SCHOOL YEAR

UNIDAD EDUCATIVA “RAFAEL SUAREZ MENESES” 2019-2020

CURRICULAR ANNUAL PLAN

1. INFORMATION DATA
AREA: SUBJECT GRADE PARALELL EDUCATIONAL LEVEL / SUB

Foreign Languague English Tenth A,B,C Higher A2.1

Teacher(s): Lic. Ana Landeta

2. TIME

Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of peri
work
5 Hours 4 weeks 36 weeks 180 Hours
40 weeks

3. GENERAL OBJECTIVES

Objectives of the Area Objectives of the Grade/Course

OG.EFL 1 O.EFL 4.1
Encounter socio-cultural aspects of their own and other countries in a Identify the main ideas, some details and inferences of written tex
thoughtful and inquisitive manner, maturely, and openly experiencing produce level-appropriate critical analysis of familiar subjects and conte
other cultures and languages from the secure standpoint of their own
O.EFL 4.2
national and cultural identity.
Appreciate and value English as an international language and a med
globally.
OG.EFL 2
O.EFL 4.3
Draw on this established propensity for curiosity and tolerance towards
Independently read A2.1 level text in English as a source of ent
different cultures to comprehend the role of diversity in building an
intercultural and multinational society. interpersonal and intrapersonal interaction.
OG.EFL 3 O.EFL 4.4
Develop creative and critical thinking skills when encountering challen
promote autonomous learning and decision making.
Access greater flexibility of mind, creativity, enhanced linguistic
intelligence, and critical thinking skills through an appreciation of O.EFL 4.5
linguistic differences. Enjoy an enriched perspective of their L1 and of
Introduce the need for independent research as a daily activity by
language use for communication and learning.
resources (ICT) in class while practicing appropriate competences in the
OG.EFL 4
O.EFL 4.6
Deploy a range of learning strategies, thereby increasing disposition and
Write short descriptive and informative texts related to personal inform
ability to independently access further (language) learning and practice
topics and use them as a means of communication and written expressio
opportunities. Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into responsible O.EFL 4.7
academic behavior.
Use spoken and written literary text in English such as poems, shor
OG.EFL 5 strips, short magazine articles and oral interviews on familiar subjects in
oral and written production at an A2.1 level.
Directly access the main points and important details of up-to date.
English language texts, such as those published on the web, for O.EFL 4.8
professional or general investigation, through the efficient use of ICT and
Integrate written and spoken text in order to identify cultural
reference tools where required.
similarities within a range of local, national and global contexts familiar t
OG.EFL 6
O.EFL 4.9
Through selected media, participate in reasonably extended spoken or
Create a sense of awareness in terms of accuracy when learners interact
written dialogue with peers from different L1 backgrounds on work,
high-frequency and level-appropriate expressions in order to reac
study, or general topics of common interest, expressing ideas and
command of spoken language
opinions effectively and appropriately.
OG.EFL 7
Interact quite clearly, confidently, and appropriately in a range of formal
and informal social situations with a limited but effective command of
the spoken language (CEFR B1 level).

4. TRANSVERSAL AXES: Intercultural awareness, Responsibility, Respect multiculturalism, etc.

5.- DEVELOPMENT OF PLANNING

PLANNING UNITS
N Title of the Unit Specific TOPICS Methodological Orientations Evaluation***
º unit Objectives
(Skills and strategies)

1 A changing Communication and Cultural Awareness CE.EFL.4.4. Display an appreciation of and

world demonstrate respect for individual and
Breakthroug O.EFL 4.4 - Playing games that practice
group differences by establishing and
hs in Science Develop creative and Creative Ideas classroom language, turn-taking,
being polite, etc. maintaining healthy and rewarding
and critical thinking skills in History
when encountering - Comparing answers in pairs or relationships based on communication
Technology
challenges in order Inventions all small groups. and cooperation.
to promote around
autonomous - Working in small groups to
I.EFL.4.4.1. Learners can demonstrate an
learning and decision complete a cultural project.
Accidental ability to give and ask for information and
making. - Participating in short dialogues
Inventions assistance using level-appropriate
O.EFL 4.8 and role plays to practice target
language. language and interaction styles in online
Jiffy Jeff
Integrate written Oral Communication: (Listening and or face-to-face social and classroom
and spoken text in Quiz time interactions (J.2, J.3, J.4, I.3)
order to identify Speaking)
cultural differences Glossary
and similarities - Recording in-class conversations
within a range of activities and dialogues in order to make CE.EFL.4.5. Display and appreciation of
local ,national and note of correct and appropriate
global contexts and demonstrate respect for individual
language usage and intelligibility.
familiar to the and group differences by establishing and
learner. - Asking classmates to repeat an
maintaining healthy and rewarding
answer or statement if needed to
O.EFL 4.9 clarify something. relationships based on communication
Create a sense of - Asking for help in class when and cooperation.
awareness I terms of necessary.
accuracy when I.EFL.4.5.1. Learners can appreciate and
learners interate in Reading
English using high- - Reading a short text and showing
frequency and level-
appropiate comprehension by completing the
expressions in accompanying graphic organizer.
orderto reach an - Reading a text on a familiar
effective commandof content area subject and then
spoken language.
matching phrases or labeling
pictures.
- Reading two short simple cross
curricular texts and using them to
support one’s own argument or
hypothesis.
Writing
- Completing the gaps in a
sentence.
- Reading an online movie review
and identifying common linguistic
features, such as use of past
verbs. Learners use the same
features to write their own
review of a movie they’ve seen.
- Sequencing sentences by adding
words.
Language through the Arts
- Creating literature circles where
learners have the freedom to say
anything they want about a text
from class or outside of class.
- Participating in classroom games
in which problem-solving as a
team is important.
- Creating a crossword puzzle in
groups about an Ecuadorian
show respect for individual and group
differences by establishing and
maintaining healthy and rewarding online
and face-to-face interactions. Learners
can communicate and cooperate in a
respectful, empathetic manner. ( J.3, S.1,
S4)
CE.EFL.4.8. Production – Accuracy and
Intelligibility: Communicate needs and
information clearly and in simple terms,
using grammatical structures learned in
class (although there may be frequent
errors), effectively and without undue
effort. Demonstrate an ability to make
appropriate use of new words and
expressions in social interactions.
I.EFL.4.8.1. Learners can communicate
personal information and basic immediat
needs and deal with other practical
everyday demands in familiar contexts,
effectively and without undue effort and
using grammatical structures and
vocabulary seen in class (although there
may be frequent, basic errors). (I.1, I.2,
I.3, S.1)
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.
story, region, celebrity, etc.
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer
I.EFL.4.12.1. Learners can employ a range
of reference materials and sources, both
online and in print, in order to support
ideas, answer inquiries, find relationships
and relate ideas between different subjec
areas. (I.1, I.2, J.2)
CE.EFL.4.17. Show an ability to convey an
organize information through the use of
facts and details and by employing variou
stages of the writing process, while using
a range of digital tools to promote and
support collaboration, learning and
productivity.
I.EFL.4.17.1. Learners can convey and
organize information through the use of
facts and details and by employing variou
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)
CE.EFL.4.22. Show the ability to work
collaboratively and to participate
effectively in a variety of student
groupings by employing a wide range of
creative thinking skills through the
completion of activities such as playing
games, brainstorming and problem
solving.
I.EFL.4.22.1. Learners can collaborate and
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)

Vacation Time Communication and Cultural Awareness CE.EFL.4.2. Recognize and demonstrate a
appreciation of commonalities betwee
Extreme -Making a useful object out of
cultures as well as the consequences o
Vacation recycled materials in a project.
2 Travel and O.EFL 4.1 one’s actions while exhibiting social
- Researching through the Internet
Adventure Identify the main Adventure Tales about important people from responsible behaviors.
ideas, some details other cultures and ways of life
and inferences of Traveling I.EFL.4.2.1. Learners can name similaritie
written texts, in Mishaps and presenting them to the class and differences between different aspec
order to produce using digital tools.
of cultural groups. Learners ca
level-appropriate Share your - Choosing pictures that
critical analysis of demonstrate socially responsib
Project demonstrate responsibility
familiar subjects and behaviors at school, online, at home an
contexts. (helping an elder cross the
Travel and sidewalk, stopping two children in the community, and evaluate the
O.EFL 4.2 adventure from throwing rocks at a dog, actions by ethical, safety and soci
Appreciate and value Trivia being respectful of people who standards. (J.3, S.1, I.1)
English as an dress differently, being open to
international Quiz Time CE.EFL.4.3. Interact with others using sel
accepting new ideas/foods, etc.)
language and a monitoring and self-correcting strategie
Glossary and identifying why each is
medium to interact as well as appropriate nonverbal and or
globally. Activities desirable and what consequences
the irresponsible actions would communication features.
O.EFL 4.8 have. I.EFL.4.3.1. Learners can employ a rang
Integrate written and Oral Communication: (Listening and
spoken text in order of self-monitoring and self-correctin
Speaking)
to identify cultural strategies and interpret and us
differences and - Recording in-class conversations appropriate verbal and nonverb
similarities within a
range of local, and dialogues in order to make communication features to communicat
national and global note of correct and appropriate in familiar contexts. (I.3, S.4, J.4)
contexts familiar to language usage and intelligibility.
the learner - Asking classmates to repeat an
answer or statement if needed to
clarify something.
- Asking the learners to read a
dialogue in pairs. Learners record
themselves and then listen to the
recording in order to assess
clarity of sounds, production of
phonemes, rhythm and
intonation.
Reading
- Highlighting relevant key
information in a text and crossing
out irrelevant information.
- Keeping a vocabulary notebook
of synonyms and antonyms of
words from a text.
- Brainstorming everything known
about a topic and then reading a
text to check true and false
information.
Writing
- Completing the gaps in a
sentence.
- Reading an online movie review
and identifying common linguistic
features, such as use of past
verbs. Learners use the same
features to write their own
review of a movie they’ve seen.
- Sequencing sentences by adding
words.
Language through the Arts
CE.EFL.4.8. Production – accuracy an
intelligibility: communicate needs an
information clearly and in simple term
using grammatical structures learned i
class (although there may be frequen
errors), effectively and without undu
effort. Demonstrate an ability to mak
appropriate use of new words an
expressions in social interactions.
I. EFL. 4.8.1. Learners can communicat
personal information and basic immediat
needs and deal with other practic
everyday demands in familiar context
effectively and without undue effort an
using grammatical structures an
vocabulary seen in class (although ther
may be frequent, basic errors). (I.1, 1.2
1.3, S.1)
CE.EFL.4.10. Production – accuracy an
intelligibility: communicate needs an
information clearly and in simple term
using grammatical structures learned i
class (although there may be frequen
errors), effectively and without undu
effort. Demonstrate and ability to mak
appropriate use of new words an
expressions in social interactions.
I.EFL. 4.10.1. Learners can communicat
personal information and basic immediat
needs and deal with other practic
- Creating literature circles where
learners have the freedom to say
anything they want about a text
from class or outside of class.
- Brainstorming a list of questions
and responses learners can use
during small group discussions
about literary texts.
- Participating in classroom games
in which problem-solving as a
team is important.
everyday demands in familiar context
effectively and without undue effort an
using grammatical structures an
vocabulary seen in class (although ther
may be frequent, basic errors) (I.1, I.2, I.3
S.1)
CE.EFL.4.13. Apply learning strategies suc
as using prior knowledge and graph
organizers to interpret new information i
a text, and assess this informatio
according to the organization, subjec
area and purpose of the text, usin
different criteria, including ICT tools.
I.EFL.4.13.1. Learners can apply learnin
strategies such as using prior knowledg
and graphic organizers to interpret ne
information in a text. Learners can asses
this information according to th
organization, subject area and purpose o
the text, through the use of differen
criteria, including ICT tools. (I.2, I.4, J.4)
CE.EFL.4.15. Express information an
ideas and describe feelings and opinion
in simple transactional or expository text
on familiar subjects in order to influenc
an audience, while recognizing tha
different texts have different features an
showing the ability to use these feature
 appropriately in one’s own writing.
I.EFL.4.15.1. Learners can conve
information and ideas and describ
feelings and opinions in simpl
transactional or expository texts o
familiar subjects in order to influence a
audience, while recognizing that differen
texts have different features and showin
the ability to use these feature
appropriately in one’s own writing. (I.3
I.4, S.3, J.2)
CE.EFL.4.22. Show the ability to wor
collaboratively and to participat
effectively in a variety of studen
groupings by employing a wide range o
creative thinking skills through th
completion of activities such as playin
games, brainstorming and problem
solving.
I.EFL.4.22.1. Learners can collaborate an
participate effectively in a variety o
student groupings by employing a wid
range of creative thinking skills throug
the completion of activities such a
playing games, brainstorming an
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

Hobbies
Father and son Communication and Cultural Awareness CE.EFL.4.1. Compare and contrast or
traditions and literature from Ecuador an
Hobbies, O.EFL 4.5 Choice and - Finding ways of entertainment
3 Leisure and Introduce the Commitment from other cultures and regions beyond in order to manifest a
Entertainme need for and then sharing them in class. understanding of the relationshi
Feeling Alive - Completing a Venn diagram
nt independent between cultural perspectives an
research as a Freetime about two stories from different practices and by sharing cross cultur
daily activity together countries. experiences.
- Reflecting on differences between
by using
Quiz time people from other countries and I.EFL.4.1.1. Learners can compare an
electronic
regions. contrast oral traditions, myths, folktale
resources Glossary
- Sharing a cross-cultural and literature from Ecuador and othe
(ICT) in class activities experience (such as traveling, cultures in order to demonstrate a
while trying a new food, meeting understanding of the relationshi
practicing someone from another country) between cultural practices an
appropriate in pairs or as a class. perspectives. Learners can share cros
competences Oral Communication: (Listening and
cultural experiences while namin
in the Tour Speaking)
universal cultural themes. (I.2, S.1, S.2
skills.
- Recording in-class conversations J.1)
O.EFL 4.7 and dialogues in order to make
CE.EFL.4.4. Demonstrate the ability to as
Use spoken note of correct and appropriate
language usage and intelligibility. for and give information and assistanc
and written
- Asking classmates to repeat an using appropriate language an
literary text
answer or statement if needed to interaction styles in a variety of soci
in English
clarify something. interactions.
such as
- Asking the learners to read a
poems, short I.EFL.4.4.1. Learners can demonstrate a
dialogue in pairs. Learners record
stories, ability to give and ask for information an
themselves and then listen to the
comic strips, recording in order to assess assistance using level-appropriat
short clarity of sounds, production of language and interaction styles in onlin
magazine phonemes, rhythm and or face-to-face social and classroom
articles and intonation. interactions. (J.2, J.3, J.4, I.3)
oral Reading
CE.EFL.4.8. Production – accuracy an
interviews - Reading a short text and showing
comprehension by completing the intelligibility: Communicate needs an
on familiar
accompanying graphic organizer. information clearly and in simple term
subjects in
- Reading a text on a familiar using grammatical structures learned i
order to content area subject and then class (although there may be frequen
inspire oral matching phrases or labeling errors), effectively and without undu
and written pictures. effort. Demonstrate an ability to mak
production - Reading two short simple cross appropriate use of new words an
atan A2.1 curricular texts and using them to expressions in social interactions.
level. support one’s own argument or
hypothesis. I.EFL. 4.8.1. Learners can communicat
O.EFL 4.8 Writing personal information and basic immediat
Integrate needs and deal with other practic
- Completing the gaps in a
written and everyday demands in familiar context
sentence.
spoken text - Reading an online movie review effectively and without undue effort an
in order to and identifying common linguistic using grammatical structures an
identify features, such as use of past vocabulary seen in class (although ther
cultural verbs. Learners use the same may be frequent, and basic errors) (I.1
differences features to write their own I.2, I.3, S.1)
and review of a movie they’ve seen.
CE. EFL. 4.10. Interaction – interpersona
similarities - Sequencing sentences by adding
words. participate effectively in familiar an
within a
Language through the Arts predictable conversational exchanges b
range of
asking and answering follow-up
local, national - Doing extended writing, in which questions, provided there ar
and global learners get to choose what they opportunities to use repair strategies (e.g
contexts write and are not evaluated or
asking for clarification) and sustai
familiar to tested on it.
conversational exchanges in pairs t
the learner. - Sharing learners’ stories in pairs
complete a task, satisfy a need or handle
or small groups and choosing to
represent some through a role simple transaction.
play. I.EFL.4.10.1. Learners can effective
- Reading a myth from Ecuador and participate in familiar and predictabl
writing a song about it.
everyday conversational exchanges i
order to complete a task, satisfy a need o
handle a simple transaction, using a rang
of repair strategies. (Example: asking fo
clarification, etc.) (I.3, J.3, J.4)
CE.EFL.4.12. Use a range of referenc
materials and sources, both online and i
print, in order to support ideas, answe
inquiries, find relationships and relat
ideas between different subject areas.
I.EFL.4.12.1. Learners can employ a rang
of reference materials and sources, bot
online and in print, in order to suppo
ideas, answer inquiries, find relationship
and relate ideas between different subjec
areas. (I.1, I.2, J.2)
CE.EFL.4.15. Express information an
ideas and describe feelings and opinion
in simple transactional or expository text
on familiar subjects in order to influenc
an audience, while recognizing tha
different texts have different features an
showing the ability to use these feature
appropriately in one’s own writing.
I.EFL.4.15.1. Learners can conve
information and ideas and describ
feelings and opinions in simpl
transactional or expository texts o
familiar subjects in order to influence a
audience, while recognizing that differen
texts have different features and showin
the ability to use these feature
appropriately in one’s own writing. (I.3
 I.4, S.3, J.2
CE.EFL.4.20. Create short, original literar
texts in different genres, including thos
that reflect Ecuadorian cultures, using
range of digital tools, writing style
appropriate vocabulary and other literar
concepts.
I.EFL.4.20.1. Learners can create shor
original literary texts in different genre
including those that reflect Ecuadoria
cultures, using a range of digital tool
writing styles, appropriate vocabulary an
other literary concepts. (I.1, I.3)

Amazing Facts Communication and Cultural Awareness CE.EFL.4.2. Recognize and demonstrate a
around the appreciation of commonalities between
- Completing and illustrating cultures as well as the consequences of
world
statements about socially one’s actions while exhibiting socially
4 responsible behaviors.
Some countries responsible behaviors.
The World O.EFL 4.5 and their - Making a useful object out of I.EFL.4.2.1. Learners can name similarities
is the limit Introduce records recycled materials. and differences between different aspect
- Creating a poster of class rules.
the need for of cultural groups. Learners can
Guinness world - Researching through the Internet
independent demonstrate socially responsible
records about other cultures and ways of behaviors at school, online, at home and
research as a
life and presenting them to the in the community, and evaluate their
daily activity Finding One’s class using digital tools.
by using Match actions by ethical, safety and social
Oral Communication: (Listening and standards. (J.3, S.1, I.1)
electronic Speaking)
Play time CE.EFL.4.4. Demonstrate the ability to ask
resources
- Recording in-class conversations for and give information and assistance
(ICT) in class Quiz time
and dialogues in order to make using appropriate language and
while interaction styles in a variety of social
Glossary note of correct and appropriate
practicing interactions.
activities language usage and intelligibility.
appropriate I.EFL.4.4.1. Learners can demonstrate an
competence - Having learners make a selfie ability to give and ask for information and
s in the four video to say what they know assistance using level-appropriate
skills. about a topic before coming to language and interaction styles in online
class. or face-to-face social and classroom
O.EFL 4.7 - Asking for help in class when interactions. (J.2, J.3, J.4, I.3)
Use spoken necessary.
and written Reading CE.EFL. 4.5. Display and appreciation of
literary text - Reading a short text and showing and demonstrate respect for individual
in English comprehension by completing the and group differences by establishing and
such as accompanying graphic organizer. maintaining healthy and rewarding
poems, - Reading a text on a familiar relationships based on communication
short stories, content area subject and then and cooperation.
matching phrases or labeling
comic strips,
pictures. I.EFL.4.5.1. Learners can appreciate and
short
- Reading two short simple cross show respect for individual and group
magazine
curricular texts and using them to differences by establishing and
articles and support one’s own argument or maintaining healthy and rewarding online
oral hypothesis. and face-to-face interactions. Learners
interviews Writing can communicate and cooperate in
on familiar respectful, empathetic manner. (J.3, S.1,
subjects in - Completing the gaps in a S.4)
sentence.
order to
- Reading an online movie review
inspire oral CE.EFL.4.8. Production – Accuracy and
and identifying common linguistic Intelligibility: Communicate needs and
and written
features, such as use of past information clearly and in simple terms,
production verbs. Learners use the same
at an A2.1 using grammatical structures learned in
features to write their own class (although there may be frequent
level. review of a movie they’ve seen. errors), effectively and without undue
- Sequencing sentences by adding
O.EFL 4.8 effort. Demonstrate an ability to make
words. appropriate use of new words and
Integrate
Language through the Arts expressions in social interactions.
written and
spoken text - Doing extended writing, in which I.EFL.4.8.1. Learners can communicate
in order to learners get to choose what they personal information and basic immediat
write and are not evaluated or needs and deal with other practical
identify
cultural tested on it. everyday demands in familiar contexts,
differences - Sharing learners’ stories in pairs effectively and without undue effort and
and or small groups and choosing to using grammatical structures and
similarities represent some through a role vocabulary seen in class (although there
within a play. may be frequent, basic errors). (I.1, I.2,
range of - Reading a myth from Ecuador and I.3, S.1)
writing a song about it. CE.EFL.4.12. Use a range of reference
local,
materials and sources, both online and in
nacional and
print, in order to support ideas, answer
global inquiries, find relationships and relate
contexts ideas between different subject areas.
familiar to I.EFL.4.12.1. Learners can employ a range
the learner. of reference materials and sources, both
online and in print, in order to support
ideas, answer inquiries, find relationships
and relate ideas between different subjec
areas. (I.1, I.2, J.2)
CE.EFL.4.15. Express information and
ideas and describe feelings and opinions
in simple transactional or expository text
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 differen
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)
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 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)

Unusual Communication and Cultural Awareness CE.EFL.4.1. compare ans constract or

Occupations tradictions and literature from Ecuado
- Completing and illustrating
and beyond in order to manifest an
Career Choices statements about socially
O.EFL 4.1 ldentify responsible behaviors. understanding of the relationshi
the main ideas, The Job Market - Making a useful object out of between cultural perspectives an
5 Jobs and
some details and recycled materials. practices and by sharing cross cultur
occupation Creative
inferences of - Creating a poster of class rules. experiences.
s Thinking
written texts, in - Researching through the Internet
I.EFL.4.1.1. Learners can compare an
order to produce Quiz time about other cultures and ways of
contrast oral traditions, myths, folktale
level-appropriate life and presenting them to the
Glossary class using digital tools. and literature from Ecuador and othe
critical analysis of
activities Oral Communication: (Listening and cultures in order to demonstrate an
familiar subjects
Speaking) understanding of the relationshi
and contexts.
between cultural practices an
O.EFL 4.4 - Asking classmates to repeat an perspectives. Learners can share cros
Develop answer or statement if needed to cultural experiences while namin
clarify something. universal cultural themes. (I.2, S.1, S.2
creative and
- Showing the student a video clip
critical thinking J.1)
of a simple situation and asking
skills when
encountering them to describe what is CE.EFL.4.8. Production – Accuracy an
challenges in happening/has happened. Intelligibility: Communicate needs an
order to - Doing a mingle activity where information clearly and in simple term
promote learners ask and answer survey using grammatical structures learned i
autonomous questions about jobs and class (although there may be frequen
leaming and occupations errors), effectively and without undu
Reading
decision making. effort. Demonstrate an ability to mak
- Highlighting relevant key
appropriate use of new words an
O.EFL 4.6 Write information in a text and crossing
out irrelevant information. expressions in social interactions.
short descriptive and
inforrnative texts - Keeping a vocabulary notebook I.EFL.4.8.1. Learners can communicat
related to personal of synonyms and antonyms of personal information and basic immediat
words from a text.
information or needs and deal with other practic
- Completing an outline for a cross-
familiar topics and everyday demands in familiar context
curricular text.
use them as a means effectively and without undue effort an
- Brainstorming everything known
of communication about a topic and then reading a using grammatical structures an
and written text to check true and false vocabulary seen in class (although ther
expression of information. may be frequent, basic errors). (I.1, I.2
thought. - Completing a KWL chart about a I.3, S.1)
text.
CE.EFL.4.12. Use a range of referenc
Writing
materials and sources, both online and i
- Reading an online movie review print, in order to support ideas, answe
and identifying common linguistic inquiries, find relationships and relat
features. ideas between different subject areas.
- Sequencing sentences by adding
words. I.EFL.4.12.1. Learners can employ a rang
- Using question prompts to of reference materials and sources, bot
interview and then write online and in print, in order to suppo
sentences about a classmate. ideas, answer inquiries, find relationship
- Posting a comment to a and relate ideas between different subjec
classmate’s writing on a class areas. (I.1, I.2, J.2)
blog.
CE.EFL.4.13. Apply learning strategies suc
Language through the Arts
- Listening to or reading stories and
drawing an important scene.
- Looking at the title of a text and
accompanying illustrations and
writing three questions about the
topic. Then reading to find the
answers to the questions.
- Listening to a song and inferring if
it is happy, sad, etc.
- Writing a sentence to describe
the author’s intention.
as using prior knowledge and graph
organizers to interpret new information i
a text, and assess this informatio
according to the organization, subjec
area and purpose of the text, usin
different criteria, including ICT tools.
I.EFL.4.13.1. Learners can apply learnin
strategies such as using prior knowledg
and graphic organizers to interpret ne
information in a text. Learners can asses
this information according to th
organization, subject area and purpose o
the text, through the use of differen
criteria, including ICT tools. (I.2, I.4, J.4)
CE.EFL.4.17. Show an ability to convey an
organize information through the use o
facts and details and by employing variou
stages of the writing process, while usin
a range of digital tools to promote an
support collaboration, learning an
productivity.
I.EFL.4.17.1. Learners can convey an
organize information through the use o
facts and details and by employing variou
stages of the writing process, while usin
a range of digital tools to promote an
support collaboration, learning an
productivity. (I.1, I.3, S.4, J.2, J.4)
 CE.EFL.4.18. Use main ideas in order t
understand, predict, infer and deduc
literal and implied meanings in shor
simple, everyday literary texts (online
oral or in print).
I I.EFL.4.18.1. Learners can understand
predict, infer and deduce literal an
implied meanings in short, simple
everyday literary texts (online, oral or i
print), especially when visual support
provided. (I.2, I.3, I.4)

Inspiring Young Communication and Cultural Awareness CE.EFL.4.2. Recognize and demonstrate a
People appreciation of commonalities between
- Finding recipes from other
cultures as well as the consequences of
A life of cultures and regions and then
6 Lifetime O.EFL 4.1 Identity sharing them in class. one’s actions while exhibiting socially
Achievements
Achieveme the main ideas, - Reading two stories from responsible behaviors..
nts some details and Inspirational different regions in Ecuador and I.EFL.4.2.1. Learners can name similarities
inferences of Lifelong completing a chart to show the and differences between different aspect
written texts, in Learners differences.
of cultural groups. Learners can
order to produce - Watching a video about a legend
A moment of demonstrate socially responsible
level-appropriate or traditional story from Ecuador
truth or another country, and taking behaviors at school, online, at home and
critical analysis of
notes on the cultural practices in the community, and evaluate their
familiar subjects Quiz time
mentioned. actions by ethical, safety and social
and contexto.
Glossary - Sharing a cross-cultural standards. (J.3, S.1, I.1)
O.EFL 4.4 activities experience (such as traveling,
CE.EFL.4.4. Demonstrate the ability to ask
Develop trying a new food, meeting
for and give information and assistance
creative and someone from another country)
in pairs or as a class. using appropriate language and
critical thinking
Oral Communication: (Listening and interaction styles in a variety of social
skills when
Speaking) interactions
encountering
challenges in - Asking classmates to repeat an I.EFL.4.4.1. Learners can demonstrate an
order to answer or statement if needed to ability to give and ask for information and
promote clarify something. assistance using level-appropriate
autonomous - Showing the student a video clip language and interaction styles in online
learning and of a simple situation and asking or face-to-face social and classroom
decision making. them to describe what is interactions. (J.2, J.3, J.4, I.3)
happening/has happened.
O.EFL 4.6 Write - Doing a mingle activity where CE.EFL.4.8. Production – Accuracy and
short descriptive and learners ask and answer survey Intelligibility: Communicate needs and
informative texts questions about jobs and information clearly and in simple terms,
related to personal occupations using grammatical structures learned in
information or Reading class (although there may be frequent
- Keeping a vocabulary notebook
familiar topics and errors), effectively and without undue
of synonyms and antonyms of
use them as a means effort. Demonstrate an ability to make
words from a text.
of communication appropriate use of new words and
- Completing an outline for a cross-
and written curricular text. expressions in social interactions.
expression of - Brainstorming everything known I.EFL.4.8.1. Learners can communicate
thought about a topic and then reading a personal information and basic immediat
text to check true and false
needs and deal with other practical
information.
everyday demands in familiar contexts,
- Completing a KWL chart about a
effectively and without undue effort and
text.
Writing using grammatical structures and
vocabulary seen in class (although there
- Reading an online movie review may be frequent, basic errors). (I.1, I.2,
and identifying common linguistic I.3, S.1)
features.
- Sequencing sentences by adding CE.EFL.4.17. Show an ability to convey an
words. organize information through the use of
- Posting a comment to a facts and details and by employing variou
classmate’s writing on a class stages of the writing process, while using
blog. a range of digital tools to promote and
Language through the Arts support collaboration, learning and

6. BIBLIOGRAPHY / WEBGRAPHY (
Use APA standards VI edition)
new curriculum reform
ELABORATED BY
TEACHER(S):LIC. Ana Landeta
- Listening to or reading stories and
drawing an important scene.
- Looking at the title of a text and
accompanying illustrations and
writing three questions about the
topic. Then reading to find the
answers to the questions.
- Listening to a song and inferring if
it is happy, sad, etc.
- Writing a sentence to describe
the author’s intention.
7.- OBSERVATIONS
REVISED BY APPROVED BY
NAME: Msc. Galo Andrango NAME: Msc. Galo Andrango
productivity.
I.EFL.4.17.1. Learners can convey and
organize information through the use of
facts and details and by employing variou
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)
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) infer and deduce literal
and implied meanings in short, simple,
everyday literary texts (online, oral or in
print), especially when visual support is
provided. (I.2, I.3, I.4)
I 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)
Signature: ENGLISH SUBJECT Signature: Signature:

Date: November 18th 2019 Date: November 22nd 2019 Date: