Annual Plan 10mo

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
CURRICULAR ANNUAL PLAN
SCHOOL YEAR
2023-2024
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): Mgtr. Norma Saona M.
Grade/ Course: 10th EGB Education Level: A2.1
2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of periods
3 Hours 40 weeks 4 weeks 36 weeks 108 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 4.1
Encounter socio-cultural aspects of their own and other countries in a Identify the main ideas, some details and inferences of written texts, in order to produce
thoughtful and inquisitive manner, maturely, and openly experiencing other level-appropriate critical analysis of familiar subjects and contexts.
cultures and languages from the secure standpoint of their own national and
cultural identity. O.EFL 4.2
Appreciate and value English as an international language and a medium to interact
OG.EFL 2 globally.
Draw on this established propensity for curiosity and tolerance towards
different cultures to comprehend the role of diversity in building an O.EFL 4.3
intercultural and multinational society. Independently read A2.1 level text in English as a source of entertainment and
interpersonal and intrapersonal interaction.
OG.EFL 3
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, O.EFL 4.4
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
and critical thinking skills through an appreciation of linguistic differences. Develop creative and critical thinking skills when encountering challenges in order to
Enjoy an enriched perspective of their L1 and of language use for promote autonomous learning and decision making.
communication and learning.
O.EFL 4.5
OG.EFL 4 Introduce the need for independent research as a daily activity by using electronic
Deploy a range of learning strategies, thereby increasing disposition and ability resources (ICT) in class while practicing appropriate competences in the four skills.
to independently access further (language) learning and practice opportunities.
Respect themselves and others within the communication process, cultivating O.EFL 4.6
habits of honesty and integrity into responsible academic behavior. Write short descriptive and informative texts related to personal information or familiar
topics and use them as a means of communication and written expression of thought.
OG.EFL 5
Directly access the main points and important details of up-to date. English O.EFL 4.7
language texts, such as those published on the web, for professional or general Use spoken and written literary text in English such as poems, short stories, comic strips,
investigation, through the efficient use of ICT and reference tools where short magazine articles and oral interviews on familiar subjects in order to inspire oral and
required. written production at an A2.1 level.
OG.EFL 6 O.EFL 4.8

Through selected media, participate in reasonably extended spoken or written Integrate written and spoken text in order to identify cultural differences and similarities
dialogue with peers from different L1 backgrounds on work, study, or general within a range of local, national and global contexts familiar to the learner.
topics of common interest, expressing ideas and opinions effectively and
appropriately. O.EFL 4.9
Create a sense of awareness in terms of accuracy when learners interact in English using
OG.EFL 7 high-frequency and level-appropriate expressions in order to reach an effective command
Interact quite clearly, confidently, and appropriately in a range of formal and of spoken language.
informal social situations with a limited but effective command of the spoken
language (CEFR B1 level).
4.TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity,

responsibility, honesty, respect, love, peace, justice, innovation, etc.
5.UNITS TO BE DEVELOPED
Nº Title of the Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation*** Weeks
unit (Skills and strategies) duration
1 Breakthroug You will learn how to EFL 4.1.5 CORDIS CE.EFL.4.3. 6

hs in science Contextualización (CO) Interact with others using self-
and • give accounts of past events. Apply self-correcting and self- monitoring and self-correcting strat-
technology • ask for and give information monitoring strategies in social Revalorización de saberes y egies as well as appropriate
about the past. and classroom interactions. experiencias (R) nonverbal and oral communication
• use time expressions when (Example: asking questions, features.
giving accounts of past starting over, rephrasing, Diálogo de Saberes (D)
achievements. exploring alternative I.EFL.4.3.1.
pronunciations or wording, Innovación Transformadora (I) Learners can employ a range of self-
etc.) monitoring and self-correcting strate-
Socialización y Sistematización gies and interpret and use
EFL 4.1.8 (S) appropriate verbal and nonverbal
Use suitable vocabulary, communication features to
expressions, language and communicate in familiar contexts.
interaction styles for formal (I.3, S.4, J.4)
and informal social or academic
situations in order to CE.EFL.4.4.
communicate specific Demonstrate the ability to ask for
intentions in online and face- and give information and assistance
to-face interactions. (Example: Communication and Cultural using appropriate language and
thanking, making promises, Awareness interaction styles in a variety of social
apologizing, asking permission, interactions.
chatting with friends, Participating in short role plays

answering in class, greeting an using a range of verbal and I.EFL.4.4.1.

authority figure, etc.) nonverbal communication. Learners can demonstrate an ability
to give and ask for information and
EFL 4.2.5 Listening to a dialogue and assistance using level-appropriate
Understand most changes in identifying errors in speech or language and interaction styles in
the topic of discussion if people problems for communication. online or face-to-face social and
speak slowly. classroom interactions. (J.2, J.3, J.4,
Rating one’s self after a I.3)
EFL 4.3.7 speaking activity, according to
Read, gather, view and listen to a set rubric. CE.EFL.4.6.
information from various Listening for Meaning: Understand
sources in order to organize Consulting a self-correction list and follow the main idea in spoken
and discuss relationships before a speaking or writing texts set in familiar everyday
between academic content assignment. contexts, provided speech is clear
areas. (Example: nonfiction and articulate, and deduce the
books for young adults, the Making positive statements to meanings of unfamiliar words and
Internet, audio and media peers. phrases using context clues and/or
presentations, oral interviews, prior knowledge.
maps, diagrams, reference Responding to classroom
books, magazines, etc.) activities and pair work through I.EFL.4.6.1.
short expressions or Learners can grasp the general
EFL 4.4.4 emoticons. meaning of spoken texts set in famil-
Write to describe iar everyday contexts and infer
feelings/opinions in order to Playing games that practice changes in the topic of discussion, as
effectively influence an classroom language, turn- well as deduce the meanings of
audience. (Example: persuade, taking, being polite, etc. unfamiliar words and exchanges
negotiate, argue, etc.) through the use of context clues,
Working in small groups to provided speech is given slowly and
EFL 4.5.4 complete a cultural project. clearly and there is sufficient visual
Create personal stories by (Example: different musical support. (I.3, S.1, J.4)
adding imaginative details to genres in Ecuador, traditional

real-life stories and situations, food in Latin America, etc.) CE.EFL.4.12.

using appropriate vocabulary Use a range of reference materials
and elements of the literature Participating in short dialogues and sources, both online and in print,
learners have read or heard. and role plays to practice target in order to support ideas, answer
language. (Example: thanking inquiries, find relationships and relate
others, apologizing, asking for ideas between different subject
help, greeting authorities, etc.) areas.
Practicing the language needed I.EFL.4.12.1.

to deal with a need through a Learners can employ a range of
mini role play. reference materials and sources,
both online and in print, in order to
Singing songs that practice support ideas, answer inquiries, find
helpful language. relationships and relate ideas
between different subject areas. (I.1,
Oral Communication: I.2, J.2)
Listening and Speaking)
CE.EFL.4.15.
Listening to a short Express information and ideas and
conversation between two describe feelings and opinions in
speakers and deciding who is simple transactional or expository
speaking, where they are and texts on familiar subjects in order to
how they feel. (Example: two influence an audience, while
friends, on the phone, talking recognizing that different texts have
about a sick friend, etc.) different features and showing the
ability to use these features
Listening for specific words in a appropriately in one’s own writing.
conversation and trying to
guess the meaning from the I.EFL.4.15.1.
context. (Example: Learners can convey information and
understanding that How’s it ideas and describe feelings and

going? is a greeting that means opinions in simple transactional or

How are you?, etc.) expository texts on familiar subjects
in order to influence an audience,
Listening to a dialogue and while recognizing that different texts
writing the main idea and have different features and showing
setting. (Example: Main idea: the ability to use these features
our school lunch, Setting: appropriately in one’s own writing.
school cafeteria, etc.) (I.3, I.4, S.3, J.2)
Listening to a dialogue and CE.EFL.4.20.

completing a chart with key Create short, original literary texts in
information. (Example: Name, different genres, including those that
country, nationality, language, reflect Ecuadorian cultures, using a
etc.) range of digital tools, writing styles,
appropriate vocabulary and other
Reading literary concepts.
Thinking of questions about a I.EFL.4.20.1.

topic and then using the Learners can create short, original
Internet and other sources to literary texts in different genres,
find the answers. including those that reflect
Ecuadorian cultures, using a range of
Reading a short text about a digital tools, writing styles,
topic, watching an appropriate vocabulary and other
accompanying video clip and literary concepts. (I.1, I.3)
then listening to someone talk
about the topic, in order to
write a summary of what is
understood.
Reading a range of texts from

subject areas and finding and

defining common themes
across content areas. (Example:
for a text about technology and
one about art, learners notice
that artists are using
technology in ways to help
them promote their work and
reach larger audiences, etc.)
Writing
Watching a video about a

natural disaster and writing a
blog entry asking for people to
help with donations.
Making a poster for a school

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

learner. (Example: to give
advice about how to survive
the school year, to share your
best study skills, etc.)
Language through the Arts
Producing short, creative texts

using digital storytelling.
Doing free writing on a topic

suggested by another learner.
Writing a short, fictional story

about a teen’s unusual routine.
Taking pictures to tell a story

using a digital storyboard.
CORDIS
2 Travel and You will learn how to EFL 4.1.5 Contextualización (CO) CE.EFL.4.3. 6
Adventure Apply self-correcting and self- Interact with others using self-
• narrate past experiences. monitoring strategies in social Revalorización de saberes y monitoring and self-correcting strat-
• describe places. and classroom interactions. experiencias (R) egies as well as appropriate
(Example: asking questions, nonverbal and oral communication
starting over, rephrasing, Diálogo de Saberes (D) features.
exploring alternative
pronunciations or wording, Innovación Transformadora (I) I.EFL.4.3.1.
etc.) Learners can employ a range of self-
Socialización y Sistematización monitoring and self-correcting strate-
EFL 4.1.8 (S) gies and interpret and use
Use suitable vocabulary, appropriate verbal and nonverbal
expressions, language and communication features to
interaction styles for formal Communication and Cultural communicate in familiar contexts.
and informal social or academic Awareness (I.3, S.4, J.4)
situations in order to
communicate specific Participating in short role plays CE.EFL.4.4.
intentions in online and face- using a range of verbal and Demonstrate the ability to ask for
to-face interactions. (Example: nonverbal communication. and give information and assistance

thanking, making promises, using appropriate language and

apologizing, asking permission, Listening to a dialogue and interaction styles in a variety of social
chatting with friends, identifying errors in speech or interactions.
answering in class, greeting an problems for communication.
authority figure, etc.) I.EFL.4.4.1.
Rating one’s self after a Learners can demonstrate an ability
EFL 4.2.5 speaking activity, according to to give and ask for information and
Understand most changes in a set rubric. assistance using level-appropriate
the topic of discussion if people language and interaction styles in
speak slowly. Consulting a self-correction list online or face-to-face social and
before a speaking or writing classroom interactions. (J.2, J.3, J.4,
EFL 4.3.7 assignment. I.3)
Read, gather, view and listen to
information from various Making positive statements to CE.EFL.4.6.
sources in order to organize peers. Listening for Meaning: Understand
and discuss relationships and follow the main idea in spoken
between academic content Responding to classroom texts set in familiar everyday
areas. (Example: nonfiction activities and pair work through contexts, provided speech is clear
books for young adults, the short expressions or and articulate, and deduce the
Internet, audio and media emoticons. meanings of unfamiliar words and
presentations, oral interviews, phrases using context clues and/or
maps, diagrams, reference Playing games that practice prior knowledge.
books, magazines, etc.) classroom language, turn-
taking, being polite, etc. I.EFL.4.6.1.
EFL 4.4.8 Learners can grasp the general
Convey and organize Working in small groups to meaning of spoken texts set in famil-
information using facts and complete a cultural project. iar everyday contexts and infer
details in order to illustrate (Example: different musical changes in the topic of discussion, as
diverse patterns and structures genres in Ecuador, traditional well as deduce the meanings of
in writing. (Example: cause and food in Latin America, etc.) unfamiliar words and exchanges
effect, problem and solution, through the use of context clues,

general-to-specific Participating in short dialogues provided speech is given slowly and

presentation, etc.) and role plays to practice target clearly and there is sufficient visual
language. (Example: thanking support. (I.3, S.1, J.4)
EFL 4.5.4 others, apologizing, asking for
Create personal stories by help, greeting authorities, etc.) CE.EFL.4.12.
adding imaginative details to Use a range of reference materials
real-life stories and situations, Practicing the language needed and sources, both online and in print,
using appropriate vocabulary to deal with a need through a in order to support ideas, answer
and elements of the literature mini role play. inquiries, find relationships and relate
learners have read or heard. ideas between different subject
Singing songs that practice areas.
helpful language.
I.EFL.4.12.1.
Oral Communication: Learners can employ a range of
Listening and Speaking) reference materials and sources,
Listening to a short support ideas, answer inquiries, find
conversation between two relationships and relate ideas
speakers and deciding who is between different subject areas. (I.1,
speaking, where they are and I.2, J.2)
how they feel. (Example: two
friends, on the phone, talking CE.EFL.4.17.
about a sick friend, etc.) Show an ability to convey and
organize information through the use
Listening for specific words in a of facts and details and by employing
conversation and trying to various stages of the writing process,
guess the meaning from the while using a range of digital tools to
context. (Example: promote and support collaboration,
understanding that How’s it learning and productivity.
going? is a greeting that means
How are you?, etc.) I.EFL.4.17.1.

Learners can convey and organize

Listening to a dialogue and information through the use of facts
writing the main idea and and details and by employing various
setting. (Example: Main idea: stages of the writing process, while
our school lunch, Setting: using a range of digital tools to
school cafeteria, etc.) promote and support collaboration,
learning and productivity. (I.1, I.3,
Listening to a dialogue and S.4, J.2, J.4)
completing a chart with key
information. (Example: Name, CE.EFL.4.20.
country, nationality, language, Create short, original literary texts in
etc.) different genres, including those that
reflect Ecuadorian cultures, using a
Reading range of digital tools, writing styles,
appropriate vocabulary and other
Thinking of questions about a literary concepts.
topic and then using the
Internet and other sources to I.EFL.4.20.1.
find the answers. Learners can create short, original
literary texts in different genres,
Reading a short text about a including those that reflect
topic, watching an Ecuadorian cultures, using a range of
accompanying video clip and digital tools, writing styles,
then listening to someone talk appropriate vocabulary and other
about the topic, in order to literary concepts. (I.1, I.3)
write a summary of what is
understood.



Writing
Reading a text and using a

checklist to talk about how it is
organized. (Example: Is there a
title? Does it have an opening
sentence?, etc.)
Exchanging writing in pairs in

order to make suggestions
about things that could be
improved.
Completing an online graphic

organizer in order to help plan
a piece of writing.
Reading a dialogue which

serves as a model text, then
writing a similar dialogue on a
different topic. (Example:
Topics could include: my
favorite holiday meal, music we

like, where I live, sports I play,

etc.)




CORDIS
3 Hobbies, You will learn how to EFL 4.1.5 Contextualización (CO) CE.EFL.4.3. 6
Leisure and Apply self-correcting and self- Interact with others using self-
Entertainme • talk about hobbies and monitoring strategies in social Revalorización de saberes y monitoring and self-correcting strat-
nt leisure and classroom interactions. experiencias (R) egies as well as appropriate
activities. (Example: asking questions, nonverbal and oral communication
• express agreement or starting over, rephrasing, Diálogo de Saberes (D) features.
disagreement about exploring alternative
controversial topics. pronunciations or wording, Innovación Transformadora (I) I.EFL.4.3.1.
• talk about rules, express etc.) Learners can employ a range of self-
advice and emphatic opinions. Socialización y Sistematización monitoring and self-correcting strate-
• determine main ideas, EFL 4.1.8 (S) gies and interpret and use
supporting information and Use suitable vocabulary, appropriate verbal and nonverbal
examples in a reading. expressions, language and communication features to

interaction styles for formal communicate in familiar contexts.

and informal social or academic (I.3, S.4, J.4)
situations in order to Communication and Cultural
communicate specific Awareness CE.EFL.4.4.
intentions in online and face- Participating in short role plays Demonstrate the ability to ask for
to-face interactions. (Example: using a range of verbal and and give information and assistance
thanking, making promises, nonverbal communication. using appropriate language and
apologizing, asking permission, interaction styles in a variety of social
chatting with friends, Listening to a dialogue and interactions.
answering in class, greeting an identifying errors in speech or
authority figure, etc.) problems for communication. I.EFL.4.4.1.
Learners can demonstrate an ability
EFL 4.2.13 Rating one’s self after a to give and ask for information and
Interact with reasonable ease speaking activity, according to assistance using level-appropriate
in structured situations and a set rubric. language and interaction styles in
short conversations within online or face-to-face social and
familiar contexts, provided that Consulting a self-correction list classroom interactions. (J.2, J.3, J.4,
speech is given clearly, slowly before a speaking or writing I.3)
and directly. (Example: an assignment.
interview, an information gap CE.EFL.4.9.
activity, etc.) Making positive statements to Production – Fluency: Use simple
peers. language to describe, compare and
EFL 4.3.7 make statements about familiar
Read, gather, view and listen to Responding to classroom everyday topics such as objects,
information from various activities and pair work through possessions and routines in
sources in order to organize short expressions or structured situations and short
and discuss relationships emoticons. conversations. Interaction is with
between academic content reasonable ease, provided speech is
areas. (Example: nonfiction Playing games that practice given clearly, slowly and directly
books for young adults, the classroom language, turn-
Internet, audio and media taking, being polite, etc. I.EFL.4.9.1.

presentations, oral interviews, Learners can use simple language to

maps, diagrams, reference Working in small groups to describe, compare and state facts
books, magazines, etc.) complete a cultural project. about familiar everyday topics such
(Example: different musical as possessions, classroom objects
EFL 4.4.4 genres in Ecuador, traditional and routines in short, structured
Write to describe food in Latin America, etc.) situations, interacting with relative
feelings/opinions in order to ease. (I.3, I.4, S.4)
effectively influence an Participating in short dialogues
audience. (Example: persuade, and role plays to practice target CE.EFL.4.12.
negotiate, argue, etc.) language. (Example: thanking Use a range of reference materials
others, apologizing, asking for and sources, both online and in print,
EFL 4.5.4 help, greeting authorities, etc.) in order to support ideas, answer
Create personal stories by inquiries, find relationships and relate
adding imaginative details to Practicing the language needed ideas between different subject
real-life stories and situations, to deal with a need through a areas.
using appropriate vocabulary mini role play.
and elements of the literature I.EFL.4.12.1.
learners have read or heard. Singing songs that practice Learners can employ a range of
helpful language. reference materials and sources,
Oral Communication: support ideas, answer inquiries, find
Listening and Speaking) relationships and relate ideas
between different subject areas. (I.1,
Conducting a class survey I.2, J.2)
where learners ask each other
about a familiar topic and CE.EFL.4.15.
record each other’s answers. Express information and ideas and
(Example: What’s your favorite describe feelings and opinions in
sport? Do you have a favorite simple transactional or expository
team? What sports do you texts on familiar subjects in order to
play? Are you good at it?, etc.) influence an audience, while

Sharing a few things about recognizing that different texts have

their classmates’ answers. different features and showing the
(Example: Sam is an Emelec ability to use these features
fan. He loves soccer but he isn’t appropriately in one’s own writing.
good at it. He is the only
Emelec fan in our class. I.EFL.4.15.1.
Everyone in our class plays Learners can convey information and
soccer, etc.) ideas and describe feelings and
opinions in simple transactional or
Playing a conversation game, expository texts on familiar subjects
where learners move their in order to influence an audience,
tokens around the board after while recognizing that different texts
choosing a card and answering have different features and showing
the question. (Example the ability to use these features
questions: What sports do you appropriately in one’s own writing.
play? How often do you go to (I.3, I.4, S.3, J.2)
the movies? What do you do
after school? What do you do CE.EFL.4.20.
on weekends?, etc.) Create short, original literary texts in
different genres, including those that
Reading reflect Ecuadorian cultures, using a
range of digital tools, writing styles,
Thinking of questions about a appropriate vocabulary and other
topic and then using the literary concepts.
Internet and other sources to
find the answers. I.EFL.4.20.1.
Learners can create short, original
Reading a short text about a literary texts in different genres,
topic, watching an including those that reflect
accompanying video clip and Ecuadorian cultures, using a range of
then listening to someone talk digital tools, writing styles,

about the topic, in order to appropriate vocabulary and other

write a summary of what is literary concepts. (I.1, I.3)
understood.

Writing
Watching a video about a

blog entry asking for people to
help with donations.
Making a poster for a school

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

learner. (Example: to give
advice about how to survive





CORDIS
4 The World is You will learn how to EFL 4.1.5 Contextualización (CO) CE.EFL.4.3. 6
the Limit Apply self-correcting and self- Interact with others using self-
• talk about landmarks and monitoring strategies in social Revalorización de saberes y monitoring and self-correcting strat-
compare them. and classroom interactions. experiencias (R) egies as well as appropriate
• make comparisons in terms (Example: asking questions, nonverbal and oral communication
of starting over, rephrasing, Diálogo de Saberes (D) features.
superiority. exploring alternative
• write profiles. pronunciations or wording, Innovación Transformadora (I) I.EFL.4.3.1.
• have an informal dialog etc.) Learners can employ a range of self-
making comparisons. Socialización y Sistematización monitoring and self-correcting strate-
• listen for specific details. EFL 4.1.8 (S) gies and interpret and use
Use suitable vocabulary, appropriate verbal and nonverbal
expressions, language and communication features to
interaction styles for formal communicate in familiar contexts.

and informal social or academic (I.3, S.4, J.4)

situations in order to Communication and Cultural
communicate specific Awareness CE.EFL.4.4.
intentions in online and face- Demonstrate the ability to ask for
to-face interactions. (Example: Participating in short role plays and give information and assistance
thanking, making promises, using a range of verbal and using appropriate language and
apologizing, asking permission, nonverbal communication. interaction styles in a variety of social
chatting with friends, interactions.
answering in class, greeting an Listening to a dialogue and
authority figure, etc.) identifying errors in speech or I.EFL.4.4.1.
problems for communication. Learners can demonstrate an ability
EFL 4.2.14 to give and ask for information and
Ask and answer straightforward Rating one’s self after a assistance using level-appropriate
follow-up questions within speaking activity, according to language and interaction styles in
familiar contexts, such as a set rubric. online or face-to-face social and
school and family life, provided classroom interactions. (J.2, J.3, J.4,
there are opportunities to ask Consulting a self-correction list I.3)
for clarification, reformulation before a speaking or writing
or repetition of key points. assignment. CE.EFL.4.10.
Interaction – Interpersonal:
EFL 4.3.5 Making positive statements to Participate effectively in familiar and
Use everyday reference peers. predictable conversational exchanges
material in order to select by asking and answering follow-up
information appropriate to the Responding to classroom questions, provided there are
purpose of an inquiry and activities and pair work through opportunities to use repair strategies
relate ideas from one written short expressions or (e.g. asking for clarification) and
source to another. emoticons. sustain conversational exchanges in
pairs to complete a task, satisfy a
EFL 4.4.8 Playing games that practice need or handle a simple transaction.
Convey and organize classroom language, turn-
information using facts and taking, being polite, etc. I.EFL.4.10.1.

details in order to illustrate Learners can effectively participate in

diverse patterns and structures Working in small groups to familiar and predictable everyday
in writing. (Example: cause and complete a cultural project. conversational exchanges in order to
effect, problem and solution, (Example: different musical complete a task, satisfy a need or
general-to-specific genres in Ecuador, traditional handle a simple transaction, using a
presentation, etc.) food in Latin America, etc.) range of repair strategies. (Example:
asking for clarification, etc.) (I.3, J.3,
EFL 4.5.7 Participating in short dialogues J.4)
Locate and identify selected and role plays to practice target
literary elements and language. (Example: thanking CE.EFL.4.12.
techniques in texts and relate others, apologizing, asking for Use a range of reference materials
those elements to those in help, greeting authorities, etc.) and sources, both online and in print,
other works and to learners’ in order to support ideas, answer
own experiences. (Example: Practicing the language needed inquiries, find relationships and relate
setting, character, plot, theme, to deal with a need through a ideas between different subject
point of view, imagery, mini role play. areas.
foreshadowing, climax, etc.)
Singing songs that practice I.EFL.4.12.1.
helpful language. Learners can employ a range of
reference materials and sources,
Oral Communication: both online and in print, in order to
Listening and Speaking) support ideas, answer inquiries, find
relationships and relate ideas
Asking classmates to repeat an between different subject areas. (I.1,
answer or statement if needed I.2, J.2)
to clarify something. (Example:
Can you say that again? Do you CE.EFL.4.17.
mean _____?, etc.) Show an ability to convey and
organize information through the use
of facts and details and by employing
Establishing a clear expectation various stages of the writing process,

of English use for classroom while using a range of digital tools to

functions. (Example: greeting, promote and support collaboration,
requesting, thanking, asking for learning and productivity.
repetition / clarification, giving
instructions, offering help, I.EFL.4.17.1.
comparing answers, taking Learners can convey and organize
leave, etc.) Informal information through the use of facts
assessment could involve and details and by employing various
personal notes from the stages of the writing process, while
teacher to learners who use L2 using a range of digital tools to
regularly. promote and support collaboration,
learning and productivity. (I.1, I.3,
Reading S.4, J.2, J.4)
Reading a short text and CE.EFL.4.19.

showing comprehension by Find and identify literary elements
completing the accompanying and techniques and relate those
graphic organizer. (Example: elements to the learner’s own
learners read about reptiles experiences and to other works,
and complete a Venn diagram, including one’s peers, in order to
etc.) present personal responses and
interpretations.
Reading a text on a familiar
content area subject and then I.EFL.4.19.1.
matching phrases or labeling Learners can locate and identify
pictures. (Example: learners literary elements and techniques in
read about animals in the four other works, including one’s own.
regions of Ecuador and then Learners can give personal responses
label the animal with the to and interpret a variety of literary
correct region, etc.) texts, including those of a peer,
referring to details and features of

Writing the text. (Example: text structure,

plot, ideas, events, vocabulary, etc.)
Reading a text and using a (I.3, S.3, J.4)
checklist to talk about how it is
organized. (Example: Is there a
title? Does it have an opening
sentence?, etc.)
Exchanging writing in pairs in

order to make suggestions
about things that could be
improved.
Completing an online graphic

organizer in order to help plan
a piece of writing.
Reading a dialogue which

serves as a model text, then
writing a similar dialogue on a
different topic. (Example:
Topics could include: my
favorite holiday meal, music we
like, where I live, sports I play,
etc.)
Drawing pictures for a story or

song seen in class and
exchanging them with a part-

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

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

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

Internet or in magazines in
order to respond to a piece of
collaborative writing.
CORDIS
5 Jobs and You will learn how to EFL 4.1.5 Contextualización (CO) CE.EFL.4.3. 6
Occupations Apply self-correcting and self- Interact with others using self-
• talk about occupations and monitoring strategies in social Revalorización de saberes y monitoring and self-correcting strat-
professions. and classroom interactions. experiencias (R) egies as well as appropriate

• make predictions and plans (Example: asking questions, nonverbal and oral communication
regarding career choices. starting over, rephrasing, Diálogo de Saberes (D) features.
• read graphs and tables to exploring alternative
help pronunciations or wording, Innovación Transformadora (I) I.EFL.4.3.1.
your reading comprehension. etc.) Learners can employ a range of self-
• write a career prospect. Socialización y Sistematización monitoring and self-correcting strate-
EFL 4.2.16 (S) gies and interpret and use
Initiate, maintain and end a appropriate verbal and nonverbal
conversation to satisfy basic Communication and Cultural communication features to
needs and/or handle a simple Awareness communicate in familiar contexts.
transaction. (I.3, S.4, J.4)
Participating in short role plays
EFL 4.1.8 using a range of verbal and CE.EFL.4.4.
Use suitable vocabulary, nonverbal communication. Demonstrate the ability to ask for
expressions, language and and give information and assistance
interaction styles for formal Listening to a dialogue and using appropriate language and
and informal social or academic identifying errors in speech or interaction styles in a variety of social
situations in order to problems for communication. interactions.
communicate specific
intentions in online and face- Rating one’s self after a I.EFL.4.4.1.
to-face interactions. (Example: speaking activity, according to Learners can demonstrate an ability
thanking, making promises, a set rubric. to give and ask for information and
apologizing, asking permission, assistance using level-appropriate
chatting with friends, Consulting a self-correction list language and interaction styles in
answering in class, greeting an before a speaking or writing online or face-to-face social and
authority figure, etc.) assignment. classroom interactions. (J.2, J.3, J.4,
I.3)
EFL 4.3.5 Making positive statements to
Use everyday reference peers. CE.EFL.4.10.
material in order to select Interaction – Interpersonal:
information appropriate to the Responding to classroom Participate effectively in familiar and

purpose of an inquiry and activities and pair work through predictable conversational exchanges
relate ideas from one written short expressions or by asking and answering follow-up
source to another. emoticons. questions, provided there are
opportunities to use repair strategies
EFL 4.4.4 Playing games that practice (e.g. asking for clarification) and
Write to describe classroom language, turn- sustain conversational exchanges in
feelings/opinions in order to taking, being polite, etc. pairs to complete a task, satisfy a
effectively influence an need or handle a simple transaction.
audience. (Example: persuade, Working in small groups to
negotiate, argue, etc.) complete a cultural project. I.EFL.4.10.1.
(Example: different musical Learners can effectively participate in
EFL 4.5.7 genres in Ecuador, traditional familiar and predictable everyday
Locate and identify selected food in Latin America, etc.) conversational exchanges in order to
literary elements and complete a task, satisfy a need or
techniques in texts and relate Participating in short dialogues handle a simple transaction, using a
those elements to those in and role plays to practice target range of repair strategies. (Example:
other works and to learners’ language. (Example: thanking asking for clarification, etc.) (I.3, J.3,
own experiences. (Example: others, apologizing, asking for J.4)
setting, character, plot, theme, help, greeting authorities, etc.)
point of view, imagery, CE.EFL.4.12.
foreshadowing, climax, etc.) Practicing the language needed Use a range of reference materials
to deal with a need through a and sources, both online and in print,
mini role play. in order to support ideas, answer
inquiries, find relationships and relate
Singing songs that practice ideas between different subject
helpful language. areas.
Oral Communication: I.EFL.4.12.1.

Listening and Speaking) Learners can employ a range of
reference materials and sources,
Giving learners language both online and in print, in order to

prompts to use during support ideas, answer inquiries, find

pair/group work. (Example: relationships and relate ideas
What do you think? I between different subject areas. (I.1,
agree/disagree. I think we need I.2, J.2)
to…, It’s your turn to say the
answer, etc.) CE.EFL.4.15.
Express information and ideas and
Asking for help in class when describe feelings and opinions in
necessary. (Example: What’s simple transactional or expository
the answer? How do you say texts on familiar subjects in order to
___? Do you have an eraser? influence an audience, while
Can you help me with ____?, recognizing that different texts have
etc.) different features and showing the
ability to use these features
Reading appropriately in one’s own writing.
Reading a short text and I.EFL.4.15.1.

showing comprehension by Learners can convey information and
completing the accompanying ideas and describe feelings and
graphic organizer. (Example: opinions in simple transactional or
learners read about reptiles expository texts on familiar subjects
and complete a Venn diagram, in order to influence an audience,
etc.) while recognizing that different texts
have different features and showing
Reading a text on a familiar the ability to use these features
content area subject and then appropriately in one’s own writing.
matching phrases or labeling (I.3, I.4, S.3, J.2)
pictures. (Example: learners
read about animals in the four CE.EFL.4.19.
regions of Ecuador and then Find and identify literary elements
label the animal with the and techniques and relate those

correct region, etc.) elements to the learner’s own

experiences and to other works,
Writing including one’s peers, in order to
present personal responses and
Watching a video about a interpretations.
blog entry asking for people to I.EFL.4.19.1.
help with donations. Learners can locate and identify
literary elements and techniques in
Making a poster for a school other works, including one’s own.
campaign to increase Learners can give personal responses
awareness about animal to and interpret a variety of literary
cruelty. texts, including those of a peer,
referring to details and features of
Writing a letter to a future the text. (Example: text structure,
learner. (Example: to give plot, ideas, events, vocabulary, etc.)
advice about how to survive (I.3, S.3, J.4)
Drawing pictures for a story or

song seen in class and
exchanging them with a part-
ner, who captions each picture.
Illustrating a piece of writing.
Writing questions the learners

would like to ask a character in

the story and using the
imagined answers to write the
next scene.
Searching for pictures on the

Internet or in magazines in
order to respond to a piece of
collaborative writing.
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:

MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum for Educación General Básica
Elemental. Quito, Ecuador: MinEduc.
Munoz, J. (2016). English A2.1. Quito, Ecuador: Grupo Editorial Norma SA
ELABORATED BY REVISED BY AREA COORDINATOR APPROVED BY PEDAAGOGIC COORDINATOR

TEACHER(S): Mgtr. Norma Saona M. NAME: Lic. Mirla Yagual NAME: Mgtr. Yilia Villalva
Signature: Signature: Signature:
Date: February, 2024 Date: February, 2024 Date: February, 2024


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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

CURRICULAR ANNUAL PLAN

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

OG.EFL 6 O.EFL 4.8

Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity,

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

responsibility, honesty, respect, love, peace, justice, innovation, etc.

1 Breakthroug You will learn how to EFL 4.1.5 CORDIS CE.EFL.4.3. 6

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

answering in class, greeting an using a range of verbal and I.EFL.4.4.1.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

real-life stories and situations, food in Latin America, etc.) CE.EFL.4.12.

Practicing the language needed I.EFL.4.12.1.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

going? is a greeting that means opinions in simple transactional or

Listening to a dialogue and CE.EFL.4.20.

Thinking of questions about a I.EFL.4.20.1.

Reading a range of texts from

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

subject areas and finding and

Watching a video about a

Making a poster for a school

Writing a letter to a future

Language through the Arts

Producing short, creative texts

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

using digital storytelling.

Doing free writing on a topic

Writing a short, fictional story

Taking pictures to tell a story

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

thanking, making promises, using appropriate language and

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

general-to-specific Participating in short dialogues provided speech is given slowly and

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Learners can convey and organize

Reading a range of texts from

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

across content areas. (Example:

Reading a text and using a

Exchanging writing in pairs in

Completing an online graphic

Reading a dialogue which

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

like, where I live, sports I play,