices and experience (such as traveling, practices and by
perspectives of different trying a new food, meeting sharing cross
cultures by recognizing someone from another country) cultural
in pairs or as a class.
and sharing cross- experiences.
Oral Communication: (Listening and
cultural experiences and
Speaking) I.EFL.4.1.1.
ideas
Learners can
- Recording in-class
EFL 4.1.6. Seek and compare and
conversations and dialogues in
provide information and order to make note of correct contrast oral
assistance, orally or in and appropriate language traditions, myths,
writing and in online or usage and intelligibility. folktales and
face-to-face - Asking classmates to repeat an literature from
interactions, for answer or statement if needed Ecuador and other
personal, social and to clarify something. cultures in order to
academic purposes. - Asking the learners to read a demonstrate an
dialogue in pairs. Learners understanding of
EFL 4.1.8. Use suitable record themselves and then the relationship
vocabulary, expressions, listen to the recording in order between cultural
language and to assess clarity of sounds, practices and
interaction styles for production of phonemes, perspectives.
formal and informal rhythm and intonation. Learners can share
social or academic Reading cross-cultural
situations in order to - Reading a short text and experiences while
communicate specific showing comprehension by naming universal
completing the accompanying
intentions in online and cultural themes.
graphic organizer.
face-to-face (I.2, S.1, S.2, J.1)
- Reading a text on a familiar
interactions. (Example: content area subject and then CE.EFL.4.4.
thanking, making matching phrases or labeling Demonstrate the
promises, apologizing, pictures. ability to ask for
asking permission, - Reading two short simple cross
and give
chatting with friends, curricular texts and using them
information and
answering in class, to support one’s own argument
or hypothesis. assistance using
greeting an authority
Writing appropriate
figure, etc.)
language and
EFL 4.2.15. Deal with - Completing the gaps in a interaction styles
practical, everyday sentence. in a variety of
communication demands - Reading an online movie social interactions.
review and identifying common
within familiar contexts,
linguistic features, such as use I.EFL.4.4.1.
effectively and without
of past verbs. Learners use the Learners can
undue effort. (Example: same features to write their demonstrate an
meeting people, own review of a movie they’ve ability to give and
extending and accepting seen. ask for information
invitations, exchanging - Sequencing sentences by
and assistance
information, giving adding words.
using level-
reasons, asking and Language through the Arts
appropriate
answering questions
- Doing extended writing, in language and
about routines and
which learners get to choose interaction styles
preferences, etc.)
in online or face-
EFL 4.2.14. Ask and what they write and are not to-face social and
answer straightforward evaluated or tested on it. classroom
follow-up questions - Sharing learners’ stories in interactions. (J.2,
within familiar contexts, pairs or small groups and J.3, J.4, I.3)
such as school and choosing to represent some
through a role play. CE.EFL.4.8.
family life, provided
- Reading a myth from Ecuador Production –
there are opportunities
and writing a song about it. accuracy and
to ask for clarification,
intelligibility:
reformulation or
Communicate
repetition of key points.
needs and
EFL 4.2.16. Initiate, information clearly
maintain and end a and in simple
conversation to satisfy terms, using
basic needs and/ or grammatical
handle a simple structures learned
transaction. preferences, in class (although
etc.) there may be
frequent errors),
EFL 4.3.5. Use everyday
effectively and
reference material in
without undue
order to select
effort.
information appropriate
Demonstrate an
to the purpose of an
ability to make
inquiry and relate ideas
appropriate use of
from one written source
new words and
to another. (Example:
expressions in
nonfiction books for
social interactions.
young adults, the
Internet, audio and I.EFL. 4.8.1.
media presentations, Learners can
oral interviews, maps, communicate
diagrams, reference personal
books, magazines, etc.) information and
basic immediate
EFL 4.4.4. Write to
needs and deal
describe feelings/
with other
opinions in order to
practical everyday
effectively influence an
demands in
audience. (Example:
familiar contexts,
persuade, negotiate,
effectively and
argue, etc.)
without undue
EFL 4.5.4. Create effort and using
personal stories by grammatical
adding imaginative structures and
details to real-life stories vocabulary seen in
and situations, using class (although
appropriate vocabulary there may be
and elements of the frequent, and basic
literature learners have errors) (I.1, I.2,
read or heard I.3, S.1)
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.
I.EFL.4.10.1.
Learners can
effectively
participate in
familiar and
predictable
everyday
conversational
exchanges in order
to complete a task,
satisfy a need or
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
one’s own writing.
I.EFL.4.15.1.
Learners can
convey information
and ideas and
describe feelings
and opinions in
simple
transactional or
expository texts on
familiar subjects in
order to influence
an audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
one’s own writing.
(I.3, I.4, S.3, J.2
CE.EFL.4.20.
Create short,
original literary
texts in different
genres, including
those that reflect
Ecuadorian
cultures, using a
range of digital
tools, 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. Recognize Communication and Cultural CE.EFL.4.2.
and demonstrate an Awareness Recognize and
appreciation of some demonstrate an
- Completing and illustrating appreciation of
4 commonalities and
statements about socially commonalities
distinctions across responsible behaviors.
The World is the Make cultures and groups between cultures
limit comparison - Making a useful object out of as well as the
(differentiated by recycled materials.
s about consequences of
gender, ability, - Creating a poster of class
places and one’s actions
generations, etc.) rules. while exhibiting
people.
including the students’ - Researching through the socially
own. Internet about other cultures responsible
and ways of life and presenting behaviors.
EFL 4.1.9. Recognize the them to the class using digital I.EFL.4.2.1.
consequences of one’s tools. Learners can
actions by Oral Communication: (Listening and name similarities
demonstrating Speaking) and differences
responsible decision- between different
making at school, online, - Recording in-class
aspects of cultural
conversations and dialogues in
at home and in the groups. Learners
order to make note of correct
community, while can demonstrate
considering ethical
standards, safety
concerns, social norms
and mutual respect.
EFL 4.1.6. Seek and
provide information and
assistance, orally or in
writing and in online or Reading
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 Writing
communicate specific
intentions in online and
face-to-face
interactions. (Example:
thanking, making
promises, apologizing,
asking permission,
chatting with friends,
answering in class,
and appropriate language socially
usage and intelligibility. responsible
- Having learners make a selfie behaviors at
video to say what they know school, online, at
about a topic before coming to home and in the
class. community, and
- Asking for help in class when evaluate their
necessary. actions by ethical,
safety and social
- Reading a short text and standards. (J.3,
showing comprehension by S.1, I.1)
completing the accompanying CE.EFL.4.4.
graphic organizer. Demonstrate the
- Reading a text on a familiar ability to ask for
content area subject and then and give
matching phrases or labeling information and
pictures. assistance using
- Reading two short simple cross appropriate
curricular texts and using them language and
to support one’s own argument interaction styles
or hypothesis. in a variety of
social interactions.
I.EFL.4.4.1.
- Completing the gaps in a Learners can
sentence. demonstrate an
- Reading an online movie ability to give and
review and identifying common ask for
linguistic features, such as use information and
of past verbs. Learners use the assistance using
same features to write their level-appropriate
own review of a movie they’ve
language and
seen. interaction styles
- Sequencing sentences by in online or face-
adding words.
greeting an authority Language through the Arts to-face social and
figure, etc.) classroom
- Doing extended writing, in interactions. (J.2,
EFL 4.1.10. Recognize which learners get to choose J.3, J.4, I.3)
and appreciate what they write and are not
individual and group evaluated or tested on it. CE.EFL. 4.5.
similarities and - Sharing learners’ stories in Display and
differences by pairs or small groups and appreciation of
choosing to represent some and demonstrate
establishing and
through a role play. respect for
maintaining healthy and
- Reading a myth from Ecuador individual and
rewarding online and and writing a song about it.
face-toface relationships group differences
by establishing
based on communication
and maintaining
and cooperation.
healthy and
EFL 4.1.4. Demonstrate rewarding
mindfulness, empathy, relationships
tolerance and an overall based on
communication
respect for the integrity
and cooperation.
of cultures in daily
classroom activities. I.EFL.4.5.1.
EFL 4.2.15. Deal with Learners can
practical, everyday appreciate and
communication demands show respect for
individual and
within familiar contexts,
group differences
effectively and without by establishing
undue effort. (Example: and maintaining
meeting people, healthy and
extending and accepting rewarding online
invitations, exchanging and face-to-face
information, giving interactions.
reasons, asking and Learners can
answering questions communicate and
about routines and cooperate in
preferences, etc.) respectful,
empathetic
EFL 4.3.5. Use everyday manner. (J.3, S.1,
reference material in S.4)
order to select
information appropriate CE.EFL.4.8.
to the purpose of an Production –
inquiry and relate ideas Accuracy and
from one written source Intelligibility:
Communicate
to another. (Example:
needs and
nonfiction books for
information
young adults, the clearly and in
Internet, audio and simple terms,
media presentations, using grammatical
oral interviews, maps, structures learned
diagrams, reference in class (although
books, magazines, etc.) there may be
frequent errors),
EFL 4.4.5. Recognize effectively and
that various types of without undue
writing require different effort.
language, formatting Demonstrate an
and special vocabulary. ability to make
(Example: a recipe, a appropriate use of
letter, etc.) new words and
expressions in
EFL 4.5.5. Gain an social interactions.
understanding of literary I.EFL.4.8.1.
concepts such as genre, Learners can
plot, setting, character, communicate
point of view, theme and personal
other literary elements in information and
order to apply them to basic immediate
one’s own creative texts. needs and deal
with other
EFL 4.5.6. Create an practical everyday
effective voice using a demands in
variety of ICT tools, familiar contexts,
writing styles and typical effectively and
features of a genre to without undue
create stories, poems, effort and using
grammatical
sketches, songs and
structures and
plays, including those
vocabulary seen in
that reflect traditional class (although
and popular Ecuadorian there may be
cultures frequent, basic
errors). (I.1, I.2,
I.3, S.1)
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
one’s own writing.
I.EFL.4.15.1.
Learners can
convey
information and
ideas and describe
feelings and
opinions in simple
transactional or
expository texts on
familiar subjects
in order to
influence an
audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
one’s own writing.
(I.3, I.4, S.3, J.2)
CE.EFL.4.20.
Create short,
original literary
texts in different
genres, including
those that reflect
Ecuadorian
cultures, using a
range of digital
 tools, 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 and Communication and Cultural CE.EFL.4.1.

contrast oral traditions, Awareness compare ans
myths, folktales and constract oral
- Completing and illustrating
Talk about literature from Ecuador tradictions and
statements about socially
career and international responsible behaviors. literature from
5 Jobs and regions and cultures and Ecuador and
choices and - Making a useful object out of
occupations identify similarities and beyond in order to
occupations recycled materials.
. differences and - Creating a poster of class manifest and
universal cultural rules. understanding of
themes. - Researching through the the relationship
Internet about other cultures between cultural
EFL 4.1.3. Display an and ways of life and presenting perspectives and
understanding of the them to the class using digital practices and by
relationship between the tools. sharing cross
practices and Oral Communication: (Listening and cultural
perspectives of different Speaking) experiences.
cultures by recognizing - Asking classmates to repeat an I.EFL.4.1.1.
and sharing cross- answer or statement if needed Learners can
cultural experiences and to clarify something. compare and
ideas. - Showing the student a video
contrast oral
clip of a simple situation and
EFL 4.2.15. Deal with traditions, myths,
asking them to describe what is
practical, everyday happening/has happened. folktales and
communication demands - Doing a mingle activity where literature from
within familiar contexts, learners ask and answer survey Ecuador and other
effectively and without questions about jobs and cultures in order to
undue effort. (Example: occupations demonstrate and
meeting people, Reading understanding of
extending and accepting - Highlighting relevant key the relationship
invitations, exchanging information in a text and between cultural
information, giving crossing out irrelevant practices and
reasons, asking and information. perspectives.
- Keeping a vocabulary notebook
answering questions Learners can share
of synonyms and antonyms of
about routines and cross cultural
words from a text.
preferences, etc.) - Completing an outline for a
experiences while
cross-curricular text. naming universal
EFL 4.3.7. Read, gather,
- Brainstorming everything cultural themes.
view and listen to
known about a topic and then (I.2, S.1, S.2, J.1)
information from
reading a text to check true and
various sources in order CE.EFL.4.8.
false information.
to organize and discuss - Completing a KWL chart about Production –
a text. Accuracy and
Intelligibility:
relationships between Writing Communicate
academic content areas. needs and
- Reading an online movie
information clearly
EFL 4.3.6. Apply review and identifying common
linguistic features. and in simple
learning strategies to
- Sequencing sentences by terms, using
examine and interpret a
adding words. grammatical
variety of written
- Using question prompts to structures learned
materials using prior
interview and then write in class (although
knowledge, graphic
sentences about a classmate. there may be
organizers, context
- Posting a comment to a frequent errors),
clues, note taking and classmate’s writing on a class effectively and
finding words in a blog. without undue
dictionary. Language through the Arts effort.
EFL 4.4.7. Use the - Listening to or reading stories Demonstrate an
process of prewriting, and drawing an important ability to make
drafting, revising, peer scene. appropriate use of
editing and proofreading - Looking at the title of a text and new words and
(i.e., “the writing accompanying illustrations and expressions in
process”) to produce writing three questions about social interactions.
well-constructed the topic. Then reading to find
the answers to the questions. I.EFL.4.8.1.
informational texts.
- Listening to a song and Learners can
EFL 4.4.8. Convey and inferring if it is happy, sad, etc. communicate
organize information - Writing a sentence to describe personal
using facts and details in the author’s intention. information and
order to illustrate basic immediate
diverse patterns and needs and deal
structures in writing. with other
(Example: cause and practical everyday
effect, problem and demands in
solution, general-to- familiar contexts,
specific presentation, effectively and
etc.) without undue
effort and using
EFL 4.5.1. Make use of
grammatical
main points in literary
structures and
texts (authentic and
vocabulary seen in
semi-authentic, oral and
class (although
written) to understand
there may be
short simple everyday
frequent, basic
stories, especially if
errors). (I.1, I.2,
there is visual support.
I.3, S.1)
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.4.13.
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. Recognize Communication and Cultural CE.EFL.4.2.
and demonstrate an Awareness Recognize and
appreciation of some demonstrate an
- Finding recipes from other
6 Lifetime Talk about commonalities and appreciation of
cultures and regions and then
Achievements people and distinctions across sharing them in class. commonalities
their cultures and groups - Reading two stories from between cultures
achievemen (differentiated by different regions in Ecuador as well as the
ts. gender, ability, and completing a chart to show consequences of
generations, etc.) the differences. one’s actions
including the students’ - Watching a video about a while exhibiting
own. legend or traditional story from socially
Ecuador or another country,
EFL 4.1.9. Recognize and taking notes on the cultural responsible
the consequences of practices mentioned. behaviors..
one’s actions by - Sharing a cross-cultural
experience (such as traveling, I.EFL.4.2.1.
demonstrating
trying a new food, meeting Learners can
responsible decision-
someone from another country) name similarities
making at school,
in pairs or as a class. and differences
online, at home and in
Oral Communication: (Listening and between different
the community, while
Speaking) aspects of cultural
considering ethical
groups. Learners
standards, safety - Asking classmates to repeat an
can demonstrate
concerns, social norms answer or statement if needed
to clarify something. socially
and mutual respect.
- Showing the student a video responsible
EFL 4.1.6. Seek and clip of a simple situation and behaviors at
provide information and asking them to describe what is school, online, at
assistance, orally or in happening/has happened. home and in the
writing and in online or - Doing a mingle activity where community, and
face-to-face learners ask and answer survey evaluate their
interactions, for questions about jobs and actions by ethical,
personal, social and occupations safety and social
academic purposes. Reading standards. (J.3,
- Keeping a vocabulary notebook
S.1, I.1)
EFL 4.1.8. Use suitable of synonyms and antonyms of
vocabulary, expressions, words from a text. CE.EFL.4.4.
language and - Completing an outline for a Demonstrate the
interaction styles for cross-curricular text. ability to ask for
formal and informal - Brainstorming everything and give
social or academic known about a topic and then information and
reading a text to check true and
situations in order to assistance using
false information.
communicate specific - Completing a KWL chart about
appropriate
intentions in online and a text. language and
face-to-face interaction styles
interactions. (Example: Writing
thanking, making
promises, apologizing,
asking permission,
chatting with friends,
answering in class,
greeting an authority
figure, etc.)
EFL 4.2.15. Deal with
Language through the Arts
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.)
EFL 4.4.7. Use the
process of prewriting,
drafting, revising, peer
editing and
proofreading (i.e., “the
writing process”) to
produce well-
in a variety of
social interactions
- Reading an online movie
review and identifying common I.EFL.4.4.1.
linguistic features. Learners can
- Sequencing sentences by demonstrate an
adding words. ability to give and
- Posting a comment to a
ask for
classmate’s writing on a class
information and
blog.
assistance using
level-appropriate
- Listening to or reading stories language and
and drawing an important interaction styles
scene. in online or face-
- Looking at the title of a text and to-face social and
accompanying illustrations and classroom
writing three questions about
interactions. (J.2,
the topic. Then reading to find
J.3, J.4, I.3)
the answers to the questions.
- Listening to a song and CE.EFL.4.8.
inferring if it is happy, sad, etc. Production –
- Writing a sentence to describe Accuracy and
the author’s intention. Intelligibility:
Communicate
needs and
information
clearly and in
simple terms,
using grammatical
structures learned
in class (although
there may be
constructed frequent errors),
informational texts. effectively and
without undue
EFL 4.4.8. Convey and
effort.
organize information
Demonstrate an
using facts and details
ability to make
in order to illustrate
appropriate use of
diverse patterns and
new words and
structures in writing.
expressions in
(Example: cause and
social interactions.
effect, problem and
solution, general-to- I.EFL.4.8.1.
specific presentation, Learners can
etc.) communicate
personal
EFL 4.5.1. Make use of
information and
main points in literary
basic immediate
texts (authentic and
needs and deal
semi-authentic, oral and
with other
written) to understand
practical everyday
short simple everyday
demands in
stories, especially if
familiar contexts,
there is visual support.
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)
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) 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 A 2.1
ELABORATED REVISED BY APPROVED BY
BY
TEACHER(S): NAME: NAME:
Ing. Jaime Patricio
Lliguicota
Signature: Signature: Signature:
Date: Date: Date: