Professional Documents
Culture Documents
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 9th EGB A1.2
O.EFL 4.4
Develop creative and critical thinking skills when encountering challenges in
order to promote autonomous learning and decision making.
O.EFL 4.6
Write short descriptive and informative texts related to personal information or
familiar topics and use them as a means of communication and written expression of
thought.
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria Commented [A1]: After observing the contents and
objectives of each unit in the book we can define the Skills
and Performance Criteria for each Curricular Thread.
Communication and Cultural Awareness CE.EFL.4.1.
Commented [A2]: It is determined for each performance
EFL 4.1.1 Compare and contrast oral traditions and literature from criteria of each Curricular Thread.
Compare and contrast oral traditions, myths, folktales Ecuador and beyond in order to manifest an understanding
and literature from Ecuador and international regions and of the relationship between cultural perspectives and
cultures and identify similarities and differences and practices and by sharing cross cultural experiences.
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Reading CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details
EFL 4.3.2 in short simple texts on familiar subjects, making use of
Make use of clues such as titles, illustrations, contextual clues to identify relevant information in a
organization, text outline and layout, etc. to identify text.
and understand relevant information in written level-
appropriate text types. CE.EFL.4.13.
Apply learning strategies such as using prior knowledge
EFL 4.3.6
and graphic organizers to interpret new information in a
Apply learning strategies to examine and interpret a
variety of written materials using prior knowledge, text, and assess this information according to the
organization, subject area and purpose of the text, using
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Writing CE.EFL.4.16.
Make use of simple learning resources, including those
EFL 4.4.2 created by one’s self, in order to compare and contrast
Make and use a simple print or digital learning resource information, and choose appropriate resources according
to compare and contrast information in order to to the value, purpose and audience of each.
demonstrate understanding and command of a topic.
CE.EFL.4.17.
EFL 4.4.7
Show an ability to convey and organize information
Use the process of prewriting, drafting, revising, peer
through the use of facts and details and by employing
editing and proofreading (i.e., “the writing process”) to
produce well-constructed informational texts. various stages of the writing process, while using a
range of digital tools to promote and support
collaboration, learning and productivity.
Communication and Cultural New Curriculum EFL for Communication and Cultural Commented [A5]: They are all indicators that help us
ACTIVITIES and TECHNIQUES achieveeach Evaluation Criteria.
Awareness Superior EGB Awareness
Commented [A6]: It is made up of all activities, instruments
Complete a illustrating and techniques to get a good assessment process.
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Quito-Ecuador www.educacion.gob.ec
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Quito-Ecuador www.educacion.gob.ec
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Quito-Ecuador www.educacion.gob.ec
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Quito-Ecuador www.educacion.gob.ec
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Quito-Ecuador www.educacion.gob.ec
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Selecting desirable
behaviors for group work
from a list and reaching a
consensus as a group for the
three most important.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion must
take into account students who have disabilities or learning
needs.
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CLIL Components - Science/Technology/Arts: Commented [A8]: Taking into account the extra-curricular
Transversal Axes activities referring to science and technology.
Commented [A9]: Values defined by each school.
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.
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