English A1.2 PCA PUD 9no EGB

LA LIBERTAD HIGH SCHOOL
Aprobado por resolución ministerial N° 3256 del 11 de Abril de 1986

La Libertad – Santa Elena – Ecuador
Email: collalibertad@hotmail.com Teléfono: 2934443
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SCHOOL YEAR 2019-2020
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CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): Miss. Katty Roca Matías
Grade/ Course: 9TH Education Level: EGB A-B
A1.2
2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of
5 Hours 40 weeks 4 weeks 36 weeks periods
180 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a O.EFL 4.1 Identify the main ideas, some details and inferences of written
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures and texts, in order to produce level-appropriate critical analysis of familiar
languages from the secure standpoint of their own national and cultural identity. subjects and contexts.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards O.EFL 4.2 Appreciate and value English as an international language and a
different cultures to comprehend the role of diversity in building an intercultural and medium to interact globally.
multinational society. O.EFL 4.3 Independently read A2.1 level text in English as a source of
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, entertainment and interpersonal and intrapersonal interaction.
and critical thinking skills through an appreciation of linguistic differences. Enjoy an O.EFL 4.4 Develop creative and critical thinking skills when encountering
enriched perspective of their L1 and of language use for communication and learning. challenges in order to promote autonomous learning and decision making.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and O.EFL 4.5 Introduce the need for independent research as a daily activity by
ability to independently access further (language) learning and practice opportunities. using electronic resources (ICT) in class while practicing appropriate
Respect themselves and others within the communication process, cultivating habits of competences in the four skills.
honesty and integrity into responsible academic behavior. O.EFL 4.6
OG.EFL 5 Directly access the main points and important details of up-to date. English Write short descriptive and informative texts related to personal information
language texts, such as those published on the web, for professional or general or familiar topics and use them as a means of communication and written
investigation, through the efficient use of ICT and reference tools where required. expression of thought.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written O.EFL 4.7 Use spoken and written literary text in English such as poems,
dialogue with peers from different L1 backgrounds on work, study, or general topics of short stories, comic strips, short magazine articles and oral interviews on
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common interest, expressing ideas and opinions effectively and appropriately. familiar subjects in order to inspire oral and written production at an A2.1
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and level.
informal social situations with a limited but effective command of the spoken language O.EFL 4.8 Integrate written and spoken text in order to identify cultural
(CEFR B1 level). 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
zTRANSVERSAL AXES:
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
5.UNITS TO BE DEVELOPED*
Nº Title of the unit Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation***
duration
(Skills and strategies)
Weeks
1 MY FAMILY AND ME Describe your family EFL 4.1.6. Seek and Communication and Cultural CE.EFL.4.4. Display an
members and yourself. provide information Awareness appreciation of and
and assistance, orally demonstrate respect for
- Playing games that practice 5
individual and group
or in writing and in classroom language, turn-
differences by
online or face-to-face taking, being polite, etc. establishing and
interactions, for - Comparing answers in pairs maintaining healthy and
personal, social and or small groups. rewarding relationships
academic purposes. - Working in small groups to based on communication
EFL 4.1.8. Use complete a cultural project. and cooperation.
suitable vocabulary, - Participating in short I.EFL.4.4.1. Learners can
expressions, language dialogues and role plays to demonstrate an ability to
give and ask for
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and interaction styles practice target language. information and

for formal and Oral Communication: (Listening and assistance using level-
informal social or Speaking) appropriate language and
interaction styles in
academic situations in - Recording in-class
online or face-to-face
order to communicate conversations and dialogues
social and classroom
specific intentions in in order to make note of
interactions (J.2, J.3, J.4,
online and face-to-face correct and appropriate I.3)
interactions. language usage and
(Example: thanking, intelligibility. CE.EFL.4.5. Display and
making promises, - Asking classmates to repeat appreciation of and
apologizing, asking an answer or statement if demonstrate respect for
needed to clarify something. individual and group
permission, chatting
- Asking for help in class when differences by
with friends,
necessary. establishing and
answering in class,
Reading maintaining healthy and
greeting an authority rewarding relationships
- Reading a short text and
figure, etc.) showing comprehension by based on communication
EFL 4.1.10. completing the accompanying and cooperation.
Recognize and graphic organizer. I.EFL.4.5.1. Learners can
appreciate individual appreciate and show
- Reading a text on a familiar
and group similarities respect for individual and
content area subject and then
group differences by
and differences by matching phrases or labeling
establishing and
establishing and pictures. maintaining healthy and
maintaining healthy - Reading two short simple rewarding online and
and rewarding online cross curricular texts and face-to-face interactions.
and face-toface using them to support one’s Learners can
relationships based on own argument or hypothesis. communicate and
communication and Writing cooperate in a respectful,
cooperation. - Completing the gaps in a empathetic manner. ( J.3,
EFL 4.1.4. sentence. S.1, S4)
- Reading an online movie CE.EFL.4.8. Production
Demonstrate
review and identifying – Accuracy and
mindfulness, empathy, Intelligibility:
tolerance and an common linguistic features,
such as use of past verbs. Communicate needs and
overall respect for the information clearly and
Learners use the same
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integrity of cultures in features to write their own in simple terms, using

daily classroom review of a movie they’ve grammatical structures
activities. seen. learned in class (although
- Sequencing sentences by there may be frequent
EFL 4.2.15. Deal with
adding words. errors), effectively and
practical, everyday
Language through the Arts without undue effort.
communication Demonstrate an ability to
demands within - Creating literature circles make appropriate use of
familiar contexts, where learners have the new words and
effectively and freedom to say anything they expressions in social
without undue effort. want about a text from class interactions.
or outside of class. I.EFL.4.8.1. Learners can
(Example: meeting
people, extending and - Participating in classroom communicate personal
accepting invitations, games in which problem- information and basic
solving as a team is immediate needs and
exchanging deal with other practical
important.
information, giving everyday demands in
- Creating a crossword puzzle
reasons, asking and familiar contexts,
in groups about an
answering questions effectively and without
Ecuadorian story, region,
about routines and celebrity, etc. undue effort and using
preferences, etc.) grammatical structures
Brainstorming ideas for a
EFL 4.3.7. Read, and vocabulary seen in
writing project in small
class (although there may
gather, view and listen groups, using a graphic
be frequent, basic errors).
to information from organizer (I.1, I.2, I.3, S.1)
various sources in CE.EFL.4.12. Use a
order to organize and range of reference
discuss relationships materials and sources,
between academic both online and in print,
content areas. in order to support ideas,
(Example: nonfiction answer inquiries, find
books for young relationships and relate
ideas between different
adults, the Internet,
subject areas.
audio and media I.EFL.4.12.1. Learners
presentations, oral can employ a range of
interviews, maps, reference materials and
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diagrams, reference sources, both online and

books, magazines, in print, in order to
etc.) support ideas, answer
inquiries, find
EFL 4.4.7. Use the
relationships and relate
process of prewriting, ideas between different
drafting, revising, peer subject areas. (I.1, I.2,
editing and J.2)
proofreading (i.e., “the CE.EFL.4.17. Show an
writing process”) to ability to convey and
produce well- organize information
constructed through the use of facts
informational texts. and details and by
employing various stages
EFL 4.4.8. Convey
of the writing process,
and organize while using a range of
information using digital tools to promote
facts and details in and support
order to illustrate collaboration, learning
diverse patterns and and productivity.
structures in writing. I.EFL.4.17.1. Learners
(Example: cause and can convey and organize
information through the
effect, problem and
use of facts and details
solution, general-to-
and by employing
specific presentation, various stages of the
etc.) writing process, while
EFL 4.5.9. Engage in using a range of digital
collaborative activities tools to promote and
through a variety of support collaboration,
student groupings to learning and
create and respond to productivity. (I.1, I.3,
S.4, J.2, J.4)
literature and other
CE.EFL.4.22. Show the
literary texts. ability to work
(Example: small collaboratively and to
groups, cooperative participate effectively in
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learning groups, a variety of student

literature circles, groupings by employing
process writing a wide range of creative
thinking skills through
groups, etc.)
the completion of
EFL 4.5.11. activities such as playing
Participate in creative games, brainstorming
thinking through and problem solving.
brainstorming, I.EFL.4.22.1. Learners
working in groups, can collaborate and
games and problem- participate effectively in
solving tasks by a variety of student
showing the ability to groupings by employing
a wide range of creative
accept a variety of
ideas and capitalize on the completion of
other people’s activities such as playing
strengths. games, brainstorming
and problem solving.
(S.2, S.4, J.1, J.2, J.3,
J.4)
CULTURES AROUND Describe customs and EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2. Recognize
THE WORLD celebrations around the and demonstrate an Awareness and demonstrate an
2 world. appreciation of some appreciation of
- Making a useful object out of
commonalities between
commonalities and recycled materials in a
cultures as well as the
distinctions across project. consequences of one’s
cultures and groups - Researching through the actions while exhibiting 5
(differentiated by Internet about important socially responsible
gender, ability, people from other cultures behaviors.
generations, etc.) and ways of life and I.EFL.4.2.1. Learners can
including the students’ presenting them to the class name similarities and
own. using digital tools. differences between
EFL 4.1.9. Recognize - Choosing pictures that different aspects of
demonstrate responsibility cultural groups. Learners
the consequences of
(helping an elder cross the can demonstrate socially
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one’s actions by sidewalk, stopping two responsible behaviors at

demonstrating children from throwing rocks school, online, at home
responsible decision- at a dog, being respectful of and in the community,
people who dress differently, and evaluate their actions
making at school, online,
being open to accepting new by ethical, safety and
at home and in the
ideas/foods, etc.) and social standards. (J.3,
community, while S.1, I.1)
identifying why each is
considering ethical CE.EFL.4.3. Interact
desirable and what
standards, safety with others using self-
consequences the
concerns, social norms irresponsible actions would monitoring and self-
and mutual respect. correcting strategies as
have.
EFL 4.1.5. Apply self- well as appropriate
Oral Communication: (Listening and
correcting and self- nonverbal and oral
Speaking) communication features.
monitoring strategies in - Recording in-class I.EFL.4.3.1. Learners can
social and classroom conversations and dialogues employ a range of self-
interactions. (Example: in order to make note of monitoring and self-
asking questions, correct and appropriate correcting strategies and
starting over, rephrasing, language usage and interpret and use
exploring alternative intelligibility. appropriate verbal and
pronunciations or - Asking classmates to repeat nonverbal
wording, etc.) an answer or statement if communication features
needed to clarify something. to communicate in
EFL 4.1.7. Interpret and
- Asking the learners to read a familiar contexts. (I.3,
demonstrate knowledge
dialogue in pairs. Learners S.4, J.4)
of nonverbal and oral CE.EFL.4.8. Production
communication features record themselves and then
– accuracy and
by applying them in listen to the recording in
intelligibility:
order to assess clarity of
appropriate contexts. communicate needs and
sounds, production of
(Example: use of stress, information clearly and
phonemes, rhythm and in simple terms, using
intonation, pace, etc.) intonation.
EFL 4.2.15. Deal with grammatical structures
Reading learned in class (although
practical, everyday - Highlighting relevant key there may be frequent
communication demands information in a text and errors), effectively and
within familiar contexts, crossing out irrelevant without undue effort.
effectively and without information. Demonstrate an ability to
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undue effort. (Example: - Keeping a vocabulary make appropriate use of

meeting people, notebook of synonyms and new words and
extending and accepting antonyms of words from a expressions in social
text. interactions.
invitations, exchanging
I. EFL. 4.8.1. Learners
information, giving - Brainstorming everything
can communicate
reasons, asking and known about a topic and then
personal information and
answering questions reading a text to check true
basic immediate needs
about routines and and false information. and deal with other
performances, etc) Writing practical everyday
EFL 4.2.14. Ask and - Completing the gaps in a demands in familiar
answer straightforward sentence. contexts, effectively and
follow-up questions - Reading an online movie without undue effort and
review and identifying using grammatical
within familiar contexts,
common linguistic features, structures and
such as school and vocabulary seen in class
such as use of past verbs.
family life, provided Learners use the same (although there may be
there are opportunities to features to write their own frequent, basic errors).
ask for clarification, review of a movie they’ve (I.1, 1.2, 1.3, S.1)
reformulation or seen. CE.EFL.4.10. Production
repetition of key points. - Sequencing sentences by – accuracy and
EFL 4.2.16. Initiate, intelligibility:
adding words.
communicate needs and
maintain and end a Language through the Arts
information clearly and
conversation to satisfy - Creating literature circles in simple terms, using
basic needs and/ or where learners have the grammatical structures
handle a simple freedom to say anything they learned in class (although
transaction. preferences, want about a text from class there may be frequent
etc.) or outside of class. errors), effectively and
EFL 4.3.6. Apply - Brainstorming a list of without undue effort.
learning strategies to questions and responses Demonstrate and ability
examine and interpret a learners can use during to make appropriate use
small group discussions of new words and
variety of written
about literary texts. expressions in social
materials using prior interactions.
knowledge, graphic - Participating in classroom
I.EFL. 4.10.1. Learners
organizers, context games in which problem-
can communicate
solving as a team is
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clues, note taking and important. personal information and

finding words in a basic immediate needs
dictionary. and deal with other
practical everyday
EFL 4.4.1. Convey
demands in familiar
information and ideas contexts, effectively and
through simple without undue effort and
transactional or using grammatical
expository texts on structures and
familiar subjects using vocabulary seen in class
ICT tools and (although there may be
conventions and features frequent, basic errors)
of English appropriate to (I.1, I.2, I.3, S.1)
CE.EFL.4.13. Apply
audience and purpose}
learning strategies such
EFL 4.5.9. Engage in as using prior knowledge
collaborative activities and graphic organizers to
through a variety of interpret new
student groupings to information in a text, and
create and respond to assess this information
literature and other according to the
literary texts. (Example: organization, subject area
and purpose of the text,
small groups,
using different criteria,
cooperative learning
including ICT tools.
groups, literature circles, I.EFL.4.13.1. Learners
process writing groups, can apply learning
etc.) strategies such as using
EFL 4.5.11. Participate prior knowledge and
in creative thinking graphic organizers to
through brainstorming, interpret new
working in groups, information in a text.
Learners can assess this
games and problem-
information according to
solving tasks by showing the organization, subject
the ability to accept a area and purpose of the
variety of ideas and text, through the use of
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capitalize on other different criteria,

people’s strengths. including ICT tools. (I.2,
I.4, J.4)
CE.EFL.4.15. Express
information and ideas
and describe feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in order
to influence an audience,
while recognizing that
different texts have
different features and
showing the ability to
use these features
appropriately 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
use these features
own writing. (I.3, I.4,
S.3, J.2)
CE.EFL.4.22. Show the
ability to work
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collaboratively and to
participate effectively in
a variety of student
groupings by employing
the completion of
activities such as playing
games, brainstorming
can collaborate and
participate effectively in
a variety of student
groupings by employing
the completion of
activities such as playing
games, brainstorming
(S.2, S.4, J.1, J.2, J.3,
J.4)
AMAZING ABILITIES Describe and compare EFL 4.1.1. Compare and
people’s abilities contrast oral traditions, Communication and Cultural CE.EFL.4.1. Compare
3 myths, folktales and Awareness and contrast oral
literature from Ecuador - Finding ways of traditions and
and international regions entertainment from other literature from
and cultures and identify cultures and regions and then Ecuador and beyond
similarities and sharing them in class. in order to manifest an
differences and universal - Completing a Venn diagram understanding of the
cultural themes. about two stories from relationship between
EFL 4.1.3. Display an different countries. cultural perspectives
understanding of the - Reflecting on differences and practices and by
relationship between the between people from other sharing cross cultural
practices and countries and regions.
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perspectives of different - Sharing a cross-cultural experiences.

cultures by recognizing experience (such as traveling, I.EFL.4.1.1. Learners
and sharing cross- trying a new food, meeting can compare and
cultural experiences and someone from another contrast oral
ideas country) in pairs or as a traditions, myths,
EFL 4.1.6. Seek and class. folktales and literature
provide information and Oral Communication: (Listening and from Ecuador and
assistance, orally or in Speaking) other cultures in order
writing and in online or - Recording in-class to demonstrate an
face-to-face interactions, conversations and dialogues understanding of the
for personal, social and in order to make note of relationship between
correct and appropriate
academic purposes. cultural practices and
language usage and
EFL 4.1.8. Use suitable perspectives. Learners
intelligibility.
vocabulary, expressions, can share cross-
- Asking classmates to repeat
language and interaction cultural experiences
an answer or statement if
styles for formal and needed to clarify something. while naming
informal social or - Asking the learners to read a universal cultural
academic situations in dialogue in pairs. Learners themes. (I.2, S.1, S.2,
order to communicate record themselves and then J.1)
specific intentions in listen to the recording in CE.EFL.4.4.
online and face-to-face order to assess clarity of Demonstrate the
interactions. (Example: sounds, production of ability to ask for and
thanking, making phonemes, rhythm and give information and
promises, apologizing, intonation. assistance using
asking permission, Reading appropriate language
chatting with friends, - Reading a short text and and interaction styles
answering in class, showing comprehension by in a variety of social
greeting an authority completing the accompanying interactions.
graphic organizer.
figure, etc.) I.EFL.4.4.1. Learners
EFL 4.2.15. Deal with
- Reading a text on a familiar can demonstrate an
content area subject and then
practical, everyday ability to give and ask
matching phrases or labeling
communication demands pictures. for information and
within familiar contexts, - Reading two short simple assistance using level-
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effectively and without cross curricular texts and appropriate language

undue effort. (Example: using them to support one’s and interaction styles
meeting people, own argument or hypothesis. in online or face-to-
extending and accepting Writing face social and
invitations, exchanging - Completing the gaps in a classroom interactions.
information, giving sentence. (J.2, J.3, J.4, I.3)
reasons, asking and - Reading an online movie CE.EFL.4.8.
answering questions review and identifying Production – accuracy
about routines and common linguistic features, and intelligibility:
preferences, etc.) such as use of past verbs. Communicate needs
Learners use the same
EFL 4.2.14. Ask and and information
features to write their own
answer straightforward review of a movie they’ve clearly and in simple
follow-up questions seen. terms, using
within familiar contexts, - Sequencing sentences by grammatical structures
such as school and adding words. learned in class
family life, provided Language through the Arts (although there may
there are opportunities to - Doing extended writing, in be frequent errors),
ask for clarification, which learners get to choose effectively and
reformulation or what they write and are not without undue effort.
repetition of key points. evaluated or tested on it. Demonstrate an ability
EFL 4.2.16. Initiate, - Sharing learners’ stories in to make appropriate
maintain and end a pairs or small groups and use of new words and
conversation to satisfy choosing to represent some expressions in social
basic needs and/ or through a role play. interactions.
handle a simple - Reading a myth from I.EFL. 4.8.1. Learners
transaction. preferences, Ecuador and writing a song can communicate
etc.) about it. personal information
EFL 4.3.5. Use everyday and basic immediate
reference material in needs and deal with
order to select other practical
information appropriate everyday demands in
to the purpose of an familiar contexts,
inquiry and relate ideas effectively and
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from one written source without undue effort

to another. (Example: and using grammatical
nonfiction books for structures and
young adults, the vocabulary seen in
Internet, audio and class (although there
media presentations, oral may be frequent, and
interviews, maps, basic errors) (I.1, I.2,
diagrams, reference I.3, S.1)
books, magazines, etc.) CE. EFL. 4.10.
EFL 4.4.4. Write to Interaction –
describe feelings/ interpersonal:
opinions in order to participate effectively
effectively influence an in familiar and
audience. (Example: predictable
persuade, negotiate, conversational
argue, etc.) exchanges by asking
EFL 4.5.4. Create and answering follow-
personal stories by up-questions, provided
adding imaginative there are opportunities
details to real-life stories to use repair strategies
and situations, using (e.g. asking for
appropriate vocabulary clarification) and
and elements of the sustain conversational
literature learners have exchanges in pairs to
read or heard complete a task,
satisfy a need or
handle a simple
transaction.
can effectively
participate in familiar
and predictable
everyday
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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)
CE.EFL.4.12. Use 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.
can employ a range of
reference materials
and sources, both
online and in print, in
order to support ideas,
answer inquiries, find
relationships and
(I.1, I.2, J.2)
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and describe feelings
and opinions in simple
transactional or
expository texts on
familiar subjects in
order to influence an
audience, while
recognizing that
use these features
own writing.
can convey
transactional or
expository texts on
audience, while
recognizing that
use these features
S.3, J.2
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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.
I.EFL.4.20.1.
Learners can create
texts in different
genres, including
those that reflect
appropriate
literary concepts. (I.1,
I.3)
EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2.
and demonstrate an Awareness Recognize and
4 appreciation of some - Completing and illustrating demonstrate an
HEALTHY FOOD Talk about food and commonalities and statements about socially appreciation of
describe how to make distinctions across responsible behaviors. commonalities
between cultures as
healthy recipes. cultures and groups - Making a useful object out of
well as the
(differentiated by recycled materials.
consequences of one’s
gender, ability, - Creating a poster of class actions while
generations, etc.) rules. exhibiting socially
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including the students’ - Researching through the responsible behaviors.

own. Internet about other cultures I.EFL.4.2.1. Learners
EFL 4.1.9. Recognize and ways of life and can name similarities
the consequences of presenting them to the class and differences
one’s actions by using digital tools. between different
demonstrating Oral Communication: (Listening and aspects of cultural
Speaking) groups. Learners can
responsible decision-
- Recording in-class demonstrate socially
making at school, online,
conversations and dialogues responsible behaviors
at home and in the at school, online, at
community, while in order to make note of
correct and appropriate home and in the
considering ethical community, and
language usage and
standards, safety evaluate their actions
intelligibility.
concerns, social norms by ethical, safety and
- Having learners make a
and mutual respect. social standards. (J.3,
selfie video to say what they
EFL 4.1.6. Seek and S.1, I.1)
know about a topic before
provide information and CE.EFL.4.4.
coming to class.
assistance, orally or in Demonstrate the
- Asking for help in class when ability to ask for and
writing and in online or necessary.
face-to-face interactions, give information and
Reading assistance using
for personal, social and - Reading a short text and appropriate language
academic purposes. showing comprehension by and interaction styles
EFL 4.1.8. Use suitable completing the accompanying in a variety of social
vocabulary, expressions, graphic organizer. interactions.
language and interaction - Reading a text on a familiar I.EFL.4.4.1. Learners
styles for formal and content area subject and then can demonstrate an
informal social or matching phrases or labeling ability to give and ask
academic situations in pictures. for information and
order to communicate - Reading two short simple assistance using level-
specific intentions in cross curricular texts and appropriate language
online and face-to-face using them to support one’s and interaction styles
interactions. (Example: own argument or hypothesis. in online or face-to-
Writing face social and
thanking, making
- Completing the gaps in a classroom interactions.
promises, apologizing,
sentence. (J.2, J.3, J.4, I.3)
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asking permission, - Reading an online movie

chatting with friends, review and identifying CE.EFL. 4.5. Display
answering in class, common linguistic features, and appreciation of
greeting an authority such as use of past verbs. and demonstrate
figure, etc.) Learners use the same respect for individual
EFL 4.1.10. Recognize features to write their own and group differences
review of a movie they’ve by establishing and
and appreciate
seen. maintaining healthy
individual and group
- Sequencing sentences by and rewarding
similarities and relationships based on
adding words.
differences by communication and
Language through the Arts
establishing and cooperation.
maintaining healthy and
- Doing extended writing, in
which learners get to choose
rewarding online and I.EFL.4.5.1. Learners
what they write and are not
face-toface relationships can appreciate and
evaluated or tested on it.
based on communication show respect for
- Sharing learners’ stories in individual and group
and cooperation.
pairs or small groups and differences by
EFL 4.1.4. Demonstrate choosing to represent some
mindfulness, empathy, establishing and
through a role play. maintaining healthy
tolerance and an overall - Reading a myth from and rewarding online
respect for the integrity Ecuador and writing a song and face-to-face
of cultures in daily about it. interactions. Learners
classroom activities. can communicate and
EFL 4.2.15. Deal with cooperate in
practical, everyday respectful, empathetic
communication demands manner. (J.3, S.1, S.4)
within familiar contexts,
effectively and without CE.EFL.4.8.
undue effort. (Example: Production – Accuracy
meeting people, and Intelligibility:
extending and accepting Communicate needs
invitations, exchanging and information
information, giving clearly and in simple
terms, using
reasons, asking and
grammatical structures
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answering questions learned in class

about routines and (although there may
preferences, etc.) be frequent errors),
EFL 4.3.5. Use everyday effectively and
reference material in without undue effort.
order to select Demonstrate an ability
to make appropriate
information appropriate
use of new words and
to the purpose of an
expressions in social
inquiry and relate ideas interactions.
from one written source I.EFL.4.8.1. Learners
to another. (Example: can communicate
nonfiction books for personal information
young adults, the and basic immediate
Internet, audio and needs and deal with
media presentations, oral other practical
interviews, maps, everyday demands in
diagrams, reference familiar contexts,
books, magazines, etc.) effectively and
EFL 4.4.5. Recognize without undue effort
and using grammatical
that various types of
structures and
writing require different
vocabulary seen in
language, formatting and class (although there
special vocabulary. may be frequent, basic
(Example: a recipe, a errors). (I.1, I.2, I.3,
letter, etc.) S.1)
EFL 4.5.5. Gain an CE.EFL.4.12. Use a
understanding of literary range of reference
concepts such as genre, materials and sources,
plot, setting, character, both online and in
point of view, theme and print, in order to
other literary elements in support ideas, answer
order to apply them to inquiries, find
relationships and
one’s own creative texts.
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EFL 4.5.6. Create an different subject areas.

effective voice using a I.EFL.4.12.1. Learners
variety of ICT tools, can employ a range of
writing styles and typical reference materials
features of a genre to and sources, both
create stories, poems, online and in print, in
sketches, songs and
plays, including those
relationships and
that reflect traditional relate ideas between
and popular Ecuadorian different subject areas.
cultures (I.1, I.2, J.2)
transactional or
expository texts on
audience, while
recognizing that
use these features
own writing.
can convey
transactional or
expository texts on
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audience, while
recognizing that
use these features
S.3, J.2)
CE.EFL.4.20. Create
texts in different
genres, including
those that reflect
appropriate
literary concepts.
can create short,
original literary texts
in different genres,
including those that
reflect Ecuadorian
cultures, using a range
of digital tools, writing
styles, appropriate
literary concepts. (I.1,
I.3)
EFL 4.1.1. Compare and Communication and Cultural CE.EFL.4.1. compare

contrast oral traditions, ans constract oral
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5 Talk about famous myths, folktales and Awareness tradictions and

THEY WERE characters of the past. literature from Ecuador - Completing and illustrating literature from
SUCCESSFUL! and international regions statements about socially Ecuador and beyond
and cultures and identify responsible behaviors. in order to manifest
similarities and - Making a useful object out of and understanding of
differences and universal recycled materials. the relationship
cultural themes. - Creating a poster of class between cultural
EFL 4.1.3. Display an rules. perspectives and
understanding of the - Researching through the practices and by
relationship between the Internet about other cultures sharing cross cultural
practices and and ways of life and experiences.
perspectives of different presenting them to the class I.EFL.4.1.1. Learners
using digital tools.
cultures by recognizing can compare and
Oral Communication: (Listening and
and sharing cross- contrast oral
Speaking)
cultural experiences and traditions, myths,
- Asking classmates to repeat
ideas. folktales and literature
an answer or statement if
EFL 4.2.15. Deal with from Ecuador and
needed to clarify something.
practical, everyday other cultures in order
- Showing the student a video
communication demands clip of a simple situation and to demonstrate and
within familiar contexts, asking them to describe what understanding of the
effectively and without is happening/has happened. relationship between
undue effort. (Example: - Doing a mingle activity cultural practices and
meeting people, where learners ask and perspectives. Learners
extending and accepting answer survey questions can share cross
invitations, exchanging about jobs and occupations cultural experiences
information, giving Reading while naming
reasons, asking and - Highlighting relevant key universal cultural
answering questions information in a text and themes. (I.2, S.1, S.2,
about routines and crossing out irrelevant J.1)
preferences, etc.) information. CE.EFL.4.8.
EFL 4.3.7. Read, gather, - Keeping a vocabulary Production – Accuracy
view and listen to notebook of synonyms and and Intelligibility:
information from antonyms of words from a Communicate needs
text.
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various sources in order - Completing an outline for a and information

to organize and discuss cross-curricular text. clearly and in simple
relationships between - Brainstorming everything terms, using
academic content areas. known about a topic and then grammatical structures
EFL 4.3.6. Apply reading a text to check true learned in class
learning strategies to and false information. (although there may
examine and interpret a - Completing a KWL chart be frequent errors),
variety of written about a text. effectively and
materials using prior Writing without undue effort.
knowledge, graphic - Reading an online movie Demonstrate an ability
organizers, context review and identifying to make appropriate
clues, note taking and common linguistic features. use of new words and
finding words in a - Sequencing sentences by expressions in social
adding words.
dictionary. interactions.
EFL 4.4.7. Use the
- Using question prompts to I.EFL.4.8.1. Learners
interview and then write
process of prewriting, can communicate
sentences about a classmate.
drafting, revising, peer personal information
- Posting a comment to a
editing and proofreading classmate’s writing on a and basic immediate
(i.e., “the writing class blog. needs and deal with
process”) to produce Language through the Arts other practical
well-constructed - Listening to or reading everyday demands in
informational texts. stories and drawing an familiar contexts,
EFL 4.4.8. Convey and important scene. effectively and
organize information - Looking at the title of a text without undue effort
using facts and details in and accompanying and using grammatical
order to illustrate diverse illustrations and writing three structures and
patterns and structures in questions about the topic. vocabulary seen in
writing. (Example: cause Then reading to find the class (although there
and effect, problem and answers to the questions. may be frequent, basic
solution, general-to- - Listening to a song and errors). (I.1, I.2, I.3,
specific presentation, inferring if it is happy, sad, S.1)
etc.) etc. CE.EFL.4.12. Use a
EFL 4.5.1. Make use of - Writing a sentence to range of reference
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main points in literary describe the author’s materials and sources,

texts (authentic and intention. both online and in
semi-authentic, oral and print, in order to
written) to understand support ideas, answer
short simple everyday inquiries, find
stories, especially if relationships and
there is visual support. relate ideas between
can employ a range of
reference materials
and sources, both
online and in print, in
relationships and
(I.1, I.2, J.2)
CE.EFL.4.13. Apply
learning strategies
such as using prior
knowledge and
graphic organizers to
interpret new
information in a text,
and assess this
the organization, subject
area and purpose of the
text, using different
criteria, including ICT
tools.
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can apply learning

strategies such as using
prior knowledge and
graphic organizers to
interpret new
information in a text.
Learners can assess this
the organization, subject
area and purpose of the
text, through the use of
different criteria,
including ICT tools. (I.2,
I.4, J.4)
CE.EFL.4.17. Show an
ability to convey and
organize information
through the use of facts
and details and by
employing various stages
while using a range of
digital tools to promote
and support
collaboration, learning
and productivity.
can convey and organize
and by employing
various stages of the
writing process, while
tools to promote and
support collaboration,
learning and
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productivity. (I.1, I.3,

S.4, J.2, J.4)
CE.EFL.4.18. Use main
ideas in order to
understand, predict, infer
and deduce literal and
implied meanings in
short, simple, everyday
literary texts (online, oral
or in print).
I I.EFL.4.18.1. Learners
can understand, predict,
infer and deduce literal
and implied meanings in
or in print), especially
when visual support is
provided. (I.2, I.3, I.4)
EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2.
and demonstrate an Awareness Recognize and
6 UNFORGETTABLE Talk about moments in the appreciation of some - Finding recipes from other demonstrate an
MOMENTS past. commonalities and cultures and regions and then appreciation of
distinctions across sharing them in class. commonalities
cultures and groups - Reading two stories from between cultures as
(differentiated by different regions in Ecuador well as the
gender, ability, and completing a chart to consequences of one’s
generations, etc.) show the differences. actions while
including the students’ - Watching a video about a exhibiting socially
own. legend or traditional story responsible behaviors..
EFL 4.1.9. Recognize from Ecuador or another I.EFL.4.2.1. Learners
the consequences of country, and taking notes on can name similarities
one’s actions by the cultural practices and differences
mentioned.
demonstrating between different
responsible decision- - Sharing a cross-cultural aspects of cultural
experience (such as traveling,
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making at school, online, trying a new food, meeting groups. Learners can
at home and in the someone from another demonstrate socially
community, while country) in pairs or as a responsible behaviors
considering ethical class. at school, online, at
standards, safety Oral Communication: (Listening and home and in the
concerns, social norms Speaking) community, and
and mutual respect. - Asking classmates to repeat evaluate their actions
EFL 4.1.6. Seek and an answer or statement if by ethical, safety and
provide information and needed to clarify something. social standards. (J.3,
assistance, orally or in - Showing the student a video S.1, I.1)
clip of a simple situation and
writing and in online or CE.EFL.4.4.
asking them to describe what
face-to-face interactions, Demonstrate the
is happening/has happened.
for personal, social and ability to ask for and
- Doing a mingle activity
academic purposes. where learners ask and give information and
EFL 4.1.8. Use suitable answer survey questions assistance using
vocabulary, expressions, about jobs and occupations appropriate language
language and interaction Reading and interaction styles
styles for formal and - Keeping a vocabulary in a variety of social
informal social or notebook of synonyms and interactions
academic situations in antonyms of words from a I.EFL.4.4.1. Learners
order to communicate text. can demonstrate an
specific intentions in - Completing an outline for a ability to give and ask
online and face-to-face cross-curricular text. for information and
interactions. (Example: - Brainstorming everything assistance using level-
thanking, making known about a topic and then appropriate language
promises, apologizing, reading a text to check true and interaction styles
asking permission, and false information. in online or face-to-
chatting with friends, - Completing a KWL chart face social and
answering in class, about a text. classroom interactions.
Writing
greeting an authority (J.2, J.3, J.4, I.3)
figure, etc.) - Reading an online movie CE.EFL.4.8.
EFL 4.2.15. Deal with review and identifying Production – Accuracy
common linguistic features.
practical, everyday and Intelligibility:
- Sequencing sentences by
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communication demands adding words. Communicate needs

within familiar contexts, - Posting a comment to a and information
effectively and without classmate’s writing on a clearly and in simple
undue effort. (Example: class blog. terms, using
meeting people, Language through the Arts grammatical structures
extending and accepting - Listening to or reading learned in class
invitations, exchanging stories and drawing an (although there may
information, giving important scene. be frequent errors),
reasons, asking and - Looking at the title of a text effectively and
answering questions and accompanying without undue effort.
about routines and illustrations and writing three Demonstrate an ability
preferences, etc.) questions about the topic. to make appropriate
Then reading to find the
EFL 4.4.7. Use the use of new words and
answers to the questions.
process of prewriting, expressions in social
drafting, revising, peer
- Listening to a song and interactions.
inferring if it is happy, sad,
editing and proofreading I.EFL.4.8.1. Learners
etc.
(i.e., “the writing can communicate
- Writing a sentence to
process”) to produce personal information
describe the author’s
well-constructed and basic immediate
intention.
informational texts. needs and deal with
EFL 4.4.8. Convey and other practical
organize information everyday demands in
using facts and details in familiar contexts,
order to illustrate diverse effectively and
patterns and structures in without undue effort
writing. (Example: cause and using grammatical
and effect, problem and structures and
solution, general-to- vocabulary seen in
specific presentation, class (although there
etc.) may be frequent, basic
EFL 4.5.1. Make use of errors). (I.1, I.2, I.3, S.1)
main points in literary CE.EFL.4.17. Show an
texts (authentic and ability to convey and
organize information
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semi-authentic, oral and through the use of facts

written) to understand and details and by
short simple everyday employing various stages
stories, especially if
while using a range of
there is visual support. digital tools to promote
and support
collaboration, learning
and productivity.
can convey and organize
and by employing
various stages of the
writing process, while
tools to promote and
support collaboration,
learning and
productivity. (I.1, I.3,
S.4, J.2, J.4)
CE.EFL.4.18. Use main
ideas in order to
understand, predict, infer
and deduce literal and
implied meanings in
or in print) infer and
deduce literal and
implied meanings in
UES
T
I I.EFL.4.18.1. Learners
can understand, predict,
infer and deduce literal
and implied meanings in
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
Teachers guide A1.2
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): Miss. Katty Roca Matías NAME: NAME:
Signature: Signature: Signature:
Date: Date: Date:
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA
th
Teacher: MISS. KATTY ROCA MATIAS Area: English as a Foreign Language Grade / Course: 9 EGB Class: “9 A-B
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Book: English A1.2 Unit: 1 Objectives:
My Family and Me O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
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.
Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions across well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with others using self-
cultures and groups (differentiated by gender, ability, generations, etc.) including the students’ own. monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative
pronunciations or wording, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within the statements about familiar everyday topics such as objects, possessions and routines in structured situations and short conversations.
personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
free time, school activities, etc.) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, immediate structures learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an ability to make
environment and matters of immediate need in simple terms using grammatical structures learnt in class appropriate use of new words and expressions in social interactions.
(although there may be frequent errors with tenses, personal pronouns, prepositions, etc.).
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news about familiar subjects, making use of contextual clues to identify relevant information in a text.
sports or famous people, descriptions, etc.)
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. (Example: transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different texts have different
persuade, negotiate, argue, etc.). features 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
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations, using meanings in short, simple, everyday literary texts (online, oral or in print).
appropriate vocabulary and elements of the literature learners have read or heard.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Reading a list of actions people take and discussing their A1.2 (including I.EFL.4.2.1 Learners can name similarities and • Describe yourself and your family members.
consequences on others. interactive version) differences between different aspects of cultural • Talk about free time activities.
• Simulating desirable social behavior through role-playing. • Audio CD groups. Learners can demonstrate socially • Interview your classmates about their free time activities.
• Choosing pictures that show responsible actions performed by each member • Teacher’s Guide responsible behaviors at school, online, at • Identify specific information in a paragraph.
of the family and identifying irresponsible actions and their consequences on • Photocopiable • Recognize what kind of person someone is by listening to his/her voice in a dialog: She
worksheets (TG) home and in the community, and evaluate their
others. is
• Quiz Time (SB) actions by ethical, safety and social standards. outgoing. He is lazy.
Oral Communication: (Listening and Speaking) (J.3, S.1, I.1)
• Having learners make a selfie video to talk about free time activities. • Use key expressions to complete a conversation.
I.EFL.4.3.1 Learners can employ a range of • Write a paragraph describing yourself and
• Asking classmates to repeat an answer or statement to clarify an idea if self- monitoring and self-correcting strategies
needed. and interpret and use appropriate verbal and
nonverbal communication features to
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• Asking for help in class when necessary. communicate in familiar contexts. (I.3, S.4, J.4) your favorite free time activities.
Reading Oral Communication
• Reading a text and answering information questions. I.EFL.4.9.1 Learners can use simple language Techniques
• Choosing words in a list to complete gaps from a reading. to describe, compare and state facts about Reading
• Reading the paragraph about the Jonas Family and highlighting interesting familiar everyday topics such as possessions, • Read the title and illustrations of a text to
facts. classroom objects and routines in short, predict the topic.
• Predicting main ideas by reading the title of a text and using structured situations, interacting with relative • Use context clues to understand the meaning
contextual clues. ease. (I.3, I.4, S.4) of new words in a text.
Writing I.EFL.4.8.1 Learners can communicate personal Listening
• Watching a video about a controversial topic and writing a short response information and basic immediate needs and • Listen for specific details.
giving an opinion. deal with other practical everyday demands in • Pay attention to background sounds to understand
• Listening to a celebrity interview and writing more interview questions. familiar contexts, effectively and without undue the context of a conversation. Speaking
• Writing answers to interview questions. effort and using grammatical structures and • Describe the members of your family to a
Language through the Arts vocabulary seen in class (although there may partner using the given expressions.
• Listening to or reading stories and drawing an important scene. be frequent, basic errors). (I.1, I.2, I.3, S.1) • Encourage a partner to take part in a conversation by
• Looking at the title and illustrations of a text to write questions about the Reading using appropriate expressions such as How about
topic. Then reading to find the answers to the questions. I.EFL.4.11.1 Learners can understand main you?
• Writing a sentence to describe an author’s intention. ideas and some details in short simple online Writing
• Finding a literary text online and summarizing it to share it with the class. or print texts on familiar subjects, using • Use connectors to write descriptions of your family
• Underlining main ideas in a text. contextual clues to help identify the most members.
relevant information. (I.2, I.4) • Follow a model to write a description of a
Writing celebrity family.
I.EFL.4.15.1 Learners can convey information
and ideas and describe feelings and opinions Instruments for oral and written evaluation
in simple transactional or expository texts on • Oral and Writing Evaluation
familiar subjects in order to influence an • Projects presentations
audience, while recognizing that different texts • Oral interviews in pairs
have different features and showing the ability • Role Play
to use these features appropriately in one’s • Game
own writing. (I.3, I.4, S.3, J.2) • Writing Quiz
Language through the Arts • Glossary activities.
I.EFL.4.18.1 Learners can understand, predict, • Portfolio
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)
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and empirical teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per
data. Thus, they should modify the objectives and indicators in accordance with those results, lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats; using review games to
and adapt the corresponding activities. make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Make a collage about family members and share it with the Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
class.
Prepared by Revised by Approved by
Teacher: MISS. KATTY ROCA MATIAS Teacher: Teacher:
Date: Date: Date:
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1. INFORMATIVE DATA
th
Teacher: MISS. KATTY ROCA MATIAS Area: English as a Foreign Language Grade / Course: 9 EGB Class: 9 A-B
Cultures Around the O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
World 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.
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2. UNIT PLAN
Communication and Cultural CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
Awareness well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with others using self-
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.
across cultures and groups (differentiated by gender, ability, generations, etc.) including the
students’ own.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and
classroom
Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority statements about familiar everyday topics such as objects, possessions and routines in structured situations and short conversations.
within the personal and educational domains, provided speech is clearly and slowly Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
articulated. (Example: daily life, free time, school activities, etc.) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively and without undue
immediate environment and matters of immediate need in simple terms using grammatical effort. Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
structures learnt in class (although there may be frequent errors with tenses, personal
pronouns, prepositions, etc.).
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, familiar subjects, making use of contextual clues to identify relevant information in a text.
etc. to identify and understand relevant information in written level-appropriate text types.
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse details and by employing various stages of the writing process, while using a range of digital tools to promote and support collaboration,
patterns and structures in writing. (Example: cause and effect, problem and solution, general- learning and productivity.
to- specific presentation, etc
Language through the Arts CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games student groupings by employing a wide range of creative thinking skills through the completion of activities such as playing games,
and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on brainstorming and problem solving.
other people’s strengths.
• Simulating desirable social behavior through role-playing. A1.2 (including I.EFL.4.2.1 Learners can name similarities and • Talk about customs around the world.
• Looking for information about different customs and interactive version) differences between different aspects of cultural • Talk about celebrations in your country.
celebrations around the world and. • Audio CD groups. Learners can demonstrate socially • Interview a classmate about his/her favorite celebration.
• Participating in short role plays using a range of verbal and • Teacher’s Guide • Write about a celebration in your country.
responsible behaviors at school, online, at
nonverbal communication. • Quiz Time (SB) • Write an e-mail to a friend inviting him/her to celebrate a festivity in your country.
• Responding to classroom activities and pair work through home and in the community, and evaluate their • Prepare a slide show presentation about a culture in Ecuador.
short expressions or emoticons. actions by ethical, safety and social standards.
Oral Communication: (Listening and Speaking) (J.3, S.1, I.1)
• Asking the learners to read a dialogue in pairs. I.EFL.4.3.1 Learners can employ a range of
• Asking learners simple questions about customs in Ecuador. self- monitoring and self-correcting strategies
• Asking learners to describe a picture of a familiar scene and asking and interpret and use appropriate verbal and
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them to give full statements about what they can see. communicate in familiar contexts. (I.3, S.4, J.4) Techniques
Reading Oral Communication Reading
• Reading a text and answering information questions. I.EFL.4.9.1 Learners can use simple language • Use context clues to understand the meaning
• Choosing words from a list to complete gaps from a reading. to describe, compare and state facts about of new words in a text.
• Reading the paragraph about customs and highlighting familiar everyday topics such as possessions, Listening
interesting facts. classroom objects and routines in short, • Listen for specific details.
Writing structured situations, interacting with relative • Pay attention to background sounds to
• Completing the gaps in a sentence. ease. (I.3, I.4, S.4) understand the context of a conversation.
• Reading an online movie review and identifying common I.EFL.4.8.1 Learners can communicate personal Speaking
linguistic features. • Use new vocabulary and expressions in a dialogue to enrich it.
information and basic immediate needs and deal Writing
• Using question prompts to interview and then write
sentences about a classmate. with other practical everyday demands in • Use connectors to write a short description of your own culture.
• Adding pictures to a group presentation. familiar contexts, effectively and without undue • Follow a model to write about customs and celebrations around the world.
Language through the Arts effort and using grammatical structures and
• Brainstorming a list of questions and answers learners can vocabulary seen in class (although there may be Instruments for oral and written evaluation
use during small group discussions about literary texts. frequent, basic errors). (I.1, I.2, I.3, S.1) • Oral and Writing Evaluation
• Participating in classroom games in which problem-solving as Reading • Projects presentations
a team is important. I.EFL.4.11.1 Learners can understand main • Oral interviews in pairs
ideas and some details in short simple online • Role Play
or print texts on familiar subjects, using • Game
contextual clues to help identify the most • Writing Quiz
• Glossary activities.
relevant information. (Example: title, • Portfolio
illustrations, organization, etc.) (I.2, I.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)
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)
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus on those skills
disabilities in order to design personalized plans based on assessment results students have developed. Classroom strategies to be implemented
and include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in
empirical data. Thus, they should modify the objectives and indicators multiple formats; using review games to make learning fun.
in accordance with those results, and adapt the corresponding
Science / Technology / Arts: Prepare a slide show presentation about customs Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
and celebrations from a country.
Date: Date: Date:
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1. INFORMATIVE DATA
th
Teacher: MISS. KATTY ROCA MATIAS Area: English as a Foreign Language Grade / Course: 9 EGB Class:9 A-B
Amazing Abilities O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.
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2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador to manifest an understanding of the relationship between cultural perspectives and practices and by sharing cross cultural experiences.
and international regions and cultures and identify similarities and differences and universal CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction
cultural themes. styles in a variety of social interactions.
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face-
to-face interactions, for personal, social and academic purposes.
Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics such
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority as objects, possessions and routines in structured
within the personal and educational domains, provided speech is clearly and slowly situations and short conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
articulated. (Example: daily life, free time, school activities, etc.)
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different texts have different
audience. (Example: persuade, negotiate, argue, etc.) features and showing the ability to use these features appropriately in one’s own writing.
Language through the Arts CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect
EFL 4.4.16 Create personal stories by adding imaginative details to real-life stories and Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and other literary concepts.
situations, using appropriate vocabulary and elements of the literature learners have read
or heard.
• Hearing a story from people from another country and mention A1.2 (including I.EFL.4.1.1 Learners can compare and • Describe and compare people’s abilities.
their abilities. interactive version) contrast oral traditions, myths, folktales and • Talk about the different kinds of intelligences.
• Reading a story from another region/culture and sharing a • Audio CD literature from Ecuador and other cultures in • Mention abilities of famous people.
similar experience. • Teacher’s Guide • Identify detailed information when reading a passage.
order to demonstrate an understanding of the
• Reflecting on differences between people from other countries • Photocopiable • Use idioms and colloquial expressions in daily conversations.
and regions. worksheets (TG) relationship between cultural practices and • Get cutouts from magazines to elaborate a collage of multiple intelligences.
Oral Communication: (Listening and Speaking) • Quiz Time (SB) perspectives. Learners can share cross-
• Asking learners to repeat an answer or statement to cultural experiences while naming universal
clarify something if needed. cultural themes. (I.2, S.1, S.2, J.1)
• Asking for help in class when necessary. I.EFL.4.4.1 Learners can demonstrate an ability
• Doing a mingle activity where learners ask and answer survey to give and ask for information and assistance
using level-appropriate language and interaction
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questions about after school activities. styles in online or face-to-face social and Techniques
• Asking the learners to read a dialogue in pairs. classroom interactions. (J.2, J.3, J.4, I.3) Reading
Reading Oral Communication • Use context clues to understand the meaning of idioms and colloquial expressions in a
• Reading a text and answering information questions. I.EFL.4.9.1 Learners can use simple language text. Listening
• Choosing from a list of words to complete gaps from a reading. to describe, compare and state facts about • Use specific information to make inferences.
• Reading a short news article and completing an outline. familiar everyday topics such as possessions, • Pay attention to background sounds to
• Reading a biography and putting events on a timeline. understand the context of a conversation.
classroom objects and routines in short,
Writing Speaking
• Listening to a celebrity interview about abilities and writing structured situations, interacting with relative • Give extra information to expand a conversation.
three more interview questions. ease. (I.3, I.4, S.4) Writing
• Writing answers to interview questions. Reading • Follow a model to describe people’s abilities.
• Writing an email to a friend about an outstanding person I.EFL.4.11.1 Learners can understand main
with special abilities. ideas and some details in short simple online Instruments for oral and written evaluation
Language through the Arts or print texts on familiar subjects, using
• Sharing learners’ stories in pairs or small groups and choosing contextual clues to help identify the most • Oral and Writing Evaluation
to represent some through a role play. relevant information. (Example: title, • Projects presentations
• Writing a poem or the verses of a song in small groups illustrations, organization, etc.) (I.2, I.4) • Oral interviews in pairs
and performing it for the class. Writing • Role Play
• Doing free writing on a topic suggested by another learner.
I.EFL.4.15.1 Learners can convey information • Game
and ideas and describe feelings and opinions in • Writing Quiz
simple transactional or expository texts on • Glossary activities.
familiar subjects in order to influence an • Portfolio
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)
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)
Science / Technology / Arts: Prepare a talent show to show off students’ abilities. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Date: Date: Date:
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1. INFORMATIVE DATA
th
Teacher: MISS. KATTY ROCA MATIAS Area: English as a Foreign Language Grade / Course: 9 EGB Class:9 A-B
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Healthy Food O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.

2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.4.3 Interact with others using self-monitoring and self-correcting strategies as well as
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom appropriate nonverbal and oral communication features.
interactions. (Example: asking questions, starting over, rephrasing, exploring CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles
alternative pronunciations or wording, etc.) in a variety of social interactions.
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal
and informal social or academic situations in order to communicate specific intentions in online
and face-to-face interactions. (Example: thanking, making promises, apologizing, asking
permission, chatting with friends, answering in class, greeting an authority figure, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively and without undue effort.
immediate environment and matters of immediate need in simple terms using grammatical Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: familiar subjects, making use of contextual clues to identify relevant information in a text.
news about sports or famous people, descriptions, etc.)
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different texts have different
audience. (Example: persuade, negotiate, argue, etc.) features 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
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral meanings in short, simple, everyday literary texts (online, oral or in print).
and written) to understand short simple everyday stories, especially if there is visual
support. Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
• Participating in short role plays using a range of verbal A1.2 (including I.EFL.4.3.1 Learners can employ a range of • Talk about food preferences.
and nonverbal communication. interactive version) self- monitoring and self-correcting strategies • Agree and disagree when talking about food.
• Practicing a specific self-correcting strategy during a pair • Audio CD and interpret and use appropriate verbal and • Talk about recipes and ingredients to prepare healthy food.
work activity. • Teacher’s Guide • Organize the main ideas in a text.
• Talking in pairs about a video learners have watched using only • Posters and pictures • Classify food according to their types.
English. about food communicate in familiar contexts. (I.3, S.4, J.4) • Use idioms related to food.
• Completing a self-assessment and writing a goal based on • Photocopiable I.EFL.4.4.1 Learners can demonstrate an ability • Present a project about a recipe.
the results. worksheets: The to give and ask for information and assistance
Oral Communication: (Listening and Speaking) food pyramid (TG) using level-appropriate language and interaction Techniques
• Recording in-class conversations and dialogues in order to • Quiz Time (SB) styles in online or face-to-face social and Reading
identify correct and appropriate language usage and intelligibility. classroom interactions. (J.2, J.3, J.4, I.3)
Oral Communication
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• Doing a mingle activity where learners ask and answer survey I.EFL.4.8.1 Learners can communicate personal • Use charts and mind maps to summarize
questions about after school activities. information and basic immediate needs and deal information from texts.
• Asking the learners to read a dialogue in pairs and record with other practical everyday demands in Listening
themselves to assess clarity of sounds, rhythm, and familiar contexts, effectively and without undue • Use specific information to make inferences.
intonation. Reading effort and using grammatical structures and • Pay attention to background sounds to understand the context of a conversation.
• Reading a text and answering information questions. Speaking
• Choosing from a list of words to complete gaps from a reading. vocabulary seen in class (although there may be
frequent, basic errors). (I.1, I.2, I.3, S.1) • Use fixed expressions to show agreement and disagreement.
• Reading a short story from the Internet and highlighting Writing
interesting facts, then comparing them with those of a partner. Reading
• Classify words according to categories to remember new words.
• Reading a blog post and writing a comment. I.EFL.4.11.1 Learners can understand main
Writing ideas and some details in short simple online Instruments for oral and written evaluation
• Listening to an interview and writing more interview questions. or print texts on familiar subjects, using
• Writing answers to interview questions. contextual clues to help identify the most • Oral and Writing Evaluation
• Writing an email to a friend about healthy habits. relevant information. (Example: title,
Language through the Arts • Projects presentations
illustrations, organization, etc.) (I.2, I.4) • Oral interviews in pairs
• Listening to or reading stories and drawing an important scene. Writing
• Looking at the title and accompanying illustrations of a text • Role Play
I.EFL.4.15.1 Learners can convey information • Game
and writing questions about the topic. and ideas and describe feelings and opinions in • Writing Quiz
simple transactional or expository texts on • Glossary activities.
familiar subjects in order to influence an • Portfolio
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)
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)
disabilities in order to design personalized plans based on assessment results teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per
and empirical data. Thus, they should modify the objectives and indicators in lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats; using review games to make
accordance with those results, and adapt the corresponding activities. learning fun.
Science / Technology / Arts: Prepare a healthy recipe and describe its benefits. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Date: Date: Date:
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1. INFORMATIVE DATA
th
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They Were O.EFL.4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of communication and written expression
Successful! of thought.
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.
2. UNIT PLAN
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with others using self-
distinctions across cultures and groups (differentiated by gender, ability, generations, etc.) monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.
including the students’ own.
Oral Communication: (Listening and Speaking) CE.EFL.4.7 Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio texts
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the main set in familiar contexts, when delivered slowly and with
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if visuals to provide contextual support. Use spoken contributions in class as models for one’s own speech.
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.)
to- specific presentation, etc.)
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to create student groupings by employing a wide range of creative thinking skills through the completion of activities such as playing games,
and respond to literature and other literary texts. (Example: small groups, cooperative learning brainstorming and problem solving.
groups, literature circles, process writing groups, etc.)
• Using recycled materials to make a project. A1.2 (including I.EFL.4.2.1 Learners can name similarities and • Identify the names of some famous people from the past.
• Surfing the Internet to look for information about important interactive version) differences between different aspects of cultural • Ask questions about people’s lives in the
people from other cultures and presenting it to the class using • Audio CD groups. Learners can demonstrate socially past.
digital tools. • Teacher’s Guide responsible behaviors at school, online, at • Use key expressions to answer questions.
• Choosing pictures to show responsible and solidary actions • Pictures of famous • Identify detailed information when reading a paragraph.
people from the past. home and in the community, and evaluate their • Use idioms and expressions in conversations.
(helping an elder cross the sidewalk, stopping two children from actions by ethical, safety and social standards.
throwing rocks at a dog, being open to accepting new ideas/foods, • Bingo tables with • Write about a historical character.
names of famous (J.3, S.1, I.1)
etc.) and having a class discussion about the importance of people I.EFL.4.3.1 Learners can employ a range of
helping others. of the past self- monitoring and self-correcting strategies
Oral Communication: (Listening and Speaking) • Quiz Time (SB) and interpret and use appropriate verbal and
• Listening to spoken or recorded descriptions of familiar scenes,
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and taking notes. nonverbal communication features to • Design a Power Point Presentation to talk
• Listening to a dialogue between two or more people and deciding communicate in familiar contexts. (I.3, S.4, J.4) about a historical character.
if a statement is true or false. Oral Communication • Identify structure patterns in a paragraph.
• Watching a short video about important people from the past and I.EFL.4.7.1 Learners can identify the main idea
taking notes. and some details in short straightforward Techniques
Reading spoken audio texts set in familiar contexts when Reading
• Reading a text and answering information questions. the message is delivered slowly and there is • Use context clues to understand the meaning of new words in a text.
• Choosing from a list of words to complete gaps from a reading. Listening
• Predicting main ideas by reading the title and using other contextual support. (Example: rules for a
game, classroom instructions, a dialogue in a • Listen for specific details.
other contextual clues (e.g., illustrations, subheadings, Speaking
etc.). scene from a cartoon or movie, etc.) Learners
• Use new vocabulary and expressions in a
• Reading a biography and putting events on a timeline. can use other classmate’s contributions in class dialogue to enrich it.
Writing as models for their own. (I.2, I.3, S.4) Writing
• Reading an online movie review and identifying common Reading
linguistic features. Asking learners to use it as a model to write a • Use connectors to write a short description of
I.EFL.4.11.1 Learners can understand main a famous character from the past
review of ideas and some details in short simple online
another movie. or print texts on familiar subjects, using
• Sequencing sentences by adding words. Instruments for oral and written evaluation
Language through the Arts contextual clues to help identify the most
• Creating literature circles where learners have the freedom to relevant information. (Example: title, • Oral and Writing Evaluation
say anything they think about a text from class or outside it. illustrations, organization, etc.) (I.2, I.4) • Projects presentations
• Brainstorming a list of questions and answers learners can Writing • Oral interviews in pairs
use during small group discussions about literary texts. I.EFL.4.17.1 Learners can convey and organize • Role Play
• Participating in classroom games in which problem-solving as a information through the use of facts and details • Game
team is important. and by employing various stages of the writing • Writing Quiz
process, while using a range of digital tools to • Glossary activities.
promote and support collaboration, learning
and productivity. (I.1, I.3, S.4, J.2, J.4)
participate effectively in a variety of
student
activities
such as playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3,
J.4)
disabilities in order to design personalized plans based on assessment results teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per
and empirical data. Thus, they should modify the objectives and indicators in lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats; using review games to
accordance with those results, and adapt the corresponding activities. make learning fun.
Science / Technology / Arts: Organize a party of famous characters from the past and Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
talk about their contribution to society.
Date: Date: Date:
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1. INFORMATIVE DATA
th
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Unforgettable O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
Moments O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
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.

2. UNIT PLAN
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with others using self-
distinctions across cultures and groups (differentiated by gender, ability, generations, etc.) monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.
including the students’ own.
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively and without undue
immediate environment and matters of immediate need in simple terms using grammatical effort. Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
Reading CE.EFL.4.13 Apply learning strategies such as using prior knowledge and graphic organizers to
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials interpret new information in a text, and assess this information according to the organization, subject area and purpose of the text,
using prior knowledge, graphic organizers, context clues, note taking and finding words in a using different criteria, including ICT tools.
dictionary.
to- specific presentation, etc.)
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to create student groupings by employing a wide range of creative thinking skills through the completion of activities such as playing games,
and respond to literature and other literary texts. (Example: small groups, cooperative learning brainstorming and problem solving.
groups, literature circles, process writing groups, etc.)
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness • Talk about events in the past.
• Surfing the Internet to look for information about important A1.2 (including I.EFL.4.2.1 Learners can name similarities and • Mention memories with family and friends.
people from other cultures and presenting it to the class using interactive version) differences between different aspects of cultural • Interview a classmate about memories from the past.
digital tools. • Audio CD groups. Learners can demonstrate socially • Talk about anecdotes.
• Reading a story from another region/culture and sharing a similar • Teacher’s Guide • Write a paragraph about an anecdote.
responsible behaviors at school, online, at
experience. • Pictures of • Use idioms in conversations.
Oral Communication: (Listening and Speaking) memories with the home and in the community, and evaluate their • Design a project about a special moment in your life.
• Recording in-class conversations and dialogues in order to family. actions by ethical, safety and social standards.
make note of correct and appropriate language usage and ▪ Quiz Time (SB) (J.3, S.1, I.1)
intelligibility. I.EFL.4.3.1 Learners can employ a range of
• Asking classmates to repeat an answer or statement to self- monitoring and self-correcting strategies
clarify something if needed. and interpret and use appropriate verbal and
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Reading nonverbal communication features to Techniques
• Highlighting key information in a text and crossing out communicate in familiar contexts. (I.3, S.4, J.4) Reading
irrelevant information. Oral Communication • Use context clues to understand the meaning
• Keeping a vocabulary notebook of synonyms and antonyms I.EFL.4.8.1 Learners can communicate personal of new words in a text.
of information and basic immediate needs and deal Listening
words from a with other practical everyday demands in • Listen for specific details.
text. familiar contexts, effectively and without undue • Pay attention to background sounds to
• Brainstorming about a topic and then reading a text to check understand the context of a conversation.
true and false information. effort and using grammatical structures and
vocabulary seen in class (although there may be Speaking
Writing • Talk about moments in the past and emotions with a partner using the given
• Completing the gaps in a frequent, basic errors). (I.1, I.2, I.3, S.1)
Reading expressions.
text. • Encourage a partner to take part in a
I.EFL.4.13.1 Learners can apply learning
• Reading an online movie review and identifying common conversation by using appropriate expressions such as How about you?
linguistic features such as the use of verbs in the past tense. Then strategies such as using prior knowledge and Writing
using it as a model to write a review of another movie. graphic organizers to interpret new information
• Use connectors to describe important events
• Sequencing sentences by adding in a text. Learners can assess this information in your life.
words. according to the organization, subject area and • Follow a model to write about experiences
Language through the purpose of the text, through the use of different and anecdotes.
Arts criteria, including ICT tools. (I.2, I.4, J.4)
• Creating literature circles where learners have the freedom to Writing Instruments for oral and written evaluation
say anything they want about a text from class or outside of class. I.EFL.4.17.1 Learners can convey and organize
• Participating in classroom games in which problem-solving as • Oral and Writing Evaluation
information through the use of facts and details • Projects presentations
a team is important.
and by employing various stages of the writing • Oral interviews in pairs
process, while using a range of digital tools to • Role Play
promote and support collaboration, learning • Game
and productivity. (I.1, I.3, S.4, J.2, J.4) • Writing Quiz
Language through the Arts • Glossary activities.
participate effectively in a variety of student
activities such as playing games, brainstorming
and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
Science / Technology / Arts: Make a photo album with pictures of some important life Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
events and share it with the class.
Teacher: Teacher: Teacher:
Date: Date: Date:

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LA LIBERTAD HIGH SCHOOL

Aprobado por resolución ministerial N° 3256 del 11 de Abril de 1986

CURRICULAR ANNUAL PLAN

and interaction styles practice target language. information and

integrity of cultures in features to write their own in simple terms, using

diagrams, reference sources, both online and

learning groups, a variety of student

one’s actions by sidewalk, stopping two responsible behaviors at

undue effort. (Example: - Keeping a vocabulary make appropriate use of

clues, note taking and important. personal information and

capitalize on other different criteria,

perspectives of different - Sharing a cross-cultural experiences.

effectively and without cross curricular texts and appropriate language

from one written source without undue effort

information and ideas

including the students’ - Researching through the responsible behaviors.

asking permission, - Reading an online movie

answering questions learned in class

EFL 4.5.6. Create an different subject areas.

EFL 4.1.1. Compare and Communication and Cultural CE.EFL.4.1. compare

5 Talk about famous myths, folktales and Awareness tradictions and

various sources in order - Completing an outline for a and information

main points in literary describe the author’s materials and sources,

can apply learning

productivity. (I.1, I.3,

communication demands adding words. Communicate needs

semi-authentic, oral and through the use of facts

Date: Date: Date:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Periods: 30, 6 class periods per lesson Weeks: 6

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Periods: 30, 6 class periods per lesson Weeks: 6

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Periods: 30, 6 class periods per lesson Weeks: 6

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