planificación anual de ingles

1. UNIDAD EDUCATIVA ACADEMIC YEAR: 2016-2017
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
Area: English as a Foreign Language Subject: English
Teacher:
Grade/course: 8th
year of Basic Education Education
Level:
Superior
2. TIME
Weekly course load No. of workinghours Learning evaluationandunexpected issues Totalclass weeks Totalperiods
5 hours 200 hours / 40 weeks 18 hours / 6 weeks 34 weeks 170 hours
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a
thoughtful and inquisitive manner, maturely, and openly experiencing other
cultures and languages from the secure standpoint of their own national and
cultural identity.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition
and ability to independently access further (language) learning and practice
opportunities. Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into responsible academic
behavior.
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.
Identify the main ideas of written texts, in orderto producelevel-appropriatecritical analysis
of familiar subjects and contexts. (ref. O.EFL 4.1)
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.
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 of
thought.
Use spoken and written literary text in English such as poems, short stories, comic strips,
short magazine articles and oral interviews on familiar subjects in order to inspire oral and
written production. (ref. O.EFL 4.7)
4. TRANSVERSAL AXES:
5. DEVELOPMENT OF PLANNING UNITS
N.º Name of the
Unit
Specific objectives of
the Planning Unit
Contents Methodology orientation Evaluation Criteria and Indicators Time in
weeks
1. People Around
Us
Introducethemselves
andothers.
Greet formally and
informally.
COMMUNICATION AND
CULTURAL AWARENESS
EFL 4.1.2 Recognize and
demonstrate an appreciation of
This curriculum is basedon a
language-drivenCLILapproach,
where contentfromother
disciplines is used for
meaningful andpurposeful
EVALUATION CRITERIA
COMMUNICATION AND CULTURAL
AWARENESS
6 weeks

2. Ask andanswer
personalinformation
questions.
some commonalities and
distinctions across cultures and
groups(differentiatedby gender,
ability, generations, etc.)
including the students’ own.
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
EFL 4.2.1 Understand phrases
and expressions related to areas
of most immediate priority
within the personal and
educational domains, provided
speech is clearly and slowly
articulated. (Example: daily life,
free time, school activities, etc.)
EFL 4.2.10 Sustain a
conversational exchange on a
familiar, everyday subject when
carrying out a
collaborative/paired learning
activity in which there are
specific instructions for a task.
language use(Met, 1999). It
supportstheoverall
curriculum, developing
cognitiveand social skills
needed for other subjects, and
reinforcing contentcoveredin
other areas. The integrationof
critical thinkingskills as
defined in Bloom’sTaxonomy
andthe developmentof
communicativelinguistic
competenciesare presentedin
this proposalas
interdependentprocesses
within a CLIL model, where
critical thinkingskills serve as
the mechanismfor
implementingthe 4Cs
framework (content, culture,
communication, and
cognition).
CLIL models are diverse,
making them flexible enough
to be context-specific and
complementary to a range of
teaching methodologies, but
they do share characteristics
favorable to constructivist
approaches and
communicative language
teaching (CLT). These
characteristics include learner-
centered approaches, text-
based learning, task-based
learning, the necessity to use
different types of activities to
encourage foreign language
use for different purposes,
CE.EFL.4.2. Recognizeanddemonstratean
appreciation of commonalities between
cultures as well as the consequences of
one’s actions while exhibiting socially
responsible behaviors.
CE.EFL.4.4. Demonstrate the ability to ask
for and give information and assistance
using appropriate language and
interaction styles in a variety of social
interactions.
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning:
Understand and follow the main idea in
spoken texts set in familiar everyday
contexts, provided speech is clear and
articulate, and deduce the meanings of
unfamiliar words and phrases using
context clues and/or prior knowledge.
CE.EFL.4.10. Interaction – Interpersonal:
Participate effectively in familiar and
predictable conversational exchanges by
askingand answeringfollow-upquestions,
provided there are opportunities to use
repair strategies (e.g. asking for
clarification) and sustain conversational
exchanges in pairs to complete a task,
satisfy a need or handle a simple
transaction.
READING
CE.EFL.4.11. Demonstratecomprehension
of main ideas and some details in short
simple texts on familiar subjects, making
use of contextualclues to identify relevant
information in a text.

3. READING
EFL 4.3.1 Understand main
points in short simple texts on
familiar subjects. (Example:
news about sports or famous
people, descriptions, etc.)
WRITING
EFL 4.4.1 Convey information
and ideas through simple
transactional or expository texts
on familiar subjects using ICT
tools and conventions and
features of English appropriate
to audience and purpose.
LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by
showing the ability to accept a
variety of ideas and capitalize on
other people’s strengths.
high levels of interaction
between teachers and learners
and learners themselves,
intensive language input,
teacher modeling and
scaffolding, and teacher
enthusiasm.
WRITING
CE.EFL.4.15. Express information and
ideas and describe feelings and opinions
in simple transactional or expository texts
on familiar subjects in order to influence
an audience, while recognizing that
different texts have different features and
showing the ability to use these features
appropriately in one’s own writing.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.22. 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.
PERFORMANCE INDICATORS
COMMUNICATIONANDCULTURAL
AWARENESS
I.EFL.4.2.1. Learnerscanname similarities
anddifferences between different aspects
of cultural groups. Learnerscan
demonstratesocially responsible
behaviorsatschool, online, at homeand
in the community, andevaluatetheir
actionsby ethical, safety and social
standards. (J.3, S.1, I.1)
I.EFL.4.4.1. Learnerscandemonstratean
ability to give andask for informationand

4. assistanceusinglevel-appropriate
language andinteractionstylesin online
or face-to-facesocial andclassroom
interactions. (J.2, J.3, J.4, I.3)
ORAL COMMUNICATION
I.EFL.4.6.1. Learnerscangraspthe general
meaningof spokentexts set in familiar
everyday contextsandinfer changesin the
topic of discussion, aswell as deduce the
meaningsof unfamiliar wordsand
exchangesthroughthe useof context
clues, providedspeechis givenslowly and
clearly andthere is sufficientvisual
support. (I.3, S.1, J.4)
I.EFL.4.10.1. Learnerscaneffectively
participate in familiar andpredictable
everyday conversationalexchangesin
order tocomplete a task, satisfy a need or
handle a simple transaction, usinga range
of repair strategies. (Example: asking for
clarification, etc.) (I.3, J.3, J.4)
READING
I.EFL.4.11.1. Learnerscanunderstand
main ideas andsome detailsin short
simple online or printtexts on familiar
subjects, using contextualclues to help
identify the mostrelevantinformation.
(Example: title, illustrations, organization,
etc.) (I.2, I.4)
WRITING
I.EFL.4.15.1. Learnerscanconvey
informationandideas and describe

5. feelings and opinionsin simple
transactionalor expository textson
familiar subjectsin order to influence an
audience, while recognizingthatdifferent
texts havedifferent featuresand showing
the ability to usethese features
appropriately inone’s ownwriting. (I.3,
I.4, S.3, J.2)
LANGUAGETHROUGH THE ARTS
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of
student groupings by employing a wide
range of creative thinking skills through
the completion of activities such as
playing games, brainstorming and
problemsolving. (S.2, S.4, J.1, J.2, J.3, J.4)
2. People I love Describe people
physicalappearance
Ask and answer
questions about
physical description
COMMUNICATION AND
CULTURAL AWARENESS
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
EFL 4.2.1 Understand phrases
and expressions related to areas
of most immediate priority
within the personal and
educational domains, provided
speech is clearly and slowly
articulated. (Example: daily life,
EVALUATION CRITERIA
COMMUNICATION AND CULTURAL
AWARENESS
CE.EFL.4.3. Interact with others using self-
monitoring and self-correcting strategies
as well as appropriate nonverbal and oral
communication features.
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning:
Understand and follow the main idea in
spoken texts set in familiar everyday
contexts, provided speech is clear and
articulate, and deduce the meanings of
unfamiliar words and phrases using
context clues and/or prior knowledge.
CE.EFL.4.7. Listening for Information:
6 weeks

6. free time, school activities, etc.)
EFL 4.2.6 Use other students’
contributions in class as models
for their own.
EFL 4.2.10 Sustain a
conversational exchange on a
familiar, everyday subject when
carrying out a
collaborative/paired learning
activity in which there are
specific instructions for a task.
READING
EFL 4.3.1 Understand main
points in short simple texts on
familiar subjects. (Example:
news about sports or famous
people, descriptions, etc.)
EFL 4.3.2 Make use of clues such
as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understandrelevantinformation
in written level-appropriate text
types.
WRITING
EFL 4.4.1 Convey information
and ideas through simple
transactional or expository texts
on familiar subjects using ICT
tools and conventions and
features of English appropriate
to audience and purpose.
Follow and identify some main ideas and
details in short and straightforward
spoken or audio texts set in familiar
contexts, when delivered slowly and with
visualsto providecontextual support. Use
spoken contributions in class as models
for one’s own speech.
CE.EFL.4.10. Interaction – Interpersonal:
Participate effectively in familiar and
predictable conversational exchanges by
askingand answeringfollow-upquestions,
provided there are opportunities to use
repair strategies (e.g. asking for
clarification) and sustain conversational
exchanges in pairs to complete a task,
satisfy a need or handle a simple
transaction.
READING
CE.EFL.4.11. Demonstratecomprehension
of main ideas and some details in short
simple texts on familiar subjects, making
use of contextualclues to identify relevant
information in a text.
WRITING
CE.EFL.4.15. Express information and
ideas and describe feelings and opinions
in simple transactional or expository texts
on familiar subjects in order to influence
an audience, while recognizing that
different texts have different features and
showing the ability to use these features
appropriately in one’s own writing.
LANGUAGE THROUGH THE ARTS

7. LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by
showing the ability to accept a
variety of ideas and capitalize on
other people’s strengths.
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.
PERFORMANCE INDICATORS
COMMUNICATIONANDCULTURAL
AWARENESS
I.EFL.4.3.1. Learnerscanemploy a range
of self-monitoringandself-correcting
strategiesand interpretand use
appropriateverbaland nonverbal
communicationfeaturestocommunicate
in familiar contexts. (I.3, S.4, J.4)
ORAL COMMUNICATION
I.EFL.4.6.1. Learnerscangraspthe general
meaningof spokentexts set in familiar
everyday contextsandinfer changesin the
topic of discussion, aswell as deduce the
meaningsof unfamiliar wordsand
exchangesthroughthe useof context
clues, providedspeechis givenslowly and
clearly andthere is sufficientvisual
support. (I.3, S.1, J.4)
I.EFL.4.7.1. Learnerscanidentify the main
idea and somedetails in short
straightforwardspokenaudiotextsset in

8. familiar contextswhen the messageis
delivered slowly andthere is other
contextualsupport. (Example:rules for a
game, classroominstructions, adialogue
in a scene froma cartoonor movie, etc.)
Learners can use other classmate’s
contributionsinclass as modelsfor their
own. (I.2, I.3, S.4)
I.EFL.4.10.1. Learnerscaneffectively
participate in familiar andpredictable
everyday conversationalexchangesin
order tocomplete a task, satisfy a need or
handle a simple transaction, usinga range
of repair strategies. (Example: asking for
clarification, etc.) (I.3, J.3, J.4)
READING
I.EFL.4.11.1. Learnerscanunderstand
main ideas andsome detailsin short
simple online or printtexts on familiar
subjects, using contextualclues to help
identify the mostrelevantinformation.
(Example: title, illustrations, organization,
etc.) (I.2, I.4)
WRITING
I.EFL.4.15.1. Learnerscanconvey
informationand ideas and describe
feelings and opinionsin simple
transactionalor expository textson
familiar subjectsin order to influence an
audience, while recognizingthatdifferent
texts havedifferent featuresand showing
the ability to usethese features
appropriately inone’s ownwriting. (I.3,
I.4, S.3, J.2)

9. LANGUAGETHROUGH THE ARTS
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of
student groupings by employing a wide
range of creative thinking skills through
the completion of activities such as
playing games, brainstorming and
problemsolving. (S.2, S.4, J.1, J.2, J.3, J.4)
3. Leisure Activities Ask andanswer
questionsabout
schedules.
Ask for and give dates.
Ask for and give the
time.
COMMUNICATION AND
CULTURAL AWARENESS
EFL 4.1.1 Compare and contrast
oral traditions, myths, folktales
and literature from Ecuador and
international regions and
cultures and identify similarities
and differences and universal
cultural themes.
ORAL COMMUNICATION
EFL 4.2.1 Understand phrases
and expressions related to areas
of most immediate priority
within the personal and
educational domains, provided
speech is clearly and slowly
articulated. (Example: daily life,
free time, school activities, etc.)
EFL 4.2.6 Use other students’
contributions in class as models
for their own.
EFL 4.2.10 Sustain a
conversational exchange on a
familiar, everyday subject when
carrying out a
Evaluation Criteria
COMMUNICATION AND CULTURAL
AWARENESS
CE.EFL.4.1. Compare and contrast oral
traditionsandliterature from Ecuador and
beyond in order to manifest an
understanding of the relationship
between cultural perspectives and
practices and by sharing cross cultural
experiences.
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning:
Understand and follow the main idea in
spoken texts set in familiar everyday
contexts, provided speech is clear and
articulate, and deduce the meanings of
unfamiliar words and phrases using
context clues and/or prior knowledge.
CE.EFL.4.7. Listening for Information:
Follow and identify some main ideas and
details in short and straightforward
spoken or audio texts set in familiar
contexts, when delivered slowly and with
visualsto providecontextual support. Use
6 weeks

10. collaborative/paired learning
activity in which there are
specific instructions for a task.
READING
EFL 4.3.1 Understand main
points in short simple texts on
familiar subjects.
EFL 4.3.2 Make use of clues such
as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understandrelevantinformation
in written level-appropriate text
types.
WRITING
EFL 4.4.1 Convey information
and ideas through simple
transactional or expository texts
on familiar subjects using ICT
tools and conventions and
features of English appropriate
to audience and purpose.
LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by
showing the ability to accept a
variety of ideas and capitalize on
other people’s strengths.
spoken contributions in class as models
for one’s own speech.
CE.EFL.4.10. Interaction – Interpersonal:
Participate effectively in familiar and
predictable conversational exchanges by
askingand answeringfollow-upquestions,
provided there are opportunities to use
repair strategies (e.g. asking for
clarification) and sustain conversational
exchanges in pairs to complete a task,
satisfy a need or handle a simple
transaction.
READING
CE.EFL.4.11. Demonstratecomprehension
of main ideas and some details in short
simple texts on familiar subjects, making
use of contextualclues to identify relevant
information in a text.
WRITING
CE.EFL.4.15. Express information and
ideas and describe feelings and opinions
in simple transactional or expository texts
on familiar subjects in order to influence
an audience, while recognizing that
different texts have different features and
showing the ability to use these features
appropriately in one’s own writing.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.22. Show the ability to work
collaboratively and to participate
effectively in a variety of student

11. groupings by employing a wide range of
creative thinking skills through the
completion of activities such as playing
games, brainstorming and problem
solving.
Performance Indicators
COMMUNICATIONANDCULTURAL
AWARENESS
I.EFL.4.1.1. Learnerscancompareand
contrastoraltraditions, myths, folktales
andliterature from Ecuadorand other
cultures in order todemonstratean
understandingoftherelationship
between cultural practices and
perspectives. Learners can sharecross-
cultural experiences while naming
universalcultural themes. (I.2, S.1, S.2, J.1)
ORAL COMMUNICATION
I.EFL.4.6.1. Learnerscangraspthe general
meaningof spokentexts set in familiar
everyday contextsandinfer changesin the
topic of discussion, aswell as deduce the
meaningsof unfamiliar wordsand
exchangesthroughthe useof context
clues, providedspeechis givenslowly and
clearly andthere is sufficientvisual
support. (I.3, S.1, J.4)
I.EFL.4.7.1. Learnerscanidentify the main
idea and somedetails in short
straightforwardspokenaudiotextsset in
familiar contextswhen the messageis
delivered slowly andthere is other
contextualsupport. (Example:rules for a

12. game, classroominstructions, adialogue
in a scene froma cartoonor movie, etc.)
Learners can use other classmate’s
contributionsinclass as modelsfor their
own. (I.2, I.3, S.4)
I.EFL.4.10.1. Learnerscaneffectively
participate in familiar andpredictable
everyday conversationalexchangesin
order tocomplete a task, satisfy a need or
handle a simple transaction, usinga range
of repair strategies. (Example: asking for
clarification, etc.) (I.3, J.3, J.4)
READING
I.EFL.4.11.1. Learnerscanunderstand
main ideas andsome detailsin short
simple online or printtexts on familiar
subjects, using contextualclues to help
identify the mostrelevantinformation.
(Example: title, illustrations, organization,
etc.) (I.2, I.4)
WRITING
I.EFL.4.15.1. Learnerscanconvey
informationandideas and describe
feelings and opinionsin simple
transactionalor expository textson
familiar subjectsin order to influence an
audience, while recognizingthatdifferent
texts havedifferent featuresand showing
the ability to usethese features
appropriately inone’s ownwriting. (I.3,
I.4, S.3, J.2)
LANGUAGETHROUGH THE ARTS

13. 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
problemsolving. (S.2, S.4, J.1, J.2, J.3, J.4)
4. Street Life Express what people
are doingat the
momentof speaking.
Describe what people
are wearing.
COMMUNICATION AND
CULTURAL AWARENESS
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
EFL 4.2.1 Understand phrases
and expressions related to areas
of most immediate priority
within the personal and
educational domains, provided
speech is clearly and slowly
articulated. (Example: daily life,
free time, school activities, etc.)
EFL 4.2.10 Sustain a
conversational exchange on a
familiar, everyday subject when
carrying out a
Evaluation Criteria
COMMUNICATION AND CULTURAL
AWARENESS
CE.EFL.4.4. Demonstrate the ability to ask
for and give information and assistance
using appropriate language and
interaction styles in a variety of social
interactions.
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning:
Understand and follow the main idea in
spoken texts set in familiar everyday
contexts, provided speech is clear and
articulate, and deduce the meanings of
unfamiliar words and phrases using
context clues and/or prior knowledge.
CE.EFL.4.10. Interaction – Interpersonal:
Participate effectively in familiar and
predictable conversational exchanges by
askingand answeringfollow-upquestions,
provided there are opportunities to use
repair strategies (e.g. asking for
clarification) and sustain conversational
exchanges in pairs to complete a task,
satisfy a need or handle a simple
transaction.
6 weeks

14. collaborative/paired learning
activity in which there are
specific instructions for a task.
READING
EFL 4.3.1 Understand main
points in short simple texts on
familiar subjects. (Example:
news about sports or famous
people, descriptions, etc.)
WRITING
EFL 4.4.1 Convey information
and ideas through simple
transactional or expository texts
on familiar subjects using ICT
tools and conventions and
features of English appropriate
to audience and purpose.
LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by
showing the ability to accept a
variety of ideas and capitalize on
other people’s strengths.
READING
CE.EFL.4.11. Demonstratecomprehension
of main ideas and some details in short
simple texts on familiar subjects, making
use of contextualclues to identify relevant
information in a text.
WRITING
CE.EFL.4.15. Express information and
ideas and describe feelings and opinions
in simple transactional or expository texts
on familiar subjects in order to influence
an audience, while recognizing that
different texts have different features and
showing the ability to use these features
appropriately in one’s own writing.
LANGUAGE THROUGH THE ARTS
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.
Performance Indicators
COMMUNICATIONANDCULTURAL
AWARENESS
I.EFL.4.4.1. Learnerscandemonstratean
ability to give andask for informationand
assistanceusinglevel-appropriate

15. language andinteractionstylesin online
or face-to-facesocial andclassroom
interactions. (J.2, J.3, J.4, I.3)
ORAL COMMUNICATION
I.EFL.4.6.1. Learnerscangraspthe general
meaningof spokentexts set in familiar
everyday contextsandinfer changesin the
topic of discussion, aswell as deduce the
meaningsof unfamiliar wordsand
exchangesthroughthe useof context
clues, providedspeechis givenslowly and
clearly andthere is sufficientvisual
support. (I.3, S.1, J.4)
I.EFL.4.10.1. Learnerscaneffectively
participate in familiar andpredictable
everyday conversationalexchangesin
order tocomplete a task, satisfy a need or
handle a simple transaction, usinga range
of repair strategies. (Example: asking for
clarification, etc.) (I.3, J.3, J.4)
READING
I.EFL.4.11.1. Learnerscanunderstand
main ideas andsome detailsin short
simple online or printtexts on familiar
subjects, using contextualclues to help
identify the mostrelevantinformation.
(Example: title, illustrations, organization,
etc.) (I.2, I.4)
WRITING
I.EFL.4.15.1. Learnerscanconvey
informationandideas and describe
feelings and opinionsin simple

16. transactionalor expository textson
familiar subjectsin order to influence an
audience, while recognizingthatdifferent
texts havedifferent featuresand showing
the ability to usethese features
appropriately inone’s ownwriting. (I.3,
I.4, S.3, J.2)
LANGUAGETHROUGH THE ARTS
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of
student groupings by employing a wide
range of creative thinking skills through
the completion of activities such as
playing games, brainstorming and
problemsolving. (S.2, S.4, J.1, J.2, J.3, J.4)
5. Amazing places Identify places in the
city.
Ask for and give
informationabout
location.
Give and follow
instructions to get to a
place.
COMMUNICATION AND
CULTURAL AWARENESS
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
EFL 4.2.1
Understand phrases and
expressions related to areas of
Evaluation Criteria
COMMUNICATION AND CULTURAL
AWARENESS
CE.EFL.4.4. Demonstrate the ability to ask
for and give information and assistance
using appropriate language and
interaction styles in a variety of social
interactions.
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning:
Understand and follow the main idea in
spoken texts set in familiar everyday
contexts, provided speech is clear and
articulate, and deduce the meanings of
unfamiliar words and phrases using
context clues and/or prior knowledge.
CE.EFL.4.7. Listening for Information:
6 weeks

17. most immediate priority within
the personal and educational
domains, provided speech is
clearly and slowly articulated.
(Example: daily life, free time,
school activities, etc.)
EFL 4.2.3. Follow and
understand short,
straightforward audio messages
and/or the main idea/dialogue
of a movie or cartoon (or other
age-appropriate audio-visual
presentations)if delivered slowly
and visuals provide contextual
support. (Example: an
announcement of a bus delay,
an intercom announcement at
school, a dialogue supported by
facial expressions/gestures and
appropriate intonation, etc.)
EFL 4.2.10 Sustain a
conversational exchange on a
familiar, everyday subject when
carrying out a
collaborative/paired learning
activity in which there are
specific instructions for a task.
READING
EFL 4.3.1 Understand main
points in short simple texts on
familiar subjects. (Example:
news about sports or famous
people, descriptions, etc.)
EFL 4.3.2. Make use of clues
such as titles, illustrations,
organization, text outline and
Follow and identify some main ideas and
details in short and straightforward
spoken or audio texts set in familiar
contexts, when delivered slowly and with
visualsto providecontextual support. Use
spoken contributions in class as models
for one’s own speech.
CE.EFL.4.10. Interaction – Interpersonal:
Participate effectively in familiar and
predictable conversational exchanges by
askingand answeringfollow-upquestions,
provided there are opportunities to use
repair strategies (e.g. asking for
clarification) and sustain conversational
exchanges in pairs to complete a task,
satisfy a need or handle a simple
transaction.
READING
CE.EFL.4.11. Demonstratecomprehension
of main ideas and some details in short
simple texts on familiar subjects, making
use of contextualclues to identify relevant
information in a text.
WRITING
CE.EFL.4.15. Express information and
ideas and describe feelings and opinions
in simple transactional or expository texts
on familiar subjects in order to influence
an audience, while recognizing that
different texts have different features and
showing the ability to use these features
appropriately in one’s own writing.
CE.EFL.4.17. Showanability to convey and
organize information through the use of

18. layout, etc. to identify and
understandrelevantinformation
in written level-appropriate text
types.
WRITING
EFL 4.4.1 Convey information
and ideas through simple
transactional or expository texts
on familiar subjects using ICT
tools and conventions and
features of English appropriate
to audience and purpose.
EFL 4.4.7. Use the process of
prewriting, drafting, revising,
peer editing and proofreading
(i.e., “the writing process”) to
produce well-constructed
informational texts.
LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by
showing the ability to accept a
variety of ideas and capitalize on
other people’s strengths.
facts anddetails and by employingvarious
stages of the writing process, while using
a range of digital tools to promote and
support collaboration, learning and
productivity.
LANGUAGE THROUGH THE ARTS
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.
Performance Indicators
COMMUNICATIONANDCULTURAL
AWARENESS
I.EFL.4.4.1. Learnerscandemonstratean
ability to give andask for informationand
assistanceusinglevel-appropriate
language andinteractionstylesin online
or face-to-facesocial andclassroom
interactions. (J.2, J.3, J.4, I.3)
ORAL COMMUNICATION
I.EFL.4.6.1. Learnerscangraspthe general
meaningof spokentexts set in familiar
everyday contextsandinfer changesin the
topic of discussion, aswell as deduce the
meaningsof unfamiliar wordsand
exchangesthroughthe useof context
clues, providedspeechis givenslowly and

19. clearly andthere is sufficientvisual
support. (I.3, S.1, J.4)
I.EFL.4.7.1. Learnerscanidentify the main
idea and somedetails in short
straightforwardspokenaudiotextsset in
familiar contextswhen the messageis
delivered slowly andthere is other
contextualsupport. (Example:rules for a
game, classroominstructions, adialogue
in a scene froma cartoonor movie, etc.)
Learners can use other classmate’s
contributionsinclass as modelsfor their
own. (I.2, I.3, S.4)
I.EFL.4.10.1. Learnerscaneffectively
participate in familiar andpredictable
everyday conversationalexchangesin
order tocomplete a task, satisfy a need or
handle a simple transaction, usinga range
of repair strategies. (Example: asking for
clarification, etc.) (I.3, J.3, J.4)
READING
I.EFL.4.11.1. Learnerscanunderstand
main ideas andsome detailsin short
simple online or printtexts on familiar
subjects, using contextualclues to help
identify the mostrelevantinformation.
(Example: title, illustrations, organization,
etc.) (I.2, I.4)
WRITING
I.EFL.4.15.1. Learnerscanconvey
informationandideas and describe
feelings and opinionsin simple
transactionalor expository textson
familiar subjectsin order to influence an

20. audience, while recognizingthatdifferent
texts havedifferent featuresand showing
the ability to usethese features
appropriately inone’s ownwriting. (I.3,
I.4, S.3, J.2)
I.EFL.4.17.1. Learnerscanconvey and
organizeinformationthroughtheuse of
facts anddetails and by employingvarious
stagesof the writing process, while using
a range of digital toolsto promoteand
supportcollaboration, learningand
productivity. (I.1, I.3, S.4,J.2, J.4)
LANGUAGETHROUGH THE ARTS
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of
student groupings by employing a wide
range of creative thinking skills through
the completion of activities such as
playing games, brainstorming and
problemsolving. (S.2, S.4, J.1, J.2, J.3, J.4)
6. Daily Routines Talk about routines
and lifestyles.
COMMUNICATION AND
CULTURAL AWARENESS
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.)
Evaluation Criteria
COMMUNICATION AND CULTURAL
AWARENESS
CE.EFL.4.4. Demonstrate the ability to ask
for and give information and assistance
using appropriate language and
interaction styles in a variety of social
interactions.
ORAL COMMUNICATION
CE.EFL.4.6. Listening for Meaning:
6 weeks

21. ORAL COMMUNICATION
EFL 4.2.1 Understand phrases
and expressions related to areas
of most immediate priority
within the personal and
educational domains, provided
speech is clearly and slowly
articulated. (Example: daily life,
free time, school activities, etc.)
EFL 4.2.3. Follow and
understand short,
straightforward audio messages
and/or the main idea/dialogue
of a movie or cartoon (or other
age-appropriate audio-visual
presentations)if delivered slowly
and visuals provide contextual
support. (Example: an
announcement of a bus delay,
an intercom announcement at
school, a dialogue supported by
facial expressions/gestures and
appropriate intonation, etc.)
EFL 4.2.10 Sustain a
conversational exchange on a
familiar, everyday subject when
carrying out a
collaborative/paired learning
activity in which there are
specific instructions for a task.
EFL 4.2.12 Describe habits,
routines, past activities and
experiences within the personal
and educational domains.
Understand and follow the main idea in
spoken texts set in familiar everyday
contexts, provided speech is clear and
articulate, and deduce the meanings of
unfamiliar words and phrases using
context clues and/or prior knowledge.
CE.EFL.4.7. Listening for Information:
Follow and identify some main ideas and
details in short and straightforward
spoken or audio texts set in familiar
contexts, when delivered slowly and with
visualsto providecontextual support. Use
spoken contributions in class as models
for one’s own speech.
CE.EFL.4.10. Interaction – Interpersonal:
Participate effectively in familiar and
predictable conversational exchanges by
askingand answeringfollow-upquestions,
provided there are opportunities to use
repair strategies (e.g. asking for
clarification) and sustain conversational
exchanges in pairs to complete a task,
satisfy a need or handle a simple
transaction.
CE.EFL.4.9. Production – Fluency: Use
simple languageto describe, compare and
make statements about familiar everyday
topics such as objects, possessions and
routinesin structuredsituationsand short
conversations. Interaction is with
reasonable ease, provided speech is given
clearly, slowly and directly.
READING
CE.EFL.4.11. Demonstratecomprehension
of main ideas and some details in short
simple texts on familiar subjects, making

22. READING
EFL 4.3.1 Understand main
points in short simple texts on
familiar subjects. (Example:
news about sports or famous
people, descriptions, etc.)
EFL 4.3.2. Make use of clues
such as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understandrelevantinformation
in written level-appropriate text
types.
WRITING
EFL 4.4.1 Convey information
and ideas through simple
transactional or expository texts
on familiar subjects using ICT
tools and conventions and
features of English appropriate
to audience and purpose.
EFL 4.4.7. Use the process of
prewriting, drafting, revising,
peer editing and proofreading
(i.e., “the writing process”) to
produce well-constructed
informational texts.
LANGUAGE THROUGH THE ARTS
EFL 4.5.11 Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by
showing the ability to accept a
use of contextualclues to identify relevant
information in a text.
WRITING
CE.EFL.4.15. Express information and
ideas and describe feelings and opinions
in simple transactional or expository texts
on familiar subjects in order to influence
an audience, while recognizing that
different texts have different features and
showing the ability to use these features
appropriately in one’s own writing.
CE.EFL.4.17. Showanability to convey and
organize information through the use of
facts anddetails and by employingvarious
stages of the writing process, while using
a range of digital tools to promote and
support collaboration, learning and
productivity.
LANGUAGE THROUGH THE ARTS
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.
Performance Indicators
COMMUNICATIONANDCULTURAL
AWARENESS
I.EFL.4.4.1. Learnerscandemonstratean

23. variety of ideas and capitalize on
other people’s strengths.
ability to give andask for information and
assistanceusinglevel-appropriate
language andinteractionstylesin online
or face-to-facesocial andclassroom
interactions. (J.2, J.3, J.4, I.3)
ORAL COMMUNICATION
I.EFL.4.6.1. Learnerscangraspthe general
meaningof spokentexts set in familiar
everyday contextsandinfer changesin the
topic of discussion, aswell as deduce the
meaningsof unfamiliar wordsand
exchangesthroughthe useof context
clues, providedspeechis givenslowly and
clearly andthere is sufficientvisual
support. (I.3, S.1, J.4)
I.EFL.4.7.1. Learnerscanidentify the main
idea and somedetails in short
straightforwardspokenaudiotextsset in
familiar contextswhen the messageis
delivered slowly andthere is other
contextualsupport. (Example:rules for a
game, classroominstructions, adialogue
in a scene froma cartoonor movie, etc.)
Learners can use other classmate’s
contributionsinclass as modelsfor their
own. (I.2, I.3, S.4)
I.EFL.4.10.1. Learnerscaneffectively
participate in familiar andpredictable
everyday conversationalexchangesin
order tocomplete a task, satisfy a need or
handle a simple transaction, usinga range
of repair strategies. (Example: asking for
clarification, etc.) (I.3, J.3, J.4)
I.EFL.4.9.1. Learnerscanuse simple
language todescribe, compareand state
facts aboutfamiliar everyday topicssuch

24. as possessions, classroomobjectsand
routinesin short, structuredsituations,
interactingwith relative ease. (I.3, I.4, S.4)
READING
I.EFL.4.11.1. Learnerscanunderstand
main ideas andsome detailsin short
simple online or printtexts on familiar
subjects, using contextualclues to help
identify the mostrelevantinformation.
(Example: title, illustrations, organization,
etc.) (I.2, I.4)
WRITING
I.EFL.4.15.1. Learnerscanconvey
informationandideas and describe
feelings and opinionsin simple
transactionalor expository textson
familiar subjectsin order to influence an
audience, while recognizingthatdifferent
texts havedifferent featuresand showing
the ability to usethese features
appropriately inone’s ownwriting. (I.3,
I.4, S.3, J.2)
I.EFL.4.17.1. Learnerscanconvey and
organizeinformationthroughtheuse of
facts anddetails and by employingvarious
stagesof the writing process, while using
a range of digital toolsto promoteand
supportcollaboration, learningand
productivity. (I.1, I.3, S.4,J.2, J.4)
LANGUAGETHROUGH THE ARTS
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of

25. student groupings by employing a wide
range of creative thinking skills through
the completion of activities such as
playing games, brainstorming and
problemsolving. (S.2, S.4, J.1, J.2, J.3, J.4)
6. BIBLIOGRAPHY/WEBGRAPHY: 7. OBSERVATIONS:
Ministry of Education. (2016, Septiembre03). Currículo. English as a Foreign Language. RetrievedfromMinisteriode
Educación:http://educacion.gob.ec/wp-content/uploads/downloads/2016/03/EFL1.pdf
Nuñez, P. A. (2015). Teacher'sbook level1. Quito:Norma.
DONE BY: REVISED BY APROVED BY:
TEACHER: NAME: NAME:
Signature: Signature: Signature:
Date: Date: Date: