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ANNUAL CURRICULUM PLAN

INSTITUTIONAL LOGO NAME OF THE INSTITUTION ACADEMIC YEAR


“ELOY ALFARO” 2016 - 2017

ANNUAL CURRICULUM PLAN


1. INFORMATION DATA:
Area: ENGLISH AS A FOREIGN LANGUAGE Subject: ENGLISH
Teachers: LANGUAGE
Mss. Nancy Prado Valladolid.
Grade / course 9th A - B – C Education Level 4
2. TIME
Weekly course load No. of working hours Learning evaluation and unexpected issues Total class weeks Total periods

5 40 4 36 180
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 O.EFL 4.1
Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner,
maturely, and openly experiencing other cultures and languages from the secure standpoint of their own Identify the main ideas, some details and inferences of written texts, in order to produce level-
national and cultural identity. appropriate critical analysis of familiar subjects and contexts.
OG.EFL 2
Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend O.EFL 4.2
the role of diversity in building an intercultural and multinational society.
Appreciate and value English as an international language and a medium to interact globally.
OG.EFL 3
O.EFL 4.3
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 Independently read A2.1 level text in English as a source of entertainment and interpersonal and
language use for communication and learning. intrapersonal interaction.
O.EFL 4.4
OG.EFL 4 Develop creative and critical thinking skills when encountering challenges in order to promote
Deploy a range of learning strategies, thereby increasing disposition and ability to independently access autonomous learning and decision making.
further (language) learning and practice opportunities. Respect themselves and others within the
O.EFL 4.5
communication process, cultivating habits of honesty and integrity into responsible academic behavior.
OG.EFL 5 Introduce the need for independent research as a daily activity by using electronic resources (ICT) in class
Directly access the main points and important details of up-to date. English language texts, such as those while practicing appropriate competences in the four skills.
published on the web, for professional or general investigation, through the efficient use of ICT and
O.EFL 4.6
reference tools where required.
OG.EFL 6 Write short descriptive and informative texts related to personal information or familiar topics and use
Through selected media, participate in reasonably extended spoken or written dialogue with peers from them as a means of communication and written expression of thought.
different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and
O.EFL 4.7
opinions effectively and appropriately.
OG.EFL 7 Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine
Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations articles and oral interviews on familiar subjects in order to inspire oral and written production at an A2.1
with a limited but effective command of the spoken language (CEFR B1 level). level.

O.EFL 4.8

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.
4. TRANSVERSAL AXES :
Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.

5. DEVELOPMENT OF PLANNING UNITS*


N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

O.EFL 4.2 Appreciate and value Communication and Cultural •Personal Information Communication and Cultural CE.EFL.4.2 Recognize and demonstrate an 6
UNIT 1 My family and Me. English as an international language Awareness •Routines Awareness appreciation of commonalities between cultures
and a medium to interact globally. EFL 4.1.2 Recognize and demonstrate •Free Time Activities • Reading a list of actions people take as well as the consequences of one’s actions
O.EFL 4.8 Integrate written and an appreciation of some commonalities and discussing their while exhibiting socially responsible behaviors.
spoken text in order to identify and distinctions across cultures and Grammar: consequences on others. I.EFL.4.2.1 Learners can name similarities and
cultural differences and similarities groups (differentiated by gender, ability, Simple Present tense • Simulating desirable social behavior differences between different aspects of cultural
within a range of local, national and generations, etc.) including the with the verbs To Be, through role-playing. groups. Learners can demonstrate socially
global students’ own. Love, Like and Prefer • Choosing pictures that show responsible behaviors at school, online, at home
EFL 4.1.5 Apply self-correcting and responsible actions performed by and in the community, and evaluate their actions
self-monitoring strategies in social and Vocabulary: each member of the family and by ethical, safety and social standards. (J.3, S.1,
classroom -Using antonyms to identifying irresponsible actions and I.1)
interactions. (Example: asking remember words their consequences on others.
questions, starting over, rephrasing, -Words related to
exploring alternative personality and free
pronunciations or wording, etc.) time activities.

Oral Communication: (Listening and Lesson1: What´s your Oral Communication: (Listening and
Speaking) Family Like? Speaking)
EFL 4.2.1 Understand phrases and • Having learners make a selfie video to CE.EFL.4.9 Production – Fluency: Use simple
expressions related to areas of most Lesson2: Free Time talk about free time language to describe, compare and make
immediate priority Activities. activities. statements about familiar everyday topics such as
within the personal and educational • Asking classmates to repeat an answer objects, possessions and routines in structured
domains, provided speech is clearly Lesson3: Meet or statement to clarify an situations and short conversations. Interaction is
and slowly articulated. celebrity Families. idea if needed with reasonable ease, provided speech is given
(Example: daily life, free time, school • Asking for help in class when clearly, slowly and directly.
activities, etc.) Lesson4: What kind of necessary. I.EFL.4.9.1 Learners can use simple language to
EFL 4.2.2 Use a series of phrases and person are you? describe, compare and state facts about familiar
sentences to describe aspects of Reading everyday topics such as possessions, classroom
personal background, • Reading a text and answering objects and routines in short, structured
immediate environment and matters of information questions. situations, interacting with relative ease. (I.3, I.4,
immediate need in simple terms using • Choosing words in a list to complete S.4)
grammatical gaps from a reading.
structures learnt in class (although • Reading the paragraph about the
there may be frequent errors with Jonas Family and highlighting
tenses, personal pronouns, interesting facts.
prepositions, etc.). • Predicting main ideas by reading the
title of a text and using
contextual clues.
Reading CE.EFL.4.11 Demonstrate comprehension of
EFL 4.3.1 Understand main points in main ideas and some details in short simple texts
short simple texts on familiar subjects. on familiar subjects, making use of contextual
(Example: news clues to identify relevant information in a text. to
about sports or famous people, use these features appropriately in one’s own
descriptions, etc.) writing.
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. (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
Writing subjects in order to influence an audience, while
EFL 4.4.4 Write to describe recognizing that different texts have different
feelings/opinions in order to effectively Writing features and showing the ability to use these
influence an audience. • Watching a video about a controversial features appropriately in one’s own writing.
(Example: persuade, negotiate, argue, topic and writing a short
etc.). response giving an opinion. I.EFL.4.15.1 Learners can convey information
• Listening to a celebrity interview and and ideas and describe feelings and opinions in
writing more interview simple transactional or expository texts on
familiar subjects in order to influence an
questions.
audience, while recognizing that different texts
• Writing answers to interview questions. have different features and showing the ability to
use these features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)

Language through the arts


EFL 4.5.4 Create personal stories by
adding imaginative details to real-life Language through the Arts CE.EFL.4.18 Use main ideas in order to
stories and situations, • Listening to or reading stories and understand, predict, infer and deduce literal and
using appropriate vocabulary and drawing an important scene. implied meanings in short, simple, everyday
elements of the literature learners have • Looking at the title and illustrations of a literary texts (online, oral or in print).
read or heard. text to write questions
about the topic. Then reading to find the I.EFL.4.18.1 Learners can understand, predict,
answers to the questions. infer and deduce literal and implied meanings in
• Writing a sentence to describe an short, simple, everyday literary texts (online, oral
author’s intention. or in print), especially when visual support is
provided. (I.2, I.3, I.4)
• Finding a literary text online and
summarizing it to share it with the
class.
• Underlining main ideas in a text.
N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

O.EFL 4.2 Appreciate and value Communication and Cultural • Greetings Communication and Cultural CE.EFL.4.2 Recognize and demonstrate an
UNIT 2. Cultures Around English as an international language Awareness Awareness appreciation of commonalities between cultures 6
• Food
the World. and a medium to interact globally. EFL 4.1.2 Recognize and demonstrate • Simulating desirable social behavior as well as the consequences of one’s actions
• Clothing
O.EFL 4.8 Integrate written and an appreciation of some commonalities through role-playing. while exhibiting socially responsible behaviors.
spoken text in order to identify and distinctions • Celebrations and • Looking for information about different
cultural differences and similarities across cultures and groups Holidays customs and celebrations around the I.EFL.4.2.1 Learners can name similarities and
within a range of local, national and (differentiated by gender, ability, world and. differences between different aspects of cultural
groups. Learners can demonstrate socially
global generations, etc.) including the • Participating in short role plays using a
Grammar: responsible behaviors at school, online, at home
contexts familiar to the learner. students’ own. range of verbal and nonverbal and in the community, and evaluate their actions
EFL 4.1.5 Apply self-correcting and -Simple Present tense communication. by ethical, safety and social standards. (J.3, S.1,
self-monitoring strategies in social and • Responding to classroom activities and I.1)
with
classroom pair work through short expressions or
interactions. Adverbs of Frequency emoticons.
-Present Progressive
tense
Vocabulary:
Oral Communication: (Listening and Words related to Oral Communication: (Listening and CE.EFL.4.9 Production – Fluency: Use simple
Speaking) language to describe, compare and make
Speaking) customs and
EFL 4.2.1 Understand phrases and • Asking the learners to read a dialogue statements about familiar everyday topics such as
celebrations. in pairs. objects, possessions and routines in structured
expressions related to areas of most
immediate priority Lesson1: Diverse • Asking learners simple questions about situations and short conversations. Interaction is
customs in Ecuador. with reasonable ease, provided speech is given
within the personal and educational Customs
domains, provided speech is clearly • Asking learners to describe a picture of clearly, slowly and directly.
Lesson2: Celebrating
and slowly articulated. a familiar scene and asking them to give
(Example: daily life, free time, school Diversity full statements about what they can see. I.EFL.4.9.1 Learners can use simple language to
describe, compare and state facts about familiar
activities, etc.) Lesson3: Enjoying a
everyday topics such as possessions, classroom
New Culture objects and routines in short, structured
situations, interacting with relative ease. (I.3, I.4,
EFL 4.2.2 Use a series of phrases and Lesson4: Out of this
S.4
sentences to describe aspects of World
personal background,
immediate environment and matters of
immediate need in simple terms using
grammatical
structures learnt in class (although
there may be frequent errors with
tenses, personal pronouns,
prepositions, etc.).
Reading Reading
EFL 4.3.2 Make use of clues such as • Reading a text and answering CE.EFL.4.11 Demonstrate comprehension of
titles, illustrations, organization, text main ideas and some details in short simple texts
information questions. on
outline and layout, etc.
to identify and understand relevant • Choosing words from a list to complete familiar subjects, making use of contextual clues
to identify relevant information in a text.
information in written level-approp gaps from a reading.
riate text types.
• Reading the paragraph about customs I.EFL.4.11.1 Learners can understand main
and highlighting interesting ideas and some details in short simple online or
print texts on familiar subjects, using contextual
facts.
clues to help identify the most relevant
information. (Example: title, illustrations,
organization, etc.) (I.2, I.4)

Writing
Writing
EFL 4.4.8 Convey and organize
• Completing the gaps in a sentence. CE.EFL.4.17 Show an ability to convey and
information using facts and details in
• Reading an online movie review and organize information through the use of facts and
order to illustrate diverse details and by employing various stages of the
identifying common linguistic
patterns and structures in writing. writing process, while using a range of digital
features.
(Example: cause and effect, problem tools to promote and support collaboration,
• Using question prompts to interview
and solution, general-tospecific learning and productivity.
and then write sentences
presentation, etc
about a classmate.
I.EFL.4.17.1 Learners can convey and organize
• Adding pictures to a group information through the use of facts and details
presentation. and by employing various stages of the writing
process, while using a range of digital tools to
promote and support collaboration, learning and
productivity. (I.1, I.3, S.4, J.2, J.4)

Language through the Arts


Language through the Arts
EFL 4.5.11 Participate in creative CE.EFL.4.22 Show the ability to work
• Brainstorming a list of questions and
thinking through brainstorming, working collaboratively and to participate effectively in a
answers learners can use
in groups, games and variety of student groupings by employing a wide
during small group discussions about
problem-solving tasks by showing the range of creative thinking skills through the
literary texts.
ability to accept a variety of ideas and completion of activities such as playing games,
• Participating in classroom games in
capitalize on other people’s strengths brainstorming and problem solving.
which problem-solving as a
team is important. 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)
N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

UNIT 3 Amazing Abilities Objectives:


O.EFL.4.1 Identify the main ideas, Communication and Cultural Grammar: Communication and Cultural CE.EFL.4.1 Compare and contrast oral traditions 6
some details and inferences of Awareness Awareness and literature from Ecuador and beyond in order
•Modal verb Can
written texts, in order to produce EFL 4.1.1 Compare and contrast oral • Hearing a story from people from to manifest an understanding of the relationship
level-appropriate critical analysis of traditions, myths, folktales and literature •Comparatives and another country and mention their between cultural perspectives and practices and
familiar subjects and contexts. from Ecuador and international regions Superlative Adjectives abilities. by sharing cross cultural experiences.
O.EFL 4.2 Appreciate and value and cultures and identify similarities • Reading a story from another
Vocabulary:
English as an international language and differences and universal cultural region/culture and sharing a similar I.EFL.4.1.1 Learners can compare and contrast
and a medium to interact globally. themes. •Words related to experience. oral traditions, myths, folktales and literature
O.EFL 4.4 Develop creative and EFL 4.1.6 Seek and provide information multiple intelligences • Reflecting on differences between from Ecuador and other cultures in order to
demonstrate an understanding of the
critical thinking skills when and assistance, orally or in writing and people from other countries and
• Adjectives related to relationship between cultural practices and
encountering challenges in order to in online or face to-face interactions, for regions. perspectives. Learners can share cross-cultural
promote autonomous learning and personal, social and academic physical description
experiences while naming universal cultural
decision purposes. Lesson1: Multiple themes. (I.2, S.1, S.2, J.1)
making. Intelligences
Lesson2: Unique
Oral Communication: (Listening and Oral Communication: (Listening and CE.EFL.4.9 Production – Fluency: Use simple
Speaking) people Speaking) language to describe, compare and make
statements about familiar everyday topics such as
EFL 4.2.1 Understand phrases and Lesson3: Outstanding • Asking learners to repeat an answer or
expressions related to areas of most statement to clarify objects, possessions and routines in structured
people situations and short conversations. Interaction is
immediate priority something if needed.
with reasonable ease, provided speech is given
within the personal and educational Lesson4: It´s a Piece • Asking for help in class when
clearly, slowly and directly.
domains, provided speech is clearly of Cake necessary. I.EFL.4.9.1 Learners can use simple language to
and slowly articulated. • Doing a mingle activity where learners describe, compare and state facts about familiar
(Example: daily life, free time, school ask and answer survey questions about everyday topics such as possessions, classroom
activities, etc.) after school activities. objects and routines in short, structured
• Asking the learners to read a dialogue situations, interacting with relative ease. (I.3, I.4,
S.4)
in pairs.

Reading
CE.EFL.4.11 Demonstrate comprehension of
Reading • Reading a text and answering
main ideas and some details in short simple texts
EFL 4.3.2 Make use of clues such as information questions.
onfamiliar subjects, making use of contextual
titles, illustrations, organization, text • Choosing from a list of words to
clues to identify relevant information in a text.
outline and layout, etc. complete gaps from a reading.
I.EFL.4.11.1 Learners can understand main
to identify and understand relevant • Reading a short news article and
ideas and some details in short simple online or
information in written level-appropriate completing an outline. print texts on familiar subjects, using contextual
text types. • Reading a biography and putting clues to help identify the most relevant
events on a timeline. information. (Example: title, illustrations,
organization, etc.) (I.2, I.4)
Writing Writing
EFL 4.4.4 Write to describe • Listening to a celebrity interview about CE.EFL.4.15 Express information and ideas and
feelings/opinions in order to effectively abilities and writing three describe feelings and opinions in simple
influence an audience. more interview questions. transactional or expository texts on familiar
(Example: persuade, negotiate, argue, • Writing answers to interview questions. subjects in order to influence an audience, while
etc.) • Writing an email to a friend about an recognizing that different texts have different
outstanding person with features and showing the ability to use these
special abilities. features appropriately in one’s own writing.
I.EFL.4.15.1 Learners can convey information
and ideas and describe feelings and opinions in
simple transactional or expository texts on
familiar subjects in order to influence an
audience, while recognizing that different texts
have different features and showing the ability to
use these features appropriately in one’s own

Language through the Arts CE.EFL.4.20 Create short, original literary texts in
Language through the Arts • Sharing learners’ stories in pairs or different genres, including those that reflect
EFL 4.4.16 Create personal stories by small groups and choosing to Ecuadorian cultures, using a range of digital tools,
adding imaginative details to real-life represent some through a role play. writing styles, appropriate vocabulary and other
stories and • Writing a poem or the verses of a song literary concepts.
situations, using appropriate vocabulary in small groups and
and elements of the literature learners performing it for the class. I.EFL.4.20.1 Learners can create short, original
have read or • Doing free writing on a topic suggested literary texts in different genres, including those
heard by another learner. that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate
vocabulary and other literary concepts. (I.1, I.3)
N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

Healthy Food O.EFL.4.1 Identify the main ideas, Communication and Cultural Grammar: Communication and Cultural CE.EFL.4.3 Interact with others using self-
UNIT 4 some details and inferences of Awareness Awareness monitoring and self-correcting strategies as well
•Countable and 6
written texts, in order to produce EFL 4.1.5 Apply self-correcting and • Participating in short role plays using a as appropriate nonverbal and oral communication
level-appropriate critical analysis of self-monitoring strategies in social and Uncountable Nouns range of verbal and features.
familiar classroom nonverbal communication.
•Some and Any
subjects and contexts. interactions. (Example: asking • Practicing a specific self-correcting I.EFL.4.3.1 Learners can employ a range of
O.EFL 4.2 Appreciate and value questions, starting over, rephrasing, •How Much and How strategy during a pair work self-monitoring and self-correcting strategies and
English as an international language exploring alternative activity. interpret and use appropriate verbal and
Many
and a medium to interact globally. pronunciations or wording, etc.) • Talking in pairs about a video learners non-verbal communication features to
O.EFL 4.4 Develop creative and EFL 4.1.8 Use suitable vocabulary, • Imperatives have watched using only communicate in familiar contexts. (I.3, S.4, J.4)
critical thinking skills when expressions, language and interaction English.
Vocabulary: Words
encountering challenges in order to styles for formal and • Completing a self-assessment and
promote autonomous learning and informal social or academic situations related to food, ways of writing a goal based on the
decision in order to communicate specific results.
cooking,
making. intentions in online and
face-to-face interactions. (Example: and units of
thanking, making promises,
measurement.
apologizing, asking permission,
chatting with friends, answering in Lesson 1: The Food
class, greeting an authority figure, etc.) Pyramid

Lesson 2 :Healthy
Oral Communication: (Listening and CE.EFL.4.8 Production – Accuracy and
Recipes Speaking) Intelligibility: Communicate needs and information
Oral Communication: (Listening and • Recording in-class conversations and clearly and in simple terms, using grammatical
Speaking) dialogues in order to identify structures learned in class (although there may be
EFL 4.2.2 Use a series of phrases and Lesson 3: Eating Well correct and appropriate language usage frequent errors), effectively and without undue
sentences to describe aspects of and intelligibility. effort. Demonstrate an ability to make appropriate
personal background, use of new words and expressions in social
immediate environment and matters of Lesson 4: It´s interactions.
immediate need in simple terms using
grammatical finger_Licking Good • Doing a mingle activity where learners I.EFL.4.8.1 Learners can communicate personal
structures learnt in class (although ask and answer survey information and basic immediate needs and deal
there may be frequent errors with questions about after school activities. with other practical everyday demands in familiar
tenses, personal pronouns, • Asking the learners to read a dialogue contexts, effectively and without undue effort and
prepositions, etc.). in pairs and record using grammatical structures and vocabulary
themselves to assess clarity of sounds, seen in class (although there may be frequent,
rhythm, and intonation. basic errors). (I.1, I.2, I.3, S.1)
Reading CE.EFL.4.11 Demonstrate comprehension of
Reading • Reading a text and answering main ideas and some details in short simple texts
EFL 4.3.1 Understand main points in information questions. on familiar subjects, making use of contextual
short simple texts on familiar subjects. • Choosing from a list of words to clues to identify relevant information in a text.
(Example: news complete gaps from a reading.
about sports or famous people, • Reading a short story from the Internet I.EFL.4.11.1 Learners can understand main
descriptions, etc.) and highlighting interesting ideas and some details in short simple online or
facts, then comparing them with those of print texts on familiar subjects, using contextual
a partner. clues to help identify the most relevant
• Reading a blog post and writing a information. (Example: title, illustrations,
comment. organization, etc.) (I.2, I.4)

Writing Writing CE.EFL.4.15 Express information and ideas and


EFL 4.4.4 Write to describe • Listening to an interview and writing describe feelings and opinions in simple
feelings/opinions in order to effectively more interview questions. transactional or expository texts on familiar
influence an audience. • Writing answers to interview questions. subjects in order to influence an audience, while
(Example: persuade, negotiate, argue, • Writing an email to a friend about recognizing that different texts have different
etc.) healthy habits. features and showing the ability to use these
features appropriately in one’s own writing.

I.EFL.4.15.1 Learners can convey information


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

Language through the Arts


EFL 4.5.1 Make use of main points in Language through the Arts
literary texts (authentic and semi- • Listening to or reading stories and CE.EFL.4.18 Use main ideas in order to
authentic, oral and drawing an important scene. understand, predict, infer and deduce literal and
written) to understand short simple • Looking at the title and accompanying implied
everyday stories, especially if there is illustrations of a text and meanings in short, simple, everyday literary texts
writing questions about the topic. (online, oral or in print).
visual support.

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)
N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

O.EFL.4.6 Write short descriptive Communication and Cultural Grammar Communication and Cultural CE.EFL.4.2 Recognize and demonstrate an
UNIT 5 They Were Awareness Awareness
and informative texts related to • Simple Past tense appreciation of commonalities between cultures
personal information or familiar EFL 4.1.2 Recognize and demonstrate with the verb to be • Using recycled materials to make a as well as the consequences of one’s actions 6
Successful! topics and use them as a means of an appreciation of some commonalities
• Famous Characters
project.
while exhibiting socially responsible behaviors.
communication and written and distinctions • Surfing the Internet to look for
expression of thought. across cultures and groups of The Past information about important people
(differentiated by gender, ability, Vocabulary from other cultures and presenting it to
generations, etc.) including the • Words related to the class using digital tools.
O.EFL 4.8 Integrate written and students’ own. personality and values • Choosing pictures to show responsible
spoken text in order to identify EFL 4.1.8 Use suitable vocabulary, and solidary actions I.EFL.4.2.1 Learners can name similarities and
• Years and dates
cultural differences and similarities expressions, language and interaction (helping an elder cross the sidewalk, differences between different aspects of cultural
Lesson 1:
within a range of local, national and styles for formal and stopping two children from groups. Learners can demonstrate socially
global contexts familiar to the informal social or academic situations Famous Characters throwing rocks at a dog, being open to responsible behaviors at school, online, at home
learner. in order to communicate specific accepting new ideas/foods, and in the community, and evaluate their actions
Lesson 2 : by ethical, safety and social standards. (J.3, S.1,
intentions in online and etc.) and having a class discussion
face-to-face interactions. (Example: World History about the importance of helping I.1)
thanking, making promises, Lesson 3: others.
apologizing, asking permission,
chatting with friends, answering in Inspirational Lives
class, greeting an authority figure, etc.)
Lesson 4:
Success Against All
Odds!
Oral Communication: (Listening and Oral Communication: (Listening and CE.EFL.4.7 Listening for Information: Follow
Speaking) Speaking) and identify some main ideas and details in short
EFL 4.2.3 Follow and understand short, • Listening to spoken or recorded and straightforward spoken or audio texts set in
straightforward audio messages and/or descriptions of familiar scenes, and familiar contexts, when delivered slowly and with
the main taking notes. visuals to provide contextual support. Use spoken
idea/dialogue of a movie or cartoon (or • Listening to a dialogue between two or contributions in class as models for one’s own
other age-appropriate audio-visual more people and deciding if speech.
presentations) if
a statement is true or false.
delivered slowly and visuals provide
contextual support. (Example: an • Watching a short video about important I.EFL.4.7.1 Learners can identify the main idea
announcement of a bus people from the past and and some details in short straightforward spoken
delay, an intercom announcement at taking notes. audio texts set in familiar contexts when the
school, a dialogue supported by facial message is delivered slowly and there is other
expressions/gestures
contextual support. (Example: rules for a game,
and appropriate intonation, etc.)
classroom instructions, a dialogue in a scene
from a cartoon or movie, etc.) Learners can use
other classmate’s contributions in class as
models for their own. (I.2, I.3, S.4)
Reading Reading CE.EFL.4.11 Demonstrate comprehension of
EFL 4.3.2 Make use of clues such as • Reading a text and answering main ideas and some details in short simple texts
titles, illustrations, organization, text information questions. on familiar subjects, making use of contextual
outline and layout, etc. • Choosing from a list of words to clues to identify relevant information in a text.
to identify and understand relevant complete gaps from a reading.
information in written level-appropriate • Predicting main ideas by reading the I.EFL.4.11.1 Learners can understand main
text types. title and using other ideas and some details in short simple online or
contextual clues (e.g., illustrations, print texts on familiar subjects, using contextual
subheadings, etc.). clues to help identify the most relevant
• Reading a biography and putting information. (Example: title, illustrations,
events on a timeline. organization, etc.) (I.2, I.4)

Writing
EFL 4.4.8 Convey and organize
Writing
information using facts and details in
order to illustrate diverse • Reading an online movie review and CE.EFL.4.17 Show an ability to convey and
patterns and structures in writing. identifying common linguistic organize information through the use of facts and
(Example: cause and effect, problem features. Asking learners to use it as a details and by employing various stages of the
and solution, general-tospecific model to write a review of writing process, while using a range of digital
presentation, etc.) tools
another movie.
to promote and support collaboration, learning
• Sequencing sentences by adding and productivity.
words. I.EFL.4.17.1 Learners can convey and organize
information through the use of facts and details
and by employing various stages of the writing
process, while using a range of digital tools to
promote and support collaboration, learning and
productivity. (I.1, I.3, S.4, J.2, J.4)

Language through the Arts CE.EFL.4.22 Show the ability to work


• Creating literature circles where collaboratively and to participate effectively in a
Language through the Arts variety of student groupings by employing a wide
EFL 4.5.9 Engage in collaborative learners have the freedom to say
range of creative thinking skills through the
activities through a variety of student anything they think about a text from
completion of
groupings to create and class or outside it. activities such as playing games, brainstorming
respond to literature and other literary • Brainstorming a list of questions and and problem solving.
texts. (Example: small groups, answers learners can use
cooperative learning during small group discussions about I.EFL.4.22.1 Learners can collaborate and
groups, literature circles, process participate effectively in a variety of student
literary texts.
writing groups, etc.) groupings by employing a wide range of creative
• Participating in classroom games in
thinking skills through the completion of activities
which problem-solving as a
such as playing games, brainstorming and
team is important. problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
N.º Name of the Unit Specific objectives of Skills and Methodology orientation Evaluation Criteria and Time in
the performance criteria Contents Indicators weeks
Planning Unit.

Unforgettable O.EFL 4.1 Identify the main ideas, Communication and Cultural Grammar Communication and Cultural CE.EFL.4.2 Recognize and demonstrate an
some details and inferences of Awareness • The Simple Past Awareness appreciation of commonalities between cultures
UNIT 6 Moments EFL 4.1.2 Recognize and demonstrate as well as the consequences of one’s actions
written texts, in order to produce tense • Surfing the Internet to look for 6
an appreciation of some commonalities while exhibiting socially responsible behaviors.
level-appropriate critical analysis of • Regular and Irregular information about important people
and distinctions
familiar subjects and contexts. across cultures and groups verbs from other cultures and presenting it to
I.EFL.4.2.1 Learners can name similarities and
(differentiated by gender, ability, • Experiences and the class using digital tools. differences between different aspects of cultural
O.EFL 4.2 Appreciate and value generations, etc.) including the Anecdotes • Reading a story from another groups. Learners can demonstrate socially
English as an international language students’ own. • Vacations region/culture and sharing a similar responsible behaviors at school, online, at home
and a medium to interact globally. • Memories experience. and in the community, and evaluate their actions
EFL 4.1.8 Use suitable vocabulary, Vocabulary by ethical, safety and social standards. (J.3, S.1,
expressions, language and interaction I.1)
O.EFL 4.8 Integrate written and • Words related to
styles for formal and
spoken text in order to identify informal social or academic situations describing experiences
cultural differences and similarities in order to communicate specific
within a range of local, national and intentions in online and
global contexts familiar to the face-to-face interactions. (Example: Lesson 1:
learner. thanking, making promises,
apologizing, asking permission, Memories of the Past
chatting with friends, answering in Lesson 2 :
class, greeting an authority figure, etc.)
I Had Fun on My Trip

CE.EFL.4.8 Production – Accuracy and


Oral Communication: (Listening and Intelligibility: Communicate needs and information
Speaking) clearly and in simple terms, using grammatical
Oral Communication: (Listening and Lesson 3: • Recording in-class conversations and structures learned in class (although there may be
Speaking) frequent errors), effectively and without undue
EFL 4.2.2 Use a series of phrases and My Favorite Anecdote dialogues in order to make
sentences to describe aspects of note of correct and appropriate language effort. Demonstrate an ability to make appropriate
usage and intelligibility. use of new words and expressions in social
personal background, interactions.
immediate environment and matters of Lesson 4: • Asking classmates to repeat an answer
immediate need in simple terms using or statement to clarify something if I.EFL.4.8.1 Learners can communicate personal
grammatical I Felt Like a Million needed. information and basic immediate needs and deal
structures learnt in class (although Dollars! with other practical everyday demands in familiar
there may be frequent errors with contexts, effectively and without undue effort and
tenses, personal pronouns, using grammatical structures and vocabulary
prepositions, etc.). seen in class (although there may be frequent,
basic errors). (I.1, I.2, I.3, S.1)
Reading Reading CE.EFL.4.13 Apply learning strategies such as
EFL 4.3.6 Apply learning strategies to • Highlighting key information in a text using prior knowledge and graphic organizers to
examine and interpret a variety of and crossing out irrelevant information. interpret new information in a text, and assess
written materials using this information according to the organization,
• Keeping a vocabulary notebook of
prior knowledge, graphic organizers, subject area and purpose of the text, using
synonyms and antonyms of words from
context clues, note taking and finding different criteria, including ICT tools.
a text.
words in a dictionary.
• Brainstorming about a topic and then I.EFL.4.13.1 Learners can apply learning
reading a text to check true and false strategies such as using prior knowledge and
information. graphic organizers to interpret new information in
a text. Learners can assess this information
according to the organization, subject area and
purpose of the text, through the use of different
criteria, including ICT tools. (I.2, I.4, J.4)

Writing Writing CE.EFL.4.17 Show an ability to convey and


EFL 4.4.8 Convey and organize • Completing the gaps in a text. organize information through the use of facts and
information using facts and details in • Reading an online movie review and details and by employing various stages of the
order to illustrate diverse identifying common linguistic writing process, while using a range of digital
patterns and structures in writing. features such as the use of verbs in the tools to promote and support collaboration,
(Example: cause and effect, problem past tense. Then using it as learning and productivity.
and solution, general-tospecific a model to write a review of another
presentation, etc.) movie. I.EFL.4.17.1 Learners can convey and organize
• Sequencing sentences by adding information through the use of facts and details
words. and by employing various stages of the writing
process, while using a range of digital tools to
promote and support collaboration, learning and
productivity. (I.1, I.3, S.4, J.2, J.4)

Language through the Arts


Language through the Arts • Creating literature circles where CE.EFL.4.22 Show the ability to work
EFL 4.5.9 Engage in collaborative learners have the freedom to say collaboratively and to participate effectively in a
activities through a variety of student anything they want about a text from variety of student groupings by employing a wide
groupings to create and class or outside of class. range of creative thinking skills through the
respond to literature and other literary • Participating in classroom games in completion of activities such as playing games,
texts. (Example: small groups, which problem-solving as a team is brainstorming and problem solving.
cooperative learning important.
groups, literature circles, process I.EFL.4.22.1 Learners can collaborate and
writing groups, etc.) participate effectively in a variety of student
groupings by employing a wide range of creative
thinking skills through the completion of activities
such as playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J. 4)
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

 http://educacion.gob.ec/curriculo-lengua-extranjera/
 Documento completo: English as a foreign languaje (7312)
 Introducción del área de Lengua Extranjera - Inglés (3371)
 Lengua Extranjera – Inglés en Educación General Básica Elemental (6652)
 Lengua Extranjera – Inglés en Educación General Básica Media (4609)
 Lengua Extranjera – Inglés en Educación General Básica Superior (6636)
 Lengua Extranjera – Inglés en Bachillerato General Unificado (5834)
 English student book Level Pre A1.2
 Recursos Web de Inglés para Docentes (25387)
 Level 2 – 9 EGB Docente

DONE BY: REVISED BY: APPROVED BY:


TEACHER (S):NANCY PRADO NAME: NAME: DR. JAIME MONTENEGRO
Signature: Signature: Signature:

Date: Signature: Signature:


OCTOBER 9th , 2016.

DINCU--‐ Coordinación de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)