Pca - Ingles - 8vo - Ayudadocente

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SCHOOL YEAR

JOSE MIGUEL GARCIA MORENO 2018-2019
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): EVLYN MADRID MOSQUERA
Grade/ Course: 8vo EGB EducationLevel: A1.1
2. TIME
Weeklyhours Number of weeks of LearningAssessmentWeeks Total Weeks of class Total of periods
work
5 Hours 36 weeks 4 weeks 40 weeks 200 Hours

3. GENERAL AIMS
Objectives of theArea Objectives of the Grade/Course
OG.EFL 1 O.EFL 4.1
Encounter socio-cultural aspects of their own and other Identify the main ideas, some details and inferences of written
countries in a thoughtful and inquisitive manner, maturely, texts, in order to produce level-appropriate critical analysis of
and openly experiencing other cultures and languages from familiar subjects and contexts.
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 2 medium to interact globally.
Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the role O.EFL 4.3
of diversity in building an intercultural and multinational Independently read A2.1 level text in English as a source of enter-
society. tainment and interpersonal and intrapersonal interaction.
OG.EFL 3 O.EFL 4.4

Access greater flexibility of mind, creativity, enhanced Develop creative and critical thinking skills when encountering
linguistic intelligence, and critical thinking skills challenges in order to promote autonomous learning and decision
through an appreciation of linguistic differences. Enjoy an making.
pág. 1
enriched perspective of their L1 and of language use for

communication and learning. O.EFL 4.5
Introduce the need for independent research as a daily activity by
OG.EFL 4 using electronic resources (ICT) in class while practicing ap-
Deploy a range of learning strategies, thereby increasing propriate competences in the four skills.
disposition and ability to independently access further
(language) learning and practice opportunities. Respect O.EFL 4.6
themselves and others within the communication process, Write short descriptive and informative texts related to personal
cultivating habits of honesty and integrity into information or familiar topics and use them as a means of com-
responsible academic behavior. munication and written expression of thought.
OG.EFL 5 O.EFL 4.7

Directly access the main points and important details of Use spoken and written literary text in English such as poems, short
up-to date. English language texts, such as those published stories, comic strips, short magazine articles and oral interviews
on the web, for professional or general investigation, on familiar subjects in order to inspire oral and written production
through the efficient use of ICT and reference tools where at an A2.1 level.
required.
O.EFL 4.8
OG.EFL 6 Integrate written and spoken text in order to identify cultural
Through selected media, participate in reasonably extended differences and similarities within a range of local, national and
spoken or written dialogue with peers from different L1 global contexts familiar to the learner.
backgrounds on work, study, or general topics of common
interest, expressing ideas and opinions effectively and O.EFL 4.9
appropriately. Create a sense of awareness in terms of accuracy when learners
interact in English using high-frequency and level-appropriate
OG.EFL 7 expressions in order to reach an effective command of spoken
Interact quite clearly, confidently, and appropriately in a language.
range of formal and informal social situations with a
limited but effective command of the spoken language (CEFR
B1 level).
4.TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.
pág. 2
5.UNITS TO BE DEVELOPED*
Nº Title of UnitSpecificObjectives Contents/skills ** Methodological Evaluation*** Weeksdur
theunit Orientations ation
(Skills and strategies)
1 People You will learn how to EFL 4.1.9 Communication and CE.EFL.4.2. 6
Around Us Recognize the Cultural Awareness Recognize and demonstrate an
• greet formally and consequences of one’s appreciation of
informally. actions by Creating a poster of commonalities between
• ask and answer demonstrating class rules.
cultures as well as the
personal responsible decision- consequences of one’s
information questions. making at school, Collaborating on a
• introduce someone. group project. actions while exhibiting
online, at home and in
socially responsible
the community, while
considering ethical Completing group work behaviors.
standards, safety con- in a fair and honest
cerns, social norms and manner and accepting I.EFL.4.2.1.
mutual respect. the group’s decisions. Learners can name similar-
ities and differences
EFL 4.1.10 Helping learners in the between different aspects of
Recognize and class who have a cultural groups. Learners
appreciate individual different skill set. can demonstrate socially
and group similarities responsible behaviors at
and differences by Sharing ideas freely
school, online, at home and
establishing and and without jealousy.
in the community, and
maintaining healthy and
Making positive remarks evaluate their actions by
rewarding online and
to other learners in ethical, safety and social
face-to-face
relationships based on class. standards. (J.3, S.1, I.1)
communication and
cooperation. Encouraging classmates CE.EFL.4.5.
to stay motivated when Display an appreciation of
EFL 4.2.1 needed. and demonstrate respect for
Understand phrases and individual and group
expressions related to Giving assistance to differences by establishing
areas of most immediate those who are and maintaining healthy and
pág. 3
priority within the struggling, even when rewarding relationships

personal and not directly asked to. based on communication and
educational domains, cooperation.
provided speech is OralCommunication:
clearly and slowly Listening and Speaking) I.EFL.4.5.1.
articulated. (Example: Learners can appreciate and
daily life, free time, Listening to another
show respect for individual
school activities, learner’s answers in
and group differences by
etc.) class and responding
appropriately. (Ex- establishing and maintaining
EFL 4.2.6 ample: giving praise, healthy and rewarding online
Use other students’ correcting an error, and face-to-face
contributions in class asking a follow-up interactions. Learners can
as models for their question, etc.) communicate and cooperate in
own. a respectful, empathetic
Listening to a dialogue manner. (J.3, S.1, S.4)
EFL 4.3.1 and completing a chart
Understand main points with key information. CE.EFL.4.6.
in short simple texts (Example: Name, Listening for Meaning:
on familiar subjects. country, nationality,
Understand and follow the
(Example: news about language, etc.)
sports or famous main idea in spoken texts
people, descriptions, Reading set in familiar everyday
etc.) contexts, provided speech is
Reading a text and clear and articulate, and
EFL 4.4.5 answering information deduce the meanings of
Recognize that various questions. unfamiliar words and phrases
types of writing using context clues and/or
require different lan- Choosing from a list of prior knowledge.
guage, formatting and words to complete gaps
special vocabulary. from a reading. I.EFL.4.6.1.
(Example: a recipe, a Learners can grasp the gen-
letter, etc.) Predicting main ideas
eral meaning of spoken texts
by reading the title
set in familiar everyday
EFL 4.5.1 and using other
Make use of main points contextual clues (e.g., contexts and infer changes
in literary texts illustrations, in the topic of discussion,
(authentic and semi-au- subheadings, etc.) as well as deduce the
thentic, oral and meanings of unfamiliar words
pág. 4
written) to understand Writing and exchanges through the

short simple everyday use of context clues,
stories, especially if Writing your own provided speech is given
there is visual answers to interview slowly and clearly and there
support. questions. is sufficient visualsupport.
(I.3, S.1, J.4)
EFL 4.5.9 Language throughthe
Engage in collaborative Arts
activities through a CE.EFL.4.7.
variety of student Looking at the title of Listening for Information:
groupings to create and a text and accompanying Follow and identify some
respond to literature illustrations and main ideas and details in
and other literary writing three questions short and straightforward
texts. (Example: small about the topic. Then spoken or audio texts set in
groups, cooperative reading to find the familiar contexts, when
learning groups, lit- answers to the delivered slowly and with
erature circles, questions. visuals to provide
process writing groups, contextual support. Use
etc.) Listening to a song and spoken contributions in
inferring if it is
class as models for one’s
happy, sad, etc.
own speech.
Participating in
classroom games in I.EFL.4.7.1.
which problem-solving Learners can identify the
as a team is important. main idea and some details
in short straightforward
Comparing answers in spoken audio texts set in
pairs in order to help familiar contexts when the
each other understand
errors or concepts. message is delivered slowly
and there is other
contextual support. (Ex-
ample: 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
pág. 5
class as models for their

own. (I.2, I.3, S.4)
CE.EFL.4.11.
Demonstrate comprehension of
main ideas and some details
in short simple texts on
familiar subjects, making
use of contextual clues to
identify relevant
information in a text.
I.EFL.4.11.1.
Learners can understand main
ideas and some details in
short simple 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)
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
pág. 6
in one’s own writing.
I.EFL.4.15.1.
Learners can convey infor-
mation and ideas and
describe feelings and
opinions in simple
in one’s own writing. (I.3,
I.4, S.3, J.2)
CE.EFL.4.18.
Use main ideas in order to
understand, predict, infer
and deduce literal and
implied meanings in short,
simple, everyday literary
texts (online, oral or in
print).
I.EFL.4.18.1.
Learners can understand,
predict, infer and deduce
literal and implied meanings
in short, simple, everyday
literary texts (online, oral
or in print), especially
when visual support is
provided. (I.2, I.3, I.4)
pág. 7
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
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
2 People I You will learn how to EFL 4.1.9 Communication and CE.EFL.4.2. 6
love Recognize the Cultural Awareness Recognize and demonstrate an
• describe people’s consequences of one’s appreciation of
physical actions by Creating a poster of commonalities between
appearance. demonstrating rules cultures as well as the
• ask and answer responsible decision-
consequences of one’s
questions making at school, Collaborating on a
about physical online, at home and in actions while exhibiting
group project.
description. the community, while socially responsible
considering ethical Completing group work behaviors.
standards, safety con- in a fair and honest
pág. 8
cerns, social norms and manner and accepting I.EFL.4.2.1.

mutual respect. the group’s decisions. Learners can name similar-
ities and differences
EFL 4.1.10 Helping learners in the between different aspects of
Recognize and class who have a cultural groups. Learners
appreciate individual different skill set. can demonstrate socially
and group similarities
responsible behaviors at
and differences by Sharing ideas freely
school, online, at home and
establishing and and without jealousy.
maintaining healthy and in the community, and
rewarding online and Making positive remarks evaluate their actions by
face-to-face to other learners in ethical, safety and social
relationships based on class. standards. (J.3, S.1, I.1)
communication and
cooperation. Encouraging classmates CE.EFL.4.5.
to stay motivated when Display an appreciation of
EFL 4.2.6 needed. and demonstrate respect for
Use other students’ individual and group
contributions in class Giving assistance to differences by establishing
as models for their those who are and maintaining healthy and
own. struggling, even when
rewarding relationships
not directly asked to.
EFL 4.3.1 based on communication and
Understand main points Oral Communication: cooperation.
in short simple texts Listening and Speaking)
on familiar subjects. I.EFL.4.5.1.
(Example: news about Listening to another Learners can appreciate and
sports or famous learner’s answers in show respect for individual
people, descriptions, class and responding and group differences by
etc.) appropriately. (Ex- establishing and maintaining
ample: giving praise, healthy and rewarding online
EFL 4.4.5 correcting an error, and face-to-face
Recognize that various asking a follow-up interactions. Learners can
types of writing question, etc.)
communicate and cooperate in
require different lan-
a respectful, empathetic
guage, formatting and Reading
special vocabulary. manner. (J.3, S.1, S.4)
(Example: a recipe, a Reading a text and
letter, etc.) answering information CE.EFL.4.7.
pág. 9
questions. Listening for Information:

EFL 4.5.1 Follow and identify some
Make use of main points Choosing from a list of main ideas and details in
in literary texts words to complete gaps short and straightforward
(authentic and semi-au- from a reading. spoken or audio texts set in
thentic, oral and familiar contexts, when
written) to understand Predicting main ideas
delivered slowly and with
short simple everyday by reading the title
visuals to provide
stories, especially if and using other
there is visual contextual clues (e.g., contextual support. Use
support. illustrations, spoken contributions in
subheadings, etc.) class as models for one’s
EFL 4.5.9 own speech.
Engage in collaborative Writing
activities through a I.EFL.4.7.1.
variety of student Looking at a picture Learners can identify the
groupings to create and and writing a main idea and some details
respond to literature description of what you in short straightforward
and other literary see or how it makes you
spoken audio texts set in
texts. (Example: small feel, then comparing
groups, cooperative descriptions in pairs. familiar contexts when the
learning groups, lit- message is delivered slowly
erature circles, Language through the and there is other
process writing groups, Arts contextual support. (Ex-
etc.) ample: rules for a game,
Looking at the title of classroom instructions, a
a text and accompanying dialogue in a scene from a
illustrations and
writing three questions cartoon or movie, etc.)
about the topic. Then Learners can use other
reading to find the classmate’s contributions in
answers to the class as models for their
questions. own. (I.2, I.3, S.4)
Listening to a song and

CE.EFL.4.11.
inferring if it is
happy, sad, etc.
in short simple texts on
Participating in
pág. 10
classroom games in familiar subjects, making

which problem-solving use of contextual clues to
as a team is important. identify relevant
Comparing answers in
pairs in order to help I.EFL.4.11.1.
Learners can understand main
errors or concepts.
texts on familiar subjects,
using contextual clues to
help identify the most
(Example: title,
etc.) (I.2, I.4)
CE.EFL.4.15.
I.EFL.4.15.1.
opinions in simple
pág. 11
I.4, S.3, J.2)
CE.EFL.4.18.
print).
I.EFL.4.18.1.
CE.EFL.4.22.
pág. 12

problem solving.
I.EFL.4.22.1.
J.1, J.2, J.3, J.4)
3 Leisure You will learn how to EFL 4.1.6 Communication and CE.EFL.4.2. 6
Activitie Seek and provide Cultural Awareness Recognize and demonstrate an
s • ask and answer information and appreciation of
questions assistance, orally or Comparing answers in commonalities between
about schedules. in writing and in pairs or small groups. cultures as well as the
• ask for and give online or face-to-face consequences of one’s
dates. interactions, for Working in small groups actions while exhibiting
• ask for and give the personal, social and to complete a cultural socially responsible
time. academic purposes. project. (Example: behaviors.
different musical
EFL 4.1.9 genres in Ecuador, I.EFL.4.2.1.
Recognize the traditional food in Learners can name similar-
consequences of one’s Latin America, etc.) ities and differences
actions by between different aspects of
demonstrating Researching through the cultural groups. Learners
responsible decision- Internet about other can demonstrate socially
making at school, cultures and ways of responsible behaviors at
online, at home and in life and presenting school, online, at home and
the community, while them to the class using in the community, and
pág. 13
considering ethical digital tools. evaluate their actions by

standards, safety con- ethical, safety and social
cerns, social norms and Collaborating on a standards. (J.3, S.1, I.1)
mutual respect. group project.
CE.EFL.4.4.
EFL 4.1.10 Completing group work Demonstrate the ability to
Recognize and in a fair and honest ask for and give information
appreciate individual manner and accepting and assistance using
and group similarities the group’s decisions. appropriate language and
and differences by interaction styles in a
establishing and Helping learners in the variety of social
maintaining healthy and class who have a interactions.
rewarding online and different skill set.
face-to-face I.EFL.4.4.1.
relationships based on Sharing ideas freely Learners can demonstrate an
communication and and without jealousy. ability to give and ask for
cooperation. information and assistance
Making positive remarks using level-appropriate
EFL 4.2.6 to other learners in language and interaction
Use other students’ class. styles in online or face-to-
contributions in class face social and classroom
as models for their Encouraging classmates interactions. (J.2, J.3,
own. to stay motivated when J.4, I.3)
needed.
EFL 4.3.1 CE.EFL.4.5.
Understand main points Giving assistance to Display an appreciation of
in short simple texts those who are and demonstrate respect for
on familiar subjects. struggling, even when individual and group
(Example: news about not directly asked to. differences by establishing
sports or famous and maintaining healthy and
people, descriptions, Oral Communication: rewarding relationships
etc.) Listening and Speaking) based on communication and
cooperation.
EFL 4.4.5 Listening to another
Recognize that various learner’s answers in I.EFL.4.5.1.
types of writing class and responding Learners can appreciate and
require different lan- appropriately. (Ex- show respect for individual
guage, formatting and ample: giving praise, and group differences by
special vocabulary. correcting an error, establishing and maintaining
pág. 14
(Example: a recipe, a asking a follow-up healthy and rewarding online

letter, etc.) question, etc.) and face-to-face
interactions. Learners can
EFL 4.5.1 Reading communicate and cooperate in
Make use of main points a respectful, empathetic
in literary texts Reading a text and manner. (J.3, S.1, S.4)
(authentic and semi-au- answering information
thentic, oral and questions. CE.EFL.4.7.
written) to understand Listening for Information:
short simple everyday Choosing from a list of Follow and identify some
stories, especially if words to complete gaps main ideas and details in
there is visual from a reading. short and straightforward
support. spoken or audio texts set in
Predicting main ideas familiar contexts, when
EFL 4.5.9 by reading the title delivered slowly and with
Engage in collaborative and using other visuals to provide
activities through a contextual clues (e.g., contextual support. Use
variety of student illustrations, spoken contributions in
groupings to create and subheadings, etc.) class as models for one’s
respond to literature own speech.
and other literary Writing
texts. (Example: small I.EFL.4.7.1.
groups, cooperative Identifying the text Learners can identify the
learning groups, lit- type according to main idea and some details
erature circles, writing features and in short straightforward
process writing groups, vocabulary. (Example: spoken audio texts set in
etc.) recognizing that a familiar contexts when the
recipe has a section message is delivered slowly
called “ingredients” and there is other
and one called “direc- contextual support. (Ex-
tions”, identifying the ample: rules for a game,
introduction, body and classroom instructions, a
conclusion in a news dialogue in a scene from a
article, etc.) cartoon or movie, etc.)
Learners can use other
Language through the classmate’s contributions in
Arts class as models for their
own. (I.2, I.3, S.4)
Listening to or reading
pág. 15
stories and drawing an CE.EFL.4.11.

important scene. Demonstrate comprehension of
Participating in in short simple texts on
classroom games in familiar subjects, making
which problem-solving use of contextual clues to
as a team is important. identify relevant
each other understand Learners can understand main
errors or concepts. ideas and some details in
Brainstorming ideas for texts on familiar subjects,
a writing project in using contextual clues to
small groups, using a help identify the most
graphic organizer. relevant information.
(Example: title,
etc.) (I.2, I.4)
CE.EFL.4.15.
I.EFL.4.15.1.
pág. 16
opinions in simple
I.4, S.3, J.2)
CE.EFL.4.18.
print).
I.EFL.4.18.1.
CE.EFL.4.22.
pág. 17

problem solving.
I.EFL.4.22.1.
J.1, J.2, J.3, J.4)
4 Street You will learn how to EFL 4.1.9 Communication and CE.EFL.4.2. 6
Life Recognize the Cultural Awareness Recognize and demonstrate an
• express what people consequences of one’s appreciation of
are doing actions by Making a useful object commonalities between
at the moment of demonstrating out of recycled cultures as well as the
speaking. responsible decision- materials. consequences of one’s
• describe what people making at school, actions while exhibiting
are online, at home and in Collaborating on a socially responsible
wearing. the community, while group project. behaviors.
considering ethical
standards, safety con- Completing group work I.EFL.4.2.1.
cerns, social norms and in a fair and honest Learners can name similar-
mutual respect. manner and accepting ities and differences
the group’s decisions. between different aspects of
EFL 4.1.10 cultural groups. Learners
Recognize and Helping learners in the can demonstrate socially
appreciate individual class who have a responsible behaviors at
and group similarities different skill set. school, online, at home and
and differences by in the community, and
establishing and Sharing ideas freely evaluate their actions by
maintaining healthy and and without jealousy. ethical, safety and social
rewarding online and standards. (J.3, S.1, I.1)
face-to-face Making positive remarks
pág. 18
relationships based on to other learners in CE.EFL.4.5.

communication and class. Display an appreciation of
cooperation. and demonstrate respect for
Encouraging classmates individual and group
EFL 4.2.10 to stay motivated when differences by establishing
Sustain a needed. and maintaining healthy and
conversational exchange rewarding relationships
on a familiar, everyday Giving assistance to based on communication and
subject when carrying those who are cooperation.
out a struggling, even when
collaborative/paired not directly asked to. I.EFL.4.5.1.
learning activity in Learners can appreciate and
which there are Oral Communication: show respect for individual
specific instructions Listening and Speaking) and group differences by
for a task. establishing and maintaining
Working in pairs to healthy and rewarding online
EFL 4.3.1 complete an information and face-to-face
Understand main points gap activity. interactions. Learners can
in short simple texts communicate and cooperate in
on familiar subjects. Asking for help in a respectful, empathetic
(Example: news about class when necessary. manner. (J.3, S.1, S.4)
sports or famous (Example: What’s the
people, descriptions, answer? How do you say CE.EFL.4.10.
etc.) ___? Do you have an Interaction – Interpersonal:
eraser? Can you help me Participate effectively in
EFL 4.3.9 with ____?, etc.) familiar and predictable
Demonstrate an ability conversational exchanges by
to interact and engage Establishing a clear asking and answering follow-
with a wide range of expectation of English up questions, provided there
ICT and classroom use for classroom are opportunities to use
resources in order to functions. (Example: repair strategies (e.g.
strengthen literacy greeting, requesting, asking for clarification)
skills and strategies. thanking, asking for and sustain conversational
repetition / exchanges in pairs to
EFL 4.4.1 clarification, giving complete a task, satisfy a
Convey information and instructions, offering need or handle a simple
ideas through simple help, comparing transaction.
transactional or answers, taking leave,
expository texts on etc.) Informal I.EFL.4.10.1.
pág. 19
familiar subjects using assessment could Learners can effectively

ICT tools and con- involve personal notes participate in familiar and
ventions and features from the teacher to predictable everyday
of English appropriate learners who use L2 conversational exchanges in
to audience and regularly. order to complete a task,
purpose. satisfy a need or handle a
Reading simple transaction, using a
EFL 4.5.9 range of repair strategies.
Engage in collaborative Reading a text and (Example: asking for clari-
activities through a answering information fication, etc.) (I.3, J.3,
variety of student questions. J.4)
groupings to create and
respond to literature Choosing from a list of CE.EFL.4.11.
and other literary words to complete gaps Demonstrate comprehension of
texts. (Example: small from a reading. main ideas and some details
groups, cooperative in short simple texts on
learning groups, lit- Predicting main ideas familiar subjects, making
erature circles, by reading the title use of contextual clues to
process writing groups, and using other identify relevant
etc.) contextual clues (e.g., information in a text.
illustrations,
EFL 4.5.11 subheadings, etc.) I.EFL.4.11.1.
Participate in creative Learners can understand main
thinking through Reading a text about ideas and some details in
brainstorming, working how to find reliable short simple online or print
in groups, games and and relevant online texts on familiar subjects,
problem-solving tasks resources and under- using contextual clues to
by showing the ability lining key information. help identify the most
to accept a variety of relevant information.
ideas and capitalize on Recommending an (Example: title,
other people’s informational web site illustrations, organization,
strengths. to another learner. etc.) (I.2, I.4)
Creating a class list CE.EFL.4.14.

of reliable sources of Display an ability to
information and interact and engage with a
publishing it online or wide range of ICT and
displaying it on a classroom resources and
poster in class. texts by selecting and
pág. 20
evaluating them in order to

Writing strengthen literacy skills
and promote acquisition.
Identifying the text
type according to I.EFL.4.14.1.
writing features and Learners can interact and
vocabulary. (Example: engage with a wide range of
recognizing that a ICT and classroom resources
recipe has a section and texts by selecting and
called “ingredients” evaluating them in order to
and one called “direc- strengthen literacy skills
tions”, identifying the and promote acquisition.
introduction, body and (I.2, I.4, S.3, J.2, J.3)
conclusion in a news
article, etc.) CE.EFL.4.15.
Language through the and opinions in simple
Arts transactional or expository
Participating in in order to influence an
classroom games in audience, while recognizing
which problem-solving that different texts have
as a team is important. different features and
Comparing answers in these features appropriately
pairs in order to help in one’s own writing.
errors or concepts. I.EFL.4.15.1.
Brainstorming ideas for mation and ideas and
a writing project in describe feelings and
small groups, using a opinions in simple
graphic organizer. transactional or expository
pág. 21

I.4, S.3, J.2)
CE.EFL.4.22.
problem solving.
I.EFL.4.22.1.
J.1, J.2, J.3, J.4)
5 Amazing You will learn how to EFL 4.1.6 Communication and CE.EFL.4.2. 6
Places Seek and provide Cultural Awareness Recognize and demonstrate an
• identify places in information and appreciation of
the city. assistance, orally or Playing games that commonalities between
• ask for and give in writing and in practice classroom cultures as well as the
information online or face-to-face language, turn-taking, consequences of one’s
about location. interactions, for actions while exhibiting
being polite, etc.
• give and follow personal, social and socially responsible
instructions to academic purposes. behaviors.
Participating in short
pág. 22
get to a place. dialogues and role

EFL 4.1.9 plays to practice I.EFL.4.2.1.
Recognize the target language. (Exam- Learners can name similar-
consequences of one’s ple: thanking others, ities and differences
actions by apologizing, asking for between different aspects of
demonstrating help, greeting cultural groups. Learners
responsible decision- can demonstrate socially
authorities, etc.)
making at school, responsible behaviors at
online, at home and in school, online, at home and
Choosing pictures that in the community, and
the community, while
considering ethical demonstrate evaluate their actions by
standards, safety con- responsibility (helping ethical, safety and social
cerns, social norms and an elder cross the standards. (J.3, S.1, I.1)
mutual respect. sidewalk, stopping two
children from throwing CE.EFL.4.4.
EFL 4.1.10 rocks at a dog, being Demonstrate the ability to
Recognize and respectful of people ask for and give information
appreciate individual who dress differently, and assistance using
and group similarities being open to accepting appropriate language and
and differences by new ideas/foods, etc.) interaction styles in a
establishing and variety of social
and identifying why
maintaining healthy and interactions.
each is desirable and
rewarding online and
face-to-face what consequences the I.EFL.4.4.1.
relationships based on irresponsible actions Learners can demonstrate an
communication and would have. ability to give and ask for
cooperation. information and assistance
Collaborating on a using level-appropriate
EFL 4.2.1 group project. language and interaction
Understand phrases and styles in online or face-to-
expressions related to Completing group work face social and classroom
areas of most immediate in a fair and honest interactions. (J.2, J.3,
priority within the manner and accepting J.4, I.3)
personal and the group’s decisions.
educational domains, CE.EFL.4.5.
provided speech is Display an appreciation of
Helping learners in the and demonstrate respect for
clearly and slowly
articulated. (Example: class who have a individual and group
daily life, free time, different skill set. differences by establishing
pág. 23
school activities, and maintaining healthy and

etc.) Sharing ideas freely rewarding relationships
and without jealousy. based on communication and
EFL 4.2.10 cooperation.
Sustain a Making positive remarks
conversational exchange to other learners in I.EFL.4.5.1.
on a familiar, everyday Learners can appreciate and
class.
subject when carrying show respect for individual
out a and group differences by
collaborative/paired Encouraging classmates establishing and maintaining
learning activity in to stay motivated when healthy and rewarding online
which there are needed. and face-to-face
specific instructions interactions. Learners can
for a task. Giving assistance to communicate and cooperate in
those who are a respectful, empathetic
EFL 4.3.1 struggling, even when manner. (J.3, S.1, S.4)
Understand main points not directly asked to.
in short simple texts CE.EFL.4.6.
on familiar subjects. Oral Communication: Listening for Meaning:
(Example: news about Listening and Speaking) Understand and follow the
sports or famous main idea in spoken texts
people, descriptions, set in familiar everyday
etc.) Listening to and contexts, provided speech is
following class clear and articulate, and
EFL 4.3.9 commands. deduce the meanings of
Demonstrate an ability unfamiliar words and phrases
to interact and engage Listening to a simple, using context clues and/or
with a wide range of straightforward story prior knowledge.
ICT and classroom and correcting false
resources in order to statements. (Example: I.EFL.4.6.1.
strengthen literacy Veronica climbed a Learners can grasp the gen-
skills and strategies. mountain on her eral meaning of spoken texts
vacation – True, set in familiar everyday
EFL 4.4.1 contexts and infer changes
Veronica saw gray
Convey information and in the topic of discussion,
dolphins – False, she
ideas through simple as well as deduce the
transactional or saw pink dolphins, meanings of unfamiliar words
expository texts on etc.) and exchanges through the
familiar subjects using use of context clues,
pág. 24
ICT tools and con- Working in pairs to provided speech is given

ventions and features complete an information slowly and clearly and there
of English appropriate gap activity. is sufficient visual
to audience and support. (I.3, S.1, J.4)
purpose. Asking for help in
class when necessary. CE.EFL.4.10.
EFL 4.5.9 Interaction – Interpersonal:
(Example: What’s the
Engage in collaborative Participate effectively in
answer? How do you say
activities through a familiar and predictable
variety of student ___? Do you have an conversational exchanges by
groupings to create and eraser? Can you help me asking and answering follow-
respond to literature with ____?, etc.) up questions, provided there
and other literary are opportunities to use
texts. (Example: small Establishing a clear repair strategies (e.g.
groups, cooperative expectation of English asking for clarification)
learning groups, lit- use for classroom and sustain conversational
erature circles, functions. (Example: exchanges in pairs to
process writing groups, greeting, requesting, complete a task, satisfy a
etc.) thanking, asking for need or handle a simple
repetition / transaction.
EFL 4.5.11
clarification, giving
Participate in creative I.EFL.4.10.1.
thinking through instructions, offering Learners can effectively
brainstorming, working help, comparing participate in familiar and
in groups, games and answers, taking leave, predictable everyday
problem-solving tasks etc.) Informal conversational exchanges in
by showing the ability assessment could order to complete a task,
to accept a variety of involve personal notes satisfy a need or handle a
ideas and capitalize on from the teacher to simple transaction, using a
other people’s learners who use L2 range of repair strategies.
strengths. regularly. (Example: asking for clari-
fication, etc.) (I.3, J.3,
Reading J.4)
CE.EFL.4.11.
Reading a text and
answering information main ideas and some details
questions. in short simple texts on
familiar subjects, making
pág. 25
Choosing from a list of use of contextual clues to

words to complete gaps identify relevant
from a reading. information in a text.
Predicting main ideas I.EFL.4.11.1.

by reading the title Learners can understand main
and using other
contextual clues (e.g., texts on familiar subjects,
illustrations, using contextual clues to
subheadings, etc.) help identify the most
Reading a text about (Example: title,
how to find reliable illustrations, organization,
and relevant online etc.) (I.2, I.4)
resources and under-
lining key information. CE.EFL.4.14.
Display an ability to
Recommending an interact and engage with a
informational web site wide range of ICT and
classroom resources and
to another learner.
texts by selecting and
Creating a class list strengthen literacy skills
of reliable sources of and promote acquisition.
information and
publishing it online or I.EFL.4.14.1.
displaying it on a Learners can interact and
poster in class. engage with a wide range of
ICT and classroom resources
Writing and texts by selecting and
Identifying the text strengthen literacy skills
type according to
(I.2, I.4, S.3, J.2, J.3)
writing features and
vocabulary. (Example: CE.EFL.4.15.
recognizing that a Express information and
recipe has a section ideas and describe feelings
pág. 26
called “ingredients” and opinions in simple

and one called “direc- transactional or expository
tions”, identifying the texts on familiar subjects
introduction, body and in order to influence an
conclusion in a news audience, while recognizing
article, etc.) that different texts have
Language through the in one’s own writing.
Arts
I.EFL.4.15.1.
Participating in Learners can convey infor-
classroom games in mation and ideas and
which problem-solving describe feelings and
as a team is important. opinions in simple
Comparing answers in texts on familiar subjects
pairs in order to help in order to influence an
each other understand audience, while recognizing
errors or concepts. that different texts have
Brainstorming ideas for
a writing project in in one’s own writing. (I.3,
small groups, using a I.4, S.3, J.2)
graphic organizer.
CE.EFL.4.22.
Creating a crossword Show the ability to work
puzzle in groups about collaboratively and to
an Ecuadorian story, participate effectively in a
region, celebrity, etc. variety of student groupings
problem solving.
pág. 27
I.EFL.4.22.1.
J.1, J.2, J.3, J.4)
Communication and
6 Daily You will learn how to EFL 4.1.6 Cultural Awareness CE.EFL.4.2. 6
Routines Seek and provide Recognize and demonstrate an
• talk about routines information and Singing songs that appreciation of
andlifestyles. assistance, orally or practice helpful commonalities between
in writing and in language. cultures as well as the
online or face-to-face consequences of one’s
interactions, for Reading a list of actions while exhibiting
personal, social and actions people take and socially responsible
academic purposes. evaluating and behaviors.
discussing the
EFL 4.1.9 consequences on others. I.EFL.4.2.1.
Recognize the Learners can name similar-
consequences of one’s Collaborating on a ities and differences
actions by group project. between different aspects of
demonstrating cultural groups. Learners
responsible decision- Completing group work can demonstrate socially
making at school, in a fair and honest responsible behaviors at
online, at home and in manner and accepting school, online, at home and
the community, while the group’s decisions. in the community, and
considering ethical evaluate their actions by
standards, safety con- Helping learners in the ethical, safety and social
cerns, social norms and class who have a standards. (J.3, S.1, I.1)
mutual respect. different skill set.
CE.EFL.4.4.
EFL 4.1.10 Sharing ideas freely Demonstrate the ability to
Recognize and and without jealousy. ask for and give information
pág. 28
appreciate individual and assistance using

and group similarities Making positive remarks appropriate language and
and differences by to other learners in interaction styles in a
establishing and class. variety of social
maintaining healthy and interactions.
rewarding online and Encouraging classmates
face-to-face to stay motivated when I.EFL.4.4.1.
relationships based on needed. Learners can demonstrate an
communication and ability to give and ask for
cooperation. Giving assistance to information and assistance
those who are using level-appropriate
EFL 4.2.1 struggling, even when language and interaction
Understand phrases and not directly asked to. styles in online or face-to-
expressions related to face social and classroom
areas of most immediate Oral Communication: interactions. (J.2, J.3,
priority within the Listening and Speaking) J.4, I.3)
personal and
educational domains, Listening to and CE.EFL.4.5.
provided speech is following class Display an appreciation of
clearly and slowly commands. and demonstrate respect for
articulated. (Example: individual and group
daily life, free time, Listening to a simple, differences by establishing
school activities, straightforward story and maintaining healthy and
etc.) and correcting false rewarding relationships
statements. (Example: based on communication and
EFL 4.2.10 Veronica climbed a cooperation.
Sustain a mountain on her
conversational exchange vacation – True, I.EFL.4.5.1.
on a familiar, everyday Veronica saw gray Learners can appreciate and
subject when carrying dolphins – False, she show respect for individual
out a saw pink dolphins, and group differences by
collaborative/paired etc.) establishing and maintaining
learning activity in healthy and rewarding online
which there are Asking for help in and face-to-face
specific instructions class when necessary. interactions. Learners can
for a task. (Example: What’s the communicate and cooperate in
answer? How do you say a respectful, empathetic
EFL 4.3.1 ___? Do you have an manner. (J.3, S.1, S.4)
Understand main points eraser? Can you help me
pág. 29
in short simple texts with ____?, etc.) CE.EFL.4.6.

on familiar subjects. Listening for Meaning:
(Example: news about Establishing a clear Understand and follow the
sports or famous expectation of English main idea in spoken texts
people, descriptions, use for classroom set in familiar everyday
etc.) functions. (Example: contexts, provided speech is
greeting, requesting, clear and articulate, and
EFL 4.3.9 thanking, asking for deduce the meanings of
Demonstrate an ability repetition / unfamiliar words and phrases
to interact and engage clarification, giving using context clues and/or
with a wide range of instructions, offering prior knowledge.
ICT and classroom help, comparing
resources in order to answers, taking leave, I.EFL.4.6.1.
strengthen literacy etc.) Informal Learners can grasp the gen-
skills and strategies. assessment could eral meaning of spoken texts
involve personal notes set in familiar everyday
EFL 4.4.1 from the teacher to contexts and infer changes
Convey information and learners who use L2 in the topic of discussion,
ideas through simple regularly. as well as deduce the
transactional or meanings of unfamiliar words
expository texts on Conducting a role play and exchanges through the
familiar subjects using between two students on use of context clues,
ICT tools and con- a given topic. provided speech is given
ventions and features (Example: talking about slowly and clearly and there
of English appropriate routines, finding is sufficient visual
to audience and common free time support. (I.3, S.1, J.4)
purpose. activities, playing a
guessing game, etc.) CE.EFL.4.10.
EFL 4.5.9 Interaction – Interpersonal:
Engage in collaborative Reading Participate effectively in
activities through a familiar and predictable
variety of student Reading a text and conversational exchanges by
groupings to create and answering information asking and answering follow-
respond to literature questions. up questions, provided there
and other literary are opportunities to use
texts. (Example: small Choosing from a list of repair strategies (e.g.
groups, cooperative words to complete gaps asking for clarification)
learning groups, lit- from a reading. and sustain conversational
erature circles, exchanges in pairs to
pág. 30
process writing groups, Predicting main ideas complete a task, satisfy a

etc.) by reading the title need or handle a simple
and using other transaction.
EFL 4.5.11 contextual clues (e.g.,
Participate in creative illustrations, I.EFL.4.10.1.
thinking through subheadings, etc.) Learners can effectively
brainstorming, working participate in familiar and
in groups, games and Reading a text about predictable everyday
problem-solving tasks how to find reliable conversational exchanges in
by showing the ability and relevant online order to complete a task,
to accept a variety of resources and under- satisfy a need or handle a
ideas and capitalize on lining key information. simple transaction, using a
other people’s range of repair strategies.
strengths. Recommending an (Example: asking for clari-
informational web site fication, etc.) (I.3, J.3,
to another learner. J.4)
Creating a class list CE.EFL.4.11.

of reliable sources of Demonstrate comprehension of
information and main ideas and some details
publishing it online or in short simple texts on
displaying it on a familiar subjects, making
poster in class. use of contextual clues to
identify relevant
Writing information in a text.
Identifying the text I.EFL.4.11.1.

type according to Learners can understand main
writing features and ideas and some details in
vocabulary. (Example: short simple online or print
recognizing that a texts on familiar subjects,
recipe has a section using contextual clues to
called “ingredients” help identify the most
and one called “direc- relevant information.
tions”, identifying the (Example: title,
introduction, body and illustrations, organization,
conclusion in a news etc.) (I.2, I.4)
article, etc.)
CE.EFL.4.14.
pág. 31
Language through the Display an ability to

Arts interact and engage with a
wide range of ICT and
Participating in classroom resources and
classroom games in texts by selecting and
which problem-solving evaluating them in order to
as a team is important. strengthen literacy skills
each other understand Learners can interact and
errors or concepts. engage with a wide range of
ICT and classroom resources
Brainstorming ideas for and texts by selecting and
a writing project in evaluating them in order to
small groups, using a strengthen literacy skills
graphic organizer. and promote acquisition.
(I.2, I.4, S.3, J.2, J.3)
Creating a crossword
puzzle in groups about CE.EFL.4.15.
an Ecuadorian story, Express information and
region, celebrity, etc. ideas and describe feelings
I.EFL.4.15.1.
opinions in simple
pág. 32

I.4, S.3, J.2)
CE.EFL.4.22.
problem solving.
I.EFL.4.22.1.
J.1, J.2, J.3, J.4)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:

Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United States:
Teachers College Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States: Pearson
pág. 33
Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2017). English as a Foreign Language
Curriculum for Educación General Básica Elemental. Quito, Ecuador: MinEdu.
Munoz, J. (2017). English A1.1. Quito, Ecuador: Grupo Editorial Norma SA
ELABORATED BY REVISED BY APPROVED BY

TEACHER(S):EVELYN MADRID MOSQUERA NAME: LCDA.JENNIFFER ZAMBRANO CASTRO NAME: LCDA. JOHANA ZAMBRANO TIGUA
Signature: Signature: Signature:
Date: 30 /04 / 2018 Date: Date:
pág. 34

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

CURRICULAR ANNUAL PLAN

UNIDAD EDUCATIVA SCHOOL YEAR

5 Hours 36 weeks 4 weeks 40 weeks 200 Hours

OG.EFL 3 O.EFL 4.4

DIRECCIÓN NACIONAL DE CURRÍCULO

enriched perspective of their L1 and of language use for

OG.EFL 5 O.EFL 4.7

DIRECCIÓN NACIONAL DE CURRÍCULO

DIRECCIÓN NACIONAL DE CURRÍCULO

priority within the struggling, even when rewarding relationships

DIRECCIÓN NACIONAL DE CURRÍCULO

written) to understand Writing and exchanges through the

DIRECCIÓN NACIONAL DE CURRÍCULO

class as models for their

DIRECCIÓN NACIONAL DE CURRÍCULO

in one’s own writing.

DIRECCIÓN NACIONAL DE CURRÍCULO

DIRECCIÓN NACIONAL DE CURRÍCULO

cerns, social norms and manner and accepting I.EFL.4.2.1.

DIRECCIÓN NACIONAL DE CURRÍCULO

questions. Listening for Information:

Listening to a song and

DIRECCIÓN NACIONAL DE CURRÍCULO

classroom games in familiar subjects, making

DIRECCIÓN NACIONAL DE CURRÍCULO

DIRECCIÓN NACIONAL DE CURRÍCULO

creative thinking skills

DIRECCIÓN NACIONAL DE CURRÍCULO

considering ethical digital tools. evaluate their actions by

DIRECCIÓN NACIONAL DE CURRÍCULO

(Example: a recipe, a asking a follow-up healthy and rewarding online

DIRECCIÓN NACIONAL DE CURRÍCULO

stories and drawing an CE.EFL.4.11.

DIRECCIÓN NACIONAL DE CURRÍCULO

DIRECCIÓN NACIONAL DE CURRÍCULO

activities such as playing

DIRECCIÓN NACIONAL DE CURRÍCULO

relationships based on to other learners in CE.EFL.4.5.

DIRECCIÓN NACIONAL DE CURRÍCULO

familiar subjects using assessment could Learners can effectively

Creating a class list CE.EFL.4.14.

DIRECCIÓN NACIONAL DE CURRÍCULO

evaluating them in order to

DIRECCIÓN NACIONAL DE CURRÍCULO

showing the ability to use

DIRECCIÓN NACIONAL DE CURRÍCULO

get to a place. dialogues and role

DIRECCIÓN NACIONAL DE CURRÍCULO

school activities, and maintaining healthy and

DIRECCIÓN NACIONAL DE CURRÍCULO

ICT tools and con- Working in pairs to provided speech is given

DIRECCIÓN NACIONAL DE CURRÍCULO

Choosing from a list of use of contextual clues to

Predicting main ideas I.EFL.4.11.1.

DIRECCIÓN NACIONAL DE CURRÍCULO

called “ingredients” and opinions in simple

DIRECCIÓN NACIONAL DE CURRÍCULO

DIRECCIÓN NACIONAL DE CURRÍCULO

appreciate individual and assistance using

DIRECCIÓN NACIONAL DE CURRÍCULO

in short simple texts with ____?, etc.) CE.EFL.4.6.