ESCUELA DE EDUCACIÓN BÁSICA PARTICULAR “MARIA DE FÁTIMA”

SCHOOL YEAR:
Cdla.9 de octubre, calle 8va sur y la 10ma
2017 - 2018
MACHALA – EL ORO – ECUADOR

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA
AREA: LENGUA EXTRANJERA SUBJECT: ENGLISH
TEACHER: LIC. FELIX GALARZA
DEGREE COURSE: EIGHTH EDUCATION EG BASIC HIGHER SUBLEVEL.
LEVEL:
2. TIME
WEEKLY WORKING HOURS NUMBER OF WEEKS LEARNING ASSESSMENT AND CONTINGENCY TOTAL WEEKS LESSONS TOTAL OF PERIODS

5 HOURS 40 WEEKS 3 WEEKS 37 WEEKS 185

3. OBJECTIVES GENERAL
OBJECTIVES OF THE AREA: OBJECTIVES GRADE:
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful Identify the main ideas of written texts, in order to produce level-appropriate
and inquisitive manner, maturely, and openly experiencing other cultures and languages from critical analysis of familiar subjects and contexts. (ref. O.EFL 4.1)
the secure standpoint of their own national and cultural identity.
O.EFL 4.2 Appreciate and value English as an international language and a
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to medium to interact globally.
independently access further (language) learning and practice opportunities. Respect
O.EFL 4.4 Develop creative and critical thinking skills when encountering
themselves and others within the communication process, cultivating habits of honesty and
challenges in order to promote autonomous learning and decision making.
integrity into responsible academic behavior.
O.EFL 4.6 Write short descriptive and informative texts related to personal
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and
information or familiar topics and use them as a means of communication and
informal social situations with a limited but effective command of the spoken language.
written expression of thought.

Use spoken and written literary text in English such as poems, short stories,
comic strips, short magazine articles and oral interviews on familiar subjects in
order to inspire oral and written production. (ref. O.EFL 4.7)
4. CROSSCUTTING:
 Health care and recreation habits of students
 Citizen training for democracy
 Interculturality

5. DEVELOPMENT PLANNING UNITS

No. UNIT TITLE SPECIFIC OBJECTIVES CONTENTS METHODOLOGICAL GUIDANCE EVALUATION DURATION
UNIT PLANNING UNIT STRATEGIES IN WEEKS
1 PEOPLE Introduce themselves and COMMUNICATION AND CULTURAL This curriculum is based on a EVALUATION CRITERIA 6 weeks
AROUND US others. AWARENESS language-driven CLIL approach,
where content from other COMMUNICATION AND
Greet formally and EFL 4.1.2 Recognize and disciplines is used for meaningful CULTURAL AWARENESS
informally. demonstrate an appreciation of and purposeful language use
some commonalities and (Met, 1999). It supports the CE.EFL.4.2. Recognize and
Ask and answer personal distinctions across cultures and overall curriculum, developing demonstrate an appreciation
information questions. groups (differentiated by gender, cognitive and social skills needed of commonalities between
ability, generations, etc.) including for other subjects, and cultures as well as the
the students’ own. reinforcing content covered in consequences of one’s
other areas. The integration of actions while exhibiting
EFL 4.1.8 Use suitable vocabulary, critical thinking skills as defined in socially responsible
expressions, language and Bloom’s Taxonomy and the behaviors.
interaction styles for formal and development of communicative CE.EFL.4.4. Demonstrate the
informal social or academic linguistic competencies are ability to ask for and give
situations in order to communicate presented in this proposal as information and assistance
specific intentions in online and interdependent processes within using appropriate language
face-to-face interactions. (Example: a CLIL model, where critical and interaction styles in a
thanking, making promises, thinking skills serve as the variety of social interactions.
apologizing, asking permission, mechanism for implementing the
chatting with friends, answering in 4Cs framework (content, culture, ORAL COMMUNICATION
class, greeting an authority figure, communication, and cognition).
etc.) CLIL models are diverse, making CE.EFL.4.6. Listening for
them flexible enough to be Meaning: Understand and
context-specific and follow the main idea in
ORAL COMMUNICATION complementary to a range of spoken texts set in familiar
teaching methodologies, but they everyday contexts, provided
EFL 4.2.1 Understand phrases and do share characteristics favorable speech is clear and
expressions related to areas of
most immediate priority within the
personal and educational domains,
provided speech is clearly and
slowly articulated. (Example: daily
life, free time, school activities,
etc.)
EFL 4.2.10 Sustain a conversational
exchange on a familiar, everyday
subject when carrying out a
collaborative/paired learning
activity in which there are specific
instructions for a task.
READING
EFL 4.3.1 Understand main points
in short simple texts on familiar
subjects. (Example: news about
sports or famous people,
descriptions, etc.)
WRITING
EFL 4.4.1 Convey information and
ideas through simple transactional
or expository texts on familiar
subjects using ICT tools and
conventions and features of English
appropriate to audience and
purpose.
LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
to constructivist approaches and
communicative language
teaching (CLT). These
characteristics include learner-
centered approaches, text-based
learning, task-based learning, the
necessity to use different types of
activities to encourage foreign
language use for different
purposes, high levels of
interaction between teachers and
learners and learners themselves,
intensive language input, teacher
modeling and scaffolding, and
teacher enthusiasm.
articulate, and deduce the
meanings of unfamiliar
words and phrases using
context clues and/or prior
knowledge.
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.
READING
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.
WRITING
CE.EFL.4.15. Express
information and ideas and
describe feelings and
opinions in simple
thinking through brainstorming,
working in groups, games and
problem-solving tasks by showing
the ability to accept a variety of
ideas and capitalize on other
people’s strengths.
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.
LANGUAGE THROUGH THE
ARTS
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.
PERFORMANCE INDICATORS
COMMUNICATION AND
CULTURAL AWARENESS
I.EFL.4.2.1. Learners can
name similarities and
differences between
different aspects of cultural
groups. Learners can
demonstrate socially
responsible behaviors at
school, online, at home and
in the community, and
evaluate their actions by
ethical, safety and social
standards. (J.3, S.1, I.1)
I.EFL.4.4.1. Learners can
demonstrate an ability to
give and ask for information
and assistance using level-
appropriate language and
interaction styles in online or
face-to-face social and
classroom interactions. (J.2,
J.3, J.4, I.3)

ORAL COMMUNICATION

I.EFL.4.6.1. Learners can

grasp the general meaning of
spoken texts set in familiar
everyday contexts and infer
changes in the topic of
discussion, as well as deduce
the meanings of unfamiliar
words and exchanges
through the use of context
clues, provided speech is
given slowly and clearly and
there is sufficient visual
support. (I.3, S.1, J.4)
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)

READING

I.EFL.4.11.1. Learners can

understand main ideas and
some details in short simple
online or print texts on
familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)

WRITING

I.EFL.4.15.1. Learners can

convey information and
ideas and describe feelings
and opinions in simple
transactional or expository
texts on familiar subjects in
order to influence an
audience, while recognizing
that different texts have
different features and
showing the ability to use
these features appropriately
in one’s own writing. (I.3, I.4,
S.3, J.2)
2 PEOPLE I LOVE Describe people physical COMMUNICATION AND CULTURAL This curriculum is based on a EVALUATION CRITERIA 6 weeks
appearance AWARENES language-driven CLIL approach,
where content from other COMMUNICATION AND
EFL 4.1.5 Apply self-correcting and CULTURAL AWARENESS
Ask and answer disciplines is used for meaningful
questions about physical self-monitoring strategies in social and purposeful language use
and classroom interactions. (Met, 1999). It supports the CE.EFL.4.3. Interact with
description others using self-monitoring
(Example: asking questions, overall curriculum, developing
and self-correcting strategies
starting over, rephrasing, exploring cognitive and social skills needed as well as appropriate
alternative pronunciations or for other subjects, and nonverbal and oral
wording, etc.) reinforcing content covered in communication features.

ORAL COMMUNICATION other areas. The integration of

critical thinking skills as defined in
EFL 4.2.1 Understand phrases and Bloom’s Taxonomy and the
expressions related to areas of development of communicative
most immediate priority within the linguistic competencies are
personal and educational domains, presented in this proposal as
provided speech is clearly and interdependent processes within
slowly articulated. (Example: daily a CLIL model, where critical
life, free time, school activities, thinking skills serve as the
etc.) mechanism for implementing the
4Cs framework (content, culture,
EFL 4.2.6 Use other students’
communication, and cognition).
contributions in class as models for
their own. CLIL models are diverse, making
them flexible enough to be
EFL 4.2.10 Sustain a conversational
context-specific and
exchange on a familiar, everyday
complementary to a range of
subject when carrying out a
teaching methodologies, but they
collaborative/paired learning
do share characteristics favorable
activity in which there are specific
to constructivist approaches and
instructions for a task.
communicative language
teaching (CLT). These
ORAL COMMUNICATION
CE.EFL.4.6. Listening for
Meaning: Understand and
follow the main idea in
spoken texts set in familiar
everyday contexts, provided
speech is clear and
articulate, and deduce the
meanings of unfamiliar
words and phrases using
context clues and/or prior
knowledge.
CE.EFL.4.7. Listening for
Information: Follow and
identify some main ideas and
details in short and
straightforward spoken or
audio texts set in familiar
contexts, when delivered
slowly and with visuals to
provide contextual support.
Use spoken contributions in
class as models for one’s
own speech.

READING
EFL 4.3.1 Understand main points
in short simple texts on familiar
subjects. (Example: news about
sports or famous people,
descriptions, etc.)
EFL 4.3.2 Make use of clues such as
titles, illustrations, organization,
text outline and layout, etc. to
identify and understand relevant
information in written level-
appropriate text types.
WRITING
EFL 4.4.1 Convey information and
ideas through simple transactional
or expository texts on familiar
subjects using ICT tools and
conventions and features of English
appropriate to audience and
purpose.
LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by showing
the ability to accept a variety of
characteristics include learner-
centered approaches, text-based
learning, task-based learning, the
necessity to use different types of
activities to encourage foreign
language use for different
purposes, high levels of
interaction between teachers and
learners and learners themselves,
intensive language input, teacher
modeling and scaffolding, and
teacher enthusiasm.
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.
READING
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.
WRITING
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
ideas and capitalize on other different features and
people’s strengths. showing the ability to use
these features appropriately
in one’s own writing.

LANGUAGE THROUGH THE

ARTS

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.

PERFORMANCE INDICATORS

COMMUNICATION AND
CULTURAL AWARENESS

I.EFL.4.3.1. Learners can

employ a range of self-
monitoring and self-
correcting strategies and
interpret and use
appropriate verbal and
nonverbal communication
features to communicate in
familiar contexts. (I.3, S.4,
J.4)
ORAL COMMUNICATION

I.EFL.4.6.1. Learners can

grasp the general meaning of
spoken texts set in familiar
everyday contexts and infer
changes in the topic of
discussion, as well as deduce
the meanings of unfamiliar
words and exchanges
through the use of context
clues, provided speech is
given slowly and clearly and
there is sufficient visual
support. (I.3, S.1, J.4)
I.EFL.4.7.1. Learners can
identify the main idea and
some details in short
straightforward spoken
audio texts set in familiar
contexts when the message
is delivered slowly and there
is other contextual support.
(Example: rules for a game,
classroom instructions, a
dialogue in a scene from a
cartoon or movie, etc.)
Learners can use other
classmate’s contributions in
class as models for their
own. (I.2, I.3, S.4)
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)

READING

I.EFL.4.11.1. Learners can

understand main ideas and
some details in short simple
online or print texts on
familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)

WRITING

I.EFL.4.15.1. Learners can

convey information and
ideas and describe feelings
and opinions in simple
transactional or expository
texts on familiar subjects in
order to influence an
audience, while recognizing
that different texts have
different features and
showing the ability to use
these features appropriately
in one’s own writing. (I.3, I.4,
S.3, J.2)
3 LEISURE Ask and answer questions COMMUNICATION AND CULTURAL This curriculum is based on a Evaluation Criteria 6 weeks
ACTIVITIES about schedules. AWARENESS language-driven CLIL approach,
where content from other COMMUNICATION AND
Ask for and give dates. EFL 4.1.1 Compare and contrast disciplines is used for meaningful CULTURAL AWARENESS
oral traditions, myths, folktales and and purposeful language use
Ask for and give the time. literature from Ecuador and (Met, 1999). It supports the CE.EFL.4.1. Compare and
international regions and cultures overall curriculum, developing contrast oral traditions and
and identify similarities and cognitive and social skills needed literature from Ecuador and
differences and universal cultural for other subjects, and beyond in order to manifest
themes. reinforcing content covered in an understanding of the
other areas. The integration of relationship between
ORAL COMMUNICATION critical thinking skills as defined in cultural perspectives and
Bloom’s Taxonomy and the practices and by sharing
EFL 4.2.1 Understand phrases and development of communicative cross cultural experiences.
expressions related to areas of linguistic competencies are
most immediate priority within the presented in this proposal as ORAL COMMUNICATION
personal and educational domains, interdependent processes within
provided speech is clearly and a CLIL model, where critical CE.EFL.4.6. Listening for
slowly articulated. (Example: daily thinking skills serve as the Meaning: Understand and
life, free time, school activities, mechanism for implementing the follow the main idea in
etc.) 4Cs framework (content, culture, spoken texts set in familiar
EFL 4.2.6 Use other students’ communication, and cognition). everyday contexts, provided
contributions in class as models for CLIL models are diverse, making speech is clear and
their own. them flexible enough to be articulate, and deduce the
EFL 4.2.10 Sustain a conversational context-specific and meanings of unfamiliar
exchange on a familiar, everyday complementary to a range of words and phrases using
subject when carrying out a teaching methodologies, but they context clues and/or prior
collaborative/paired learning do share characteristics favorable knowledge.
activity in which there are specific to constructivist approaches and CE.EFL.4.7. Listening for
instructions for a task. communicative language Information: Follow and
teaching (CLT). These identify some main ideas and
READING characteristics include learner- details in short and
centered approaches, text-based straightforward spoken or
EFL 4.3.1 Understand main points learning, task-based learning, the audio texts set in familiar
in short simple texts on familiar necessity to use different types of contexts, when delivered
subjects. activities to encourage foreign slowly and with visuals to
EFL 4.3.2 Make use of clues such as language use for different provide contextual support.
titles, illustrations, organization,
text outline and layout, etc. to
identify and understand relevant
information in written level-
appropriate text types.
WRITING
EFL 4.4.1 Convey information and
ideas through simple transactional
or expository texts on familiar
subjects using ICT tools and
conventions and features of English
appropriate to audience and
purpose.
LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by showing
the ability to accept a variety of
ideas and capitalize on other
people’s strengths.
purposes, high levels of
interaction between teachers and
learners and learners themselves,
intensive language input, teacher
modeling and scaffolding, and
teacher enthusiasm.
Use spoken contributions in
class as models for one’s
own speech.
CE.EFL.4.10. Interaction –
Interpersonal: Participate
effectively in familiar and
predictable conversational
exchanges by asking and
answering follow-up
questions, provided there
are opportunities to use
repair strategies (e.g. asking
for clarification) and sustain
conversational exchanges in
pairs to complete a task,
satisfy a need or handle a
simple transaction.
READING
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.
WRITING
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.

LANGUAGE THROUGH THE

ARTS

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.

Performance Indicators

COMMUNICATION AND
CULTURAL AWARENESS

I.EFL.4.1.1. Learners can

compare and contrast oral
traditions, myths, folktales
and literature from Ecuador
and other cultures in order
to demonstrate an
understanding of the
relationship between
cultural practices and
perspectives. Learners can
share cross-cultural
experiences while naming
universal cultural themes.
(I.2, S.1, S.2, J.1)

ORAL COMMUNICATION

I.EFL.4.6.1. Learners can

grasp the general meaning of
spoken texts set in familiar
everyday contexts and infer
changes in the topic of
discussion, as well as deduce
the meanings of unfamiliar
words and exchanges
through the use of context
clues, provided speech is
given slowly and clearly and
there is sufficient visual
support. (I.3, S.1, J.4)
I.EFL.4.7.1. Learners can
identify the main idea and
some details in short
straightforward spoken
audio texts set in familiar
contexts when the message
is delivered slowly and there
is other contextual support.
(Example: rules for a game,
classroom instructions, a
dialogue in a scene from a
cartoon or movie, etc.)
Learners can use other
classmate’s contributions in
class as models for their
own. (I.2, I.3, S.4)
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)

READING

I.EFL.4.11.1. Learners can

understand main ideas and
some details in short simple
online or print texts on
familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)

WRITING

I.EFL.4.15.1. Learners can

convey information and
ideas and describe feelings
and opinions in simple
transactional or expository
texts on familiar subjects in
order to influence an
audience, while recognizing
that different texts have
different features and

4 STREET LIFE Express what people are COMMUNICATION AND CULTURAL
doing at the moment of AWARENESS
speaking.
EFL 4.1.8 Use suitable vocabulary,
Describe what people are expressions, language and
wearing. interaction styles for formal and
informal social or academic
situations in order to communicate
specific intentions in online and
face-to-face interactions. (Example:
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
ORAL COMMUNICATION
showing the ability to use
these features appropriately
in one’s own writing. (I.3, I.4,
S.3, J.2)
LANGUAGE THROUGH THE
ARTS
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)
This curriculum is based on a Evaluation Criteria 6 weeks
language-driven CLIL approach,
where content from other COMMUNICATION AND
disciplines is used for meaningful CULTURAL AWARENESS
and purposeful language use
(Met, 1999). It supports the CE.EFL.4.4. Demonstrate the
overall curriculum, developing ability to ask for and give
cognitive and social skills needed information and assistance
for other subjects, and using appropriate language
reinforcing content covered in and interaction styles in a
other areas. The integration of variety of social interactions.
critical thinking skills as defined in
Bloom’s Taxonomy and the ORAL COMMUNICATION
development of communicative
linguistic competencies are CE.EFL.4.6. Listening for
presented in this proposal as Meaning: Understand and
interdependent processes within follow the main idea in
a CLIL model, where critical spoken texts set in familiar
EFL 4.2.1 Understand phrases and
expressions related to areas of
most immediate priority within the
personal and educational domains,
provided speech is clearly and
slowly articulated. (Example: daily
life, free time, school activities,
etc.)
EFL 4.2.10 Sustain a conversational
exchange on a familiar, everyday
subject when carrying out a
collaborative/paired learning
activity in which there are specific
instructions for a task.
READING
EFL 4.3.1 Understand main points
in short simple texts on familiar
subjects. (Example: news about
sports or famous people,
descriptions, etc.)
WRITING
EFL 4.4.1 Convey information and
ideas through simple transactional
or expository texts on familiar
subjects using ICT tools and
conventions and features of English
appropriate to audience and
purpose.
LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
thinking through brainstorming,
thinking skills serve as the
mechanism for implementing the
4Cs framework (content, culture,
communication, and cognition).
CLIL models are diverse, making
them flexible enough to be
context-specific and
complementary to a range of
teaching methodologies, but they
do share characteristics favorable
to constructivist approaches and
communicative language
teaching (CLT). These
characteristics include learner-
centered approaches, text-based
learning, task-based learning, the
necessity to use different types of
activities to encourage foreign
language use for different
purposes, high levels of
interaction between teachers and
learners and learners themselves,
intensive language input, teacher
modeling and scaffolding, and
teacher enthusiasm.
everyday contexts, provided
speech is clear and
articulate, and deduce the
meanings of unfamiliar
words and phrases using
context clues and/or prior
knowledge.
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.
READING
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.
WRITING
CE.EFL.4.15. Express
information and ideas and
working in groups, games and describe feelings and
problem-solving tasks by showing opinions in simple
the ability to accept a variety of transactional or expository
ideas and capitalize on other texts on familiar subjects in
people’s strengths. 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.

LANGUAGE THROUGH THE

ARTS

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.

Performance Indicators

COMMUNICATION AND
CULTURAL AWARENESS

I.EFL.4.4.1. Learners can

demonstrate an ability to
give and ask for information
and assistance using level-
appropriate language and
interaction styles in online or
face-to-face social and
classroom interactions. (J.2,
J.3, J.4, I.3)

ORAL COMMUNICATION

I.EFL.4.6.1. Learners can

grasp the general meaning of
spoken texts set in familiar
everyday contexts and infer
changes in the topic of
discussion, as well as deduce
the meanings of unfamiliar
words and exchanges
through the use of context
clues, provided speech is
given slowly and clearly and
there is sufficient visual
support. (I.3, S.1, J.4)
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)

READING

I.EFL.4.11.1. Learners can

understand main ideas and
some details in short simple
online or print texts on
familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)

WRITING

I.EFL.4.15.1. Learners can

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

LANGUAGE THROUGH THE

ARTS
I.EFL.4.22.1. Learners can
collaborate and participate
effectively in a variety of
student groupings by
employing a wide range of
creative thinking skills
through the completion of
activities such as playing
games, brainstorming and
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
5 AMAZING Identify places in the city. COMMUNICATION AND CULTURAL This curriculum is based on a Evaluation Criteria 6 weeks
PLACES AWARENESS language-driven CLIL approach,
Ask for and give EFL 4.1.8 Use suitable vocabulary, where content from other COMMUNICATION AND
expressions, language and disciplines is used for meaningful CULTURAL AWARENESS
information about
interaction styles for formal and and purposeful language use
location. informal social or academic (Met, 1999). It supports the CE.EFL.4.4. Demonstrate the
situations in order to communicate overall curriculum, developing ability to ask for and give
Give and follow specific intentions in online and cognitive and social skills needed information and assistance
instructions to get to a face-to-face interactions. (Example: for other subjects, and using appropriate language
place. thanking, making promises, reinforcing content covered in and interaction styles in a
apologizing, asking permission, other areas. The integration of variety of social interactions.
chatting with friends, answering in critical thinking skills as defined in
class, greeting an authority figure, Bloom’s Taxonomy and the ORAL COMMUNICATION
etc.) development of communicative
linguistic competencies are
CE.EFL.4.6. Listening for
ORAL COMMUNICATION presented in this proposal as
Meaning: Understand and
interdependent processes within
follow the main idea in
EFL 4.2.1 a CLIL model, where critical
spoken texts set in familiar
Understand phrases and thinking skills serve as the
everyday contexts, provided
expressions related to areas of mechanism for implementing the
speech is clear and
most immediate priority within the 4Cs framework (content, culture,
articulate, and deduce the
personal and educational domains, communication, and cognition).
meanings of unfamiliar
provided speech is clearly and CLIL models are diverse, making
words and phrases using
slowly articulated. (Example: daily them flexible enough to be
context clues and/or prior
life, free time, school activities, context-specific and
knowledge.
etc.) complementary to a range of
EFL 4.2.3. Follow and understand teaching methodologies, but they
CE.EFL.4.7. Listening for
short, straightforward audio do share characteristics favorable
Information: Follow and
messages and/or the main to constructivist approaches and
identify some main ideas and
idea/dialogue of a movie or communicative language
cartoon (or other age-appropriate teaching (CLT). These details in short and
audio-visual presentations) if characteristics include learner- straightforward spoken or
delivered slowly and visuals centered approaches, text-based audio texts set in familiar
provide contextual support. learning, task-based learning, the contexts, when delivered
(Example: an announcement of a necessity to use different types of slowly and with visuals to
bus delay, an intercom activities to encourage foreign provide contextual support.
Use spoken contributions in
announcement at school, a language use for different
dialogue supported by facial purposes, high levels of class as models for one’s
expressions/gestures and interaction between teachers and own speech.
appropriate intonation, etc.) learners and learners themselves,
EFL 4.2.10 Sustain a conversational intensive language input, teacher CE.EFL.4.10. Interaction –
exchange on a familiar, everyday modeling and scaffolding, and Interpersonal: Participate
subject when carrying out a teacher enthusiasm. effectively in familiar and
collaborative/paired learning predictable conversational
activity in which there are specific exchanges by asking and
instructions for a task. answering follow-up
questions, provided there
READING are opportunities to use
repair strategies (e.g. asking
EFL 4.3.1 Understand main points for clarification) and sustain
in short simple texts on familiar conversational exchanges in
subjects. (Example: news about pairs to complete a task,
sports or famous people, satisfy a need or handle a
descriptions, etc.) simple transaction.
EFL 4.3.2. Make use of clues such
as titles, illustrations, organization, READING
text outline and layout, etc. to
identify and understand relevant CE.EFL.4.11. Demonstrate
information in written level- comprehension of main
appropriate text types. ideas and some details in
short simple texts on familiar
WRITING subjects, making use of
contextual clues to identify
EFL 4.4.1 Convey information and relevant information in a
ideas through simple transactional text.
or expository texts on familiar
subjects using ICT tools and
WRITING
conventions and features of English
appropriate to audience and
purpose. CE.EFL.4.15. Express
EFL 4.4.7. Use the process of information and ideas and
prewriting, drafting, revising, peer describe feelings and
editing and proofreading (i.e., “the opinions in simple
transactional or expository
writing process”) to produce well-
constructed informational texts.
LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by showing
the ability to accept a variety of
ideas and capitalize on other
people’s strengths.
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.
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.
LANGUAGE THROUGH THE
ARTS
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.
Performance Indicators
COMMUNICATION AND
CULTURAL AWARENESS

I.EFL.4.4.1. Learners can

demonstrate an ability to
give and ask for information
and assistance using level-
appropriate language and
interaction styles in online or
face-to-face social and
classroom interactions. (J.2,
J.3, J.4, I.3)

ORAL COMMUNICATION

I.EFL.4.6.1. Learners can

grasp the general meaning of
spoken texts set in familiar
everyday contexts and infer
changes in the topic of
discussion, as well as deduce
the meanings of unfamiliar
words and exchanges
through the use of context
clues, provided speech is
given slowly and clearly and
there is sufficient visual
support. (I.3, S.1, J.4)

I.EFL.4.7.1. Learners can

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

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)

READING

I.EFL.4.11.1. Learners can

understand main ideas and
some details in short simple
online or print texts on
familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)
WRITING

I.EFL.4.15.1. Learners can

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

I.EFL.4.17.1. Learners can

convey and organize
information through the use
of facts and details and by
employing various stages of
the writing process, while
using a range of digital tools
to promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)

LANGUAGE THROUGH THE

ARTS

I.EFL.4.22.1. Learners can

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

6 DAILY Talk about routines and COMMUNICATION AND CULTURAL This curriculum is based on a Evaluation Criteria 6 weeks
ROUTINES lifestyles. AWARENESS language-driven CLIL approach,
where content from other COMMUNICATION AND
EFL 4.1.8 Use suitable vocabulary, disciplines is used for meaningful CULTURAL AWARENESS
expressions, language and and purposeful language use
interaction styles for formal and (Met, 1999). It supports the CE.EFL.4.4. Demonstrate the
informal social or academic overall curriculum, developing ability to ask for and give
situations in order to communicate cognitive and social skills needed information and assistance
specific intentions in online and for other subjects, and using appropriate language
face-to-face interactions. (Example: reinforcing content covered in and interaction styles in a
thanking, making promises, other areas. The integration of variety of social interactions.
apologizing, asking permission, critical thinking skills as defined in
chatting with friends, answering in Bloom’s Taxonomy and the
class, greeting an authority figure, development of communicative
etc.) linguistic competencies are ORAL COMMUNICATION
presented in this proposal as
ORAL COMMUNICATION interdependent processes within CE.EFL.4.6. Listening for
a CLIL model, where critical Meaning: Understand and
EFL 4.2.1 Understand phrases and thinking skills serve as the follow the main idea in
expressions related to areas of mechanism for implementing the spoken texts set in familiar
most immediate priority within the 4Cs framework (content, culture, everyday contexts, provided
personal and educational domains, communication, and cognition). speech is clear and
provided speech is clearly and CLIL models are diverse, making articulate, and deduce the
slowly articulated. (Example: daily them flexible enough to be meanings of unfamiliar
life, free time, school activities, context-specific and words and phrases using
etc.) complementary to a range of context clues and/or prior
EFL 4.2.3. Follow and understand teaching methodologies, but they knowledge.
short, straightforward audio do share characteristics favorable CE.EFL.4.7. Listening for
messages and/or the main
idea/dialogue of a movie or
cartoon (or other age-appropriate
audio-visual presentations) if
delivered slowly and visuals
provide contextual support.
(Example: an announcement of a
bus delay, an intercom
announcement at school, a
dialogue supported by facial
expressions/gestures and
appropriate intonation, etc.)
EFL 4.2.10 Sustain a conversational
exchange on a familiar, everyday
subject when carrying out a
collaborative/paired learning
activity in which there are specific
instructions for a task.
EFL 4.2.12 Describe habits,
routines, past activities and
experiences within the personal
and educational domains.
READING
EFL 4.3.1 Understand main points
in short simple texts on familiar
subjects. (Example: news about
sports or famous people,
descriptions, etc.)
EFL 4.3.2. Make use of clues such
as titles, illustrations, organization,
text outline and layout, etc. to
identify and understand relevant
information in written level-
appropriate text types.
to constructivist approaches and
communicative language
teaching (CLT). These
characteristics include learner-
centered approaches, text-based
learning, task-based learning, the
necessity to use different types of
activities to encourage foreign
language use for different
purposes, high levels of
interaction between teachers and
learners and learners themselves,
intensive language input, teacher
modeling and scaffolding, and
teacher enthusiasm.
Information: Follow and
identify some main ideas and
details in short and
straightforward spoken or
audio texts set in familiar
contexts, when delivered
slowly and with visuals to
provide contextual support.
Use spoken contributions in
class as models for one’s
own speech.
CE.EFL.4.10. Interaction –
Interpersonal: Participate
effectively in familiar and
predictable conversational
exchanges by asking and
answering follow-up
questions, provided there
are opportunities to use
repair strategies (e.g. asking
for clarification) and sustain
conversational exchanges in
pairs to complete a task,
satisfy a need or handle a
simple transaction.
CE.EFL.4.9. Production –
Fluency: Use simple
language to describe,
compare and make
statements about familiar
everyday topics such as
objects, possessions and
routines in structured
situations and short
conversations. Interaction is
with reasonable ease,
provided speech is given

WRITING
EFL 4.4.1 Convey information and
ideas through simple transactional
or expository texts on familiar
subjects using ICT tools and
conventions and features of English
appropriate to audience and
purpose.
EFL 4.4.7. Use the process of
prewriting, drafting, revising, peer
editing and proofreading (i.e., “the
writing process”) to produce well-
constructed informational texts.
LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by showing
the ability to accept a variety of
ideas and capitalize on other
people’s strengths.
clearly, slowly and directly.
READING
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.
WRITING
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.
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.

LANGUAGE THROUGH THE

ARTS

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.

Performance Indicators

COMMUNICATION AND
CULTURAL AWARENESS

I.EFL.4.4.1. Learners can

demonstrate an ability to
give and ask for information
and assistance using level-
appropriate language and
interaction styles in online or
face-to-face social and
classroom interactions. (J.2,
J.3, J.4, I.3)

ORAL COMMUNICATION

I.EFL.4.6.1. Learners can

grasp the general meaning of
spoken texts set in familiar
everyday contexts and infer
changes in the topic of
discussion, as well as deduce
the meanings of unfamiliar
words and exchanges
through the use of context
clues, provided speech is
given slowly and clearly and
there is sufficient visual
support. (I.3, S.1, J.4)
I.EFL.4.7.1. Learners can
identify the main idea and
some details in short
straightforward spoken
audio texts set in familiar
contexts when the message
is delivered slowly and there
is other contextual support.
(Example: rules for a game,
classroom instructions, a
dialogue in a scene from a
cartoon or movie, etc.)
Learners can use other
classmate’s contributions in
class as models for their
own. (I.2, I.3, S.4)
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)
I.EFL.4.9.1. Learners can use
 simple language to describe,
compare and state facts
about familiar everyday
topics such as possessions,
classroom objects and
routines in short, structured
situations, interacting with
relative ease. (I.3, I.4, S.4)

6. BIBLIOGRAPHY / webgraphy (Use APA standards VI edition) 7. REMARKS

 Ecuador Ministry of Education, Educational Quality Standards. (2012). Quito: Editogran
 Ministry of Education. (2016, Septiembre 03). Currículo. English as a Foreign Language. Retrieved from
Ministerio de Educación: http://educacion.gob.ec/wp-content/uploads/downloads/2016/03/EFL1.pdf
 Ministry of Education of Ecuador. (2011) .Guía for Teachers 8th, 9th and 10th EG-B. Quito, Ecuador. Grupo
Editorial Norma SA
 Nuñez, P. A. (2015). Teacher's book level 1. Quito: Norma.Ecuador Ministry of Education, Educational Quality
Standards. (2012). Quito: Editogran
ELABORATED REVIEWED APPROVED
TEACHER FIRST NAME FIRST NAME

Lic. Felix Galarza Lic. Tarcila Merchán Lic. Tarcila Merchán

FIRM: FIRM FIRM

DATE: MACHALA, MAY 31, 2017 DATE: DATE: