ACADEMIC YEAR:

DAD EDUCATIVA FISCAL “EDUARDO KINGMAN RIOFRIO”

DIRECCIÓÓ N: GUAYAQUIL, PARRÓQUIA PASCUALES, AV. LEÓNIDAS PLAZA Y BALAÓ 2019 - 2020

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): LCDA. JAZMIN SANCHEZ
Grade/ Course: Eighth Education Level: Básica Superior
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 O.EFL 4.1

Encounter socio-cultural aspects of their own and other countries in a thoughtful and Identify the main ideas, some details and inferences of written texts, in order to produce
inquisitive manner, maturely, and openly experiencing other cultures and languages level-appropriate critical analysis of familiar subjects and contexts.
from the secure standpoint of their own national and cultural identity.
O.EFL 4.2
OG.EFL 2
Appreciate and value English as an international language and a medium to interact
Draw on this established propensity for curiosity and tolerance towards different globally.
cultures to comprehend the role of diversity in building an intercultural and
multinational society. O.EFL 4.3

OG.EFL 3
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and
critical thinking skills through an appreciation of linguistic differences. Enjoy an
enriched perspective of their L1 and of language use for communication and learning.
Independently read A2.1 level text in English as a source of entertainment and
interpersonal and intrapersonal interaction.
O.EFL 4.4
Develop creative and critical thinking skills when encountering challenges in order to
promote autonomous learning and decision making.

1
OG.EFL 4 O.EFL 4.5

Deploy a range of learning strategies, thereby increasing disposition and ability to Introduce the need for independent research as a daily activity by using electronic
independently access further (language) learning and practice opportunities. Respect resources (ICT) in class while practicing appropriate competences in the four skills.
themselves and others within the communication process, cultivating habits of honesty
and integrity into responsible academic behavior. O.EFL 4.6

OG.EFL 5 Write short descriptive and informative texts related to personal information or
familiar topics and use them as a means of communication and written expression of
Directly access the main points and important details of up-to date. English language thought.
texts, such as those published on the web, for professional or general investigation,
through the efficient use of ICT and reference tools where required. O.EFL 4.7

OG.EFL 6
Through selected media, participate in reasonably extended spoken or written dialogue
with peers from different L1 backgrounds on work, study, or general topics of common
interest, expressing ideas and opinions effectively and appropriately.
Use spoken and written literary text in English such as poems, short stories, comic
strips, short magazine articles and oral interviews on familiar subjects in order to
inspire oral and written production at an A2.1 level.
O.EFL 4.8

OG.EFL 7
Interact quite clearly, confidently, and appropriately in a range of formal and informal
social situations with a limited but effective command of the spoken language (CEFR B1
level).
Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global contexts familiar to the learner.
O.EFL 4.9
Create a sense of awareness in terms of accuracy when learners interact in English
using high-frequency and level-appropriate expressions in order to reach an effective
command of spoken language

TRANSVERSAL AXES: Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5.UNITS TO BE DEVELOPED*
N Title of the unit Unit Specific Contents/skills ** Methodological Evaluation*** Weeks
Objectives Orientations duration

(Skills and strategies)

1 PEOPLE Introduce yourself and EFL 4.1.6. Seek and provide Communication and CE.EFL.4.4. Display an
AROUND US others information and assistance, orally Cultural Awareness appreciation of and demonstrate
or in writing and in online or face- respect for individual and group
to-face interactions, for personal, - Playing games that differences by establishing and
social and academic purposes. practice classroom maintaining healthy and rewarding 5
language, turn-
relationships based on
EFL 4.1.8. Use suitable taking, being
communication and cooperation.
vocabulary, expressions, language polite, etc.
and interaction styles for formal - Comparing I.EFL.4.4.1. Learners can

2
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.)
EFL 4.1.10. Recognize and
appreciate individual and group
similarities and differences by
establishing and maintaining
healthy and rewarding online and
face-toface relationships based on
communication and cooperation.
EFL 4.1.4. Demonstrate
mindfulness, empathy, tolerance
and an overall respect for the
integrity of cultures in daily
classroom activities.
EFL 4.2.15. Deal with practical,
everyday communication demands
within familiar contexts, effectively
and without undue effort.
(Example: meeting people,
extending and accepting
invitations, exchanging
information, giving reasons, asking
and answering questions about
routines and preferences, etc.)
EFL 4.3.7. Read, gather, view and
listen to information from various
sources in order to organize and
discuss relationships between
academic content areas. (Example:
nonfiction books for young adults,
the Internet, audio and media
presentations, oral interviews,
maps, diagrams, reference books,
answers in pairs or demonstrate an ability to give and
small groups. ask for information and assistance
- Working in small using level-appropriate language
groups to complete and interaction styles in online or
a cultural project. face-to-face social and classroom
- Participating in interactions (J.2, J.3, J.4, I.3)
short dialogues and
role plays to CE.EFL.4.5. Display and
practice target appreciation of and demonstrate
language. respect for individual and group
Oral Communication: differences by establishing and
(Listening and Speaking) maintaining healthy and rewarding
- Recording in-class relationships based on
conversations and communication and cooperation.
dialogues in order
I.EFL.4.5.1. Learners can
to make note of
appreciate and show respect for
correct and
appropriate individual and group differences by
language usage establishing and maintaining
and intelligibility. healthy and rewarding online and
- Asking classmates face-to-face interactions. Learners
to repeat an answer can communicate and cooperate in
or statement if a respectful, empathetic manner.
needed to clarify ( J.3, S.1, S4)
something.
- Asking for help in CE.EFL.4.8. Production –
class when Accuracy and Intelligibility:
necessary. Communicate needs and
Reading information clearly and in simple
- Reading a short terms, using grammatical
text and showing structures learned in class
comprehension by (although there may be frequent
completing the errors), effectively and without
accompanying undue effort. Demonstrate an
graphic organizer.
ability to make appropriate use of
- Reading a text on a
familiar content new words and expressions in
social interactions.
area subject and
then matching I.EFL.4.8.1. Learners can
phrases or labeling
communicate personal information
pictures.
- Reading two short and basic immediate needs and
simple cross deal with other practical everyday
curricular texts and demands in familiar contexts,
effectively and without undue effort
3
magazines, etc.)
EFL 4.4.7. Use the process of
prewriting, drafting, revising, peer
editing and proofreading (i.e., “the
writing process”) to produce well-
constructed informational texts.
EFL 4.4.8. Convey and organize
information using facts and details
in order to illustrate diverse
patterns and structures in writing.
(Example: cause and effect,
problem and solution, general-to-
specific presentation, etc.)
EFL 4.5.9. Engage in
collaborative activities through a
variety of student groupings to
create and respond to literature
and other literary texts. (Example:
small groups, cooperative learning
groups, literature circles, process
writing groups, etc.)
EFL 4.5.11. Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by showing
the ability to accept a variety of
ideas and capitalize on other
people’s strengths.
using them to and using grammatical structures
support one’s own and vocabulary seen in class
argument or (although there may be frequent,
hypothesis. basic errors). (I.1, I.2, I.3, S.1)
Writing
CE.EFL.4.12. Use a range of
- Completing the reference materials and sources,
gaps in a sentence. both online and in print, in order to
- Reading an online
support ideas, answer inquiries,
movie review and
find relationships and relate ideas
identifying common
linguistic features, between different subject areas.
such as use of past I.EFL.4.12.1. Learners can employ
verbs. Learners use
a range of reference materials and
the same features
sources, both online and in print, in
to write their own
review of a movie order to support ideas, answer
inquiries, find relationships and
they’ve seen.
- Sequencing relate ideas between different
subject areas. (I.1, I.2, J.2)
sentences by
adding words.
Language through the Arts CE.EFL.4.17. Show an ability to
convey and organize information
- Creating literature through the use of facts and details
circles where and by employing various stages of
learners have the the writing process, while using a
freedom to say range of digital tools to promote
anything they want and support collaboration, learning
about a text from and productivity.
class or outside of
class. I.EFL.4.17.1. Learners can convey
- Participating in and organize information through
classroom games in the use of facts and details and by
which problem- employing various stages of the
solving as a team is writing process, while using a
important.
range of digital tools to promote
- Creating a
and support collaboration, learning
crossword puzzle in
and productivity. (I.1, I.3, S.4, J.2,
groups about an
Ecuadorian story, J.4)
region, celebrity, CE.EFL.4.22. Show the ability to
etc.
work collaboratively and to
Brainstorming
participate effectively in a variety
ideas for a writing
project in small of student groupings by employing
groups, using a a wide range of creative thinking
4
 graphic organizer 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)

People I love Describe youself and EFL 4.1.2. Recognize and Communication and CE.EFL.4.2. Recognize and
others. demonstrate an appreciation of some Cultural Awareness demonstrate an appreciation of
commonalities and distinctions commonalities between cultures as
across cultures and groups - Making a useful well as the consequences of one’s
2 (differentiated by gender, ability, object out of actions while exhibiting socially
recycled materials
generations, etc.) including the responsible behaviors.
in a project.
students’ own.
- Researching I.EFL.4.2.1. Learners can name
EFL 4.1.9. Recognize the through the similarities and differences between 5
consequences of one’s actions by Internet about different aspects of cultural groups.
important people
demonstrating responsible decision- Learners can demonstrate socially
from other cultures
making at school, online, at home responsible behaviors at school,
and ways of life
and in the community, while and presenting online, at home and in the
considering ethical standards, safety them to the class community, and evaluate their
concerns, social norms and mutual using digital tools. actions by ethical, safety and social
respect. - Choosing pictures standards. (J.3, S.1, I.1)
that demonstrate
EFL 4.1.5. Apply self-correcting and CE.EFL.4.3. Interact with others
responsibility
self-monitoring strategies in social (helping an elder using self-monitoring and self-
and classroom interactions. cross the sidewalk, correcting strategies as well as
(Example: asking questions, starting stopping two appropriate nonverbal and oral
over, rephrasing, exploring children from communication features.
alternative pronunciations or throwing rocks at a
wording, etc.) dog, being I.EFL.4.3.1. Learners can employ a
respectful of people range of self-monitoring and self-
EFL 4.1.7. Interpret and demonstrate who dress correcting strategies and interpret
knowledge of nonverbal and oral differently, being and use appropriate verbal and
communication features by applying open to accepting nonverbal communication features
them in appropriate contexts. new ideas/foods, to communicate in familiar

5
(Example: use of stress, intonation, etc.) and
pace, etc.) identifying why
each is desirable
EFL 4.2.15. Deal with practical, and what
everyday communication demands consequences the
within familiar contexts, effectively irresponsible
and without undue effort. (Example: actions would
meeting people, extending and have.
accepting invitations, exchanging Oral Communication:
information, giving reasons, asking (Listening and Speaking)
and answering questions about
- Recording in-class
routines and performances, etc) conversations and
dialogues in order
EFL 4.2.14. Ask and answer
to make note of
straightforward follow-up questions
correct and
within familiar contexts, such as
appropriate
school and family life, provided there language usage
are opportunities to ask for and intelligibility.
clarification, reformulation or - Asking classmates
repetition of key points. to repeat an answer
or statement if
EFL 4.2.16. Initiate, maintain and needed to clarify
end a conversation to satisfy basic something.
needs and/ or handle a simple - Asking the learners
transaction. preferences, etc.) to read a dialogue
in pairs. Learners
EFL 4.3.6. Apply learning strategies record themselves
to examine and interpret a variety of and then listen to
written materials using prior the recording in
knowledge, graphic organizers, order to assess
context clues, note taking and finding clarity of sounds,
words in a dictionary. production of
phonemes, rhythm
EFL 4.4.1. Convey information and
and intonation.
ideas through simple transactional or
Reading
expository texts on familiar subjects - Highlighting
using ICT tools and conventions and relevant key
features of English appropriate to information in a
audience and purpose} text and crossing
out irrelevant
EFL 4.5.9. Engage in collaborative information.
activities through a variety of student - Keeping a
groupings to create and respond to vocabulary
literature and other literary texts. notebook of
synonyms and
contexts. (I.3, S.4, J.4)
CE.EFL.4.8. Production –
accuracy and intelligibility:
communicate needs and
information clearly and in simple
terms, using grammatical
structures learned in class
(although there may be frequent
errors), effectively and without
undue effort. Demonstrate an
ability to make appropriate use of
new words and expressions in
social interactions.
I. EFL. 4.8.1. 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, 1.2, 1.3, S.1)
CE.EFL.4.10. Production –
accuracy and intelligibility:
communicate needs and
information clearly and in simple
terms, using grammatical
structures learned in class
(although there may be frequent
errors), effectively and without
undue effort. Demonstrate 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,
6
(Example: small groups, cooperative
learning groups, literature circles,
process writing groups, etc.)
EFL 4.5.11. Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by showing the
ability to accept a variety of ideas
and capitalize on other people’s
strengths.
antonyms of words effectively and without undue effort
from a text. and using grammatical structures
- Brainstorming and vocabulary seen in class
everything known (although there may be frequent,
about a topic and basic errors) (I.1, I.2, I.3, S.1)
then reading a text
to check true and CE.EFL.4.13. Apply learning
false information. strategies such as using prior
Writing knowledge and graphic organizers
to interpret new information in a
- Completing the
gaps in a sentence. text, and assess this information
- Reading an online according to the organization,
movie review and subject area and purpose of the
identifying common text, using different criteria,
linguistic features, including ICT tools.
such as use of past
verbs. Learners use I.EFL.4.13.1. Learners can apply
the same features learning strategies such as using
to write their own prior knowledge and graphic
review of a movie organizers to interpret new
they’ve seen. information in a text. Learners can
- Sequencing assess this information according
sentences by to the organization, subject area
adding words. and purpose of the text, through the
Language through the Arts use of different criteria, including
- Creating literature ICT tools. (I.2, I.4, J.4)
circles where CE.EFL.4.15. Express information
learners have the and ideas and describe feelings and
freedom to say
opinions in simple transactional or
anything they want
expository texts on familiar
about a text from
class or outside of subjects in order to influence an
class. audience, while recognizing that
- Brainstorming a different texts have different
list of questions features and showing the ability to
and responses use these features appropriately in
learners can use one’s own writing.
during small group
discussions about I.EFL.4.15.1. Learners can convey
literary texts. information and ideas and describe
- Participating in feelings and opinions in simple
classroom games in transactional or expository texts on
which problem- familiar subjects in order to
solving as a team is influence an audience, while
7
 important. 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)

Leisure Talk about cultures EFL 4.1.1. Compare and contrast CE.EFL.4.1. Compare and contrast
activities events. oral traditions, myths, folktales and oral traditions and literature from
literature from Ecuador and Communication and Ecuador and beyond in order to
international regions and cultures Cultural Awareness manifest an understanding of the
3 and identify similarities and relationship between cultural
- Finding ways of
differences and universal cultural entertainment from perspectives and practices and by
themes. other cultures and sharing cross cultural experiences.
regions and then
EFL 4.1.3. Display an understanding I.EFL.4.1.1. Learners can compare
sharing them in
of the relationship between the class. and contrast oral traditions, myths,
practices and perspectives of - Completing a Venn folktales and literature from
different cultures by recognizing and diagram about two Ecuador and other cultures in
sharing cross-cultural experiences stories from order to demonstrate an
and ideas different countries. understanding of the relationship
- Reflecting on between cultural practices and
EFL 4.1.6. Seek and provide differences between perspectives. Learners can share
information and assistance, orally or people from other cross-cultural experiences while
in writing and in online or face-to- countries and naming universal cultural themes.
8
face interactions, for personal, social regions. (I.2, S.1, S.2, J.1)
and academic purposes. - Sharing a cross-
cultural experience CE.EFL.4.4. Demonstrate the
EFL 4.1.8. Use suitable vocabulary, (such as traveling, ability to ask for and give
expressions, language and trying a new food, information and assistance using
interaction styles for formal and meeting someone appropriate language and
informal social or academic from another interaction styles in a variety of
situations in order to communicate country) in pairs or social interactions.
specific intentions in online and face- as a class.
to-face interactions. (Example: Oral Communication: I.EFL.4.4.1. Learners can
thanking, making promises, (Listening and Speaking) demonstrate an ability to give and
apologizing, asking permission, ask for information and assistance
- Recording in-class using level-appropriate language
chatting with friends, answering in conversations and
class, greeting an authority figure, and interaction styles in online or
dialogues in order face-to-face social and classroom
etc.) to make note of
interactions. (J.2, J.3, J.4, I.3)
correct and
EFL 4.2.15. Deal with practical, appropriate CE.EFL.4.8. Production –
everyday communication demands language usage
within familiar contexts, effectively accuracy and intelligibility:
and intelligibility. Communicate needs and
and without undue effort. (Example: - Asking classmates
meeting people, extending and information clearly and in simple
to repeat an answer
accepting invitations, exchanging terms, using grammatical
or statement if
information, giving reasons, asking needed to clarify structures learned in class
and answering questions about something. (although there may be frequent
routines and preferences, etc.) - Asking the learners errors), effectively and without
to read a dialogue undue effort. Demonstrate an
EFL 4.2.14. Ask and answer in pairs. Learners ability to make appropriate use of
straightforward follow-up questions record themselves new words and expressions in
within familiar contexts, such as and then listen to social interactions.
school and family life, provided there the recording in
are opportunities to ask for order to assess I.EFL. 4.8.1. Learners can
clarification, reformulation or clarity of sounds, communicate personal information
repetition of key points. production of and basic immediate needs and
phonemes, rhythm deal with other practical everyday
EFL 4.2.16. Initiate, maintain and and intonation. demands in familiar contexts,
end a conversation to satisfy basic Reading effectively and without undue effort
needs and/ or handle a simple - Reading a short and using grammatical structures
transaction. preferences, etc.) text and showing and vocabulary seen in class
comprehension by
(although there may be frequent,
EFL 4.3.5. Use everyday reference completing the
and basic errors) (I.1, I.2, I.3, S.1)
material in order to select accompanying
information appropriate to the graphic organizer. CE. EFL. 4.10. Interaction –
purpose of an inquiry and relate - Reading a text on a interpersonal: participate
familiar content
ideas from one written source to effectively in familiar and
area subject and
9
another. (Example: nonfiction books then matching predictable conversational
for young adults, the Internet, audio phrases or labeling exchanges by asking and answering
and media presentations, oral pictures. follow-up-questions, provided there
interviews, maps, diagrams, - Reading two short are opportunities to use repair
reference books, magazines, etc.) simple cross strategies (e.g. asking for
curricular texts and clarification) and sustain
EFL 4.4.4. Write to describe feelings/ using them to
conversational exchanges in pairs
opinions in order to effectively support one’s own
to complete a task, satisfy a need or
influence an audience. (Example: argument or
hypothesis. handle a simple transaction.
persuade, negotiate, argue, etc.)
Writing I.EFL.4.10.1. Learners can
EFL 4.5.4. Create personal stories by effectively participate in familiar
adding imaginative details to real- - Completing the
gaps in a sentence. and predictable everyday
life stories and situations, using conversational exchanges in order
- Reading an online
appropriate vocabulary and elements to complete a task, satisfy a need or
movie review and
of the literature learners have read identifying common handle a simple transaction, using
or heard linguistic features, a range of repair strategies.
such as use of past (Example: asking for clarification,
verbs. Learners use etc.) (I.3, J.3, J.4)
the same features
to write their own CE.EFL.4.12. Use a range of
review of a movie reference materials and sources,
they’ve seen. both online and in print, in order to
- Sequencing support ideas, answer inquiries,
sentences by find relationships and relate ideas
adding words. between different subject areas.
Language through the Arts
I.EFL.4.12.1. Learners can employ
- Doing extended
a range of reference materials and
writing, in which
sources, both online and in print, in
learners get to
order to support ideas, answer
choose what they
write and are not inquiries, find relationships and
evaluated or tested relate ideas between different
on it. subject areas. (I.1, I.2, J.2)
- Sharing learners’
CE.EFL.4.15. Express information
stories in pairs or
small groups and and ideas and describe feelings and
choosing to opinions in simple transactional or
represent some expository texts on familiar
through a role play. subjects in order to influence an
- Reading a myth audience, while recognizing that
from Ecuador and different texts have different
writing a song features and showing the ability to
about it. use these features appropriately in
10
 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 and Communication and CE.EFL.4.2. Recognize and

demonstrate an appreciation of some Cultural Awareness demonstrate an appreciation of
commonalities and distinctions commonalities between cultures as
STREET LIFE Talk about your - Completing and well as the consequences of one’s
across cultures and groups
4 neighborhood (differentiated by gender, ability, illustrating actions while exhibiting socially
statements about responsible behaviors.
generations, etc.) including the
socially responsible I.EFL.4.2.1. Learners can name
students’ own. behaviors. similarities and differences between
EFL 4.1.9. Recognize the - Making a useful different aspects of cultural groups.
consequences of one’s actions by object out of Learners can demonstrate socially
recycled materials. responsible behaviors at school,
demonstrating responsible decision-
- Creating a poster online, at home and in the
making at school, online, at home
of class rules. community, and evaluate their
and in the community, while
- Researching actions by ethical, safety and social
11
considering ethical standards, safety through the standards. (J.3, S.1, I.1)
concerns, social norms and mutual Internet about CE.EFL.4.4. Demonstrate the
respect. other cultures and ability to ask for and give
ways of life and information and assistance using
EFL 4.1.6. Seek and provide presenting them to appropriate language and
information and assistance, orally or the class using interaction styles in a variety of
in writing and in online or face-to- digital tools. social interactions.
face interactions, for personal, social Oral Communication: I.EFL.4.4.1. Learners can
and academic purposes. (Listening and Speaking) demonstrate an ability to give and
ask for information and assistance
EFL 4.1.8. Use suitable vocabulary, - Recording in-class using level-appropriate language
expressions, language and conversations and and interaction styles in online or
interaction styles for formal and dialogues in order face-to-face social and classroom
informal social or academic to make note of interactions. (J.2, J.3, J.4, I.3)
correct and
situations in order to communicate
appropriate CE.EFL. 4.5. Display and
specific intentions in online and face-
language usage appreciation of and demonstrate
to-face interactions. (Example: and intelligibility. respect for individual and group
thanking, making promises, - Having learners differences by establishing and
apologizing, asking permission, make a selfie video maintaining healthy and rewarding
chatting with friends, answering in to say what they relationships based on
class, greeting an authority figure, know about a topic communication and cooperation.
etc.) before coming to
class. I.EFL.4.5.1. Learners can
EFL 4.1.10. Recognize and - Asking for help in appreciate and show respect for
appreciate individual and group class when individual and group differences by
similarities and differences by necessary. establishing and maintaining
establishing and maintaining healthy Reading healthy and rewarding online and
and rewarding online and face-toface - Reading a short face-to-face interactions. Learners
relationships based on text and showing can communicate and cooperate in
communication and cooperation. comprehension by respectful, empathetic manner. (J.3,
completing the S.1, S.4)
EFL 4.1.4. Demonstrate mindfulness, accompanying
empathy, tolerance and an overall graphic organizer. CE.EFL.4.8. Production –
respect for the integrity of cultures in - Reading a text on a Accuracy and Intelligibility:
daily classroom activities. familiar content Communicate needs and
area subject and information clearly and in simple
EFL 4.2.15. Deal with practical, then matching terms, using grammatical
everyday communication demands phrases or labeling structures learned in class
within familiar contexts, effectively pictures. (although there may be frequent
and without undue effort. (Example: - Reading two short errors), effectively and without
meeting people, extending and simple cross undue effort. Demonstrate an
accepting invitations, exchanging curricular texts and ability to make appropriate use of
using them to new words and expressions in
information, giving reasons, asking
support one’s own social interactions.
and answering questions about
argument or
12
routines and preferences, etc.)
EFL 4.3.5. Use everyday reference
material in order to select
information appropriate to the
purpose of an inquiry and relate
ideas from one written source to
another. (Example: nonfiction books
for young adults, the Internet, audio
and media presentations, oral
interviews, maps, diagrams,
reference books, magazines, etc.)
EFL 4.4.5. Recognize that various
types of writing require different
language, formatting and special
vocabulary. (Example: a recipe, a
letter, etc.)
EFL 4.5.5. Gain an understanding of
literary concepts such as genre, plot,
setting, character, point of view,
theme and other literary elements in
order to apply them to one’s own
creative texts.
EFL 4.5.6. Create an effective voice
using a variety of ICT tools, writing
styles and typical features of a genre
to create stories, poems, sketches,
songs and plays, including those that
reflect traditional and popular
Ecuadorian cultures
hypothesis. I.EFL.4.8.1. Learners can
Writing communicate personal information
and basic immediate needs and
- Completing the deal with other practical everyday
gaps in a sentence. demands in familiar contexts,
- Reading an online effectively and without undue effort
movie review and and using grammatical structures
identifying common and vocabulary seen in class
linguistic features, (although there may be frequent,
such as use of past basic errors). (I.1, I.2, I.3, S.1)
verbs. Learners use CE.EFL.4.12. Use a range of
the same features reference materials and sources,
to write their own both online and in print, in order to
review of a movie support ideas, answer inquiries,
they’ve seen. find relationships and relate ideas
- Sequencing between different subject areas.
sentences by I.EFL.4.12.1. Learners can employ
adding words. a range of reference materials and
Language through the Arts sources, both online and in print, in
order to support ideas, answer
- Doing extended inquiries, find relationships and
writing, in which relate ideas between different
learners get to subject areas. (I.1, I.2, J.2)
choose what they CE.EFL.4.15. Express information
write and are not and ideas and describe feelings and
evaluated or tested opinions in simple transactional or
on it. expository texts on familiar
- Sharing learners’ subjects in order to influence an
stories in pairs or audience, while recognizing that
small groups and different texts have different
choosing to features and showing the ability to
represent some use these features appropriately in
through a role play. one’s own writing.
- Reading a myth I.EFL.4.15.1. Learners can convey
from Ecuador and information and ideas and describe
writing a song feelings and opinions in simple
about it. 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,
13
 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 contrast Communication and CE.EFL.4.1. compare ans constract
AMAZING Talk about places in oral traditions, myths, folktales and Cultural Awareness oral tradictions and literature from
5 PLACES the city literature from Ecuador and Ecuador and beyond in order to
international regions and cultures - Completing and manifest and understanding of the
illustrating
and identify similarities and relationship between cultural
statements about
differences and universal cultural perspectives and practices and by
socially responsible
themes. behaviors. sharing cross cultural experiences.

EFL 4.1.3. Display an understanding - Making a useful I.EFL.4.1.1. Learners can compare
object out of
of the relationship between the and contrast oral traditions, myths,
recycled materials.
practices and perspectives of folktales and literature from
- Creating a poster
different cultures by recognizing and of class rules. Ecuador and other cultures in
sharing cross-cultural experiences - Researching order to demonstrate and
and ideas. through the understanding of the relationship
Internet about between cultural practices and
EFL 4.2.15. Deal with practical, perspectives. Learners can share
other cultures and
everyday communication demands ways of life and cross cultural experiences while
within familiar contexts, effectively presenting them to naming universal cultural themes.
and without undue effort. (Example: the class using (I.2, S.1, S.2, J.1)
meeting people, extending and digital tools.
accepting invitations, exchanging Oral Communication: CE.EFL.4.8. Production –
information, giving reasons, asking (Listening and Speaking) Accuracy and Intelligibility:
and answering questions about Communicate needs and
routines and preferences, etc.) - Asking classmates information clearly and in simple
to repeat an answer terms, using grammatical
EFL 4.3.7. Read, gather, view and or statement if structures learned in class
listen to information from various needed to clarify
(although there may be frequent
sources in order to organize and something.
- Showing the errors), effectively and without
discuss relationships between undue effort. Demonstrate an
academic content areas. student a video clip
of a simple ability to make appropriate use of
14
 EFL 4.3.6. Apply learning strategies situation and new words and expressions in
to examine and interpret a variety of asking them to social interactions.
written materials using prior describe what is
knowledge, graphic organizers, happening/has I.EFL.4.8.1. Learners can
context clues, note taking and finding happened. communicate personal information
words in a dictionary. - Doing a mingle and basic immediate needs and
activity where deal with other practical everyday
EFL 4.4.7. Use the process of learners ask and demands in familiar contexts,
prewriting, drafting, revising, peer answer survey effectively and without undue effort
editing and proofreading (i.e., “the questions about and using grammatical structures
writing process”) to produce well- jobs and and vocabulary seen in class
occupations
constructed informational texts. (although there may be frequent,
Reading
basic errors). (I.1, I.2, I.3, S.1)
EFL 4.4.8. Convey and organize - Highlighting
information using facts and details in relevant key CE.EFL.4.12. Use a range of
order to illustrate diverse patterns information in a reference materials and sources,
text and crossing
and structures in writing. (Example: both online and in print, in order to
out irrelevant
cause and effect, problem and support ideas, answer inquiries,
information.
solution, general-to-specific - Keeping a find relationships and relate ideas
presentation, etc.) vocabulary between different subject areas.
notebook of
EFL 4.5.1. Make use of main points I.EFL.4.12.1. Learners can employ
synonyms and
in literary texts (authentic and semi- a range of reference materials and
antonyms of words
authentic, oral and written) to from a text. sources, both online and in print, in
understand short simple everyday - Completing an order to support ideas, answer
stories, especially if there is visual outline for a cross- inquiries, find relationships and
support. curricular text. relate ideas between different
- Brainstorming subject areas. (I.1, I.2, J.2)
everything known
about a topic and CE.EFL.4.13. Apply learning
then reading a text strategies such as using prior
to check true and knowledge and graphic organizers
false information. to interpret new information in a
- Completing a KWL text, and assess this information
chart about a text. according to the organization,
Writing subject area and purpose of the
text, using different criteria,
- Reading an online
including ICT tools.
movie review and
identifying common I.EFL.4.13.1. Learners can apply
linguistic features. learning strategies such as using
- Sequencing prior knowledge and graphic
sentences by
organizers to interpret new
adding words.
information in a text. Learners can
- Using question
15
 prompts to assess this information according
interview and then to the organization, subject area
write sentences and purpose of the text, through the
about a classmate. use of different criteria, including
- Posting a comment ICT tools. (I.2, I.4, J.4)
to a classmate’s
writing on a class CE.EFL.4.17. Show an ability to
blog. convey and organize information
Language through the Arts through the use of facts and details
and by employing various stages of
- Listening to or
the writing process, while using a
reading stories and
drawing an range of digital tools to promote
important scene. and support collaboration, learning
- Looking at the title and productivity.
of a text and
I.EFL.4.17.1. Learners can convey
accompanying
illustrations and and organize information through
writing three the use of facts and details and by
questions about the employing various stages of the
topic. Then reading writing process, while using a
to find the answers range of digital tools to promote
to the questions. and support collaboration, learning
- Listening to a song and productivity. (I.1, I.3, S.4, J.2,
and inferring if it is J.4)
happy, sad, etc.
- Writing a sentence CE.EFL.4.18. Use main ideas in
to describe the order to understand, predict, infer
author’s intention. 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 and Communication and CE.EFL.4.2. Recognize and

demonstrate an appreciation of some Cultural Awareness demonstrate an appreciation of
DAILY Talk about lifestyles commonalities and distinctions commonalities between cultures as
across cultures and groups - Finding recipes well as the consequences of one’s

16
6 ROUTINES (differentiated by gender, ability, from other cultures
generations, etc.) including the and regions and
students’ own. then sharing them
in class.
EFL 4.1.9. Recognize the - Reading two stories
consequences of one’s actions by from different
demonstrating responsible decision- regions in Ecuador
making at school, online, at home and completing a
and in the community, while chart to show the
considering ethical standards, safety differences.
concerns, social norms and mutual - Watching a video
respect. about a legend or
traditional story
EFL 4.1.6. Seek and provide from Ecuador or
information and assistance, orally or another country,
in writing and in online or face-to- and taking notes on
face interactions, for personal, social the cultural
practices
and academic purposes.
mentioned.
EFL 4.1.8. Use suitable vocabulary, - Sharing a cross-
expressions, language and cultural experience
interaction styles for formal and (such as traveling,
informal social or academic trying a new food,
meeting someone
situations in order to communicate
from another
specific intentions in online and face-
country) in pairs or
to-face interactions. (Example: as a class.
thanking, making promises, Oral Communication:
apologizing, asking permission, (Listening and Speaking)
chatting with friends, answering in
class, greeting an authority figure, - Asking classmates
etc.) to repeat an answer
or statement if
EFL 4.2.15. Deal with practical, needed to clarify
everyday communication demands something.
within familiar contexts, effectively - Showing the
and without undue effort. (Example: student a video clip
meeting people, extending and of a simple
accepting invitations, exchanging situation and
information, giving reasons, asking asking them to
describe what is
and answering questions about
happening/has
routines and preferences, etc.)
happened.
EFL 4.4.7. Use the process of - Doing a mingle
prewriting, drafting, revising, peer activity where
actions while exhibiting socially
responsible behaviors..
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)
CE.EFL.4.4. Demonstrate the
ability to ask for and give
information and assistance using
appropriate language and
interaction styles in a variety of
social interactions
I.EFL.4.4.1. Learners can
demonstrate an ability to give and
ask for information and assistance
using level-appropriate language
and interaction styles in online or
face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)
CE.EFL.4.8. Production –
Accuracy and Intelligibility:
Communicate needs and
information clearly and in simple
terms, using grammatical
structures learned in class
(although there may be frequent
errors), effectively and without
undue effort. Demonstrate an
ability to make appropriate use of
new words and expressions in
social interactions.
I.EFL.4.8.1. Learners can
communicate personal information
and basic immediate needs and
17
editing and proofreading (i.e., “the learners ask and deal with other practical everyday
writing process”) to produce well- answer survey demands in familiar contexts,
constructed informational texts. questions about effectively and without undue effort
jobs and and using grammatical structures
EFL 4.4.8. Convey and organize occupations and vocabulary seen in class
information using facts and details in Reading (although there may be frequent,
order to illustrate diverse patterns - Keeping a
basic errors). (I.1, I.2, I.3, S.1)
and structures in writing. (Example: vocabulary
cause and effect, problem and notebook of CE.EFL.4.17. Show an ability to
solution, general-to-specific synonyms and convey and organize information
presentation, etc.) antonyms of words through the use of facts and details
from a text.
and by employing various stages of
EFL 4.5.1. Make use of main points - Completing an
the writing process, while using a
in literary texts (authentic and semi- outline for a cross-
curricular text. range of digital tools to promote
authentic, oral and written) to and support collaboration, learning
understand short simple everyday - Brainstorming
everything known and productivity.
stories, especially if there is visual
about a topic and
support. I.EFL.4.17.1. Learners can convey
then reading a text
to check true and and organize information through
false information. the use of facts and details and by
- Completing a KWL employing various stages of the
chart about a text. writing process, while using a
Writing range of digital tools to promote
and support collaboration, learning
- Reading an online and productivity. (I.1, I.3, S.4, J.2,
movie review and J.4)
identifying common
linguistic features. CE.EFL.4.18. Use main ideas in
- Sequencing order to understand, predict, infer
sentences by and deduce literal and implied
adding words. meanings in short, simple, everyday
- Posting a comment literary texts (online, oral or in
to a classmate’s
print) infer and deduce literal and
writing on a class
implied meanings in short, simple,
blog.
Language through the Arts everyday literary texts (online, oral
or in print), especially when visual
- Listening to or support is provided. (I.2, I.3, I.4)
reading stories and
drawing an I I.EFL.4.18.1. Learners can
important scene. understand, predict, infer and
- Looking at the title deduce literal and implied
of a text and meanings in short, simple, everyday
accompanying literary texts (online, oral or in
illustrations and print), especially when visual
18
 writing three support is provided. (I.2, I.3, I.4)
questions about the
topic. Then reading
to find the answers
to the questions.
- Listening to a song
and inferring if it is
happy, sad, etc.
- Writing a sentence
to describe the
author’s intention.
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
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 There will be a record of any new issue that may
appear in our way to the fulfilling of this planning.
Also, some fittings may be suggested, for the better
achievement of the goal of what is planned in the
instrument.

DONE BY: REVISED BY: APPROVED BY:

Lcda. Jazmin Sanchez Econ. Carlos Simancas MSc. Sonia Ford Gracia

English Teachers Pedagogic Area School Principal

Date: Date: Date:

19