CURRICULAR ANNUAL PLAN

“2 DE MAYO” SCHOOL

2018-2019
CURRICULAR ANNUAL PLAN
1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH
Teacher: LCDA. IBEL ORELLANA
Grade: 10TH EGB Education Level A2.1
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods
weeks
5 HOURS 40 WEEKS 4 WEEKS 36 WEEKS 180 HOURS
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and
Encounter socio-cultural aspects of their own and other countries in a interpersonal and intrapersonal interaction.
thoughtful and inquisitive manner, maturely, and openly experiencing
other cultures and languages from the secure standpoint of their own O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to
national and cultural identity. promote autonomous learning and decision making.

OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic
intelligence, and critical thinking skills through an appreciation of linguistic resources (ICT) in class while practicing appropriate competences in the four skills.
differences. Enjoy an enriched perspective of their own L1 and of language
use for communication and learning. 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.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing
disposition and ability to independently access further (language) learning O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using
and practice opportunities. Respect themselves and others within the high-frequency and level-appropriate expressions in order to reach an effective command of
communication process, cultivating habits of honesty and integrity into spoken language.
responsible academic behavior.

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OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of
formal and informal social situations with a limited but effective
4. TRANSVERSAL AXES: Justice, innovation, solidarity
5. DEVELOPMENT OF PLANNING UNITS
N.º Name of the Specific Contents Methodology Evaluation Criteria and Indicators
Unit objectives of the orientation
Planning Unit
1. Breakthroughs Talk about some COMMUNICATION AND This curriculum is Evaluation Criteria
in science and inventors and CULTURAL AWARENESS based on a language-
technology their inventions. driven CLIL approach, COMMUNICATION AND CULTURAL AWARENESS
EFL 4.1.6 Seek and provide where content from
Give accounts of information and assistance, other disciplines is CE.EFL.4.4. Demonstrate the ability to ask for and give
past events. orally or in writing and in used for meaningful information and assistance using appropriate language and
online or face-to-face and purposeful interaction styles in a variety of social interactions.
Ask for and give interactions, for personal, language use (Met,
information about social and academic purposes. 1999). It supports the ORAL COMMUNICATION
the past. overall curriculum,
ORAL COMMUNICATION developing cognitive CE.EFL.4.8. Production – Accuracy and Intelligibility:
Use time and social skills Communicate needs and information clearly and in simple
expressions when EFL 4.2.2 Use a series of needed for other terms, using grammatical structures learned in class (although
giving accounts of phrases and sentences to subjects, and there may be frequent errors), effectively and without undue
past describe aspects of personal reinforcing content effort. Demonstrate an ability to make appropriate use of new
achievements. background, immediate covered in other words and expressions in social interactions.
environment and matters of areas. The integration CE.EFL.4.10. Interaction – Interpersonal: Participate
immediate need in simple of critical thinking effectively in familiar and predictable conversational
terms using grammatical skills as defined in exchanges by asking and answering follow-up questions,
structures learnt in class Bloom’s Taxonomy provided there are opportunities to use repair strategies (e.g.
(although there may be and the development asking for clarification) and sustain conversational exchanges
frequent errors with tenses, of communicative in pairs to complete a task, satisfy a need or handle a simple
personal pronouns, linguistic transaction.
prepositions, etc.) competencies are
EFL 4.2.14 Ask and answer presented in this READING
straightforward follow-up proposal as
questions within familiar interdependent

2
contexts, such as school and processes within a CLIL CE.EFL.4.12. Use a range of reference materials and sources,
family life, provided there are model, where critical both online and in print, in order to support ideas, answer
opportunities to ask for thinking skills serve as inquiries, find relationships and relate ideas between
clarification, reformulation or the mechanism for different subject areas.
repetition of key points. implementing the 4Cs
framework (content, WRITING
READING culture,
communication, and CE.EFL.4.17. Show an ability to convey and organize
EFL 4.3.7 Read, gather, view cognition). information through the use of facts and details and by
and listen to information from CLIL models are employing various stages of the writing process, while using a
various sources in order to diverse, making them range of digital tools to promote and support collaboration,
organize and discuss flexible enough to be learning and productivity.
relationships between context-specific and LANGUAGE THROUGH THE ARTS
academic content areas. complementary to a
(Example: nonfiction books for range of teaching CE.EFL.4.22. Show the ability to work collaboratively and to
young adults, the Internet, methodologies, but participate effectively in a variety of student groupings by
audio and media they do share employing a wide range of creative thinking skills through the
presentations, oral interviews, characteristics completion of activities such as playing games, brainstorming
maps, diagrams, reference favorable to and problem solving.
books, magazines, etc.) constructivist
approaches and Performance Indicators
WRITING communicative
language teaching COMMUNICATION AND CULTURAL AWARENESS
EFL 4.4.7 Use the process of (CLT). These
prewriting, drafting, revising, characteristics include I.EFL.4.4.1. Learners can demonstrate an ability to give and
peer editing and proofreading learner-centered ask for information and assistance using level-appropriate
(i.e., “the writing process”) to approaches, text- language and interaction styles in online or face-to-face
produce well-constructed based learning, task- social and classroom interactions. (J.2, J.3, J.4, I.3)
informational texts. based learning, the
necessity to use ORAL COMMUNICATION
LANGUAGE THROUGH THE different types of
ARTS activities to encourage I.EFL.4.8.1. Learners can communicate personal information
foreign language use and basic immediate needs and deal with other practical
for different purposes, everyday demands in familiar contexts, effectively and

3
 EFL 4.5.11 Participate in
creative thinking through
brainstorming, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
people’s strengths.
2. Travel and Narrate personal COMMUNICATION AND
adventure experiences. CULTURAL AWARENESS
Describe places.
high levels of without undue effort and using grammatical structures and
interaction between vocabulary seen in class (although there may be frequent,
teachers and learners basic errors). (I.1, I.2, I.3, S.1)
and learners I.EFL.4.10.1. Learners can effectively participate in familiar
themselves, intensive and predictable everyday conversational exchanges in order
language input, to complete a task, satisfy a need or handle a simple
teacher modeling and transaction, using a range of repair strategies. (Example:
scaffolding, and asking for clarification, etc.) (I.3, J.3, J.4)
teacher enthusiasm.
READING
I.EFL.4.12.1. Learners can employ a range of reference
materials and sources, both online and in print, in order to
support ideas, answer inquiries, find relationships and relate
ideas between different subject areas. (I.1, I.2, J.2)
WRITING
I.EFL.4.17.1. Learners can convey and organize information
through the use of facts and details and by employing
various stages of the writing process, while using a range of
digital tools to promote and support collaboration, learning
and productivity. (I.1, I.3, S.4, J.2, J.4)
LANGUAGE THROUGH THE ARTS
I.EFL.4.22.1. Learners can collaborate and participate
effectively in a variety of student groupings by employing a
wide range of creative thinking skills through the completion
of activities such as playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
Evaluation Criteria
COMMUNICATION AND CULTURAL AWARENESS
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EFL 4.1.5 Apply self-correcting
and self-monitoring strategies CE.EFL.4.3. Interact with others using self-monitoring and self-
in social and classroom correcting strategies as well as appropriate nonverbal and oral
interactions. (Example: asking communication features.
questions, starting over,
rephrasing, exploring ORAL COMMUNICATION
alternative pronunciations or
wording, etc.) CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
ORAL COMMUNICATION exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies (e.g.
EFL 4.2.10 Sustain a asking for clarification) and sustain conversational exchanges
conversational exchange on a in pairs to complete a task, satisfy a need or handle a simple
familiar, everyday subject transaction.
when carrying out a CE.EFL.4.9. Production – Fluency: Use simple language to
collaborative/paired learning describe, compare and make statements about familiar
activity in which there are everyday topics such as objects, possessions and routines in
specific instructions for a task. structured situations and short conversations. Interaction is
EFL 4.2.13 Interact with with reasonable ease, provided speech is given clearly, slowly
reasonable ease in structured and directly.
situations and short
conversations within familiar READING
contexts, provided that speech
is given clearly, slowly and CE.EFL.4.13. Apply learning strategies such as using prior
directly. (Example: an knowledge and graphic organizers to interpret new
interview, an information gap information in a text, and assess this information according to
activity, etc.) the organization, subject area and purpose of the text, using
different criteria, including ICT tools.
READING
WRITING
EFL 4.3.6 Apply learning
strategies to examine and CE.EFL.4.17. Show an ability to convey and organize
interpret a variety of written information through the use of facts and details and by
materials using prior employing various stages of the writing process, while using a

5
knowledge, graphic organizers,
context clues, note taking and
finding words in a dictionary.
WRITING
EFL 4.4.8. Convey and organize
information using facts and
details in order to illustrate
diverse patterns and structures
in writing. (Example: cause and
effect, problem and solution,
general-to-specific
presentation, etc.)
LANGUAGE THROUGH THE
ARTS
EFL 4.5.1 Make use of main
points in literary texts
(authentic and semi-authentic,
oral and written) to understand
short simple everyday stories,
especially if there is visual
support.
EFL 4.5.4 Create personal
stories by adding imaginative
details to real-life stories and
situations, using appropriate
vocabulary and elements of
the literature learners have
read or heard.
range of digital tools to promote and support collaboration,
learning and productivity.
LANGUAGE THROUGH THE ARTS
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).
CE.EFL.4.20. Create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures, using
a range of digital tools, writing styles, appropriate vocabulary
and other literary concepts.
Performance Indicators
COMMUNICATION AND CULTURAL AWARENESS
I.EFL.4.3.1. Learners can employ a range of self-monitoring
and self-correcting strategies and interpret and use
appropriate verbal and nonverbal communication features to
communicate in familiar contexts. (I.3, S.4, J.4)
ORAL COMMUNICATION
I.EFL.4.10.1. Learners can effectively participate in familiar
and predictable everyday conversational exchanges in order
to complete a task, satisfy a need or handle a simple
transaction, using a range of repair strategies. (Example:
asking for clarification, etc.) (I.3, J.3, J.4)
I.EFL.4.9.1. Learners can use simple language to describe,
compare and state facts about familiar everyday topics such
as possessions, classroom objects and routines in short,
structured situations, interacting with relative ease. (I.3, I.4,
S.4)
6
READING

I.EFL.4.13.1. Learners can apply learning strategies such as

using prior knowledge and 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

I.EFL.4.17.1. Learners can convey and organize information

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

LANGUAGE THROUGH THE ARTS

I.EFL.4.18.1. 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)
I.EFL.4.20.1. Learners can create short, original literary texts
in different genres, including those that reflect Ecuadorian
cultures, using a range of digital tools, writing styles,
appropriate vocabulary and other literary concepts. (I.1, I.3)
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)

7
3. Hobbies, leisure Talk about COMMUNICATION AND
and hobbies and CULTURAL AWARENESS
entertainment. leisure activities
EFL 4.1.9 Recognize the
Express consequences of one’s actions
agreement or by demonstrating responsible
disagreement decision-making at school,
about online, at home and in the
controversial community, while considering
topics. ethical standards, safety
concerns, social norms and
Talk about rules, mutual respect.
express advice
and emphatic ORAL COMMUNICATION
opinions.
EFL 4.2.16 Initiate, maintain
Determine main and end a conversation to
ideas, supporting satisfy basic needs and/or
information and handle a simple transaction.
examples in a
reading. READING
EFL 4.3.1 Understand main
points in short simple texts on
familiar subjects. (Example:
news about sports or famous
people, descriptions, etc.)
EFL 4.3.2 Make use of clues
such as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant
Evaluation Criteria
COMMUNICATION AND CULTURAL AWARENESS
CE.EFL.4.2. Recognize and demonstrate an appreciation of
commonalities between cultures as well as the consequences
of one’s actions while exhibiting socially responsible
behaviors.
ORAL COMMUNICATION
CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies (e.g.
asking for clarification) and sustain conversational exchanges
in pairs to complete a task, satisfy a need or handle a simple
transaction.
READING
CE.EFL.4.11. Demonstrate comprehension of main ideas and
some details in short simple texts on familiar subjects, making
use of contextual clues to identify relevant information in a
text.
WRITING
CE.EFL.4.15. Express information and ideas and describe
feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
while recognizing that different texts have different features
8
information in written level-
appropriate text types.
WRITING
EFL 4.4.4 Write to describe
feelings/opinions in order to
effectively influence an
audience. (Example: persuade,
negotiate, argue, etc.)
LANGUAGE THROUGH THE
ARTS
EFL 4.5.1 Make use of main
points in literary texts
(authentic and semi-authentic,
oral and written) to understand
short simple everyday stories,
especially if there is visual
support.
EFL 4.5.4 Create personal
stories by adding imaginative
details to real-life stories and
situations, using appropriate
vocabulary and elements of
the literature learners have
read or heard.
and showing the ability to use these features appropriately in
one’s own writing.
LANGUAGE THROUGH THE ARTS
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).
CE.EFL.4.20. Create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures, using
a range of digital tools, writing styles, appropriate vocabulary
and other literary concepts.
Performance Indicators
COMMUNICATION AND CULTURAL AWARENESS
I.EFL.4.2.1. Learners can name similarities and differences
between different aspects of cultural groups. Learners can
demonstrate socially responsible behaviors at school, online,
at home and in the community, and evaluate their actions by
ethical, safety and social standards. (J.3, S.1, I.1)
ORAL COMMUNICATION
I.EFL.4.10.1. Learners can effectively participate in familiar
and predictable everyday conversational exchanges in order
to complete a task, satisfy a need or handle a simple
transaction, using a range of repair strategies. (Example:
asking for clarification, etc.) (I.3, J.3, J.4)
READING
9
 I.EFL.4.11.1. Learners can understand main ideas and some
details in short simple online or print texts on familiar
subjects, using contextual clues to help identify the most
relevant information. (Example: title, illustrations,
organization, etc.) (I.2, I.4)

WRITING

I.EFL.4.15.1. Learners can convey information and ideas and

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

LANGUAGE THROUGH THE ARTS

I.EFL.4.18.1. 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)
I.EFL.4.20.1. Learners can create short, original literary texts
in different genres, including those that reflect Ecuadorian
cultures, using a range of digital tools, writing styles,
appropriate vocabulary and other literary concepts. (I.1, I.3)

4. The world is the Talk about COMMUNICATION AND Evaluation Criteria

limit landmarks and CULTURAL AWARENES
compare them. COMMUNICATION AND CULTURAL AWARENESS
EFL 4.1.9 Recognize the
Make consequences of one’s actions CE.EFL.4.2. Recognize and demonstrate an appreciation of
comparisons in by demonstrating responsible commonalities between cultures as well as the consequences
terms of decision-making at school, of one’s actions while exhibiting socially responsible
superiority online, at home and in the behaviors.

10
 community, while considering
Write profiles ethical standards, safety
concerns, social norms and ORAL COMMUNICATION
Have an informal mutual respect.
dialog making ORAL COMMUNICATION CE.EFL.4.9. Production – Fluency: Use simple language to
comparisons describe, compare and make statements about familiar
Listen for specific EFL 4.2.11 Give short, basic everyday topics such as objects, possessions and routines in
details descriptions of everyday structured situations and short conversations. Interaction is
activities and events within with reasonable ease, provided speech is given clearly, slowly
familiar contexts and use and directly.
simple descriptive language to
compare and make brief READING
statements about objects and
possessions. (Example: family, CE.EFL.4.13. Apply learning strategies such as using prior
school, living conditions, knowledge and graphic organizers to interpret new
personal belongings, etc.) information in a text, and assess this information according to
the organization, subject area and purpose of the text, using
READING different criteria, including ICT tools.

EFL 4.3.6 Apply learning WRITING

strategies to examine and
interpret a variety of written
materials using prior
knowledge, graphic organizers,
context clues, note taking and
finding words in a dictionary.
WRITING
CE.EFL.4.15. Express information and ideas and describe
feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
while recognizing that different texts have different features
and showing the ability to use these features appropriately in
one’s own writing.
LANGUAGE THROUGH THE ARTS

EFL 4.4.5 Recognize that CE.EFL.4.20. Create short, original literary texts in different
various types of writing require genres, including those that reflect Ecuadorian cultures, using
different language, formatting a range of digital tools, writing styles, appropriate vocabulary
and special vocabulary. and other literary concepts.

11
(Example: a recipe, a letter,
etc.)
LANGUAGE THROUGH THE
ARTS
EFL 4.5.4 Create personal
stories by adding imaginative
details to real-life stories and
situations, using appropriate
vocabulary and elements of
the literature learners have
read or heard.
Performance Indicators
COMMUNICATION AND CULTURAL AWARENESS
I.EFL.4.2.1. Learners can name similarities and differences
between different aspects of cultural groups. Learners can
demonstrate socially responsible behaviors at school, online,
at home and in the community, and evaluate their actions by
ethical, safety and social standards. (J.3, S.1, I.1)
ORAL COMMUNICATION
I.EFL.4.9.1. Learners can use simple language to describe,
compare and state facts about familiar everyday topics such
as possessions, classroom objects and routines in short,
structured situations, interacting with relative ease. (I.3, I.4,
S.4)
READING
I.EFL.4.13.1. Learners can apply learning strategies such as
using prior knowledge and 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
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
12
 different features and showing the ability to use these
features appropriately in one’s own writing. (I.3, I.4, S.3, J.2)

LANGUAGE THROUGH THE ARTS

I.EFL.4.20.1. Learners can create short, original literary texts

in different genres, including those that reflect Ecuadorian
cultures, using a range of digital tools, writing styles,
appropriate vocabulary and other literary concepts. (I.1, I.3)

5. Jobs and Talk about COMMUNICATION AND Evaluation Criteria

Occupations occupations and CULTURAL AWARENESS
professions. COMMUNICATION AND CULTURAL AWARENESS
EFL 4.1.8 Use suitable
Make predictions vocabulary, expressions, CE.EFL.4.4. Demonstrate the ability to ask for and give
regarding career language and interaction styles information and assistance using appropriate language and
choices. for formal and informal social interaction styles in a variety of social interactions.
or academic situations in order
Read graphs and to communicate specific ORAL COMMUNICATION
tables to help intentions in online and face-
your reading to-face interactions. (Example: CE.EFL.4.7. Listening for Information: Follow and identify
comprehension. thanking, making promises, some main ideas and details in short and straightforward
apologizing, asking permission, spoken or audio texts set in familiar contexts, when delivered
Write a career chatting with friends, slowly and with visuals to provide contextual support. Use
prospect. answering in class, greeting an spoken contributions in class as models for one’s own speech.
authority figure, etc.) CE.EFL.4.6. Listening for Meaning: Understand and follow the
main idea in spoken texts set in familiar everyday contexts,
ORAL COMMUNICATION provided speech is clear and articulate, and deduce the
meanings of unfamiliar words and phrases using context clues
EFL 4.2.3 Follow and and/or prior knowledge.
understand short, CE.EFL.4.10. Interaction – Interpersonal: Participate
straightforward audio effectively in familiar and predictable conversational
messages and/or the main exchanges by asking and answering follow-up questions,
idea/dialogue of a movie or provided there are opportunities to use repair strategies (e.g.

13
cartoon (or other age-
appropriate audio-visual
presentations) if delivered
slowly and visuals provide
contextual support. (Example:
an announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by facial
expressions/gestures and
appropriate intonation, etc.)
EFL 4.2.5 Understand most
changes in the topic of
discussion if people speak
slowly.
EFL 4.2.16 Initiate, maintain
and end a conversation to
satisfy basic needs and/or
handle a simple transaction.
READING
EFL 4.3.1 Understand main
points in short simple texts on
familiar subjects. (Example:
news about sports or famous
people, descriptions, etc.)
EFL 4.3.9 Demonstrate an
ability to interact and engage
with a wide range of ICT and
classroom resources in order to
strengthen literacy skills and
strategies.
asking for clarification) and sustain conversational exchanges
in pairs to complete a task, satisfy a need or handle a simple
transaction.
READING
CE.EFL.4.11. Demonstrate comprehension of main ideas and
some details in short simple texts on familiar subjects, making
use of contextual clues to identify relevant information in a
text.
CE.EFL.4.14. Display an ability to interact and engage with a
wide range of ICT and classroom resources and texts by
selecting and evaluating them in order to strengthen literacy
skills and promote acquisition.
WRITING
CE.EFL.4.15. Express information and ideas and describe
feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
while recognizing that different texts have different features
and showing the ability to use these features appropriately in
one’s own writing.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.21. Use pre-established criteria, including that which
is written by learners collaboratively, in order to evaluate and
recommend literary texts (written, online, oral, in video, etc.)
and the effectiveness of group work.
Performance Indicators
COMMUNICATION AND CULTURAL AWARENESS
14
WRITING
EFL 4.4.4 Write to describe
feelings/opinions in order to
effectively influence an
audience. (Example: persuade,
negotiate, argue, etc.)
LANGUAGE THROUGH THE
ARTS
EFL 4.5.8 Evaluate and
recommend literary texts (both
written and oral, online, in
video or in print) according to
pre-established criteria.
I.EFL.4.4.1. Learners can demonstrate an ability to give and
ask for information and assistance using level-appropriate
language and interaction styles in online or face-to-face
social and classroom interactions. (J.2, J.3, J.4, I.3)
ORAL COMMUNICATION
I.EFL.4.7.1. Learners can identify the main idea and some
details in short straightforward spoken audio texts set in
familiar contexts when the message is delivered slowly and
there is other contextual support. (Example: rules for a
game, classroom instructions, a dialogue in a scene from a
cartoon or movie, etc.) Learners can use other classmate’s
contributions in class as models for their own. (I.2, I.3, S.4)
I.EFL.4.6.1. Learners can grasp the general meaning of
spoken texts set in familiar everyday contexts and infer
changes in the topic of discussion, as well as deduce the
meanings of unfamiliar words and exchanges through the
use of context clues, provided speech is given slowly and
clearly and there is sufficient visual support. (I.3, S.1, J.4)
I.EFL.4.10.1. Learners can effectively participate in familiar
and predictable everyday conversational exchanges in order
to complete a task, satisfy a need or handle a simple
transaction, using a range of repair strategies. (Example:
asking for clarification, etc.) (I.3, J.3, J.4)
READING
I.EFL.4.11.1. Learners can understand main ideas and some
details in short simple online or print texts on familiar
subjects, using contextual clues to help identify the most
relevant information. (Example: title, illustrations,
organization, etc.) (I.2, I.4)
15
 I.EFL.4.14.1. Learners can interact and engage with a wide
range of ICT and classroom resources and texts by selecting
and evaluating them in order to strengthen literacy skills and
promote acquisition. (I.2, I.4, S.3, J.2, J.3)

WRITING

I.EFL.4.15.1. Learners can convey information and ideas and

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

LANGUAGE THROUGH THE ARTS

I.EFL.4.21.1. Learners can evaluate and recommend literary

texts (both written and oral, online, in video or in print)
according to pre-established criteria. Learners can work in
collaborative groups to write their own criteria for evaluating
literary texts and the effectiveness of group work. (I.4, S.3, S.4,
J.3)
6. Lifetime Talk about COMMUNICATION AND Evaluation Criteria
Achievements achievements CULTURAL AWARENESS
COMMUNICATION AND CULTURAL AWARENESS
Describe people’s EFL 4.1.6 Seek and provide
personal information and assistance, CE.EFL.4.4. Demonstrate the ability to ask for and give
characteristics orally or in writing and in information and assistance using appropriate language and
and abilities. online or face-to-face interaction styles in a variety of social interactions. CE.EFL.4.5.
interactions, for personal, Display an appreciation of and demonstrate respect for
Use reference social and academic purposes. individual and group differences by establishing and
words to aid maintaining healthy and rewarding relationships based on
reading communication and cooperation.

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comprehension EFL 4.1.10 Recognize and
and achieve appreciate individual and ORAL COMMUNICATION
cohesion in group similarities and
writing. differences by establishing and CE.EFL.4.7. Listening for Information: Follow and identify
maintaining healthy and some main ideas and details in short and straightforward
rewarding online and face-to- spoken or audio texts set in familiar contexts, when delivered
face relationships based on slowly and with visuals to provide contextual support. Use
communication and spoken contributions in class as models for one’s own speech.
cooperation. CE.EFL.4.9. Production – Fluency: Use simple language to
describe, compare and make statements about familiar
ORAL COMMUNICATION everyday topics such as objects, possessions and routines in
structured situations and short conversations. Interaction is
EFL 4.2.3 Follow and with reasonable ease, provided speech is given clearly, slowly
understand short, and directly.
straightforward audio
messages and/or the main READING
idea/dialogue of a movie or
cartoon (or other age- CE.EFL.4.13. Apply learning strategies such as using prior
appropriate audio-visual knowledge and graphic organizers to interpret new
presentations) if delivered information in a text, and assess this information according to
slowly and visuals provide the organization, subject area and purpose of the text, using
contextual support. (Example: different criteria, including ICT tools.
an announcement of a bus CE.EFL.4.14. Display an ability to interact and engage with a
delay, an intercom wide range of ICT and classroom resources and texts by
announcement at school, a selecting and evaluating them in order to strengthen literacy
dialogue supported by facial skills and promote acquisition.
expressions/gestures and
appropriate intonation, etc.) WRITING
EFL 4.2.13 Interact with
reasonable ease in structured CE.EFL.4.15. Express information and ideas and describe
situations and short feelings and opinions in simple transactional or expository
conversations within familiar texts on familiar subjects in order to influence an audience,
contexts, provided that speech while recognizing that different texts have different features
is given clearly, slowly and

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directly. (Example: an
interview, an information gap
activity, etc.)
READING
EFL 4.3.6 Apply learning
strategies to examine and
interpret a variety of written
materials using prior
knowledge, graphic organizers,
context clues, note taking and
finding words in a dictionary.
EFL 4.3.10 Select from and
evaluate a range of both
physical and digital texts and
materials in order to promote
acquisition and develop an
appreciation of the language.
WRITING
EFL 4.4.4 Write to describe
feelings/opinions in order to
effectively influence an
audience. (Example: persuade,
negotiate, argue, etc.)
LANGUAGE THROUGH THE
ARTS
EFL 4.5.8 Evaluate and
recommend literary texts (both
written and oral, online, in
and showing the ability to use these features appropriately in
one’s own writing.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.21. Use pre-established criteria, including that which
is written by learners collaboratively, in order to evaluate and
recommend literary texts (written, online, oral, in video, etc.)
and the effectiveness of group work.
Performance Indicators
COMMUNICATION AND CULTURAL AWARENESS
I.EFL.4.4.1. Learners can demonstrate an ability to give and
ask for information and assistance using level-appropriate
language and interaction styles in online or face-to-face
social and classroom interactions. (J.2, J.3, J.4, I.3)
I.EFL.4.5.1. Learners can appreciate and show respect for
individual and group differences by establishing and
maintaining healthy and rewarding online and face-to-face
interactions. Learners can communicate and cooperate in a
respectful, empathetic manner. (J.3, S.1, S.4)
ORAL COMMUNICATION
I.EFL.4.7.1. Learners can identify the main idea and some
details in short straightforward spoken audio texts set in
familiar contexts when the message is delivered slowly and
there is other contextual support. (Example: rules for a
game, classroom instructions, a dialogue in a scene from a
cartoon or movie, etc.) Learners can use other classmate’s
contributions in class as models for their own. (I.2, I.3, S.4)
18
video or in print) according to
pre-established criteria.
I.EFL.4.9.1. Learners can use simple language to describe,
compare and state facts about familiar everyday topics such
as possessions, classroom objects and routines in short,
structured situations, interacting with relative ease. (I.3, I.4,
S.4)
READING
I.EFL.4.13.1. Learners can apply learning strategies such as
using prior knowledge and 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)
I.EFL.4.14.1. Learners can interact and engage with a wide
range of ICT and classroom resources and texts by selecting
and evaluating them in order to strengthen literacy skills and
promote acquisition. (I.2, I.4, S.3, J.2, J.3)
WRITING
I.EFL.4.15.1. Learners can convey information and ideas and
describe feelings and opinions in simple transactional or
expository texts on familiar subjects in order to influence an
audience, while recognizing that different texts have
different features and showing the ability to use these
features appropriately in one’s own writing. (I.3, I.4, S.3, J.2)
LANGUAGE THROUGH THE ARTS
I.EFL.4.21.1. Learners can evaluate and recommend literary
texts (both written and oral, online, in video or in print)
according to pre-established criteria. Learners can work in
collaborative groups to write their own criteria for evaluating
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 literary texts and the effectiveness of group work. (I.4, S.3, S.4,
J.3)
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
 Forbes Mark Andrew (2017). Ministerio de Educación del Ecuador - MinEduc. TEACHER´S BOOK - LEVEL A2.1 Quito: Norma.
 Ministerio de Educación del Ecuador - MinEduc, ENGLISH AS A FOREIGN LANGUAGE FOR SUBNIVEL BACHILLERATO

DONE BY: REVISED BY: REVISED BY: APPROVED BY:

TEACHER HEAD OF AREA COORDINATOR OF THE SUBLEVEL BGU. VICEPRINCIPAL
Lcda. Ibel Orellana Lcda. Ibel Orellana Lcda. Carmen Cordero Lcda. Grey Barragán
Signature: Signature: Signature: Signature:

Date: Date: Date: Date:

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