PCA. INGLES 10mo

UNIDAD EDUCATIVA PCEI LOS RÍOS
CAT. VENTANAS AÑO LECTIVO 2019 - 2020
CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): MERCEDES GUTIERREZ
Grade/ Course: 10mo EGB Education Level: A2.1
2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
5 Hours work
36 weeks 4 weeks 40 weeks 200 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 4.1

Encounter socio-cultural aspects of their own and other 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 the familiar subjects and contexts.
secure standpoint of their own national and cultural identity.
O.EFL 4.2
OG.EFL 2 Appreciate and value English as an international language and a
Draw on this established propensity for curiosity and medium to interact globally.
tolerance towards different cultures to comprehend the role of
diversity in building an intercultural and multinational O.EFL 4.3
society. Independently read A2.1 level text in English as a source of enter-
tainment and interpersonal and intrapersonal interaction.
OG.EFL 3
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
Access greater flexibility of mind, creativity, enhanced O.EFL 4.4
linguistic intelligence, and critical thinking skills through Develop creative and critical thinking skills when encountering
an appreciation of linguistic differences. Enjoy an enriched challenges in order to promote autonomous learning and decision
perspective of their L1 and of language use for communication making.
and learning.
O.EFL 4.5
OG.EFL 4 Introduce the need for independent research as a daily activity by
Deploy a range of learning strategies, thereby increasing using electronic resources (ICT) in class while practicing ap-
disposition and ability to independently access further propriate competences in the four skills.
(language) learning and practice opportunities. Respect
themselves and others within the communication process, O.EFL 4.6
cultivating habits of honesty and integrity into responsible Write short descriptive and informative texts related to personal
academic behavior. information or familiar topics and use them as a means of com-
munication and written expression of thought.
OG.EFL 5
Directly access the main points and important details of up-to O.EFL 4.7
date. English language texts, such as those published on the Use spoken and written literary text in English such as poems, short
web, for professional or general investigation, through the stories, comic strips, short magazine articles and oral interviews
efficient use of ICT and reference tools where required. on familiar subjects in order to inspire oral and written production
at an A2.1 level.
OG.EFL 6
Through selected media, participate in reasonably extended O.EFL 4.8
spoken or written dialogue with peers from different L1 Integrate written and spoken text in order to identify cultural
backgrounds on work, study, or general topics of common differences and similarities within a range of local, national and
interest, expressing ideas and opinions effectively and global contexts familiar to the learner.
appropriately.
O.EFL 4.9
OG.EFL 7 Create a sense of awareness in terms of accuracy when learners
Interact quite clearly, confidently, and appropriately in a interact in English using high-frequency and level-appropriate
range of formal and informal social situations with a limited expressions in order to reach an effective command of spoken
but effective command of the spoken language (CEFR B1 level). language.
4.TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.

5.UNITS TO BE DEVELOPED*
Nº Title of the Unit Specific Contents/skills ** Methodological Evaluation*** Weeks
unit Objectives Orientations duration
(Skills and strategies)
1 Breakthrough You will learn how to EFL 4.1.5 Communication and CE.EFL.4.3. 6
s in science Cultural Awareness Interact with others using
and • give accounts of Apply self-correcting self-monitoring and self-
technology past events. and self-monitoring Participating in short correcting strategies as
• ask for and give strategies in social role plays using a well as appropriate
information and classroom range of verbal and nonverbal and oral
about the past. interactions. (Example: nonverbal communica- communication features.
• use time expressions asking questions, tion.
when starting over, I.EFL.4.3.1.
giving accounts of rephrasing, exploring Listening to a dialogue Learners can employ a range
past alternative and identifying errors of self-monitoring and self-
achievements. pronunciations or in speech or problems correcting strategies and
wording, etc.) for communication. interpret and use
appropriate verbal and
EFL 4.1.8 Rating one’s self after nonverbal communication
Use suitable a speaking activity, features to communicate in
vocabulary, according to a set familiar contexts. (I.3,
expressions, language rubric. S.4, J.4)
and interaction styles
for formal and informal Consulting a self- CE.EFL.4.4.
social or academic correction list before Demonstrate the ability to
situations in order to a speaking or writing ask for and give information
communicate specific assignment. and assistance using
intentions in online appropriate language and
and face-to-face Making positive interaction styles in a
interactions. (Example: statements to peers. variety of social
thanking, making interactions.
promises, apologizing, Responding to classroom
asking permission, activities and pair I.EFL.4.4.1.
chatting with friends, work through short Learners can demonstrate an
answering in class, expressions or ability to give and ask for
greeting an authority emoticons. information and assistance

figure, etc.) using level-appropriate
Playing games that language and interaction
EFL 4.2.5 practice classroom styles in online or face-to-
Understand most changes language, turn-taking, face social and classroom
in the topic of being polite, etc. interactions. (J.2, J.3,
discussion if people J.4, I.3)
speak slowly. Working in small groups
to complete a cultural CE.EFL.4.6.
EFL 4.3.7 project. (Example: Listening for Meaning:
Read, gather, view and different musical Understand and follow the
listen to information genres in Ecuador, main idea in spoken texts
from various sources in traditional food in set in familiar everyday
order to organize and Latin America, etc.) contexts, provided speech is
discuss relationships clear and articulate, and
between academic Participating in short deduce the meanings of
content areas. dialogues and role unfamiliar words and phrases
(Example: nonfiction plays to practice using context clues and/or
books for young adults, target language. (Exam- prior knowledge.
the Internet, audio and ple: thanking others,
media presentations, apologizing, asking for I.EFL.4.6.1.
oral interviews, maps, help, greeting Learners can grasp the gen-
diagrams, reference authorities, etc.) eral meaning of spoken texts
books, magazines, etc.) set in familiar everyday
Practicing the language contexts and infer changes
EFL 4.4.4 needed to deal with a in the topic of discussion,
Write to describe need through a mini as well as deduce the
feelings/opinions in role play. meanings of unfamiliar words
order to effectively and exchanges through the
influence an audience. Singing songs that use of context clues,
(Example: persuade, practice helpful provided speech is given
negotiate, argue, etc.) language. slowly and clearly and there
is sufficient visual
EFL 4.5.4 Oral Communication: support. (I.3, S.1, J.4)
Create personal stories Listening and Speaking)
by adding imaginative CE.EFL.4.12.
details to real-life Listening to a short Use a range of reference
stories and situations, conversation between materials and sources, both

using appropriate two speakers and online and in print, in
vocabulary and elements deciding who is speak- order to support ideas,
of the literature ing, where they are and answer inquiries, find
learners have read or how they feel. relationships and relate
heard. (Example: two friends, ideas between different
on the phone, talking subject areas.
about a sick friend,
etc.) I.EFL.4.12.1.
Learners can employ a range
Listening for specific of reference materials and
words in a conversation sources, both online and in
and trying to guess the print, in order to support
meaning from the ideas, answer inquiries,
context. (Example: find relationships and
understanding that relate ideas between
How’s it going? is a different subject areas.
greeting that means How (I.1, I.2, J.2)
are you?, etc.)
CE.EFL.4.15.
Listening to a dialogue Express information and
and writing the main ideas and describe feelings
idea and setting. and opinions in simple
(Example: Main idea: transactional or expository
our school lunch, texts on familiar subjects
Setting: school in order to influence an
cafeteria, etc.) audience, while recognizing
that different texts have
Listening to a dialogue different features and
and completing a chart showing the ability to use
with key information. these features appropriately
(Example: Name, in one’s own writing.
country, nationality,
language, etc.) I.EFL.4.15.1.
Learners can convey infor-
Reading mation and ideas and
describe feelings and
Thinking of questions opinions in simple

about a topic and then transactional or expository
using the Internet and texts on familiar subjects
other sources to find in order to influence an
the answers. audience, while recognizing
Reading a short text different features and
about a topic, watching showing the ability to use
an accompanying video these features appropriately
clip and then listening in one’s own writing. (I.3,
to someone talk about I.4, S.3, J.2)
the topic, in order to
write a summary of what CE.EFL.4.20.
is understood. Create short, original
literary texts in different
Reading a range of genres, including those that
texts from subject reflect Ecuadorian cultures,
areas and finding and using a range of digital
defining common themes tools, writing styles,
across content areas. appropriate vocabulary and
(Example: for a text other literary concepts.
about technology and
one about art, learners I.EFL.4.20.1.
notice that artists are Learners can create short,
using technology in original literary texts in
ways to help them different genres, including
promote their work and those that reflect
reach larger audiences, Ecuadorian cultures, using a
etc.) range of digital tools,
writing styles, appropriate
Writing vocabulary and other
literary concepts. (I.1,
Watching a video about I.3)
a natural disaster and
writing a blog entry
asking for people to
help with donations.

Making a poster for a
school campaign to
increase awareness
about animal cruelty.
Writing a letter to a
future learner.
(Example: to give
advice about how to
survive the school
year, to share your
best study skills,
etc.)
Language through the

Arts
Producing short,
creative texts using
digital storytelling.
Doing free writing on a

topic suggested by
another learner.
Writing a short,
fictional story about a
teen’s unusual routine.
Taking pictures to tell

a story using a digital
storyboard.
2 Travel and You will learn how to EFL 4.1.5 Communication and CE.EFL.4.3. 6
Adventure Apply self-correcting Cultural Awareness Interact with others using
• narrate past and self-monitoring self-monitoring and self-

experiences. strategies in social Participating in short correcting strategies as
• describe places. and classroom role plays using a well as appropriate
interactions. (Example: range of verbal and nonverbal and oral
asking questions, nonverbal communica- communication features.
starting over, tion.
rephrasing, exploring I.EFL.4.3.1.
alternative Listening to a dialogue Learners can employ a range
pronunciations or and identifying errors of self-monitoring and self-
wording, etc.) in speech or problems correcting strategies and
for communication. interpret and use
EFL 4.1.8 appropriate verbal and
Use suitable Rating one’s self after nonverbal communication
vocabulary, a speaking activity, features to communicate in
expressions, language according to a set familiar contexts. (I.3,
and interaction styles rubric. S.4, J.4)
for formal and informal
social or academic Consulting a self- CE.EFL.4.4.
situations in order to correction list before Demonstrate the ability to
communicate specific a speaking or writing ask for and give information
intentions in online assignment. and assistance using
and face-to-face appropriate language and
interactions. (Example: Making positive interaction styles in a
thanking, making statements to peers. variety of social
promises, apologizing, interactions.
asking permission, Responding to classroom
chatting with friends, activities and pair I.EFL.4.4.1.
answering in class, work through short Learners can demonstrate an
greeting an authority expressions or ability to give and ask for
figure, etc.) emoticons. information and assistance
using level-appropriate
EFL 4.2.5 Playing games that language and interaction
Understand most changes practice classroom styles in online or face-to-
in the topic of language, turn-taking, face social and classroom
discussion if people being polite, etc. interactions. (J.2, J.3,
speak slowly. J.4, I.3)
Working in small groups
EFL 4.3.7 to complete a cultural CE.EFL.4.6.

Read, gather, view and project. (Example: Listening for Meaning:
listen to information different musical Understand and follow the
from various sources in genres in Ecuador, main idea in spoken texts
order to organize and traditional food in set in familiar everyday
discuss relationships Latin America, etc.) contexts, provided speech is
between academic clear and articulate, and
content areas. Participating in short deduce the meanings of
(Example: nonfiction dialogues and role unfamiliar words and phrases
books for young adults, plays to practice using context clues and/or
the Internet, audio and target language. (Exam- prior knowledge.
media presentations, ple: thanking others,
oral interviews, maps, apologizing, asking for I.EFL.4.6.1.
diagrams, reference help, greeting Learners can grasp the gen-
books, magazines, etc.) authorities, etc.) eral meaning of spoken texts
set in familiar everyday
EFL 4.4.8 Practicing the language contexts and infer changes
Convey and organize needed to deal with a in the topic of discussion,
information using facts need through a mini as well as deduce the
and details in order to role play. meanings of unfamiliar words
illustrate diverse and exchanges through the
patterns and structures Singing songs that use of context clues,
in writing. (Example: practice helpful provided speech is given
cause and effect, language. slowly and clearly and there
problem and solution, is sufficient visual
general-to-specific Oral Communication: support. (I.3, S.1, J.4)
presentation, etc.) Listening and Speaking)
CE.EFL.4.12.
EFL 4.5.4 Listening to a short Use a range of reference
Create personal stories conversation between materials and sources, both
by adding imaginative two speakers and online and in print, in
details to real-life deciding who is speak- order to support ideas,
stories and situations, ing, where they are and answer inquiries, find
using appropriate how they feel. relationships and relate
vocabulary and elements (Example: two friends, ideas between different
of the literature on the phone, talking subject areas.
learners have read or about a sick friend,
heard. etc.) I.EFL.4.12.1.

Learners can employ a range
Listening for specific of reference materials and
words in a conversation sources, both online and in
and trying to guess the print, in order to support
meaning from the ideas, answer inquiries,
context. (Example: find relationships and
understanding that relate ideas between
How’s it going? is a different subject areas.
greeting that means How (I.1, I.2, J.2)
are you?, etc.)
CE.EFL.4.17.
Listening to a dialogue Show an ability to convey
and writing the main and organize information
idea and setting. through the use of facts and
(Example: Main idea: details and by employing
our school lunch, various stages of the
Setting: school writing process, while using
cafeteria, etc.) a range of digital tools to
promote and support
Listening to a dialogue collaboration, learning and
and completing a chart productivity.
with key information.
(Example: Name, I.EFL.4.17.1.
country, nationality, Learners can convey and or-
language, etc.) ganize information through
the use of facts and details
Reading and by employing various
stages of the writing
Thinking of questions process, while using a range
about a topic and then of digital tools to promote
using the Internet and and support collaboration,
other sources to find learning and productivity.
the answers. (I.1, I.3, S.4, J.2, J.4)
Reading a short text CE.EFL.4.20.

about a topic, watching Create short, original
an accompanying video literary texts in different

clip and then listening genres, including those that
to someone talk about reflect Ecuadorian cultures,
the topic, in order to using a range of digital
write a summary of what tools, writing styles,
is understood. appropriate vocabulary and
other literary concepts.
Reading a range of
texts from subject I.EFL.4.20.1.
areas and finding and Learners can create short,
defining common themes original literary texts in
across content areas. different genres, including
(Example: for a text those that reflect
about technology and Ecuadorian cultures, using a
one about art, learners range of digital tools,
notice that artists are writing styles, appropriate
using technology in vocabulary and other
ways to help them literary concepts. (I.1,
promote their work and I.3)
reach larger audiences,
etc.)
Writing
Reading a text and

using a checklist to
talk about how it is
organized. (Example: Is
there a title? Does it
have an opening
sentence?, etc.)
Exchanging writing in
pairs in order to make
suggestions about
things that could be
improved.

Completing an online
graphic organizer in
order to help plan a
piece of writing.
Reading a dialogue
which serves as a model
text, then writing a
similar dialogue on a
different topic.
(Example: Topics could
include: my favorite
holiday meal, music we
like, where I live,
sports I play, etc.)

Arts
Producing short,

topic suggested by
another learner.
Writing a short,

storyboard.
3 Hobbies, You will learn how to EFL 4.1.5 Communication and CE.EFL.4.3. 6

Leisure and Apply self-correcting Cultural Awareness Interact with others using
Entertainmen • talk about hobbies and self-monitoring Participating in short self-monitoring and self-
t and leisure strategies in social role plays using a correcting strategies as
activities. and classroom range of verbal and well as appropriate
• express agreement or interactions. (Example: nonverbal communica- nonverbal and oral
disagreement about asking questions, tion. communication features.
controversial topics. starting over,
• talk about rules, rephrasing, exploring Listening to a dialogue I.EFL.4.3.1.
express alternative and identifying errors Learners can employ a range
advice and emphatic pronunciations or in speech or problems of self-monitoring and self-
opinions. wording, etc.) for communication. correcting strategies and
• determine main interpret and use
ideas, EFL 4.1.8 Rating one’s self after appropriate verbal and
supporting information Use suitable a speaking activity, nonverbal communication
and vocabulary, according to a set features to communicate in
examples in a reading. expressions, language rubric. familiar contexts. (I.3,
and interaction styles S.4, J.4)
for formal and informal Consulting a self-
social or academic correction list before CE.EFL.4.4.
situations in order to a speaking or writing Demonstrate the ability to
communicate specific assignment. ask for and give information
intentions in online and assistance using
and face-to-face Making positive appropriate language and
interactions. (Example: statements to peers. interaction styles in a
thanking, making variety of social
promises, apologizing, Responding to classroom interactions.
asking permission, activities and pair
chatting with friends, work through short I.EFL.4.4.1.
answering in class, expressions or Learners can demonstrate an
greeting an authority emoticons. ability to give and ask for
figure, etc.) information and assistance
Playing games that using level-appropriate
EFL 4.2.13 practice classroom language and interaction
Interact with language, turn-taking, styles in online or face-to-
reasonable ease in being polite, etc. face social and classroom
structured situations interactions. (J.2, J.3,
and short conversations Working in small groups J.4, I.3)

within familiar to complete a cultural
contexts, provided that project. (Example: CE.EFL.4.9.
speech is given different musical Production – Fluency: Use
clearly, slowly and genres in Ecuador, simple language to describe,
directly. (Example: an traditional food in compare and make statements
interview, an Latin America, etc.) about familiar everyday
information gap topics such as objects,
activity, etc.) Participating in short possessions and routines in
dialogues and role structured situations and
EFL 4.3.7 plays to practice short conversations.
Read, gather, view and target language. (Exam- Interaction is with
listen to information ple: thanking others, reasonable ease, provided
from various sources in apologizing, asking for speech is given clearly,
order to organize and help, greeting slowly and directly
discuss relationships authorities, etc.)
between academic I.EFL.4.9.1.
content areas. Practicing the language Learners can use simple lan-
(Example: nonfiction needed to deal with a guage to describe, compare
books for young adults, need through a mini and state facts about
the Internet, audio and role play. familiar everyday topics
media presentations, such as possessions,
oral interviews, maps, Singing songs that classroom objects and
diagrams, reference practice helpful routines in short,
books, magazines, etc.) language. structured situations, in-
teracting with relative
EFL 4.4.4 Oral Communication: ease. (I.3, I.4, S.4)
Write to describe Listening and Speaking)
feelings/opinions in CE.EFL.4.12.
order to effectively Conducting a class Use a range of reference
influence an audience. survey where learners materials and sources, both
(Example: persuade, ask each other about a online and in print, in
negotiate, argue, etc.) familiar topic and order to support ideas,
record each other’s answer inquiries, find
EFL 4.5.4 answers. (Example: relationships and relate
Create personal stories What’s your favorite ideas between different
by adding imaginative sport? Do you have a subject areas.
details to real-life favorite team? What

stories and situations, sports do you play? Are I.EFL.4.12.1.
using appropriate you good at it?, etc.) Learners can employ a range
vocabulary and elements Sharing a few things of reference materials and
of the literature about their classmates’ sources, both online and in
learners have read or answers. (Example: Sam print, in order to support
heard. is an Emelec fan. He ideas, answer inquiries,
loves soccer but he find relationships and
isn’t good at it. He is relate ideas between
the only Emelec fan in different subject areas.
our class. Everyone in (I.1, I.2, J.2)
our class plays soccer,
etc.) CE.EFL.4.15.
Express information and
Playing a conversation ideas and describe feelings
game, where learners and opinions in simple
move their tokens transactional or expository
around the board after texts on familiar subjects
choosing a card and in order to influence an
answering the question. audience, while recognizing
(Example questions: that different texts have
What sports do you different features and
play? How often do you showing the ability to use
go to the movies? What these features appropriately
do you do after school? in one’s own writing.
What do you do on
weekends?, etc.) I.EFL.4.15.1.
Learners can convey infor-
Reading mation and ideas and
describe feelings and
Thinking of questions opinions in simple
about a topic and then transactional or expository
using the Internet and texts on familiar subjects
other sources to find in order to influence an
the answers. audience, while recognizing
Reading a short text different features and
about a topic, watching showing the ability to use

an accompanying video these features appropriately
clip and then listening in one’s own writing. (I.3,
to someone talk about I.4, S.3, J.2)
the topic, in order to
write a summary of what CE.EFL.4.20.
is understood. Create short, original
literary texts in different
Reading a range of genres, including those that
texts from subject reflect Ecuadorian cultures,
areas and finding and using a range of digital
defining common themes tools, writing styles,
across content areas. appropriate vocabulary and
(Example: for a text other literary concepts.
about technology and
one about art, learners I.EFL.4.20.1.
notice that artists are Learners can create short,
using technology in original literary texts in
ways to help them different genres, including
promote their work and those that reflect
reach larger audiences, Ecuadorian cultures, using a
etc.) range of digital tools,
writing styles, appropriate
Writing vocabulary and other
literary concepts. (I.1,
Watching a video about I.3)
a natural disaster and
writing a blog entry
asking for people to
help with donations.
Making a poster for a

school campaign to
increase awareness
about animal cruelty.
Writing a letter to a
future learner.

(Example: to give
advice about how to
survive the school
year, to share your
best study skills,
etc.)

Arts
Producing short,

topic suggested by
another learner.
Writing a short,

storyboard.
4 The World is You will learn how to EFL 4.1.5 Communication and CE.EFL.4.3. 6
the Limit Apply self-correcting Cultural Awareness Interact with others using
• talk about landmarks and self-monitoring self-monitoring and self-
and strategies in social Participating in short correcting strategies as
compare them. and classroom role plays using a well as appropriate
• make comparisons in interactions. (Example: range of verbal and nonverbal and oral
terms of asking questions, nonverbal communica- communication features.
superiority. starting over, tion.
• write profiles. rephrasing, exploring I.EFL.4.3.1.
• have an informal alternative Listening to a dialogue Learners can employ a range

dialog pronunciations or and identifying errors of self-monitoring and self-
making comparisons. wording, etc.) in speech or problems correcting strategies and
• listen for specific for communication. interpret and use
details. EFL 4.1.8 appropriate verbal and
Ask and answer practice classroom styles in online or face-to-
straightforward follow- language, turn-taking, face social and classroom
up questions within being polite, etc. interactions. (J.2, J.3,
familiar contexts, such J.4, I.3)
as school and family Working in small groups
life, provided there to complete a cultural CE.EFL.4.10.
are opportunities to project. (Example: Interaction – Interpersonal:
ask for clarification, different musical Participate effectively in
reformulation or genres in Ecuador, familiar and predictable
repetition of key traditional food in conversational exchanges by
points. Latin America, etc.) asking and answering follow-
up questions, provided there
EFL 4.3.5 Participating in short are opportunities to use

Use everyday reference dialogues and role repair strategies (e.g.
material in order to plays to practice asking for clarification)
select information target language. (Exam- and sustain conversational
appropriate to the ple: thanking others, exchanges in pairs to
purpose of an inquiry apologizing, asking for complete a task, satisfy a
and relate ideas from help, greeting need or handle a simple
one written source to authorities, etc.) transaction.
another.
Practicing the language I.EFL.4.10.1.
EFL 4.4.8 needed to deal with a Learners can effectively
Convey and organize need through a mini participate in familiar and
information using facts role play. predictable everyday
and details in order to conversational exchanges in
illustrate diverse Singing songs that order to complete a task,
patterns and structures practice helpful satisfy a need or handle a
in writing. (Example: language. simple transaction, using a
cause and effect, range of repair strategies.
problem and solution, Oral Communication: (Example: asking for clari-
general-to-specific Listening and Speaking) fication, etc.) (I.3, J.3,
presentation, etc.) J.4)
Asking classmates to
EFL 4.5.7 repeat an answer or CE.EFL.4.12.
Locate and identify statement if needed to Use a range of reference
selected literary clarify something. materials and sources, both
elements and techniques (Example: Can you say online and in print, in
in texts and relate that again? Do you mean order to support ideas,
those elements to those _____?, etc.) answer inquiries, find
in other works and to relationships and relate
learners’ own ideas between different
experiences. (Example: Establishing a clear subject areas.
setting, character, expectation of English
plot, theme, point of use for classroom I.EFL.4.12.1.
view, imagery, functions. (Example: Learners can employ a range
foreshadowing, climax, greeting, requesting, of reference materials and
etc.) thanking, asking for sources, both online and in
repetition / print, in order to support
clarification, giving ideas, answer inquiries,

instructions, offering find relationships and
help, comparing relate ideas between
answers, taking leave, different subject areas.
etc.) Informal (I.1, I.2, J.2)
assessment could
involve personal notes CE.EFL.4.17.
from the teacher to Show an ability to convey
learners who use L2 and organize information
regularly. through the use of facts and
details and by employing
Reading various stages of the
writing process, while using
Reading a short text a range of digital tools to
and showing promote and support
comprehension by collaboration, learning and
completing the productivity.
accompanying graphic
organizer. (Example: I.EFL.4.17.1.
learners read about Learners can convey and or-
reptiles and complete a ganize information through
Venn diagram, etc.) the use of facts and details
and by employing various
Reading a text on a stages of the writing
familiar content area process, while using a range
subject and then of digital tools to promote
matching phrases or la- and support collaboration,
beling pictures. learning and productivity.
(Example: learners read (I.1, I.3, S.4, J.2, J.4)
about animals in the
four regions of Ecuador CE.EFL.4.19.
and then label the Find and identify literary
animal with the correct elements and techniques and
region, etc.) relate those elements to the
learner’s own experiences
Writing and to other works,
including one’s peers, in
Reading a text and order to present personal

using a checklist to responses and
talk about how it is interpretations.
organized. (Example: Is
there a title? Does it I.EFL.4.19.1.
have an opening Learners can locate and
sentence?, etc.) identify literary elements
and techniques in other
Exchanging writing in works, including one’s own.
pairs in order to make Learners can give personal
suggestions about responses to and interpret a
things that could be variety of literary texts,
improved. including those of a peer,
referring to details and
Completing an online features of the text.
graphic organizer in (Example: text structure,
order to help plan a plot, ideas, events,
piece of writing. vocabulary, etc.) (I.3, S.3,
J.4)
Reading a dialogue
different topic.
like, where I live,

Arts
Drawing pictures for a

story or song seen in
class and exchanging
them with a partner,
who captions each

picture.
Illustrating a piece of
writing.
Reimagining a story in
a different setting.
(Example: Snow White in
Ambato, Little Red
Riding Hood in the
city, etc.)
Completing a chart with

literary elements from
a text. (Example: main
character, setting,
theme, etc.)
Writing questions the

learners would like to
ask a character in the
story and using the
imagined answers to
write the next scene.
Searching for pictures

on the Internet or in
magazines in order to
respond to a piece of
collaborative writing.
5 Jobs and You will learn how to EFL 4.1.5 Communication and CE.EFL.4.3. 6
Occupations Apply self-correcting Cultural Awareness Interact with others using
• talk about and self-monitoring self-monitoring and self-
occupations and strategies in social Participating in short correcting strategies as
professions. and classroom role plays using a well as appropriate

• make predictions and interactions. (Example: range of verbal and nonverbal and oral
plans asking questions, nonverbal communica- communication features.
regarding career starting over, tion.
choices. rephrasing, exploring I.EFL.4.3.1.
• read graphs and alternative Listening to a dialogue Learners can employ a range
tables to help pronunciations or and identifying errors of self-monitoring and self-
your reading wording, etc.) in speech or problems correcting strategies and
comprehension. for communication. interpret and use
• write a career EFL 4.2.16 appropriate verbal and
prospect. Initiate, maintain and Rating one’s self after nonverbal communication
end a conversation to a speaking activity, features to communicate in
satisfy basic needs according to a set familiar contexts. (I.3,
and/or handle a simple rubric. S.4, J.4)
transaction.
Consulting a self- CE.EFL.4.4.
EFL 4.1.8 correction list before Demonstrate the ability to
Use suitable a speaking or writing ask for and give information
vocabulary, assignment. and assistance using
expressions, language appropriate language and
and interaction styles Making positive interaction styles in a
for formal and informal statements to peers. variety of social
social or academic interactions.
situations in order to Responding to classroom
communicate specific activities and pair I.EFL.4.4.1.
intentions in online work through short Learners can demonstrate an
and face-to-face expressions or ability to give and ask for
interactions. (Example: emoticons. information and assistance
thanking, making using level-appropriate
promises, apologizing, Playing games that language and interaction
asking permission, practice classroom styles in online or face-to-
chatting with friends, language, turn-taking, face social and classroom
answering in class, being polite, etc. interactions. (J.2, J.3,
greeting an authority J.4, I.3)
figure, etc.) Working in small groups
EFL 4.3.5 project. (Example: Interaction – Interpersonal:
Use everyday reference different musical Participate effectively in

material in order to genres in Ecuador, familiar and predictable
select information traditional food in conversational exchanges by
appropriate to the Latin America, etc.) asking and answering follow-
purpose of an inquiry up questions, provided there
and relate ideas from Participating in short are opportunities to use
one written source to dialogues and role repair strategies (e.g.
another. plays to practice asking for clarification)
target language. (Exam- and sustain conversational
EFL 4.4.4 ple: thanking others, exchanges in pairs to
Write to describe apologizing, asking for complete a task, satisfy a
feelings/opinions in help, greeting need or handle a simple
order to effectively authorities, etc.) transaction.
influence an audience.
(Example: persuade, Practicing the language I.EFL.4.10.1.
negotiate, argue, etc.) needed to deal with a Learners can effectively
need through a mini participate in familiar and
EFL 4.5.7 role play. predictable everyday
Locate and identify conversational exchanges in
selected literary Singing songs that order to complete a task,
elements and techniques practice helpful satisfy a need or handle a
in texts and relate language. simple transaction, using a
those elements to those range of repair strategies.
in other works and to Oral Communication: (Example: asking for clari-
learners’ own Listening and Speaking) fication, etc.) (I.3, J.3,
experiences. (Example: J.4)
setting, character, Giving learners
plot, theme, point of language prompts to use CE.EFL.4.12.
view, imagery, during pair/group work. Use a range of reference
foreshadowing, climax, (Example: What do you materials and sources, both
etc.) think? I online and in print, in
agree/disagree. I think order to support ideas,
we need to…, It’s your answer inquiries, find
turn to say the answer, relationships and relate
etc.) ideas between different
subject areas.
Asking for help in
class when necessary. I.EFL.4.12.1.

(Example: What’s the Learners can employ a range
answer? How do you say of reference materials and
___? Do you have an sources, both online and in
eraser? Can you help me print, in order to support
with ____?, etc.) ideas, answer inquiries,
find relationships and
Reading relate ideas between
different subject areas.
Reading a short text (I.1, I.2, J.2)
and showing
comprehension by CE.EFL.4.15.
completing the Express information and
accompanying graphic ideas and describe feelings
organizer. (Example: and opinions in simple
learners read about transactional or expository
reptiles and complete a texts on familiar subjects
Venn diagram, etc.) in order to influence an
audience, while recognizing
Reading a text on a that different texts have
familiar content area different features and
subject and then showing the ability to use
matching phrases or la- these features appropriately
beling pictures. in one’s own writing.
(Example: learners read
about animals in the I.EFL.4.15.1.
four regions of Ecuador Learners can convey infor-
and then label the mation and ideas and
animal with the correct describe feelings and
region, etc.) opinions in simple
transactional or expository
Writing texts on familiar subjects
in order to influence an
Watching a video about audience, while recognizing
a natural disaster and that different texts have
writing a blog entry different features and
asking for people to showing the ability to use
help with donations. these features appropriately

in one’s own writing. (I.3,
Making a poster for a I.4, S.3, J.2)
school campaign to
increase awareness CE.EFL.4.19.
about animal cruelty. Find and identify literary
elements and techniques and
Writing a letter to a relate those elements to the
future learner. learner’s own experiences
(Example: to give and to other works,
advice about how to including one’s peers, in
survive the school order to present personal
year, to share your responses and
best study skills, interpretations.
etc.)
I.EFL.4.19.1.
Language through the Learners can locate and
Arts identify literary elements
and techniques in other
Drawing pictures for a works, including one’s own.
story or song seen in Learners can give personal
class and exchanging responses to and interpret a
them with a partner, variety of literary texts,
who captions each including those of a peer,
picture. referring to details and
features of the text.
Illustrating a piece of (Example: text structure,
writing. plot, ideas, events,
vocabulary, etc.) (I.3, S.3,
Reimagining a story in J.4)
a different setting.
(Example: Snow White in
Ambato, Little Red
Riding Hood in the
city, etc.)
Completing a chart with

literary elements from
a text. (Example: main
character, setting,
theme, etc.)
Writing questions the

learners would like to
ask a character in the
story and using the
imagined answers to
write the next scene.
Searching for pictures

on the Internet or in
magazines in order to
respond to a piece of
collaborative writing.
6 Lifetime You will learn how to EFL 4.1.5 Communication and CE.EFL.4.3. 6
Achievements Apply self-correcting Cultural Awareness Interact with others using
• talk about and self-monitoring self-monitoring and self-
achievements. strategies in social Participating in short correcting strategies as
• describe people’s and classroom role plays using a well as appropriate
personal interactions. (Example: range of verbal and nonverbal and oral
characteristics and asking questions, nonverbal communica- communication features.
abilities. starting over, tion.
• use reference words rephrasing, exploring I.EFL.4.3.1.
to aid alternative Listening to a dialogue Learners can employ a range
reading comprehension pronunciations or and identifying errors of self-monitoring and self-
and wording, etc.) in speech or problems correcting strategies and
achieve cohesion in for communication. interpret and use
writing. EFL 4.1.8 appropriate verbal and

Initiate, maintain and practice classroom styles in online or face-to-
end a conversation to language, turn-taking, face social and classroom
satisfy basic needs being polite, etc. interactions. (J.2, J.3,
and/or handle a simple J.4, I.3)
transaction. Working in small groups
EFL 4.3.10 project. (Example: Interaction – Interpersonal:
Select from and different musical Participate effectively in
evaluate a range of genres in Ecuador, familiar and predictable
both physical and traditional food in conversational exchanges by
digital texts and Latin America, etc.) asking and answering follow-
materials in order to up questions, provided there
promote acquisition and Participating in short are opportunities to use
develop an appreciation dialogues and role repair strategies (e.g.
of the language. plays to practice asking for clarification)
target language. (Exam- and sustain conversational
EFL 4.4.8 ple: thanking others, exchanges in pairs to
Convey and organize apologizing, asking for complete a task, satisfy a
information using facts help, greeting need or handle a simple
and details in order to authorities, etc.) transaction.

illustrate diverse
patterns and structures Practicing the language I.EFL.4.10.1.
in writing. (Example: needed to deal with a Learners can effectively
cause and effect, need through a mini participate in familiar and
problem and solution, role play. predictable everyday
general-to-specific conversational exchanges in
presentation, etc.) Singing songs that order to complete a task,
practice helpful satisfy a need or handle a
EFL 4.5.8 language. simple transaction, using a
Evaluate and recommend range of repair strategies.
literary texts (both Oral Communication: (Example: asking for clari-
written and oral, Listening and Speaking) fication, etc.) (I.3, J.3,
online, in video or in J.4)
print) according to Giving learners
pre-established language prompts to use CE.EFL.4.14.
criteria. during pair/group work. Display an ability to
(Example: What do you interact and engage with a
think? I wide range of ICT and
agree/disagree. I think classroom resources and
we need to…, It’s your texts by selecting and
turn to say the answer, evaluating them in order to
etc.) strengthen literacy skills
and promote acquisition.
Asking for help in I.EFL.4.14.1.

class when necessary. Learners can interact and
(Example: What’s the engage with a wide range of
answer? How do you say ICT and classroom resources
___? Do you have an and texts by selecting and
eraser? Can you help me evaluating them in order to
with ____?, etc.) strengthen literacy skills
and promote acquisition.
Reading (I.2, I.4, S.3, J.2, J.3)
Reading an online text, CE.EFL.4.17.

determining if the Show an ability to convey
information is reliable and organize information

and giving reasons for through the use of facts and
why or why not. details and by employing
various stages of the
Finding a reliable writing process, while using
source to back up a a range of digital tools to
statement. promote and support
collaboration, learning and
Identifying statements productivity.
that use exaggeration
or hyperbole (rather I.EFL.4.17.1.
than true facts) to Learners can convey and or-
sway the reader’s ganize information through
opinion. (Example: I the use of facts and details
can’t help you because and by employing various
I have a million things stages of the writing
to do today, etc.) process, while using a range
of digital tools to promote
Using an everyday and support collaboration,
reference material in learning and productivity.
order to understand the (I.1, I.3, S.4, J.2, J.4)
main idea and some
details from a text. CE.EFL.4.21.
(Example: Reading a Use pre-established
blog post and criteria, including that
identifying statements which is written by learners
that need evidence to collaboratively, in order to
back them up, fact evaluate and recommend
checking information literary texts (written,
from a social media online, oral, in video,
site about the April etc.) and the effectiveness
2016 earthquake with of group work.
online information from
a reliable source, I.EFL.4.21.1.
etc.) Learners can evaluate and
recommend literary texts
Writing (both written and oral,
online, in video or in

Reading a text and print) according to pre-
using a checklist to established criteria.
talk about how it is Learners can work in
organized. (Example: Is collaborative groups to
there a title? Does it write their own criteria for
have an opening evaluating literary texts
sentence?, etc.) and the effectiveness of
group work. (I.4, S.3, S.4,
Exchanging writing in J.3)
pairs in order to make
suggestions about
things that could be
improved.
Completing an online
graphic organizer in
order to help plan a
piece of writing.
Reading a dialogue
different topic.
like, where I live,

Arts
Evaluating and
assessing the
effectiveness of group
work by answering a set

of questions. (Example:
Who always
participates? Who gets
the things the group
needs? Who asks good
questions?, etc.)
Selecting desirable
behaviors for group
work from a list and
reaching a consensus as
a group for the three
most important.
Searching the Internet

for illustrations and
examples of effective
group collaborations
and then sharing why
they are effective.
(Example: In this
picture, they are
sitting in a circle.
One person is talking
and everyone else is
listening, etc.)
Discussing rules and

norms for a group
project before the
project begins.
(Example: Don’t
interrupt others, Do
your work on time,
Don’t make negative
remarks, etc.)

Assigning roles for a
group project.
(Example: deciding who
is secretary, who is
the organizer, who
makes the artwork,
etc.)
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
Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language
Curriculum for Educación General Básica Elemental. Quito, Ecuador: MinEdu.
Munoz, J. (2016). English A2.1. Quito, Ecuador: Grupo Editorial Norma SA
ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): NAME: NAME:
Firma: Firma: Firma:
Date: Abril 30, 2019 Date: Abril 30, 2019 Date: Abril 30, 2019


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OG.EFL 1 O.EFL 4.1

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Language through the

Doing free writing on a

Taking pictures to tell

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Reading a short text CE.EFL.4.20.

Educamos para tener Patria

Reading a text and

Educamos para tener Patria

Language through the

Doing free writing on a

Taking pictures to tell

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Making a poster for a

Educamos para tener Patria

Language through the

Doing free writing on a

Taking pictures to tell

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Language through the

Drawing pictures for a

Educamos para tener Patria

Completing a chart with

Writing questions the

Searching for pictures

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Educamos para tener Patria

Completing a chart with

Educamos para tener Patria

Writing questions the

Searching for pictures

Educamos para tener Patria

Educamos para tener Patria

Asking for help in I.EFL.4.14.1.

Reading an online text, CE.EFL.4.17.

Educamos para tener Patria

Educamos para tener Patria

Language through the

Educamos para tener Patria

Searching the Internet

Discussing rules and

Educamos para tener Patria

6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:

ELABORATED BY REVISED BY APPROVED BY