OBJECTIVES OF YEARS FOR SUBNIVEL SUPERIOR OF BASIC EDUCATION
8TH
Identify the main ideas, some details and
inferences of written texts. Ref O.EFL 4.1)
Appreciate English as an international
language. (Ref O.EFL 4.2)
Develop creative and critical thinking skills.
Ref(O.EFL 4.4)
Introduce the need for independent research
as a daily activity. Ref(O.EFL 4.5)
Write short descriptive and informative texts
related to personal information or familiar
topics. Ref(O.EFL 4.6)
9TH
Identify the main ideas, some details and
inferences of written texts, in order to produce
level-appropriate and critical analysis (Ref
O.EFL 4.1)
Appreciate and value English as an
international language (Ref O.EFL 4.2)
Develop creative and critical thinking skills
when encountering challenges in order to
promote autonomous learning. Ref(O.EFL 4.4)
Introduce the need for independent research
as a daily activity by using electronic resources
(ICT) in class. Ref(O.EFL 4.5)
Write short descriptive and informative texts
related to personal information or familiar
topics and use them as a means of
communication. Ref(O.EFL 4.6)
10TH
O.EFL 4.1 Identify the main ideas, some details and
inferences of written texts, in order to produce level-
appropriate critical analysis of familiar subjects and
contexts.
O.EFL 4.2 Appreciate and value English as an
international language and a medium to interact
globally.
O.EFL 4.3 Independently read A2.1 level text in English
as a source of entertainment and interpersonal and
intrapersonal interaction.
O.EFL 4.4 Develop creative and critical thinking skills
when encountering challenges in order to promote
autonomous learning and decision making.
O.EFL 4.5 Introduce the need for independent research
as a daily activity by using electronic resources (ICT) in
class while practicing appropriate competences in the
four skills.
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 literary text in English such as
poems, short stories, comic strips, short
magazine articles. Ref(O.EFL 4.7)
Integrate spoken text in order to identify
cultural differences and similarities within a
range of local contexts. Ref(O.EFL 4.8)
Create a sense of awareness in terms of
accuracy when learners interact in English.
Ref(O.EFL 4.9)
Use spoken and written literary text in English
such as poems, short stories, comic strips,
short magazine articles and oral interviews.
Ref(O.EFL 4.7)
Integrate written and spoken text in order to
identify cultural differences and similarities
within a range of local contexts Ref(O.EFL
4.8)
Create a sense of awareness in terms of
accuracy when learners interact in English
using high-frequency and level-appropriate
expressions. Ref(O.EFL 4.9)
O.EFL 4.7 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
at an A2.1 level.
O.EFL 4.8 Integrate written and spoken text in order to
identify cultural differences and similarities within a
range of local, national and global contexts familiar to
the learner.
O.EFL 4.9 Create a sense of awareness in terms of
accuracy when learners interact in English using high-
frequency and level-appropriate expressions in order to
reach an effective command of spoken language.
CRITERIA OF EVALUATION
CE.EFL.4.1. Compare and contrast oral traditions
and literature from Ecuador and beyond in order
to manifest an understanding of the relationship
between cultural perspectives and practices and
by sharing cross cultural experiences.
CE.EFL.4.2. Recognize and demonstrate an
appreciation of commonalities between
cultures as well as the consequences of one’s
actions while exhibiting socially responsible
behaviors.
SKILLS WITH CRITERIA PERFORMANCE / YEARS
EIGHT
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.
EFL 4.1.3. Display an
understanding of the relationship
between the practices and
perspectives of different cultures
by recognizing and sharing cross-
cultural experiences and ideas.
EFL 4.1.2. Recognize and
demonstrate an appreciation of
some commonalities and
distinctions across cultures and
groups (differentiated by gender,
ability,
generations, etc.) including the
students’
own.
EFL 4.1.9. Recognize the
consequences
of one’s actions by demonstrating
responsible decision-making at
school, online, at home and in the
community,
NINTH
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.
EFL 4.1.3. Display an
understanding of the relationship
between the practices and
perspectives of different cultures
by recognizing and sharing cross-
cultural experiences and ideas.
EFL 4.1.2. Recognize and
demonstrate an appreciation of
some commonalities and
distinctions across cultures and
groups (differentiated by gender,
ability,
generations, etc.) including the
students’
own.
EFL 4.1.9. Recognize the
consequences
of one’s actions by demonstrating
responsible decision-making at
school, online, at home and in the
community,
TENTH
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.
EFL 4.1.3. Display an
understanding of the relationship
between the practices and
perspectives of different cultures
by recognizing and sharing cross-
cultural experiences and ideas.
EFL 4.1.2. Recognize and
demonstrate an appreciation of
some commonalities and
distinctions across cultures and
groups (differentiated by gender,
ability,
generations, etc.) including the
students’
own.
EFL 4.1.9. Recognize the
consequences
of one’s actions by demonstrating
responsible decision-making at
school, online, at home and in the
community,

CE.EFL.4.3. Interact with others using self-
monitoring and self-correcting strategies
as well as appropriate nonverbal and oral
communication features.
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..
while considering ethical
standards, safety concerns, social
norms and mutual
respect.
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.)
EFL 4.1.7. Interpret and
demonstrate knowledge
of nonverbal and oral
communication features by
applying them in appropriate
contexts. (Example: use of stress,
intonation,
pace, etc.)
EFL 4.1.6. Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
social and academic purposes.
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:
while considering ethical
standards, safety concerns, social
norms and mutual
respect.
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.)
EFL 4.1.7. Interpret and
demonstrate knowledge
of nonverbal and oral
communication features by
applying them in appropriate
contexts. (Example: use of stress,
intonation,
pace, etc.)
EFL 4.1.6. Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
social and academic purposes.
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:
while considering ethical
standards, safety concerns, social
norms and mutual
respect.
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.)
EFL 4.1.7. Interpret and
demonstrate knowledge
of nonverbal and oral
communication features by
applying them in appropriate
contexts. (Example: use of stress,
intonation,
pace, etc.)
EFL 4.1.6. Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
social and academic purposes.
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:

CE.EFL.4.5. Display an appreciation of and
demonstrate respect for individual and group
differences by establishing and maintaining
healthy and rewarding relationships based on
communication and cooperation.
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.
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
EFL 4.1.10. Recognize and
appreciate individual
and group similarities and
differences
by establishing and maintaining
healthy and rewarding online and
face-to-face relationships based
on communication
and cooperation.
EFL 4.1.4. Demonstrate
mindfulness, empathy,
tolerance and an overall respect
for the integrity of cultures in daily
classroom
activities.
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 4.2.4. Deduce the meanings of
unfamiliar
phrases and words from a context
containing familiar elements.
(Example: colloquial greetings,
exclamations, interjections,
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
EFL 4.1.10. Recognize and
appreciate individual
and group similarities and
differences
by establishing and maintaining
healthy and rewarding online and
face-to-face relationships based
on communication
and cooperation.
EFL 4.1.4. Demonstrate
mindfulness, empathy,
tolerance and an overall respect
for the integrity of cultures in daily
classroom
activities.
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 4.2.4. Deduce the meanings of
unfamiliar
phrases and words from a context
containing familiar elements.
(Example: colloquial greetings,
exclamations, interjections,
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
EFL 4.1.10. Recognize and
appreciate individual
and group similarities and
differences
by establishing and maintaining
healthy and rewarding online and
face-to-face relationships based
on communication
and cooperation.
EFL 4.1.4. Demonstrate
mindfulness, empathy,
tolerance and an overall respect
for the integrity of cultures in daily
classroom
activities.
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 4.2.4. Deduce the meanings of
unfamiliar
phrases and words from a context
containing familiar elements.
(Example: colloquial greetings,
exclamations, interjections,

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 visuals to provide
contextual support. Use spoken contributions in
class as models for one’s own speech.
etc.)
EFL 4.2.5. Understand most
changes in the topic of discussion
if people speak slowly.
EFL 4.2.8. Follow main ideas in
topics covered in other curricular
subjects with the help of visual
support, using concepts and
vocabulary that have been studied
in advance.
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 4.2.6. Use other students’
contributions in class as models
for their own.
EFL 4.2.7. Identify the main idea EFL 4.2.7. Identify the main idea
and some details of recorded and some details of recorded
news reports, documentaries and news reports, documentaries
interviews reporting on seasonal
etc.)
EFL 4.2.5. Understand most
changes in the topic of discussion
if people speak slowly.
EFL 4.2.8. Follow main ideas in
topics covered in other curricular
subjects with the help of visual
support, using concepts and
vocabulary that have been studied
in advance.
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 4.2.6. Use other students’
contributions in class as models
for their own.
etc.)
EFL 4.2.5. Understand most
changes in the topic of discussion
if people speak slowly.
EFL 4.2.8. Follow main ideas in
topics covered in other curricular
subjects with the help of visual
support, using concepts and
vocabulary that have been studied
in advance.
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 4.2.6. Use other students’
contributions in class as models
for their own.
EFL 4.2.7. Identify the main idea
and some details of recorded
news reports, documentaries

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.
CE.EFL.4.9. Production – Fluency: Use simple
language to describe, compare and make
statements about familiar everyday topics such as
objects, possessions
and routines in structured situations and short
conversations. Interaction is with reasonable
festivities, environmental issues,
food and international customs,
climate, weather, etc., where the
visuals support the commentary.
EFL 4.2.2. Use a series of phrases and
sentences to describe aspects of
personal background, immediate
environment and matters of
immediate need in simple terms using
grammatical structures learnt in class
(although there may be frequent
errors with tenses, personal
pronouns, prepositions, etc.)
EFL 4.2.9. Use new words and
expressions which occur in
conversations in the personal and
educational domains, and make use of
such terms and expressions wherever
appropriate and necessary.
EFL 4.2.15. Deal with practical,
everyday communication demands
within familiar contexts, effectively
and without undue effort. (Example:
meeting people, extending and
accepting invitations, exchanging
information, giving reasons, asking
and answering questions about
routines and preferences, etc.)
EFL 4.2.11. Give short, basic
descriptions of everyday activities
and events within familiar
contexts and use simple
descriptive
language to compare and make
brief statements about objects
and possessions.
and interviews reporting on
seasonal festivities, environmental
issues, food and international
customs, climate, weather, etc.,
where the visuals support the
commentary.
EFL 4.2.2. Use a series of phrases and
sentences to describe aspects of
personal background, immediate
environment and matters of
immediate need in simple terms using
grammatical structures learnt in class
(although there may be frequent
errors with tenses, personal
pronouns, prepositions, etc.)
EFL 4.2.9. Use new words and
expressions which occur in
conversations in the personal and
educational domains, and make use of
such terms and expressions wherever
appropriate and necessary.
EFL 4.2.15. Deal with practical,
everyday communication demands
within familiar contexts, effectively
and without undue effort. (Example:
meeting people, extending and
accepting invitations, exchanging
information, giving reasons, asking
and answering questions about
routines and preferences, etc.)
EFL 4.2.11. Give short, basic
descriptions of everyday activities
and events within familiar
contexts and use simple
descriptive
language to compare and make
brief statements about objects
and possessions.
and interviews reporting on
seasonal festivities, environmental
issues, food and international
customs, climate, weather, etc.,
where the visuals support the
commentary.
EFL 4.2.2. Use a series of phrases and
sentences to describe aspects of
personal background, immediate
environment and matters of
immediate need in simple terms using
grammatical structures learnt in class
(although there may be frequent
errors with tenses, personal
pronouns, prepositions, etc.)
EFL 4.2.9. Use new words and
expressions which occur in
conversations in the personal and
educational domains, and make use of
such terms and expressions wherever
appropriate and necessary.
EFL 4.2.15. Deal with practical,
everyday communication demands
within familiar contexts, effectively
and without undue effort. (Example:
meeting people, extending and
accepting invitations, exchanging
information, giving reasons, asking
and answering questions about
routines and preferences, etc.)
EFL 4.2.11. Give short, basic
descriptions of everyday activities
and events within familiar
contexts and use simple
descriptive
language to compare and make
brief statements about objects
and possessions.
ease, provided speech is given clearly, slowly and (Example: family, school, living
directly. conditions,
personal belongings, etc.)
EFL 4.2.12. Describe habits,
routines, past activities and
experiences within the personal
and educational domains.
EFL 4.2.13. Interact with
reasonable ease in structured
situations and short conversations
within familiar contexts, provided
that speech is given clearly, slowly
and directly. (Example: an
interview, an information gap
activity, etc.)
CE.EFL.4.10. Interaction – Interpersonal: EFL 4.2.10. Sustain a
Participate effectively in familiar and predictable conversational exchange
conversational exchanges by asking and on a familiar, everyday subject
answering follow-up questions, when carrying out a
provided there are opportunities to use repair collaborative/paired learning
strategies (e.g. asking for clarification) and sustain activity in which there are specific
conversational exchanges in pairs to complete a instructions for a task.
task, satisfy a need or handle a simple transaction. .
EFL 4.2.14. Ask and answer
straightforward follow-up
questions within familiar contexts,
such as school and family life,
provided there are opportunities
to ask for clarification,
reformulation or repetition of key
points.
EFL 4.2.16. Initiate, maintain and EFL 4.2.16. Initiate, maintain and EFL 4.2.16. Initiate, maintain and
end a conversation to satisfy basic end a conversation to satisfy basic end a conversation to satisfy basic
(Example: family, school, living
conditions,
personal belongings, etc.)
EFL 4.2.12. Describe habits,
routines, past activities and
experiences within the personal
and educational domains.
EFL 4.2.13. Interact with
reasonable ease in structured
situations and short conversations
within familiar contexts, provided
that speech is given clearly, slowly
and directly. (Example: an
interview, an information gap
activity, 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 4.2.14. Ask and answer
straightforward follow-up
questions within familiar contexts,
such as school and family life,
provided there are opportunities
to ask for clarification,
reformulation or repetition of key
points.
(Example: family, school, living
conditions,
personal belongings, etc.)
EFL 4.2.12. Describe habits,
routines, past activities and
experiences within the personal
and educational domains.
EFL 4.2.13. Interact with
reasonable ease in structured
situations and short conversations
within familiar contexts, provided
that speech is given clearly, slowly
and directly. (Example: an
interview, an information gap
activity, 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 4.2.14. Ask and answer
straightforward follow-up
questions within familiar contexts,
such as school and family life,
provided there are opportunities
to ask for clarification,
reformulation or repetition of key
points.

CE.EFL.4.11. Demonstrate comprehension of main
ideas and some details in short simple texts on
familiar subjects, making use of contextual clues
to identify relevant information in a text.
needs and/or handle a simple
transaction
EFL 4.3.1. Understand main points
in short simple texts on familiar
subjects. (Example:
news about sports or famous
people, descriptions, etc.)
needs and/or handle a simple
transaction
EFL 4.3.1. Understand main points
in short simple texts on familiar
subjects. (Example:
news about sports or famous
people, descriptions, etc.)
needs and/or handle a simple
transaction
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
understand relevant
information in written level-
appropriate
text types.
EFL 4.3.2. Make use of clues such
as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant
information in written level-
appropriate
text types.
EFL 4.3.2. Make use of clues such
as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant
information in written level-
appropriate
text types.

EFL 4.3.3. Find specific predictable
information
in short, simple texts in a range of
age- and level-appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and personal
accounts, formal letters and
emails, etc.)
CE.EFL.4.12. Use a range of reference materials EFL 4.3.5. Use everyday reference
and sources, both online and in print, in order to material
support ideas, answer inquiries, find relationships in order to select information
and relate ideas between different subject areas. appropriate
to the purpose of an inquiry and
relate ideas from one written
source to another.
EFL 4.3.3. Find specific predictable
information
in short, simple texts in a range of
age- and level-appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and personal
accounts, formal letters and
emails, etc.)
EFL 4.3.5. Use everyday reference
material
in order to select information
appropriate
to the purpose of an inquiry and
relate ideas from one written
source to another.
EFL 4.3.3. Find specific predictable
information
in short, simple texts in a range of
age- and level-appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and personal
accounts, formal letters and
emails, etc.)
EFL 4.3.5. Use everyday reference
material
in order to select information
appropriate
to the purpose of an inquiry and
relate ideas from one written
source to another.

EFL 4.3.4. Find the most important EFL 4.3.4. Find the most important EFL 4.3.4. Find the most important
information information information

CE.EFL.4.13. Apply learning strategies such as
using prior knowledge and graphic
organizers to interpret new information in a text,
and assess this information according to the
organization, subject area and purpose of the
text, using different
criteria, including ICT tools.
in print or online sources in order
to support an idea or argument.
(Example:
Internet search engines, online
advertising,
online or print timetables, web
pages, posters, adverts,
catalogues, etc.)
EFL 4.3.7. Read, gather, view and
listen to information from various
sources in order
to organize and discuss
relationships between academic
content areas. (Example:
nonfiction books for young adults,
the Internet, audio and media
presentations,
oral interviews, maps, diagrams,
reference books, magazines, etc.)
EFL 4.3.6. Apply learning
strategies to examine and
interpret a variety of written
materials using prior knowledge,
graphic organizers, context clues,
note taking and finding words in a
dictionary.
EFL 4.3.8. Assess, compare and
evaluate the quality of written
texts and visual presentations
using different criteria and ICT
tools related to the organization,
subject area and purpose of a
text. (Examples of text types:
editorials, letters to the editor,
political speeches, illustrations,
charts, advertisements, etc.)
in print or online sources in order
to support an idea or argument.
(Example:
Internet search engines, online
advertising,
online or print timetables, web
pages, posters, adverts,
catalogues, etc.)
EFL 4.3.7. Read, gather, view and
listen to information from various
sources in order
to organize and discuss
relationships between academic
content areas. (Example:
nonfiction books for young adults,
the Internet, audio and media
presentations,
oral interviews, maps, diagrams,
reference books, magazines, etc.)
EFL 4.3.6. Apply learning
strategies to examine and
interpret a variety of written
materials using prior knowledge,
graphic organizers, context clues,
note taking and finding words in a
dictionary.
EFL 4.3.8. Assess, compare and
evaluate the quality of written
texts and visual presentations
using different criteria and ICT
tools related to the organization,
subject area and purpose of a
text. (Examples of text types:
editorials, letters to the editor,
political speeches, illustrations,
charts, advertisements, etc.)
in print or online sources in order
to support an idea or argument.
(Example:
Internet search engines, online
advertising,
online or print timetables, web
pages, posters, adverts,
catalogues, etc.)
EFL 4.3.7. Read, gather, view and
listen to information from various
sources in order
to organize and discuss
relationships between academic
content areas. (Example:
nonfiction books for young adults,
the Internet, audio and media
presentations,
oral interviews, maps, diagrams,
reference books, magazines, etc.)
EFL 4.3.6. Apply learning
strategies to examine and
interpret a variety of written
materials using prior knowledge,
graphic organizers, context clues,
note taking and finding words in a
dictionary.
EFL 4.3.8. Assess, compare and
evaluate the quality of written
texts and visual presentations
using different criteria and ICT
tools related to the organization,
subject area and purpose of a
text. (Examples of text types:
editorials, letters to the editor,
political speeches, illustrations,
charts, advertisements, etc.)
CE.EFL.4.14. Display an ability to interact and EFL 4.3.9. Demonstrate an ability
engage with a wide range of ICT and classroom to interact
resources and texts by selecting and evaluating and engage with a wide range of
them in order to strengthen literacy skills and ICT and classroom resources in
promote acquisition. order to strengthen literacy skills
and strategies.
EFL 4.3.10. Select from and
evaluate a range of both physical
and digital texts and materials in
order to promote acquisition and
develop an appreciation of the
language.
CE.EFL.4.15. Express information and ideas and EFL 4.4.1. Convey information and
describe feelings and opinions ideas through simple transactional
in simple transactional or expository texts on or expository texts on familiar
familiar subjects in order to influence an subjects using ICT tools and
audience, while recognizing that different texts conventions and features of
have different features and showing the ability to English appropriate to audience
use these features appropriately in one’s own and purpose.
writing.
EFL 4.4.4. Write to describe
feelings/opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)
EFL 4.4.5. Recognize that various
types of writing require different
language, formatting and special
vocabulary. (Example: a recipe, a
letter, etc.)
CE.EFL.4.16. Make use of simple learning EFL 4.4.2. Make and use a simple
resources, including those created by one’s self, in print or digital learning resource
order to compare and contrast information, and to compare and contrast
choose appropriate resources according to the information in order to
value, purpose and audience of each. demonstrate understanding and
command of a topic.
EFL 4.3.9. Demonstrate an ability
to interact
and engage with a wide range of
ICT and classroom resources in
order to strengthen literacy skills
and strategies.
EFL 4.3.10. Select from and
evaluate a range of both physical
and digital texts and materials in
order to promote acquisition and
develop an appreciation of the
language.
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 4.4.4. Write to describe
feelings/opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)
EFL 4.4.5. Recognize that various
types of writing require different
language, formatting and special
vocabulary. (Example: a recipe, a
letter, etc.)
EFL 4.4.2. Make and use a simple
print or digital learning resource
to compare and contrast
information in order to
demonstrate understanding and
command of a topic.
EFL 4.3.9. Demonstrate an ability
to interact
and engage with a wide range of
ICT and classroom resources in
order to strengthen literacy skills
and strategies.
EFL 4.3.10. Select from and
evaluate a range of both physical
and digital texts and materials in
order to promote acquisition and
develop an appreciation of the
language.
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 4.4.4. Write to describe
feelings/opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)
EFL 4.4.5. Recognize that various
types of writing require different
language, formatting and special
vocabulary. (Example: a recipe, a
letter, etc.)
EFL 4.4.2. Make and use a simple
print or digital learning resource
to compare and contrast
information in order to
demonstrate understanding and
command of a topic.
 EFL 4.4.3. Critically evaluate
information from references,
including those found on the web,
and recommend print and digital
sources to other learners.
EFL 4.4.6. Identify a variety of
types and formats of potential
resources and the value, purpose
and audience of each for use in
the educational domain.
(Example: audio/video,
multimedia, website, database,
book, thesaurus, scholarly/
popular, current/historical, etc.)
CE.EFL.4.17. Show an ability to convey and EFL 4.4.7. Use the process of
organize information through the use of facts and prewriting, drafting, revising, peer
details and by employing various stages of the editing and proofreading
writing process, while using a range of digital (i.e., “the writing process”) to
produce well-constructed
tools to promote and support collaboration,
informational texts.
learning and productivity.
EFL 4.4.8. Convey and organize
information using facts and details
in order to illustrate diverse
patterns and structures in writing.
(Example: cause and effect, problem
and solution, general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make effective
use of a range of digital tools to
write, edit, revise and publish
written work in a way that supports
collaboration, learning and
productivity.
EFL 4.4.3. Critically evaluate
information from references,
including those found on the web,
and recommend print and digital
sources to other learners.
EFL 4.4.6. Identify a variety of
types and formats of potential
resources and the value, purpose
and audience of each for use in
the educational domain.
(Example: audio/video,
multimedia, website, database,
book, thesaurus, scholarly/
popular, current/historical, etc.)
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.
EFL 4.4.8. Convey and organize
information using facts and details
in order to illustrate diverse
patterns and structures in writing.
(Example: cause and effect, problem
and solution, general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make effective
use of a range of digital tools to
write, edit, revise and publish
written work in a way that supports
collaboration, learning and
productivity.
EFL 4.4.3. Critically evaluate
information from references,
including those found on the web,
and recommend print and digital
sources to other learners.
EFL 4.4.6. Identify a variety of
types and formats of potential
resources and the value, purpose
and audience of each for use in
the educational domain.
(Example: audio/video,
multimedia, website, database,
book, thesaurus, scholarly/
popular, current/historical, etc.)
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.
EFL 4.4.8. Convey and organize
information using facts and details
in order to illustrate diverse
patterns and structures in writing.
(Example: cause and effect, problem
and solution, general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make effective
use of a range of digital tools to
write, edit, revise and publish
written work in a way that supports
collaboration, learning and
productivity.

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).
(Example: image editing,
GoogleDrive, infographic makers,
audio and video editing,
presentation apps, etc.)
EFL 4.5.1. Make use of main
points in literary texts (authentic
and semi-authentic, oral and
written) to understand short
simple everyday stories, especially
if there is visual support.
(Example: image editing,
GoogleDrive, infographic makers,
audio and video editing,
presentation apps, etc.)
EFL 4.5.1. Make use of main
points in literary texts (authentic
and semi-authentic, oral and
written) to understand short
simple everyday stories, especially
if there is visual support.
(Example: image editing,
GoogleDrive, infographic makers,
audio and video editing,
presentation apps, etc.)
EFL 4.5.1. Make use of main
points in literary texts (authentic
and semi-authentic, oral and
written) to understand short
simple everyday stories, especially
if there is visual support.

EFL 4.5.3. Make predictions,
inferences and deductions to
demonstrate different levels of
meaning of literary works
presented orally or in digital form,
including literal and implied
meanings. (Example: summarizing,
explaining and identifying, word
choice, symbols, points of view,
etc.)
CE.EFL.4.19. Find and identify literary elements EFL 4.5.2. Compare and present
and techniques and relate those elements to the personal and formal responses to
learner’s own experiences and to other works, and interpretation of published
including one’s peers, in order to present personal literary works and the works of
responses and interpretations. peers, referring to details and
features of the text. (Example:
text structure, plot, ideas, events,
vocabulary, etc.)
EFL 4.5.3. Make predictions,
inferences and deductions to
demonstrate different levels of
meaning of literary works
presented orally or in digital form,
including literal and implied
meanings. (Example: summarizing,
explaining and identifying, word
choice, symbols, points of view,
etc.)
EFL 4.5.2. Compare and present
personal and formal responses to
and interpretation of published
literary works and the works of
peers, referring to details and
features of the text. (Example:
text structure, plot, ideas, events,
vocabulary, etc.)
EFL 4.5.3. Make predictions,
inferences and deductions to
demonstrate different levels of
meaning of literary works
presented orally or in digital form,
including literal and implied
meanings. (Example: summarizing,
explaining and identifying, word
choice, symbols, points of view,
etc.)
EFL 4.5.2. Compare and present
personal and formal responses to
and interpretation of published
literary works and the works of
peers, referring to details and
features of the text. (Example:
text structure, plot, ideas, events,
vocabulary, etc.)

EFL 4.5.7. Locate and identify
selected literary elements and
techniques in texts and relate
those elements to those in other
works and to learners’ own
experiences. (Example: setting,
character, plot, theme, point of
EFL 4.5.7. Locate and identify
selected literary elements and
techniques in texts and relate
those elements to those in other
works and to learners’ own
experiences. (Example: setting,
character, plot, theme, point of
EFL 4.5.7. Locate and identify
selected literary elements and
techniques in texts and relate
those elements to those in other
works and to learners’ own
experiences. (Example: setting,
character, plot, theme, point of

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.
view, imagery, foreshadowing,
climax, etc.)
EFL 4.5.4. Create personal stories
by adding imaginative details to
real-life stories and situations,
using appropriate vocabulary and
elements of the literature learners
have read or heard.
view, imagery, foreshadowing,
climax, etc.)
EFL 4.5.4. Create personal stories
by adding imaginative details to
real-life stories and situations,
using appropriate vocabulary and
elements of the literature learners
have read or heard.
view, imagery, foreshadowing,
climax, etc.)
EFL 4.5.4. Create personal stories
by adding imaginative details to
real-life stories and situations,
using appropriate vocabulary and
elements of the literature learners
have read or heard.

EFL 4.5.5. Gain an understanding
of literary concepts such as genre,
plot, setting, character, point of
view, theme and other literary
elements in order to apply them
to one’s own creative texts.
EFL 4.5.5. Gain an understanding
of literary concepts such as genre,
plot, setting, character, point of
view, theme and other literary
elements in order to apply them
to one’s own creative texts.
EFL 4.5.5. Gain an understanding
of literary concepts such as genre,
plot, setting, character, point of
view, theme and other literary
elements in order to apply them
to one’s own creative texts.

EFL 4.5.6. Create an effective
voice using a variety of ICT tools,
writing styles and typical features
of a genre to create stories,
poems, sketches, songs and plays,
including those that reflect
traditional and popular
Ecuadorian cultures.
CE.EFL.4.21. Use pre-established criteria, EFL 4.5.8. Evaluate and
including that which is written by learners recommend literary
collaboratively, in order to evaluate and texts (both written and oral,
recommend literary texts (written, online, oral, in online, in video or in print)
video, etc.) and the effectiveness of group work. according to pre-established
criteria.
. .
EFL 4.5.10. Collaboratively
produce criteria for evaluating
literary texts and the effectiveness
of group work
CE.EFL.4.22. Show the ability to work EFL 4.5.9. Engage in collaborative
collaboratively and to participate effectively in a activities through a variety of
EFL 4.5.6. Create an effective
voice using a variety of ICT tools,
writing styles and typical features
of a genre to create stories,
poems, sketches, songs and plays,
including those that reflect
traditional and popular
Ecuadorian cultures.
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral,
online, in video or in print)
according to pre-established
criteria.
EFL 4.5.10. Collaboratively
produce criteria for evaluating
literary texts and the effectiveness
of group work
EFL 4.5.9. Engage in collaborative
activities through a variety of
EFL 4.5.6. Create an effective
voice using a variety of ICT tools,
writing styles and typical features
of a genre to create stories,
poems, sketches, songs and plays,
including those that reflect
traditional and popular
Ecuadorian cultures.
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral,
online, in video or in print)
according to pre-established
criteria.
.
EFL 4.5.10. Collaboratively
produce criteria for evaluating
literary texts and the effectiveness
of group work
EFL 4.5.9. Engage in collaborative
activities through a variety of
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.
student groupings to create and
respond to literature and other
literary texts. (Example: small
groups, cooperative learning
groups, literature circles, process
writing groups, etc.)
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.
student groupings to create and
respond to literature and other
literary texts. (Example: small
groups, cooperative learning
groups, literature circles, process
writing groups, etc.)
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.
student groupings to create and
respond to literature and other
literary texts. (Example: small
groups, cooperative learning
groups, literature circles, process
writing groups, etc.)
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.
 MATRIZ DE DESAGREGACIÓN DE D.C.D.
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an understanding of the relationship
between cultural perspectives and practices and by sharing cross cultural experiences.

SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

Compare and contrast oral traditions, myths, folktales and
literature from Ecuador. Ref (EFL 4.1.1.)
Compare and contrast oral traditions,
myths, folktales and literature from Ecuador
and international regions and cultures. Ref
(EFL 4.1.1.)
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.

Display an understanding of the relationship between the Display an understanding of the relationship EFL 4.1.3. Display an understanding of the
practices and perspectives. Ref (EFL 4.1.3.) between the practices and perspectives of relationship between the practices and
different cultures by recognizing. Ref (EFL perspectives of different cultures by recognizing
4.1.3.) and sharing cross-cultural experiences and ideas.

CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences of one’s actions while
exhibiting socially responsible behaviors.

SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

Recognize and demonstrate an appreciation of some
commonalities. Ref (EFL 4.1.2.)
Recognize the consequences of one’s actions by
demonstrating responsible decision-making at school,
online. Ref (EFL 4.1.9.)
CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.
SKILL WITH CRITERIA PERFORMANCE
8TH
Apply self-correcting and self-monitoring strategies in social
and classroom interactions. (Example: asking questions,
starting over, rephrasing, exploring alternative
pronunciations or wording, etc.) Ref (EFL 4.1.5.)
Interpret knowledge of nonverbal and oral communication.
Ref (EFL 4.1.7.)
Recognize and demonstrate an appreciation EFL 4.1.2. Recognize and demonstrate an
of some commonalities and distinctions appreciation of some commonalities and
across cultures. Ref (EFL 4.1.2.) distinctions across cultures and groups
(differentiated by gender, ability, generations,
etc.) including the students’ own.
Recognize the consequences of one’s EFL 4.1.9. Recognize the consequences
actions by demonstrating responsible of one’s actions by demonstrating responsible
decision-making at school, online, at home decision-making at school, online, at home and in
and in the community. Ref (EFL 4.1.9.) the community,
while considering ethical standards, safety
concerns, social norms and mutual respect.
YEARS
9TH 10TH
Apply self-correcting and self-monitoring EFL 4.1.5. Apply self-correcting and self-
strategies in social and classroom monitoring strategies in social and classroom
interactions. (Example: asking questions, interactions. (Example: asking questions, starting
starting over, rephrasing, exploring over, rephrasing, exploring alternative
alternative pronunciations or wording, etc.) pronunciations or wording, etc.)
Ref (EFL 4.1.5.)
Interpret and demonstrate knowledge of EFL 4.1.7. Interpret and demonstrate knowledge
nonverbal and oral communication. Ref (EFL of nonverbal and oral communication features by
4.1.7.) applying them in appropriate contexts. (Example:
use of stress, intonation, pace, etc.)
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.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
EFL 4.1.6. Seek and provide information and assistance, orally EFL 4.1.6. Seek and provide information and
or in writing and in online or face-to-face interactions, for assistance, orally or in writing and in online
personal, social and academic purposes. or face-to-face interactions, for personal,
social and academic purposes.
EFL 4.1.8. Use suitable vocabulary, expressions, and language EFL 4.1.8. Use suitable vocabulary,
and interaction styles for formal and informal social or expressions, language and interaction styles
academic situations in order to communicate specific for formal and informal social or academic
intentions in online and face-to-face interactions. (Example: situations in order to communicate specific
thanking, making promises, apologizing, asking permission, intentions in online and face-to-face
chatting with friends, answering in class, greeting an interactions. (Example: thanking, making
authority figure, etc.) promises, apologizing, asking permission,
chatting with friends, answering in class,
greeting an authority figure, etc.)
CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual and group differences by establishing and maintaining healthy and
rewarding relationships based on communication and cooperation.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
Recognize individual and group similarities and differences by Recognize and appreciate individual and
establishing and maintaining healthy and rewarding online group similarities and differences by
Ref(EFL 4.1.10) establishing and maintaining healthy and
rewarding online Ref(EFL 4.1.10)
10TH
EFL 4.1.6. Seek and provide information and
assistance, orally or in writing and in online or
face-to-face interactions, for personal, social and
academic purposes.
EFL 4.1.8. Use suitable vocabulary, expressions,
and 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.)
10TH
EFL 4.1.10. Recognize and appreciate individual
and group similarities and differences by
establishing and maintaining healthy and

Demonstrate, tolerance and an overall respect Ref(EFL Demonstrate mindfulness, empathy,
4.1.10) tolerance and an overall respect. Ref(EFL
4.1.10)
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.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
Understand phrases and expressions provided speech is Understand phrases and expressions
clearly and slowly articulated. (Example: daily life, free time, related to areas of most immediate priority,
school activities, etc.) Ref(EFL 4.2.1) provided speech is clearly and slowly
articulated. (Example: daily life, free time,
school activities, etc.) Ref(EFL 4.2.1)
Deduce the meanings of words from a context containing Deduce the meanings of unfamiliar words
familiar elements. (Example: colloquial greetings, from a context containing familiar
exclamations, interjections, elements. (Example: colloquial greetings,
etc.)Ref(EFL 4.2.4.) exclamations, interjections,
etc.) Ref(EFL 4.2.4.)
EFL 4.2.5. Understand most changes in the topic of discussion EFL 4.2.5. Understand most changes in the
if people speak slowly. topic of discussion if people speak slowly.
rewarding online and face-to-face relationships
based on communication and cooperation.
EFL 4.1.4. Demonstrate mindfulness, empathy,
tolerance and an overall respect for the integrity
of cultures in daily classroom activities.
10TH
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 4.2.4. Deduce the meanings of unfamiliar
phrases and words from a context containing
familiar elements. (Example: colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand most changes in the topic
of discussion if people speak slowly.
Follow main ideas in topics covered in other curricular Follow main ideas in topics covered in other EFL 4.2.8. Follow main ideas in topics covered in
subjects Ref (EFL 4.2.8.) curricular subjects with the help of visual other curricular subjects with the help of visual
support. Ref (EFL 4.2.8.) support, using concepts and vocabulary that
have been studied in advance.

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 visuals to provide contextual support. Use spoken contributions in class as models for one’s own speech.

SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

Follow and understand short, straightforward audio
messages and/or the main idea/dialogue.
Ref (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)
Ref (EFL 4.2.3.)
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 4.2.6. Use other students’ contributions in class as EFL 4.2.6. Use other students’ contributions EFL 4.2.6. Use other students’ contributions in
models for their own. in class as models for their own. class as models for their own.

Identify the main idea and some details of recorded news
reports, documentaries and interviews Ref (EFL 4.2.7.)
Identify the main idea and some details of
recorded news reports, documentaries and
interviews reporting on seasonal festivities,
environmental issues, food and
international customs. Ref (EFL 4.2.7.)
EFL 4.2.7. Identify the main idea and some
details of recorded news reports, documentaries
and interviews reporting on seasonal festivities,
environmental issues, food and international
customs, climate, weather, etc., where the
visuals support the commentary.
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.
SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

Use a series of phrases and sentences to describe aspects of Use a series of phrases and sentences to
personal background describe aspects of personal background,
Ref (EFL 4.2.2.) immediate environment and matters of
immediate need in simple terms using
grammatical structures. Ref (EFL 4.2.2.)
EFL 4.2.2. Use a series of phrases and sentences to
describe aspects of personal background, immediate
environment and matters of immediate need in simple
terms using grammatical structures learnt in class
(although there may be frequent errors with tenses,
personal pronouns, prepositions, etc.)

Use new words and expressions which occur in conversations in the Use new words and expressions which occur in EFL 4.2.9. Use new words and expressions which occur
personal and educational domains. Ref (EFL 4.2.9.) conversations in the personal and educational in conversations in the personal and educational
domains, and make use of such terms. Ref (EFL domains, and make use of such terms and expressions
4.2.9.) wherever appropriate and necessary.

Deal with practical, everyday communication. Ref (EFL 4.2.15.) Deal with practical, everyday communication EFL 4.2.15. Deal with practical, everyday
demands within familiar contexts. Ref (EFL communication demands within familiar contexts,
4.2.15.) effectively and without undue effort. (Example:
meeting people, extending and accepting invitations,
exchanging information, giving reasons, asking and
answering questions about routines and preferences,
etc.)
CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics such as objects,
possessions and routines in structured situations and short conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly
and directly.
SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

Give short, basic descriptions of everyday activities and Give short, basic descriptions of everyday
events. activities and events within familiar
Ref (EFL 4.2.11.) contexts and use simple descriptive
language
Ref (EFL 4.2.11.)
EFL 4.2.11. Give short, basic descriptions of
everyday activities and events within familiar
contexts and use simple descriptive language to
compare and make brief statements about
objects and possessions.
(Example: family, school, living conditions,
personal belongings, etc.)

EFL 4.2.12. Describe habits, routines, past activities and EFL 4.2.12. Describe habits, routines, past EFL 4.2.12. Describe habits, routines, past
experiences within the personal and educational domains. activities and experiences within the activities and experiences within the personal
personal and educational domains. and educational domains.

Interact with reasonable ease in structured situations Ref
(EFL 4.2.13.)
Interact with reasonable ease in structured
situations and short conversations within
familiar contexts Ref (EFL 4.2.13.)
EFL 4.2.13. Interact with reasonable ease in
structured situations and short conversations
within familiar contexts, provided that speech is
given clearly, slowly and directly. (Example: an
interview, an information gap activity, etc.)

CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by asking and answering follow-up
questions, 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.
SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

Sustain a conversational exchange on a familiar, everyday Sustain a conversational exchange on a EFL 4.2.10. Sustain a conversational exchange on
subject Ref (EFL 4.2.10.) familiar, everyday subject when carrying out a familiar, everyday subject when carrying out a
. a collaborative/paired learning. Ref (EFL collaborative/paired learning activity in which
4.2.10.) there are specific instructions for a task.
. .
Ask and answer straightforward follow-up questions within
familiar contexts. Ref (EFL 4.2.14.)
EFL 4.2.16. Initiate, maintain and end a conversation to
satisfy basic needs and/or handle a simple transaction
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual clues to
identify relevant information in a text.
SKILL WITH CRITERIA PERFORMANCE
8TH
EFL 4.3.1. Understand main points in short simple texts on
familiar subjects. (Example: news about sports or famous
people, descriptions, etc.)
Make use of clues such as titles, illustrations, organization,
text outline and layout. Ref (EFL 4.3.2.)
Find specific predictable information in short, simple texts
Ref (EFL 4.3.3.)
Ask and answer straightforward follow-up
questions within familiar contexts, such as
school and family life. Ref (EFL 4.2.14.)
EFL 4.2.16. Initiate, maintain and end a
conversation to satisfy basic needs and/or
handle a simple transaction
YEARS
9TH
EFL 4.3.1. Understand main points in short
simple texts on familiar subjects. (Example:
news about sports or famous people,
descriptions, etc.)
Make use of clues such as titles,
illustrations, organization, text outline and
layout, etc. to identify and understand
relevant information Ref (EFL 4.3.2.)
Find specific predictable information in
short, simple texts in a range of age. Ref
(EFL 4.3.3.)
EFL 4.2.14. Ask and answer straightforward
follow-up questions within familiar contexts,
such as school and family life, provided there are
opportunities to ask for clarification,
reformulation or repetition of key points.
EFL 4.2.16. Initiate, maintain and end a
conversation to satisfy basic needs and/or handle
a simple transaction
10TH
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 understand relevant
information in written level-appropriate text
types.
EFL 4.3.3. Find specific predictable information in
short, simple texts in a range of age- and level-
appropriate topics. (Example: biographies, news
articles, narratives, memoirs and personal
accounts, formal letters and emails, etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

Use everyday reference material in order to select Use everyday reference material in order to EFL 4.3.5. Use everyday reference material in
information appropriate Ref (EFL 4.3.5.) select information appropriate to the order to select information appropriate to the
purpose of an inquiry ideas. Ref (EFL 4.3.5.) purpose of an inquiry and relate ideas from one
written source to another.

Find the most important information in print sources. Ref
(EFL 4.3.4.)
Find the most important information in
print or online sources in order to support
an idea.
Ref (EFL 4.3.4.)
EFL 4.3.4. Find the most important information in
print or online sources in order to support an
idea or argument. (Example:
Internet search engines, online advertising,
online or print timetables, web pages, posters,
adverts, catalogues, etc.)

Read, gather, view and listen to information from various Read, gather, view and listen to information EFL 4.3.7. Read, gather, view and listen to
sources from various sources in order to organize information from various sources in order to
Ref (EFL 4.3.7.) and discuss relationships organize and discuss relationships between
Ref (EFL 4.3.7.) academic content areas. (Example: non fiction
books for young adults, the Internet, audio and
media presentations, oral interviews, maps,
diagrams, reference books, magazines, etc.)
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text, and assess this
information according to the organization, subject area and purpose of the text, using different criteria, including ICT tools.

SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

Apply learning strategies to examine and interpret a variety
of written materials Ref (EFL 4.3.6.)
Apply learning strategies to examine and EFL 4.3.6. Apply learning strategies to examine
interpret a variety of written materials using and interpret a variety of written materials using
prior knowledge Ref (EFL 4.3.6.) prior knowledge, graphic organizers, context
clues, note taking and finding words in a
dictionary.

Assess, compare and evaluate the quality of written texts and Assess, compare and evaluate the quality of EFL 4.3.8. Assess, compare and evaluate the
visual presentations using different criteria Ref (EFL 4.3.8.) written texts and visual presentations using quality of written texts and visual presentations
different criteria and ICT tools Ref (EFL using different criteria and ICT tools related to
4.3.8.) the organization, subject area and purpose of a
text. (Examples of text types: editorials, letters to
the editor, political speeches, illustrations,
charts, advertisements, etc.)
CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT and classroom resources and texts by selecting and evaluating them in
order to strengthen literacy skills and promote acquisition.

SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

EFL 4.3.9. Demonstrate an ability to interact and engage with EFL 4.3.9. Demonstrate an ability to interact
a wide range of ICT and classroom resources in order to and engage with a wide range of ICT and
strengthen literacy skills and strategies. classroom resources in order to strengthen
literacy skills and strategies.
EFL 4.3.10. Select from and evaluate a range of both physical EFL 4.3.10. Select from and evaluate a range
and digital texts and materials in order to promote of both physical and digital texts and
acquisition and develop an appreciation of the language. materials in order to promote acquisition
and develop an appreciation of the
language.
EFL 4.3.9. Demonstrate an ability to interact
and engage with a wide range of ICT and
classroom resources in order to strengthen
literacy skills and strategies.
EFL 4.3.10. Select from and evaluate a range of
both physical and digital texts and materials in
order to promote acquisition and develop an
appreciation of the language.

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.
SKILL WITH CRITERIA PERFORMANCE
 YEARS
8TH 9TH
EFL 4.4.1. Convey information and ideas through simple EFL 4.4.1. Convey information and ideas
transactional or expository texts on familiar subjects using through simple transactional or expository
ICT tools and conventions and features of English appropriate texts on familiar subjects using ICT tools and
to audience and purpose. conventions and features of English
appropriate to audience and purpose.
EFL 4.4.4. Write to describe feelings/opinions in order to EFL 4.4.4. Write to describe
effectively influence an audience. (Example: persuade, feelings/opinions in order to effectively
negotiate, argue, etc.) influence an audience. (Example: persuade,
negotiate, argue, etc.)
EFL 4.4.5. Recognize that various types of writing require EFL 4.4.5. Recognize that various types of
different language, formatting and special vocabulary. writing require different language,
(Example: a recipe, a letter, etc.) formatting and special vocabulary.
(Example: a recipe, a letter, etc.)
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s self, in order to compare and contrast information, and choose
appropriate resources according to the value, purpose and audience of each.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
EFL 4.4.2. Make and use a simple print or digital learning EFL 4.4.2. Make and use a simple print or
resource to compare and contrast information in order to digital learning resource to compare and
demonstrate understanding and command of a topic. contrast information in order to
demonstrate understanding and command
of a topic.
10TH
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 4.4.4. Write to describe feelings/opinions in
order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)
EFL 4.4.5. Recognize that various types of writing
require different language, formatting and
special vocabulary. (Example: a recipe, a letter,
etc.)
10TH
EFL 4.4.2. Make and use a simple print or digital
learning resource to compare and contrast
information in order to demonstrate
understanding and command of a topic.
EFL 4.4.3. Critically evaluate information from references, EFL 4.4.3. Critically evaluate information
including those found on the web, and recommend print and from references, including those found on
digital sources to other learners. the web, and recommend print and digital
sources to other learners.
EFL 4.4.6. Identify a variety of types and formats of potential EFL 4.4.6. Identify a variety of types and
resources and the value, purpose and audience of each for formats of potential resources and the
use in the educational domain. (Example: audio/video, value, purpose and audience of each for use
multimedia, website, database, book, thesaurus, scholarly/ in the educational domain. (Example:
popular, current/historical, etc.) audio/video, multimedia, website,
database, book, thesaurus, scholarly/
popular, current/historical, etc.)
CE.EFL.4.17. Show an ability to convey and organize information through the use of facts and details and by employing various stages of the writing
process, while using a range of digital tools to promote and support collaboration, learning and productivity.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
EFL 4.4.7. Use the process of prewriting, drafting, revising, peer EFL 4.4.7. Use the process of prewriting,
editing and proofreading drafting, revising, peer editing and
(i.e., “the writing process”) to produce well-constructed proofreading
informational texts. (i.e., “the writing process”) to produce well-
constructed informational texts.
EFL 4.4.8. Convey and organize information using facts and EFL 4.4.8. Convey and organize information
details in order to illustrate diverse patterns and structures in using facts and details in order to illustrate
writing. (Example: cause and effect, problem and solution, diverse patterns and structures in writing.
general-to-specific presentation, etc.) (Example: cause and effect, problem and
solution, general-to-specific presentation,
etc.)
EFL 4.4.3. Critically evaluate information from
references, including those found on the web,
and recommend print and digital sources to
other learners.
EFL 4.4.6. Identify a variety of types and formats
of potential resources and the value, purpose
and audience of each for use in the educational
domain. (Example: audio/video, multimedia,
website, database, book, thesaurus, scholarly/
popular, current/historical, etc.)
10TH
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.
EFL 4.4.8. Convey and organize information using
facts and details in order to illustrate diverse
patterns and structures in writing. (Example: cause
and effect, problem and solution, general-to-
specific presentation, etc.)
EFL 4.4.9. Select and make effective use of a range of digital EFL 4.4.9. Select and make effective use of a EFL 4.4.9. Select and make effective use of a range
tools to write, edit, revise and publish written work in a way that range of digital tools to write, edit, revise and of digital tools to write, edit, revise and publish
supports collaboration, learning and productivity. publish written work in a way that supports written work in a way that supports collaboration,
(Example: image editing, GoogleDrive, infographic makers, audio collaboration, learning and productivity. learning and productivity.
and video editing, presentation apps, etc.) (Example: image editing, GoogleDrive, (Example: image editing, GoogleDrive, infographic
infographic makers, audio and video editing, makers, audio and video editing, presentation apps,
presentation apps, etc.) etc.)
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).

SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

EFL 4.5.1. Make use of main points in literary texts (authentic EFL 4.5.1. Make use of main points in EFL 4.5.1. Make use of main points in literary
and semi-authentic, oral and written) to understand short literary texts (authentic and semi-authentic, texts (authentic and semi-authentic, oral and
simple everyday stories, especially if there is visual support. oral and written) to understand short written) to understand short simple everyday
simple everyday stories, especially if there is stories, especially if there is visual support.
visual support.

EFL 4.5.3. Make predictions, inferences and deductions to EFL 4.5.3. Make predictions, inferences and EFL 4.5.3. Make predictions, inferences and
demonstrate different levels of meaning of literary works deductions to demonstrate different levels deductions to demonstrate different levels of
presented orally or in digital form, including literal and of meaning of literary works presented meaning of literary works presented orally or in
implied meanings. (Example: summarizing, explaining and orally or in digital form, including literal and digital form, including literal and implied
identifying, word choice, symbols, points of view, etc.) implied meanings. (Example: summarizing, meanings. (Example: summarizing, explaining
explaining and identifying, word choice, and identifying, word choice, symbols, points of
symbols, points of view, etc.) view, etc.)
CE.EFL.4.19. Find and identify literary elements and techniques and relate those elements to the learner’s own experiences and to other works,
including one’s peers, in order to present personal responses and interpretations.

SKILL WITH CRITERIA PERFORMANCE

YEARS
 8TH
EFL 4.5.2. Compare and present personal and formal
responses to and interpretation of published literary works
and the works of peers, referring to details and features of
the text. (Example: text structure, plot, ideas, events,
vocabulary, etc.)
9TH
EFL 4.5.2. Compare and present personal
and formal responses to and interpretation
of published literary works and the works of
peers, referring to details and features of
the text. (Example: text structure, plot,
ideas, events, vocabulary, etc.)
10TH
EFL 4.5.2. Compare and present personal and
formal responses to and interpretation of
published literary works and the works of peers,
referring to details and features of the text.
(Example: text structure, plot, ideas, events,
vocabulary, etc.)

EFL 4.5.7. Locate and identify selected literary elements and EFL 4.5.7. Locate and identify selected EFL 4.5.7. Locate and identify selected literary
techniques in texts and relate those elements to those in literary elements and techniques in texts elements and techniques in texts and relate
other works and to learners’ own experiences. (Example: and relate those elements to those in other those elements to those in other works and to
setting, character, plot, theme, point of view, imagery, works and to learners’ own experiences. learners’ own experiences. (Example: setting,
foreshadowing, climax, etc.) (Example: setting, character, plot, theme, character, plot, theme, point of view, imagery,
point of view, imagery, foreshadowing, foreshadowing, climax, etc.)
climax, etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

EFL 4.5.4. Create personal stories by adding imaginative
details to real-life stories and situations, using appropriate
vocabulary and elements of the literature learners have read
or heard.
EFL 4.5.4. Create personal stories by adding
imaginative details to real-life stories and
situations, using appropriate vocabulary
and elements of the literature learners have
read or heard.
EFL 4.5.4. Create personal stories by adding
imaginative details to real-life stories and
situations, using appropriate vocabulary and
elements of the literature learners have read or
heard.

EFL 4.5.5. Gain an understanding of literary concepts such as
genre, plot, setting, character, point of view, theme and
other literary elements in order to apply them to one’s own
creative texts.
EFL 4.5.5. Gain an understanding of literary
concepts such as genre, plot, setting,
character, point of view, theme and other
literary elements in order to apply them to
one’s own creative texts.
EFL 4.5.5. Gain an understanding of literary
concepts such as genre, plot, setting, character,
point of view, theme and other literary elements
in order to apply them to one’s own creative
texts.
EFL 4.5.6. Create an effective voice using a variety of ICT EFL 4.5.6. Create an effective voice using a EFL 4.5.6. Create an effective voice using a
tools, writing styles and typical features of a genre to create variety of ICT tools, writing styles and variety of ICT tools, writing styles and typical
stories, poems, sketches, songs and plays, including those typical features of a genre to create stories, features of a genre to create stories, poems,
that reflect traditional and popular Ecuadorian cultures. poems, sketches, songs and plays, including sketches, songs and plays, including those that
those that reflect traditional and popular reflect traditional and popular Ecuadorian
Ecuadorian cultures. cultures.
CE.EFL.4.21. Use pre-established criteria, including that which is written by learners collaboratively, in order to evaluate and recommend literary
texts (written, online, oral, in video, etc.) and the effectiveness of group work.

SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

EFL 4.5.8. Evaluate and recommend literary EFL 4.5.8. Evaluate and recommend literary
texts (both written and oral, online, in video or in print) texts (both written and oral, online, in video
according to pre-established criteria. or in print) according to pre-established
. criteria.
.
EFL 4.5.10. Collaboratively produce criteria for evaluating EFL 4.5.10. Collaboratively produce criteria
literary texts and the effectiveness of group work for evaluating literary texts and the
effectiveness of group work
EFL 4.5.8. Evaluate and recommend literary
texts (both written and oral, online, in video or in
print) according to pre-established criteria.
.
EFL 4.5.10. Collaboratively produce criteria for
evaluating literary texts and the effectiveness of
group work

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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

8TH 9TH 10TH

EFL 4.5.9. Engage in collaborative activities through a variety of
student groupings to create and respond to literature and other
literary texts. (Example: small groups, cooperative learning
groups, literature circles, process writing groups, etc.)
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.
EFL 4.5.9. Engage in collaborative activities
through a variety of student groupings to
create and respond to literature and other
literary texts. (Example: small groups,
cooperative learning groups, literature circles,
process writing groups, etc.)
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.
EFL 4.5.9. Engage in collaborative activities through
a variety of student groupings to create and
respond to literature and other literary texts.
(Example: small groups, cooperative learning
groups, literature circles, process writing groups,
etc.)
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.
PCA
 SCHOOL NAME SCHOOL YEAR
UNIDAD EDUCATIVA “PICHINCHA” 2018 - 2019

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): Elva Maria Chica Zambrano
Grade/ Course: 9TH Education EGB
Level: A1.2
2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of
periods
5 Hours 40 weeks 4 weeks 36 weeks
180 Hours

3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries O.EFL 4.1 Identify the main ideas, some details and inferences of
in a thoughtful and inquisitive manner, maturely, and openly experiencing other written texts, in order to produce level-appropriate critical analysis
cultures and languages from the secure standpoint of their own national and of familiar subjects and contexts.
cultural identity.
 O.EFL 4.2 Appreciate and value English as an international
language and a medium to interact globally.
OG.EFL 2 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 Independently read A2.1 level text in English as a source
intercultural and multinational society. of entertainment and interpersonal and intrapersonal interaction.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic O.EFL 4.4 Develop creative and critical thinking skills when
intelligence, and critical thinking skills through an appreciation of linguistic encountering challenges in order to promote autonomous learning
differences. Enjoy an enriched perspective of their L1 and of language use for and decision making.
communication and learning.
O.EFL 4.5 Introduce the need for independent research as a daily
OG.EFL 4 Deploy a range of learning strategies, thereby increasing activity by using electronic resources (ICT) in class while practicing
disposition and ability to independently access further (language) learning and appropriate competences in the four skills.
practice opportunities. Respect themselves and others within the
O.EFL 4.6
communication process, cultivating 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
OG.EFL 5 Directly access the main points and important details of up-to date.
communication and written expression of thought.
English language texts, such as those published on the web, for professional or
general investigation, through the efficient use of ICT and reference tools where O.EFL 4.7 Use spoken and written literary text in English such as
required. poems, short stories, comic strips, short magazine articles and oral
interviews on familiar subjects in order to inspire oral and written
OG.EFL 6 Through selected media, participate in reasonably extended spoken
production at an A2.1 level.
or written dialogue with peers from different L1 backgrounds on work, study,
or general topics of common interest, expressing ideas and opinions effectively O.EFL 4.8 Integrate written and spoken text in order to identify
and appropriately. cultural differences and similarities within a range of local, national
and global contexts familiar to the learner.
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 O.EFL 4.9 Create a sense of awareness in terms of accuracy when
the spoken language (CEFR B1 level). learners interact in English using high-frequency and level-
appropriate expressions in order to reach an effective command of
spoken language
TRANSVERSAL AXES:
5.UNITS TO BE DEVELOPED*
Nº Title of the unit Unit Specific Objectives
1 MY FAMILY AND Describe
ME members and yourself.
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
Contents/skills ** Methodological Orientations Evaluation*** Weeks
duratio
(Skills and strategies)
n
your family EFL 4.1.6. Seek Communication and Cultural CE.EFL.4.4. Display
and provide Awareness an appreciation of
information and and demonstrate
- Playing games that
assistance, orally or respect for 5
practice classroom
in writing and in language, turn-taking, individual and group
online or face-to- being polite, etc. differences by
face interactions, - Comparing answers in establishing and
for personal, social pairs or small groups. maintaining healthy
and academic - Working in small and rewarding
purposes. groups to complete a relationships based
cultural project. on communication
EFL 4.1.8. Use - Participating in short and cooperation.
suitable dialogues and role
vocabulary, plays to practice target I.EFL.4.4.1.
expressions, language. Learners can
language and Oral Communication: demonstrate an
interaction styles (Listening and Speaking) ability to give and
for formal and ask for information
- Recording in-class
informal social or and assistance using
conversations and
academic situations level-appropriate
dialogues in order to
in order to make note of correct language and
communicate and appropriate interaction styles in
specific intentions online or face-to-
in online and face- language usage and face social and
to-face interactions. intelligibility. classroom
(Example: - Asking classmates to interactions (J.2, J.3,
thanking, making repeat an answer or J.4, I.3)
promises, statement if needed to
apologizing, asking clarify something.
- Asking for help in class
permission, CE.EFL.4.5. Display
when necessary.
chatting with and appreciation of
Reading
friends, answering - Reading a short text and demonstrate
in class, greeting an and showing respect for
authority figure, comprehension by individual and group
etc.) completing the differences by
accompanying graphic establishing and
EFL 4.1.10.
organizer. maintaining healthy
Recognize and - Reading a text on a and rewarding
appreciate familiar content area relationships based
individual and subject and then on communication
group similarities matching phrases or and cooperation.
and differences by labeling pictures.
establishing and - Reading two short I.EFL.4.5.1.
maintaining healthy simple cross curricular Learners can
and rewarding texts and using them to appreciate and show
online and face- support one’s own respect for
toface relationships argument or hypothesis. individual and group
based on Writing
differences by
communication and - Completing the gaps in establishing and
cooperation. a sentence. maintaining healthy
- Reading an online and rewarding
EFL 4.1.4. movie review and online and face-to-
Demonstrate identifying common face interactions.
mindfulness, linguistic features, such Learners can
empathy, tolerance as use of past verbs. communicate and
and an overall Learners use the same cooperate in a
respect for the features to write their respectful,
integrity of cultures own review of a movie empathetic manner.
in daily classroom they’ve seen. ( J.3, S.1, S4)
activities. - Sequencing sentences
by adding words. CE.EFL.4.8.
EFL 4.2.15. Deal Language through the Arts Production –
with practical, Accuracy and
- Creating literature
everyday Intelligibility:
circles where learners
communication Communicate needs
have the freedom to say
demands within anything they want and information
familiar contexts, about a text from class clearly and in simple
effectively and or outside of class. terms, using
without undue - Participating in grammatical
effort. (Example: classroom games in structures learned in
meeting people, which problem-solving class (although there
extending and as a team is important. may be frequent
accepting - Creating a crossword errors), effectively
invitations, puzzle in groups about and without undue
exchanging an Ecuadorian story, effort. Demonstrate
region, celebrity, etc.
information, giving an ability to make
Brainstorming ideas for
reasons, asking and appropriate use of
a writing project in
answering small groups, using a new words and
questions about graphic organizer expressions in social
routines and interactions.
preferences, etc.)
I.EFL.4.8.1.
EFL 4.3.7. Read, Learners can
gather, view and communicate
listen to personal information
information from and basic immediate
various sources in needs and deal with
order to organize other practical
and discuss everyday demands
relationships in familiar contexts,
between academic effectively and
content areas. without undue effort
(Example: and using
nonfiction books grammatical
for young adults, structures and
the Internet, audio vocabulary seen in
and media class (although there
presentations, oral may be frequent,
interviews, maps, basic errors). (I.1,
diagrams, reference I.2, I.3, S.1)
books, magazines,
CE.EFL.4.12. Use a
etc.)
range of reference
EFL 4.4.7. Use the materials and
process of sources, both online
prewriting, and in print, in order
drafting, revising, to support ideas,
peer editing and answer inquiries,
proofreading (i.e., find relationships
“the writing and relate ideas
process”) to between different
produce well- subject areas.
constructed
I.EFL.4.12.1.
informational texts.
Learners can employ
EFL 4.4.8. Convey a range of reference
and organize materials and
information using sources, both online
facts and details in and in print, in order
order to illustrate to support ideas,
diverse patterns and answer inquiries,
structures in find relationships
writing. (Example: and relate ideas
cause and effect, between different
problem and subject areas. (I.1,
solution, general- I.2, J.2)
to-specific
CE.EFL.4.17. Show
presentation, etc.)
an ability to convey
EFL 4.5.9. Engage and organize
in collaborative information through
activities through a the use of facts and
variety of student details and by
groupings to create employing various
and respond to stages of the writing
literature and other process, while using
literary texts. a range of digital
(Example: small tools to promote and
groups, cooperative support
learning groups, collaboration,
literature circles, learning and
process writing productivity.
groups, etc.)
I.EFL.4.17.1.
EFL 4.5.11. Learners can convey
Participate in and organize
creative thinking information through
through the use of facts and
brainstorming, details and by
working in groups, employing various
games and stages of the writing
problem-solving process, while using
tasks by showing a range of digital
the ability to accept tools to promote and
a variety of ideas support
and capitalize on collaboration,
other people’s learning and
strengths. 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)

CULTURES Describe customs and EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2.
AROUND THE celebrations around the and demonstrate an Awareness Recognize and
WORLD world. appreciation of some demonstrate an
- Making a useful object
2 commonalities and appreciation of
out of recycled
distinctions across materials in a project. commonalities
cultures and groups - Researching through between cultures as
(differentiated by the Internet about well as the 5
gender, ability, important people from consequences of
generations, etc.) other cultures and ways one’s actions while
including the of life and presenting exhibiting socially
students’ own. them to the class using responsible
digital tools. behaviors.
EFL 4.1.9. Recognize - Choosing pictures that
the consequences of demonstrate I.EFL.4.2.1.
one’s actions by responsibility (helping Learners can name
demonstrating an elder cross the similarities and
responsible decision- sidewalk, stopping two differences between
making at school, children from throwing different aspects of
online, at home and in rocks at a dog, being cultural groups.
the community, while respectful of people Learners can
considering ethical who dress differently, demonstrate socially
standards, safety being open to accepting responsible
concerns, social new ideas/foods, etc.) behaviors at school,
norms and mutual and identifying why online, at home and
each is desirable and
respect. in the community,
what consequences the
and evaluate their
EFL 4.1.5. Apply irresponsible actions
would have. actions by ethical,
self-correcting and
Oral Communication: safety and social
self-monitoring
standards. (J.3, S.1,
strategies in social (Listening and Speaking)
I.1)
and classroom - Recording in-class
interactions. conversations and CE.EFL.4.3. Interact
(Example: asking dialogues in order to with others using
questions, starting make note of correct self-monitoring and
over, rephrasing, and appropriate self-correcting
exploring alternative language usage and strategies as well as
pronunciations or intelligibility. appropriate
wording, etc.) - Asking classmates to nonverbal and oral
repeat an answer or communication
EFL 4.1.7. Interpret statement if needed to features.
and demonstrate clarify something.
knowledge of - Asking the learners to I.EFL.4.3.1.
nonverbal and oral read a dialogue in Learners can employ
communication pairs. Learners record a range of self-
features by applying themselves and then monitoring and self-
them in appropriate listen to the recording correcting strategies
in order to assess
contexts. (Example: and interpret and use
clarity of sounds,
use of stress, appropriate verbal
production of
intonation, pace, etc.) phonemes, rhythm and and nonverbal
intonation. communication
EFL 4.2.15. Deal Reading features to
with practical, - Highlighting relevant communicate in
everyday key information in a familiar contexts.
communication text and crossing out (I.3, S.4, J.4)
demands within irrelevant information.
- Keeping a vocabulary CE.EFL.4.8.
familiar contexts,
notebook of synonyms Production –
effectively and
and antonyms of words accuracy and
without undue effort. from a text. intelligibility:
(Example: meeting - Brainstorming communicate needs
people, extending and everything known about and information
accepting invitations, a topic and then clearly and in simple
exchanging reading a text to check
terms, using
information, giving true and false
grammatical
reasons, asking and information.
structures learned in
answering questions Writing
class (although there
about routines and
- Completing the gaps in may be frequent
performances, etc) a sentence. errors), effectively
EFL 4.2.14. Ask and - Reading an online and without undue
answer movie review and effort. Demonstrate
identifying common
straightforward an ability to make
linguistic features, such
follow-up questions appropriate use of
as use of past verbs.
within familiar Learners use the same new words and
contexts, such as features to write their expressions in social
school and family own review of a movie interactions.
life, provided there they’ve seen. I. EFL. 4.8.1.
are opportunities to - Sequencing sentences
Learners can
ask for clarification, by adding words.
communicate
reformulation or Language through the Arts
personal information
repetition of key
- Creating literature and basic immediate
points.
circles where learners needs and deal with
EFL 4.2.16. Initiate, have the freedom to say other practical
maintain and end a anything they want everyday demands in
conversation to about a text from class familiar contexts,
satisfy basic needs or outside of class. effectively and
and/ or handle a - Brainstorming a list of without undue effort
simple transaction. questions and and using
responses learners can
preferences, etc.) grammatical
use during small group
structures and
EFL 4.3.6. Apply discussions about
literary texts. vocabulary seen in
learning strategies to
- Participating in class (although there
examine and interpret
classroom games in may be frequent,
a variety of written
which problem-solving basic errors). (I.1,
materials using prior
as a team is important. 1.2, 1.3, S.1)
knowledge, graphic
organizers, context CE.EFL.4.10.
clues, note taking and Production –
finding words in a accuracy and
dictionary. intelligibility:
communicate needs
EFL 4.4.1. Convey
and information
information and ideas
clearly and in simple
through simple
terms, using
transactional or
grammatical
expository texts on
structures learned in
familiar subjects
class (although there
using ICT tools and
may be frequent
conventions and
errors), effectively
features of English
and without undue
appropriate to
effort. Demonstrate
audience and
and ability to make
purpose}
appropriate use of
new words and
EFL 4.5.9. Engage in expressions in social
collaborative interactions.
activities through a
I.EFL. 4.10.1.
variety of student
Learners can
groupings to create
communicate
and respond to
personal information
literature and other
and basic immediate
literary texts.
needs and deal with
(Example: small
other practical
groups, cooperative
everyday demands in
learning groups,
familiar contexts,
literature circles,
effectively and
process writing
without undue effort
groups, etc.)
and using
EFL 4.5.11. grammatical
Participate in creative structures and
thinking through vocabulary seen in
brainstorming, class (although there
working in groups, may be frequent,
games and problem- basic errors) (I.1, I.2,
solving tasks by I.3, S.1)
showing the ability to
CE.EFL.4.13. Apply
accept a variety of
learning strategies
ideas and capitalize
such as using prior
on other people’s
knowledge and
strengths.
graphic organizers to
interpret new
information in a text,
and assess this
information
according to the
organization, subject
area and purpose of
the text, using
different criteria,
including ICT tools.
I.EFL.4.13.1.
Learners can apply
learning strategies
such as using prior
knowledge and
graphic organizers to
interpret new
information in a text.
Learners can assess
this information
according to the
organization, subject
area and purpose of
the text, through the
use of different
criteria, including
ICT tools. (I.2, I.4,
J.4)

CE.EFL.4.15.
Express information
and ideas and
describe feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in
order to influence an
audience, while
recognizing that
different texts have
different features and
showing the ability
to use these features
appropriately in
one’s own writing.
I.EFL.4.15.1.
Learners can convey
information and
ideas and describe
feelings and opinions
in simple
transactional or
expository texts on
familiar subjects in
order to influence an
audience, while
recognizing that
different texts have
different features and
showing the ability
to use these features
appropriately in
one’s own writing.
(I.3, I.4, S.3, J.2)
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)
AMAZING Describe and compare EFL 4.1.1. Compare
ABILITIES people’s abilities and contrast oral
Communication and Cultural CE.EFL.4.1.
traditions, myths,
Awareness Compare and
3 folktales and
contrast oral
literature from - Finding ways of
traditions and
Ecuador and entertainment from
other cultures and literature from
international regions
regions and then Ecuador and beyond
and cultures and
sharing them in class. in order to manifest
identify similarities
- Completing a Venn an understanding of
and differences and
diagram about two the relationship
universal cultural
stories from different between cultural
themes.
countries. perspectives and
EFL 4.1.3. Display an - Reflecting on practices and by
understanding of the differences between sharing cross cultural
relationship between people from other experiences.
the practices and countries and regions.
- Sharing a cross-cultural I.EFL.4.1.1.
perspectives of
experience (such as Learners can
different cultures by
traveling, trying a new compare and contrast
recognizing and food, meeting someone oral traditions,
sharing cross-cultural from another country) myths, folktales and
experiences and ideas in pairs or as a class. literature from
EFL 4.1.6. Seek and Oral Communication: Ecuador and other
provide information (Listening and Speaking) cultures in order to
and assistance, orally demonstrate an
or in writing and in - Recording in-class understanding of the
online or face-to-face conversations and relationship between
interactions, for dialogues in order to cultural practices and
personal, social and make note of correct perspectives.
academic purposes. and appropriate Learners can share
language usage and cross-cultural
EFL 4.1.8. Use intelligibility.
experiences while
suitable vocabulary, - Asking classmates to
naming universal
expressions, repeat an answer or
statement if needed to cultural themes. (I.2,
language and
clarify something. S.1, S.2, J.1)
interaction styles for
formal and informal - Asking the learners to CE.EFL.4.4.
read a dialogue in
social or academic Demonstrate the
pairs. Learners record
situations in order to ability to ask for and
themselves and then
communicate specific listen to the recording give information and
intentions in online in order to assess assistance using
and face-to-face clarity of sounds, appropriate language
interactions. production of and interaction styles
(Example: thanking, phonemes, rhythm and in a variety of social
making promises, intonation. interactions.
apologizing, asking Reading
- Reading a short text I.EFL.4.4.1.
permission, chatting
and showing Learners can
with friends,
comprehension by demonstrate an
answering in class,
completing the ability to give and
greeting an authority
accompanying graphic ask for information
figure, etc.)
organizer. and assistance using
EFL 4.2.15. Deal - Reading a text on a level-appropriate
with practical, familiar content area language and
everyday subject and then interaction styles in
communication matching phrases or online or face-to-
labeling pictures.
demands within face social and
familiar contexts, - Reading two short classroom
effectively and simple cross curricular interactions. (J.2, J.3,
without undue effort. texts and using them to J.4, I.3)
(Example: meeting support one’s own
argument or hypothesis. CE.EFL.4.8.
people, extending and
Writing Production –
accepting invitations,
accuracy and
exchanging - Completing the gaps in
intelligibility:
information, giving a sentence.
Communicate needs
reasons, asking and - Reading an online
and information
answering questions movie review and
identifying common clearly and in simple
about routines and
linguistic features, such terms, using
preferences, etc.)
as use of past verbs. grammatical
EFL 4.2.14. Ask and Learners use the same structures learned in
answer features to write their class (although there
straightforward own review of a movie may be frequent
follow-up questions they’ve seen. errors), effectively
within familiar - Sequencing sentences and without undue
contexts, such as by adding words. effort. Demonstrate
school and family Language through the Arts an ability to make
life, provided there - Doing extended appropriate use of
are opportunities to writing, in which new words and
ask for clarification, learners get to choose expressions in social
reformulation or what they write and are interactions.
repetition of key not evaluated or tested
on it. I.EFL. 4.8.1.
points.
- Sharing learners’ Learners can
EFL 4.2.16. Initiate, stories in pairs or small communicate
maintain and end a groups and choosing to personal information
conversation to represent some through and basic immediate
satisfy basic needs a role play. needs and deal with
and/ or handle a other practical
simple transaction. - Reading a myth from everyday demands in
preferences, etc.) Ecuador and writing a familiar contexts,
song about it. effectively and
EFL 4.3.5. Use
without undue effort
everyday reference
and using
material in order to
grammatical
select information
structures and
appropriate to the
vocabulary seen in
purpose of an inquiry
class (although there
and relate ideas from
may be frequent, and
one written source to
basic errors) (I.1, I.2,
another. (Example:
I.3, S.1)
nonfiction books for
young adults, the CE. EFL. 4.10.
Internet, audio and Interaction –
media presentations, interpersonal:
oral interviews, participate
maps, diagrams, effectively in
reference books, familiar and
magazines, etc.) predictable
conversational
EFL 4.4.4. Write to
exchanges by asking
describe feelings/
and answering
opinions in order to
follow-up-questions,
effectively influence
provided there are
an audience.
opportunities to use
(Example: persuade,
repair strategies (e.g.
negotiate, argue, etc.)
asking for
EFL 4.5.4. Create clarification) and
personal stories by sustain
adding imaginative conversational
details to real-life exchanges in pairs to
stories and situations, complete a task,
using appropriate satisfy a need or
vocabulary and handle a simple
elements of the transaction.
literature learners
I.EFL.4.10.1.
have read or heard
Learners can
effectively
participate in
familiar and
predictable everyday
conversational
exchanges in order to
complete a task,
satisfy a need or
handle a simple
transaction, using a
range of repair
strategies. (Example:
asking for
clarification, etc.)
(I.3, J.3, J.4)
CE.EFL.4.12. Use a
range of reference
materials and
sources, both online
and in print, in order
to support ideas,
answer inquiries,
find relationships
and relate ideas
between different
subject areas.
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
subject 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 texts on
familiar subjects in
order to influence an
audience, while
recognizing that
different texts have
different features and
showing the ability
to use these features
appropriately in
one’s own writing.
I.EFL.4.15.1.
Learners can convey
information and
ideas and describe
feelings and opinions
in simple
transactional or
expository texts on
familiar subjects in
order to influence an
audience, while
recognizing that
different texts have
different features and
showing the ability
to use these features
appropriately in
one’s own writing.
(I.3, I.4, S.3, J.2
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)
EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2.
and demonstrate an Awareness Recognize and
appreciation of some demonstrate an
- Completing and appreciation of
4 HEALTHY FOOD Talk about food and commonalities and
illustrating statements commonalities
describe how to make distinctions across about socially
healthy recipes. cultures and groups between cultures as
responsible behaviors. well as the
(differentiated by - Making a useful object consequences of
gender, ability, out of recycled one’s actions while
generations, etc.) materials. exhibiting socially
including the - Creating a poster of responsible
students’ own. class rules. behaviors.
- Researching through I.EFL.4.2.1.
EFL 4.1.9. Recognize the Internet about other Learners can name
the consequences of
one’s actions by cultures and ways of similarities and
demonstrating life and presenting differences between
responsible decision- them to the class using different aspects of
making at school, digital tools. cultural groups.
online, at home and in Oral Communication: Learners can
the community, while (Listening and Speaking) demonstrate socially
responsible
considering ethical - Recording in-class behaviors at school,
standards, safety conversations and online, at home and
concerns, social dialogues in order to in the community,
norms and mutual make note of correct and evaluate their
respect. and appropriate actions by ethical,
language usage and safety and social
EFL 4.1.6. Seek and intelligibility. standards. (J.3, S.1,
provide information - Having learners make a I.1)
and assistance, orally selfie video to say what CE.EFL.4.4.
or in writing and in they know about a topic Demonstrate the
online or face-to-face before coming to class. ability to ask for and
interactions, for - Asking for help in class give information and
personal, social and when necessary. assistance using
academic purposes. Reading appropriate language
- Reading a short text and interaction
EFL 4.1.8. Use and showing styles in a variety of
suitable vocabulary, comprehension by social interactions.
expressions, completing the I.EFL.4.4.1.
language and accompanying graphic Learners can
interaction styles for organizer. demonstrate an
formal and informal - Reading a text on a ability to give and
social or academic familiar content area ask for information
subject and then and assistance using
situations in order to
matching phrases or level-appropriate
communicate specific labeling pictures. language and
intentions in online - Reading two short interaction styles in
and face-to-face simple cross curricular online or face-to-
interactions. texts and using them to face social and
(Example: thanking, support one’s own classroom
making promises, argument or hypothesis. interactions. (J.2,
apologizing, asking Writing J.3, J.4, I.3)
permission, chatting - Completing the gaps in
with friends, CE.EFL. 4.5.
a sentence. Display and
answering in class, - Reading an online appreciation of and
greeting an authority movie review and demonstrate respect
figure, etc.) identifying common for individual and
linguistic features, such group differences by
EFL 4.1.10. as use of past verbs.
Recognize and establishing and
Learners use the same maintaining healthy
appreciate individual features to write their and rewarding
and group similarities own review of a movie relationships based
and differences by they’ve seen. on communication
establishing and - Sequencing sentences and cooperation.
maintaining healthy by adding words.
and rewarding online Language through the Arts I.EFL.4.5.1.
and face-toface - Doing extended Learners can
relationships based writing, in which appreciate and show
on communication learners get to choose respect for
and cooperation. what they write and are individual and group
not evaluated or tested differences by
EFL 4.1.4. establishing and
on it.
Demonstrate - Sharing learners’ maintaining healthy
mindfulness, stories in pairs or small and rewarding
empathy, tolerance groups and choosing to online and face-to-
and an overall respect represent some through face interactions.
for the integrity of a role play. Learners can
cultures in daily - Reading a myth from communicate and
classroom activities. Ecuador and writing a cooperate in
song about it. respectful,
EFL 4.2.15. Deal empathetic manner.
with practical, (J.3, S.1, S.4)
everyday
communication CE.EFL.4.8.
demands within Production –
familiar contexts, Accuracy and
Intelligibility:
effectively and
Communicate needs
without undue effort. and information
(Example: meeting clearly and in simple
people, extending and terms, using
accepting invitations, grammatical
exchanging structures learned in
information, giving class (although there
reasons, asking and may be frequent
answering questions errors), effectively
about routines and and without undue
preferences, etc.) effort. Demonstrate
an ability to make
EFL 4.3.5. Use appropriate use of
everyday reference new words and
material in order to expressions in social
select information interactions.
appropriate to the I.EFL.4.8.1.
purpose of an inquiry Learners can
and relate ideas from communicate
personal information
one written source to
and basic immediate
another. (Example: needs and deal with
nonfiction books for other practical
young adults, the everyday demands
Internet, audio and in familiar contexts,
media presentations, effectively and
oral interviews, without undue effort
maps, diagrams, and using
reference books, grammatical
magazines, etc.) structures and
vocabulary seen in
EFL 4.4.5. Recognize class (although there
that various types of may be frequent,
writing require basic errors). (I.1,
different language, I.2, I.3, S.1)
formatting and CE.EFL.4.12. Use a
special vocabulary. range of reference
(Example: a recipe, a materials and
letter, etc.) sources, both online
and in print, in order
EFL 4.5.5. Gain an to support ideas,
understanding of answer inquiries,
literary concepts such find relationships
as genre, plot, setting, and relate ideas
character, point of between different
subject areas.
view, theme and other
I.EFL.4.12.1.
literary elements in
Learners can employ
order to apply them to a range of reference
one’s own creative materials and
texts. sources, both online
EFL 4.5.6. Create an and in print, in order
to support ideas,
effective voice using
answer inquiries,
a variety of ICT tools, find relationships
writing styles and and relate ideas
typical features of a between different
genre to create subject areas. (I.1,
stories, poems, I.2, J.2)
sketches, songs and CE.EFL.4.15.
plays, including those Express information
that reflect traditional and ideas and
and popular describe feelings
Ecuadorian cultures and opinions in
simple transactional
or expository texts
on familiar subjects
in order to influence
an audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
one’s own writing.
I.EFL.4.15.1.
Learners can convey
information and
ideas and describe
feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in
order to influence an
audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
 one’s own writing.
(I.3, I.4, S.3, J.2)
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)

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

Talk about famous and contrast oral Awareness compare ans
5
characters of the past. traditions, myths, constract oral
THEY WERE folktales and - Completing and tradictions and
SUCCESSFUL! literature from illustrating statements literature from
Ecuador and about socially Ecuador and beyond
international regions responsible behaviors. in order to manifest
and cultures and - Making a useful object and understanding of
identify similarities out of recycled the relationship
materials.
and differences and between cultural
- Creating a poster of
universal cultural perspectives and
class rules.
themes. - Researching through practices and by
the Internet about other sharing cross cultural
EFL 4.1.3. Display an
cultures and ways of experiences.
understanding of the
life and presenting
relationship between I.EFL.4.1.1.
them to the class using
the practices and Learners can
digital tools.
perspectives of Oral Communication: compare and contrast
different cultures by (Listening and Speaking) oral traditions,
recognizing and myths, folktales and
sharing cross-cultural - Asking classmates to literature from
experiences and repeat an answer or Ecuador and other
ideas. statement if needed to cultures in order to
clarify something. demonstrate and
EFL 4.2.15. Deal - Showing the student a
understanding of the
with practical, video clip of a simple
relationship between
everyday situation and asking
them to describe what cultural practices and
communication
is happening/has perspectives.
demands within
happened. Learners can share
familiar contexts,
- Doing a mingle activity cross cultural
effectively and
where learners ask and experiences while
without undue effort.
answer survey naming universal
(Example: meeting questions about jobs cultural themes. (I.2,
people, extending and and occupations S.1, S.2, J.1)
accepting invitations, Reading
exchanging - Highlighting relevant CE.EFL.4.8.
information, giving key information in a Production –
reasons, asking and text and crossing out Accuracy and
answering questions irrelevant information. Intelligibility:
about routines and - Keeping a vocabulary Communicate needs
preferences, etc.) notebook of synonyms and information
and antonyms of words
clearly and in simple
EFL 4.3.7. Read, from a text.
terms, using
gather, view and - Completing an outline
for a cross-curricular grammatical
listen to information
text. structures learned in
from various sources
- Brainstorming class (although there
in order to organize
everything known about may be frequent
and discuss
a topic and then errors), effectively
relationships between
reading a text to check and without undue
academic content true and false effort. Demonstrate
areas. information. an ability to make
EFL 4.3.6. Apply - Completing a KWL appropriate use of
chart about a text. new words and
learning strategies to
Writing
examine and interpret expressions in social
a variety of written - Reading an online interactions.
materials using prior movie review and
I.EFL.4.8.1.
knowledge, graphic identifying common
linguistic features. Learners can
organizers, context
- Sequencing sentences communicate
clues, note taking and
by adding words. personal information
finding words in a
- Using question prompts and basic immediate
dictionary.
to interview and then needs and deal with
EFL 4.4.7. Use the write sentences about a other practical
process of prewriting, classmate. everyday demands in
drafting, revising, - Posting a comment to a familiar contexts,
peer editing and classmate’s writing on effectively and
proofreading (i.e., a class blog. without undue effort
“the writing Language through the Arts and using
process”) to produce grammatical
- Listening to or reading
well-constructed structures and
stories and drawing an
informational texts. important scene. vocabulary seen in
- Looking at the title of a class (although there
EFL 4.4.8. Convey
text and accompanying may be frequent,
and organize
illustrations and writing basic errors). (I.1,
information using
three questions about I.2, I.3, S.1)
facts and details in
the topic. Then reading
order to illustrate CE.EFL.4.12. Use a
to find the answers to
diverse patterns and the questions. range of reference
structures in writing. - Listening to a song and materials and
(Example: cause and inferring if it is happy, sources, both online
effect, problem and sad, etc. and in print, in order
solution, general-to- - Writing a sentence to to support ideas,
specific presentation, describe the author’s answer inquiries,
etc.) intention. find relationships
and relate ideas
EFL 4.5.1. Make use
between different
of main points in
subject areas.
literary texts
(authentic and semi- I.EFL.4.12.1.
authentic, oral and Learners can employ
written) to a range of reference
understand short materials and
simple everyday sources, both online
stories, especially if and in print, in order
there is visual to support ideas,
support. answer inquiries,
find relationships
and relate ideas
between different
subject areas. (I.1,
I.2, J.2)
CE.EFL.4.13. Apply
learning strategies
such as using prior
knowledge and
graphic organizers to
interpret new
information in a text,
and assess this
information
according to the
organization, subject
area and purpose of
the text, using
different criteria,
including ICT tools.

I.EFL.4.13.1.
Learners can apply
learning strategies
such as using prior
knowledge and
graphic organizers to
interpret new
information in a text.
Learners can assess
this information
according to the
organization, subject
area and purpose of
the text, through the
use of different
criteria, including
ICT tools. (I.2, I.4,
J.4)
CE.EFL.4.17. Show
an ability to convey
and organize
information through
the use of facts and
details and by
employing various
stages 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 various
stages of the writing
process, while using
a range of digital
tools to promote and
support
collaboration,
learning and
productivity. (I.1,
I.3, S.4, J.2, J.4)
CE.EFL.4.18. Use
main ideas in order
to understand,
predict, infer and
deduce literal and
implied meanings in
short, simple,
everyday literary
texts (online, oral or
in print).
I I.EFL.4.18.1.
Learners can
understand, predict,
infer and deduce
literal and implied
meanings in short,
simple, everyday
literary texts (online,
oral or in print),
especially when
visual support is
provided. (I.2, I.3,
I.4)
 EFL 4.1.2. Communication and Cultural CE.EFL.4.2.
Recognize and Awareness Recognize and
UNFORGETTABLE Talk about moments in the demonstrate an demonstrate an
- Finding recipes from
6 MOMENTS past. appreciation of some appreciation of
other cultures and
commonalities and regions and then commonalities
distinctions across sharing them in class. between cultures as
cultures and groups - Reading two stories well as the
(differentiated by from different regions consequences of
gender, ability, in Ecuador and one’s actions while
generations, etc.) completing a chart to exhibiting socially
including the show the differences. responsible
students’ own. - Watching a video about behaviors..
a legend or traditional
EFL 4.1.9. story from Ecuador or I.EFL.4.2.1.
Recognize the another country, and Learners can name
consequences of taking notes on the similarities and
one’s actions by cultural practices differences between
demonstrating mentioned. different aspects of
responsible decision- - Sharing a cross-cultural cultural groups.
making at school, experience (such as Learners can
online, at home and traveling, trying a new demonstrate socially
food, meeting someone
in the community, responsible
from another country)
while considering behaviors at school,
in pairs or as a class.
ethical standards, online, at home and
Oral Communication:
safety concerns, (Listening and Speaking) in the community,
social norms and and evaluate their
mutual respect. - Asking classmates to actions by ethical,
repeat an answer or safety and social
EFL 4.1.6. Seek and statement if needed to standards. (J.3, S.1,
provide information clarify something. I.1)
and assistance, orally - Showing the student a
or in writing and in video clip of a simple
online or face-to-face situation and asking CE.EFL.4.4.
interactions, for them to describe what Demonstrate the
personal, social and is happening/has ability to ask for and
academic purposes. happened. give information and
- Doing a mingle activity assistance using
EFL 4.1.8. Use where learners ask and appropriate language
suitable vocabulary, answer survey
and interaction
expressions, questions about jobs
styles in a variety of
language and and occupations
Reading social interactions
interaction styles for
formal and informal - Keeping a vocabulary I.EFL.4.4.1.
social or academic notebook of synonyms Learners can
and antonyms of words
situations in order to demonstrate an
from a text.
communicate ability to give and
- Completing an outline
specific intentions in for a cross-curricular ask for information
online and face-to- text. and assistance using
face interactions. - Brainstorming level-appropriate
(Example: thanking, everything known about language and
making promises, a topic and then interaction styles in
apologizing, asking reading a text to check online or face-to-
permission, chatting true and false face social and
with friends, information. classroom
answering in class, - Completing a KWL interactions. (J.2,
greeting an authority chart about a text. J.3, J.4, I.3)
figure, etc.) Writing
CE.EFL.4.8.
- Reading an online
EFL 4.2.15. Deal Production –
movie review and
with practical, Accuracy and
identifying common
everyday Intelligibility:
linguistic features.
communication - Sequencing sentences Communicate needs
demands within by adding words. and information
familiar contexts, clearly and in simple
effectively and - Posting a comment to a terms, using
without undue effort. classmate’s writing on grammatical
(Example: meeting a class blog. structures learned in
people, extending Language through the Arts class (although there
and accepting - Listening to or reading may be frequent
invitations, stories and drawing an errors), effectively
exchanging important scene. and without undue
information, giving - Looking at the title of a effort. Demonstrate
reasons, asking and text and accompanying an ability to make
answering questions illustrations and writing appropriate use of
about routines and three questions about new words and
preferences, etc.) the topic. Then reading expressions in social
to find the answers to interactions.
EFL 4.4.7. Use the the questions.
process of - Listening to a song and I.EFL.4.8.1.
prewriting, drafting, inferring if it is happy, Learners can
revising, peer editing sad, etc. communicate
and proofreading - Writing a sentence to personal information
(i.e., “the writing describe the author’s and basic immediate
process”) to produce intention. needs and deal with
well-constructed other practical
informational texts. everyday demands
in familiar contexts,
EFL 4.4.8. Convey
effectively and
and organize
without undue effort
information using
and using
facts and details in
grammatical
order to illustrate
structures and
diverse patterns and
vocabulary seen in
structures in writing.
class (although there
(Example: cause and
may be frequent,
effect, problem and
solution, general-to- basic errors). (I.1,
specific presentation, I.2, I.3, S.1)
etc.)
CE.EFL.4.17. Show
EFL 4.5.1. Make use an ability to convey
of main points in and organize
literary texts information through
(authentic and semi- the use of facts and
authentic, oral and details and by
written) to employing various
understand short stages of the writing
simple everyday process, while using
stories, especially if a range of digital
there is visual tools to promote and
support. 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 various
stages of the writing
process, while using
a range of digital
tools to promote and
support
collaboration,
learning and
productivity. (I.1,
I.3, S.4, J.2, J.4)
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)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
Teachers guide A1.2
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): Elva Maria Chica Zambrano NAME: Lcda. Evelyn Loor NAME:Lcda. Fanny Vélez
Signature: Englis Signature: Engles Signature: Engles
Date: Date: Date:
PUD
 School’s Name: UNIDAD EDUCATIVA PICHINCHA Year: 2018 - 2019

1. INFORMATIVE DATA
Teacher: Elva Maria Chica Area: English as a Foreign Language Grade / Course: 9th Class:
Zambrano
Book: English Unit: 1 Objectives:
A1.2 My Family and
Me O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities
within a range of local, national and global contexts familiar to the learner.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using
high-frequency and level-appropriate expressions in order to reach an effective command of spoken
language.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities between cultures as
commonalities and distinctions well as the consequences of one’s actions while exhibiting socially
across cultures and groups (differentiated by gender, ability, responsible behaviors.
generations, etc.) including the CE.EFL.4.3 Interact with others using self-monitoring and self-
students’ own. correcting strategies as well as
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in appropriate nonverbal and oral communication features.
social and classroom
interactions. (Example: asking questions, starting over,
rephrasing, exploring alternative
pronunciations or wording, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production – Fluency: Use simple language to
EFL 4.2.1 Understand phrases and expressions related to areas describe, compare and make
of most immediate priority
within the personal and educational domains, provided speech is statements about familiar everyday topics such as objects,
clearly and slowly articulated. possessions and routines in structured
(Example: daily life, free time, school activities, etc.) situations and short conversations. Interaction is with reasonable
EFL 4.2.2 Use a series of phrases and sentences to describe ease, provided speech is given
aspects of personal background, clearly, slowly and directly.
immediate environment and matters of immediate need in simple CE.EFL.4.8 Production – Accuracy and Intelligibility:
terms using grammatical Communicate needs and information clearly
structures learnt in class (although there may be frequent errors and in simple terms, using grammatical structures learned in
with tenses, personal pronouns, class (although there may be frequent
prepositions, etc.). errors), effectively and without undue effort. Demonstrate an
ability to make appropriate use of new
words and expressions in social interactions.
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and
EFL 4.3.1 Understand main points in short simple texts on some details in short simple texts on
familiar subjects. (Example: news
about sports or famous people, descriptions, etc.)
Writing CE.EFL.4.15 Express information and ideas and describe
EFL 4.4.4 Write to describe feelings/opinions in order to feelings and opinions in simple
effectively influence an audience. transactional or expository texts on familiar subjects in order to
(Example: persuade, negotiate, argue, etc.).. 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.4.18 Use main ideas in order to understand, predict,
EFL 4.5.4 Create personal stories by adding imaginative details infer and deduce literal and implied
to real-life stories and situations, meanings in short, simple, everyday literary texts (online, oral or
using appropriate vocabulary and elements of the literature in print).
learners have read or heard.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • Student’s Book Communication and Cultural Activities
• Reflecting on differences between different English Awareness
members of a family. A1.2 (including
• Sharing a cross-cultural experience (such interactive version) I.EFL.4.2.1 Learners can • Draw a family tree for each
as traveling, trying a new food, meeting • Audio CD name similarities and student to locate their
someone from another country) in pairs or as • Teacher’s Guide differences between different corresponding relative.
a class. • Photocopiable aspects of cultural • Identify different family
• Comparing answers in pairs or small worksheets (TG) groups. Learners can members.
groups. • Quiz Time (SB) demonstrate socially • Have students describe their
• Working in small groups to create a chart responsible behaviors at relatives using
about differences in heights and weights school, online, at home What does he / she look like?
from members of a family. and in the community, and • Pair work activity: Students ask
Oral Communication: (Listening and evaluate their actions each other
Speaking) by ethical, safety and social Are you tall?, Is she young?, etc.
• Listening to instructions for a short task and standards. (J.3, S.1, • Play the audio to identify
carrying them out. I.1) people’s physical descriptions.
• Listening to spoken or recorded I.EFL.4.3.1 Learners can • Students read and identify the
descriptions of familiar scenes, employ a range of adjectives in the paragraph.
and marking the words you hear. selfmonitoring • Students write a description
• Listening to a dialogue between two or and self-correcting strategies using their personal information.
more people and deciding if each statement and • Get materials to create a
is true or false. interpret and use appropriate scrapbook.
• Watching a short video about a family verbal and • Oral presentation of the project:
situation and writing three nonverbal communication This is my… (relative)
new things they learned. features
Reading communicate in familiar Techniques
• Reading a text and answering information contexts. (I.3, S.4, J.4)
questions. Oral Communication Reading
• Choosing from a list of words to complete I.EFL.4.9.1 Learners can use • Look for context clues to
gaps from a reading. simple language to understand new vocabulary.
• Reading a short story from the Internet and describe, compare and state Listening
highlighting interesting facts, then facts about familiar • Take notes while listening to
comparing them with those of a partner. everyday topics such as descriptions of familiar scenes.
Writing possessions, classroom Speaking
• Listening to a celebrity interview and objects and routines in short, • Use expressions learned from a
writing three more interview questions. structured video to describe a family
situation.
• Writing your own answers to interview situations, interacting with Writing
questions. relative ease. (I.3, I.4, • Write information questions
• Writing an email to a friend describing your S.4) based on a model to interview a
ideal friend. I.EFL.4.8.1 Learners can partner.
Language through the Arts communicate personal
• Sharing learners’ stories in pairs or small information and basic Instruments for oral and written
groups and choosing to represent some immediate needs and deal evaluation
through a role play. with other practical everyday • Projects and presentations
• Reading a myth from Ecuador and writing demands in familiar • Oral interviews in pairs
a song about it. contexts, effectively and • Gap activities in pairs
without undue effort and • Game
using grammatical structures • Writing Quiz
and vocabulary • Glossary activities
seen in class (although there • Portfolio
may be frequent, • Scrapbook
basic errors). (I.1, I.2, I.3, S.1)
Reading
I.EFL.4.11.1 Learners can
understand main
ideas and some details in
short simple online or
print texts on familiar subjects,
using contextual
clues to help identify the most
relevant
information. (I.2, I.4)
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 different texts
have different features and
showing the ability to
use these features
appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Elva Maria Chica Zambrano Teacher: Teacher:
Signature: Signature: Signature:
 School’s Name: UNIDAD EDUCATIVA PICHINCHA Year: 2018 - 2019

1. INFORMATIVE DATA
Teacher: Elva Maria Chica Area: English as a Foreign Language Grade / Course: 9th Class:
Zambrano
Book: English Unit: 2 Objectives:
A1.2 Cultures Around
the O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
World O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities
within a range of local, national and global contexts familiar to the learner.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using
high-frequency and level-appropriate expressions in order to reach an effective command of spoken
language.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 4.1.4 Demonstrate mindfulness, empathy, tolerance and an overall
respect for the integrity of cultures in daily classroom activities.
EFL 4.1.6 Seek and provide information and assistance, orally or in
writing and in online or face-to-face interactions, for personal, social
and academic purposes.
Oral Communication
EFL 4.2.1 Understand phrases and expressions related to areas of most
immediate priority within the personal and educational domains,
Evaluation Criteria
CE.EFL.4.5. Display an appreciation of and demonstrate respect for
individual and group differences by establishing and maintaining
healthy and rewarding relationships based on communication and
cooperation.
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.
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.
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.
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 visuals to provide
contextual support. Use spoken contributions in class as models for
one’s own speech.

Reading CE.EFL.4.12. Use a range of reference materials and sources, both

EFL 4.3.5 Use everyday reference material in order to select
information appropriate to the purpose of an inquiry and relate ideas
from one written source to another.
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide
range of ICT and classroom resources in order to strengthen literacy
skills and strategies.
online and in print, in order to support ideas, answer inquiries, find
relationships and relate ideas between different subject areas.
CE.EFL.4.14. Display an ability to interact and engage with a wide
range of ICT and classroom resources and texts by selecting and
evaluating them in order to strengthen literacy skills and promote
acquisition.

Writing
CE.EFL.4.17. Show an ability to convey and organize information
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing
through the use of facts and details and by employing various stages of
and proofreading (i.e., “the writing process”) to produce well-
the writing process, while using a range of digital tools to promote and
constructed informational texts.
support collaboration, learning and productivity.
Language through the arts
EFL 4.5.11 Participate in creative thinking through brainstorming,
CE.EFL.4.22. Show the ability to work collaboratively and to
working in groups, games and
participate effectively in a variety of student groupings by employing a
problem-solving tasks by showing the ability to accept a variety of
wide range of creative thinking skills through the completion of
ideas and capitalize on other
activities such as playing games, brainstorming and problem solving.
people’s strengths.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments
Communication and Cultural Awareness • Student’s Book Communication and Cultural Activities
• Reflecting on differences between different English Awareness • Draw a family tree for each
members of a family. A1.2 (including I.EFL.4.2.1 Learners can student to locate their
interactive version) name similarities and corresponding relative.
• Sharing a cross-cultural experience (such • Audio CD differences between different • Identify different family
as traveling, trying a new food, meeting • Teacher’s Guide aspects of cultural members.
someone from another country) in pairs or as • Photocopiable groups. Learners can • Have students describe their
a class. worksheets (TG) demonstrate socially relatives using
• Comparing answers in pairs or small • Quiz Time (SB) responsible behaviors at What does he / she look like?
groups. school, online, at home • Pair work activity: Students ask
• Working in small groups to create a chart and in the community, and each other
about differences in heights and weights evaluate their actions Are you tall?, Is she young?, etc.
from members of a family. by ethical, safety and social • Play the audio to identify
Oral Communication: (Listening and standards. (J.3, S.1, people’s physical descriptions.
Speaking) I.1) • Students read and identify the
• Listening to instructions for a short task and I.EFL.4.3.1 Learners can adjectives in the paragraph.
carrying them out. employ a range of • Students write a description
• Listening to spoken or recorded selfmonitoring using their personal information.
descriptions of familiar scenes, and self-correcting strategies • Get materials to create a
and marking the words you hear. and scrapbook.
• Listening to a dialogue between two or interpret and use appropriate • Oral presentation of the project:
more people and deciding if each statement verbal and This is my… (relative)
is true or false. nonverbal communication
• Watching a short video about a family features to communicate in Techniques
situation and writing three familiar contexts. (I.3, S.4, J.4)
new things they learned. Oral Communication Reading
Reading I.EFL.4.9.1 Learners can use • Look for context clues to
• Reading a text and answering information simple language to understand new vocabulary.
questions. describe, compare and state Listening
• Choosing from a list of words to complete facts about familiar • Take notes while listening to
gaps from a reading. everyday topics such as descriptions of familiar scenes.
• Reading a short story from the Internet and possessions, classroom Speaking
highlighting interesting facts, then objects and routines in short, • Use expressions learned from a
comparing them with those of a partner. structured video to describe a family
Writing situations, interacting with situation.
• Listening to a celebrity interview and relative ease. (I.3, I.4, Writing
writing three more interview questions. S.4)
• Writing your own answers to interview I.EFL.4.8.1 Learners can • Write information questions
questions. communicate personal based on a model to interview a
• Writing an email to a friend describing your information and basic partner.
ideal friend. immediate needs and deal
Language through the Arts with other practical everyday Instruments for oral and written
• Sharing learners’ stories in pairs or small demands in familiar evaluation
groups and choosing to represent some contexts, effectively and • Projects and presentations
through a role play. without undue effort and • Oral interviews in pairs
• Reading a myth from Ecuador and writing using grammatical structures • Gap activities in pairs
a song about it. and vocabulary • Game
seen in class (although there • Writing Quiz
may be frequent, • Glossary activities
basic errors). (I.1, I.2, I.3, S.1) • Portfolio
Reading • Scrapbook
I.EFL.4.11.1 Learners can
understand main
ideas and some details in
short simple online or
print texts on familiar subjects,
using contextual
clues to help identify the most
relevant
information. (Example: title,
illustrations,
organization, etc.) (I.2, I.4)
Writing
I.EFL.4.17.1 Learners can
convey and organize
information through the use of
facts and details
and by employing various
stages of the writing
process, while using a range
of digital tools to
 promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through 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
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Elva Maria Chica Zambrano Teacher: Teacher:
Signature: Signature: Signature:
 School’s Name: UNIDAD EDUCATIVA PICHINCHA Year: 2018 - 2019

1. INFORMATIVE DATA
Teacher: Elva Maria Chica Area: English as a Foreign Language Grade / Course: 9th Class:
Zambrano
Book: English Unit: 3 Objectives:
A1.2 Amazing O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to
Abilities produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to
promote autonomous learning and decision
making.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
CE.EFL.4.1. Compare and contrast oral traditions and literature from
Ecuador and beyond in order to manifest an understanding of the
EFL 4.1.3 Display an understanding of the relationship between the
relationship between cultural perspectives and practices and by sharing
practices and perspectives of different cultures by recognizing and
cross cultural experiences.
sharing cross-cultural experiences and ideas.
CE.EFL.4.3. Interact with others using self-monitoring and self-
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social
correcting strategies as well as appropriate nonverbal and oral
and classroom interactions. (Example: asking questions, starting over,
communication features.
rephrasing, exploring alternative pronunciations or wording, etc.)
CE.EFL.4.7. Listening for Information: Follow and identify some main
Oral Communication
ideas and details in short and straightforward spoken or audio texts set
in familiar contexts, when delivered slowly and with visuals to provide
EFL 4.2.6 Use other students’ contributions in class as models for their
contextual support. Use spoken contributions in class as models for
own.
one’s own speech.
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 4.3.6 Apply learning strategies to examine and interpret a variety
of written materials using prior knowledge, graphic organizers, context
clues, note taking and finding words in a dictionary.
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively
influence an audience. (Example: persuade, negotiate, argue, etc.)
Language through the arts
EFL 4.5.2 Compare and present personal and formal responses to and
interpretation of published literary works and the works of peers,
referring to details and features of the text. (Example: text structure,
plot, ideas, events, vocabulary, etc.).
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts
and the effectiveness of group work.
Methodological Strategies Resources
Communication and Cultural Awareness • Student’s Book
• Reflecting on differences between different English
members of a family. A1.2 (including
• Sharing a cross-cultural experience (such interactive version)
as traveling, trying a new food, meeting • Audio CD
• Teacher’s Guide
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in
familiar and predictable conversational exchanges by asking and
answering follow-up questions, 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.4.13. Apply learning strategies such as using prior knowledge
and graphic organizers to interpret new information in a text, and assess
this information according to the organization, subject area and purpose
of the text, using different criteria, including ICT tools.
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.4.19. Find and identify literary elements and techniques and
relate those elements to the learner’s own experiences and to other
works, including one’s peers, in order to present personal responses and
interpretations.
CE.EFL.4.21. Use pre-established criteria, including that which is
written by learners collaboratively, in order to evaluate and recommend
literary texts (written, online, oral, in video, etc.) and the effectiveness
of group work.
Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Activities
Awareness • Draw a family tree for each
I.EFL.4.1.1 Learners can student to locate their
compare and contrast corresponding relative.
oral traditions, myths, folktales • Identify different family
and literature members.
someone from another country) in pairs or as • Photocopiable from Ecuador and other • Have students describe their
a class. worksheets (TG) cultures in order to relatives using
• Comparing answers in pairs or small • Quiz Time (SB) demonstrate an What does he / she look like?
groups. understanding of the • Pair work activity: Students ask
• Working in small groups to create a chart relationship between cultural each other
about differences in heights and weights practices and Are you tall?, Is she young?, etc.
from members of a family. perspectives. Learners can • Play the audio to identify
Oral Communication: (Listening and share cross-cultural people’s physical descriptions.
Speaking) experiences while naming • Students read and identify the
• Listening to instructions for a short task and universal cultural adjectives in the paragraph.
carrying them out. themes. (I.2, S.1, S.2, J.1) • Students write a description
• Listening to spoken or recorded I.EFL.4.4.1 Learners can using their personal information.
descriptions of familiar scenes, demonstrate an ability • Get materials to create a
and marking the words you hear. to give and ask for information scrapbook.
• Listening to a dialogue between two or and assistance • Oral presentation of the project:
more people and deciding if each statement using level-appropriate This is my… (relative)
is true or false. language and interaction
• Watching a short video about a family styles in online or face-to-face Techniques
situation and writing three social and
new things they learned. classroom interactions. (J.2, Reading
Reading J.3, J.4, I.3) • Look for context clues to
• Reading a text and answering information Oral Communication understand new vocabulary.
questions. I.EFL.4.9.1 Learners can use Listening
• Choosing from a list of words to complete simple language to • Take notes while listening to
gaps from a reading. describe, compare and state descriptions of familiar scenes.
• Reading a short story from the Internet and facts about familiar Speaking
highlighting interesting facts, then everyday topics such as • Use expressions learned from a
comparing them with those of a partner. possessions, classroom video to describe a family
Writing objects and routines in short, situation.
• Listening to a celebrity interview and structured Writing
writing three more interview questions. situations, interacting with • Write information questions
• Writing your own answers to interview relative ease. (I.3, I.4, based on a model to interview a
questions. S.4) partner.
Reading
• Writing an email to a friend describing your I.EFL.4.11.1 Learners can Instruments for oral and written
ideal friend. understand main evaluation
Language through the Arts ideas and some details in • Projects and presentations
• Sharing learners’ stories in pairs or small short simple online or • Oral interviews in pairs
groups and choosing to represent some print texts on familiar subjects, • Gap activities in pairs
through a role play. using contextual • Game
• Reading a myth from Ecuador and writing clues to help identify the most • Writing Quiz
a song about it. relevant • Glossary activities
information. (Example: title, • Portfolio
illustrations, • Scrapbook
organization, etc.) (I.2, I.4)
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 different texts
have different features and
showing the ability to
use these features
appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Elva Maria Chica Zambrano Teacher: Teacher:
Signature: Signature: Signature:
 School’s Name: UNIDAD EDUCATIVA PICHINCHA Year: 2018 - 2019

1. INFORMATIVE DATA
Teacher: Elva Maria Chica Area: English as a Foreign Language Grade / Course: 9th Class:
Zambrano
Book: English Unit: 4 Objectives:
A1.2 Healthly food O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to
produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to
promote autonomous learning and decision
making..
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 4.1.2 Recognize and demonstrate an appreciation of some
commonalities and distinctions across cultures and groups
(differentiated by gender, ability, generations, etc.) including the
students’ own.
EFL 4.1.3 Display an understanding of the relationship between the
practices and perspectives of different cultures by recognizing and
sharing cross-cultural experiences and ideas.
Oral Communication
Evaluation Criteria
CE.EFL.4.2. Recognize and demonstrate an appreciation of
commonalities between cultures as well as the consequences of one’s
actions while exhibiting socially responsible behaviors.
CE.EFL.4.1. Compare and contrast oral traditions and literature from
Ecuador and beyond in order to manifest an understanding of the
relationship between cultural perspectives and practices and by sharing
cross cultural experiences.
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.
EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a
context containing familiar elements. (Example: colloquial greetings,
exclamations, interjections, etc.)
EFL 4.2.5 Understand most changes in the topic of discussion if people
speak slowly.
Reading
CE.EFL.4.13. Apply learning strategies such as using prior knowledge
EFL 4.3.6 Apply learning strategies to examine and interpret a variety
and graphic organizers to interpret new information in a text, and assess
of written materials using prior knowledge, graphic organizers, context
this information according to the organization, subject area and purpose
clues, note taking and finding words in a dictionary.
of the text, using different criteria, including ICT tools.
CE.EFL.4.16. Make use of simple learning resources, including those
Writing
created by one’s self, in order to compare and contrast information, and
EFL 4.4.6 Identify a variety of types and formats of potential resources
choose appropriate resources according to the value, purpose and
and the value, purpose and audience of each for use in the educational
audience of each.
domain. (Example: audio/video, multimedia, website, database, book,
thesaurus, scholarly/popular, current/historical, etc.)
CE.EFL.4.17. Show an ability to convey and organize information
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing
through the use of facts and details and by employing various stages of
and proofreading (i.e., “the writing process”) to produce well-
the writing process, while using a range of digital tools to promote and
constructed informational texts.
support collaboration, learning and productivity.
Language through the arts
EFL 4.5.3 Make predictions, inferences and deductions to demonstrate CE.EFL.4.18. Use main ideas in order to understand, predict, infer and
different levels of meaning of literary works presented orally or in deduce literal and implied meanings in short, simple, everyday literary
digital form, including literal and implied meanings. (Example: texts (online, oral or in print).
summarizing, explaining and identifying, word choice, symbols, points
of view, etc.) CE.EFL.4.22. Show the ability to work collaboratively and to
EFL 4.5.11 Participate in creative thinking through brainstorming, participate effectively in a variety of student groupings by employing a
working in groups, games and problem-solving tasks by showing the wide range of creative thinking skills through the completion of
ability to accept a variety of ideas and capitalize on other people’s activities such as playing games, brainstorming and problem solving.
strengths.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • Student’s Book Communication and Cultural Activities
English Awareness
• Reflecting on differences between different A1.2 (including I.EFL.4.3.1 Learners can • Draw a family tree for each
members of a family. interactive version) employ a range of student to locate their
• Sharing a cross-cultural experience (such • Audio CD selfmonitoring corresponding relative.
as traveling, trying a new food, meeting • Teacher’s Guide and self-correcting strategies • Identify different family
someone from another country) in pairs or as • Photocopiable and members.
a class. worksheets (TG) interpret and use appropriate • Have students describe their
• Comparing answers in pairs or small • Quiz Time (SB) verbal and relatives using
groups. nonverbal communication What does he / she look like?
• Working in small groups to create a chart features to • Pair work activity: Students ask
about differences in heights and weights communicate in familiar each other
from members of a family. contexts. (I.3, S.4, J.4) Are you tall?, Is she young?, etc.
Oral Communication: (Listening and I.EFL.4.4.1 Learners can • Play the audio to identify
Speaking) demonstrate an ability people’s physical descriptions.
• Listening to instructions for a short task and to give and ask for information • Students read and identify the
carrying them out. and assistance adjectives in the paragraph.
• Listening to spoken or recorded using level-appropriate • Students write a description
descriptions of familiar scenes, language and interaction using their personal information.
and marking the words you hear. styles in online or face-to-face • Get materials to create a
• Listening to a dialogue between two or social and scrapbook.
more people and deciding if each statement classroom interactions. (J.2, • Oral presentation of the project:
is true or false. J.3, J.4, I.3) This is my… (relative)
• Watching a short video about a family Oral Communication
situation and writing three I.EFL.4.8.1 Learners can Techniques
new things they learned. communicate personal
Reading information and basic Reading
• Reading a text and answering information immediate needs and deal • Look for context clues to
questions. with other practical everyday understand new vocabulary.
• Choosing from a list of words to complete demands in familiar Listening
gaps from a reading. contexts, effectively and • Take notes while listening to
• Reading a short story from the Internet and without undue effort and descriptions of familiar scenes.
highlighting interesting facts, then using grammatical structures Speaking
comparing them with those of a partner. and vocabulary • Use expressions learned from a
Writing seen in class (although there video to describe a family
may be frequent, situation.
• Listening to a celebrity interview and basic errors). (I.1, I.2, I.3, S.1) Writing
writing three more interview questions. Reading • Write information questions
• Writing your own answers to interview I.EFL.4.11.1 Learners can based on a model to interview a
questions. understand main partner.
• Writing an email to a friend describing your ideas and some details in
ideal friend. short simple online or Instruments for oral and written
Language through the Arts print texts on familiar subjects, evaluation
• Sharing learners’ stories in pairs or small using contextual • Projects and presentations
groups and choosing to represent some clues to help identify the most • Oral interviews in pairs
through a role play. relevant • Gap activities in pairs
• Reading a myth from Ecuador and writing information. (Example: title, • Game
a song about it. illustrations, • Writing Quiz
organization, etc.) (I.2, I.4) • Glossary activities
Writing • Portfolio
I.EFL.4.15.1 Learners can • Scrapbook
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 different texts
have different features and
showing the ability to
use these features
appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Elva Maria Chica Zambrano Teacher: Teacher:
Signature: Signature: Signature:
 School’s Name: UNIDAD EDUCATIVA PICHINCHA Year: 2018 - 2019

1. INFORMATIVE DATA
Teacher: Elva Maria Chica Area: English as a Foreign Language Grade / Course: 9th Class:
Zambrano
Book: English Unit: 5 Objectives:
A1.2 They Were O.EFL.4.6 Write short descriptive and informative texts related to personal information or
Successful! familiar topics and use them as a means of
communication and written expression of thought.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
CE.EFL.4.2. Recognize and demonstrate an appreciation of
EFL 4.1.2 Recognize and demonstrate an appreciation of some
commonalities between cultures as well as the consequences of one’s
commonalities and distinctions across cultures and groups
actions while exhibiting socially responsible behaviors.
(differentiated by gender, ability, generations, etc.) including the
CE.EFL.4.3. Interact with others using self-monitoring and self-
students’ own.
correcting strategies as well as appropriate nonverbal and oral
EFL 4.1.7 Interpret and demonstrate knowledge of nonverbal and oral
communication features.
communication features by applying them in appropriate contexts.
(Example: use of stress, intonation, pace, etc.)
Oral Communication CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate
needs and information clearly and in simple terms, using grammatical
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of structures learned in class (although there may be frequent errors),
personal background, immediate environment and matters of immediate effectively and without undue effort. Demonstrate an ability to make
need in simple terms using grammatical structures learnt in class appropriate use of new words and expressions in social interactions.
(although there may be frequent errors with tenses, personal pronouns,
prepositions, etc.)
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 4.3.10 Select from and evaluate a range of both physical and
digital texts and materials in order to promote acquisition and develop
an appreciation of the language.
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively
influence an audience. (Example: persuade, negotiate, argue, etc.)
EFL 4.4.8 Convey and organize information using facts and details in
order to illustrate diverse patterns and structures in writing. (Example:
cause and effect, problem and solution, general-to-specific presentation,
etc.).
Language through the arts
EFL 4.5.4 Create personal stories by adding imaginative details to real-
life stories and situations, using appropriate vocabulary and elements of
the literature learners have read or heard.
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts
and the effectiveness of group work.
Methodological Strategies Resources
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in
familiar and predictable conversational exchanges by asking and
answering follow-up questions, 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.4.11. Apply learning strategies such as using prior knowledge
and graphic organizers to interpret new information in a text, and assess
this information according to the organization, subject area and purpose
of the text, using different criteria, including ICT tools.
CE.EFL.4.14. Display an ability to interact and engage with a wide
range of ICT and classroom resources and texts by selecting and
evaluating them in order to strengthen literacy skills and promote
acquisition.
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. Show an ability to convey and organize information
through the use of facts and details and by employing various stages of
the writing process, while using a range of digital tools to promote and
support collaboration, learning and productivity.
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.
CE.EFL.4.21. Use pre-established criteria, including that which is
written by learners collaboratively, in order to evaluate and recommend
literary texts (written, online, oral, in video, etc.) and the effectiveness
of group work.
Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • Student’s Book Communication and Cultural Activities
• Reflecting on differences between different English Awareness • Draw a family tree for each
members of a family. A1.2 (including I.EFL.4.2.1 Learners can student to locate their
• Sharing a cross-cultural experience (such interactive version) name similarities and corresponding relative.
as traveling, trying a new food, meeting • Audio CD differences between different • Identify different family
someone from another country) in pairs or as • Teacher’s Guide aspects of cultural members.
a class. • Photocopiable groups. Learners can • Have students describe their
• Comparing answers in pairs or small worksheets (TG) demonstrate socially relatives using
groups. • Quiz Time (SB) responsible behaviors at What does he / she look like?
• Working in small groups to create a chart school, online, at home • Pair work activity: Students ask
about differences in heights and weights and in the community, and each other
from members of a family. evaluate their actions Are you tall?, Is she young?, etc.
Oral Communication: (Listening and by ethical, safety and social • Play the audio to identify
Speaking) standards. (J.3, S.1, people’s physical descriptions.
• Listening to instructions for a short task and I.1) • Students read and identify the
carrying them out. I.EFL.4.3.1 Learners can adjectives in the paragraph.
• Listening to spoken or recorded employ a range of • Students write a description
descriptions of familiar scenes, selfmonitoring using their personal information.
and marking the words you hear. and self-correcting strategies • Get materials to create a
• Listening to a dialogue between two or and scrapbook.
more people and deciding if each statement interpret and use appropriate • Oral presentation of the project:
is true or false. verbal and nonverbal This is my… (relative)
• Watching a short video about a family communication features to
situation and writing three communicate in familiar Techniques
new things they learned. contexts. (I.3, S.4, J.4)
Reading Oral Communication Reading
• Reading a text and answering information I.EFL.4.7.1 Learners can • Look for context clues to
questions. identify the main idea understand new vocabulary.
• Choosing from a list of words to complete and some details in short Listening
gaps from a reading. straightforward spoken • Take notes while listening to
• Reading a short story from the Internet and audio texts set in familiar descriptions of familiar scenes.
highlighting interesting facts, then contexts when the Speaking
comparing them with those of a partner. message is delivered slowly
Writing and there is other
• Listening to a celebrity interview and contextual support. (Example: • Use expressions learned from a
writing three more interview questions. rules for a game, video to describe a family
• Writing your own answers to interview classroom instructions, a situation.
questions. dialogue in a scene Writing
• Writing an email to a friend describing your from a cartoon or movie, etc.) • Write information questions
ideal friend. Learners can use based on a model to interview a
Language through the Arts other classmate’s partner.
• Sharing learners’ stories in pairs or small contributions in class as
groups and choosing to represent some models for their own. (I.2, I.3, Instruments for oral and written
through a role play. S.4) evaluation
• Reading a myth from Ecuador and writing Reading • Projects and presentations
a song about it. I.EFL.4.11.1 Learners can • Oral interviews in pairs
understand main • Gap activities in pairs
ideas and some details in • Game
short simple online or • Writing Quiz
print texts on familiar subjects, • Glossary activities
using contextual • Portfolio
clues to help identify the most • Scrapbook
relevant
information. (Example: title,
illustrations,
organization, etc.) (I.2, I.4)
Writing
I.EFL.4.17.1 Learners can
convey and organize
information through the use of
facts and details
and by employing various
stages of the writing
process, while using a range
of digital tools to
promote and support
collaboration, learning and
 productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through 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
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Elva Maria Chica Zambrano Teacher: Teacher:
Signature: Signature: Signature:
 School’s Name: UNIDAD EDUCATIVA PICHINCHA Year: 2018 - 2019

1. INFORMATIVE DATA
Teacher: Elva Maria Chica Area: English as a Foreign Language Grade / Course: 9th Class:
Zambrano
Book: English Unit: 6 Objectives:
A1.2 Unforgettable O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
Moments produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
EFL 4.1.2 Recognize and demonstrate an appreciation of some
commonalities and distinctions
CE.EFL.4.2 Recognize and demonstrate an appreciation of
across cultures and groups (differentiated by gender, ability,
commonalities between cultures as
generations, etc.) including the
well as the consequences of one’s actions while exhibiting
students’ own.
socially responsible behaviors.
EFL 4.1.8 Use suitable vocabulary, expressions, language and
CE.EFL.4.3 Interact with others using self-monitoring and self-
interaction styles for formal and
correcting strategies as well as
informal social or academic situations in order to communicate
appropriate nonverbal and oral communication features.
specific intentions in online and
face-to-face interactions. (Example: thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in class, greeting an authority
figure, etc.)
Oral Communication: (Listening and Speaking)
CE.EFL.4.8 Production – Accuracy and Intelligibility:
EFL 4.2.2 Use a series of phrases and sentences to describe
Communicate needs and information clearly
aspects of personal background,
and in simple terms, using grammatical structures learned in
immediate environment and matters of immediate need in simple
class (although there may be frequent
terms using grammatical
errors), effectively and without undue effort. Demonstrate an
structures learnt in class (although there may be frequent errors
ability to make appropriate use of new
with tenses, personal pronouns,
words and expressions in social interactions.
prepositions, etc.).
CE.EFL.4.13 Apply learning strategies such as using prior
Reading knowledge and graphic organizers to
EFL 4.3.6 Apply learning strategies to examine and interpret a interpret new information in a text, and assess this information
variety of written materials using according to the organization,
prior knowledge, graphic organizers, context clues, note taking subject area and purpose of the text, using different criteria,
and finding words in a dictionary. including ICT tools.

Writing
CE.EFL.4.17 Show an ability to convey and organize information
EFL 4.4.8 Convey and organize information using facts and
through the use of facts and
details in order to illustrate diverse
details and by employing various stages of the writing process,
patterns and structures in writing. (Example: cause and effect,
while using a range of digital tools
problem and solution, general-tospecific
to promote and support collaboration, learning and productivity.
presentation, etc.)
Language through the Arts CE.EFL.4.22 Show the ability to work collaboratively and to
EFL 4.5.9 Engage in collaborative activities through a variety of participate effectively in a variety of
student groupings to create and student groupings by employing a wide range of creative thinking
respond to literature and other literary texts. (Example: small skills through the completion of
groups, cooperative learning activities such as playing games, brainstorming and problem
groups, literature circles, process writing groups, etc.) solving.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • Student’s Book Communication and Cultural Activities
English Awareness
• Reflecting on differences between different A1.2 (including I.EFL.4.2.1 Learners can • Draw a family tree for each
members of a family. interactive version) name similarities and student to locate their
• Sharing a cross-cultural experience (such • Audio CD differences between different corresponding relative.
as traveling, trying a new food, meeting • Teacher’s Guide aspects of cultural • Identify different family
someone from another country) in pairs or as • Photocopiable groups. Learners can members.
a class. worksheets (TG) demonstrate socially • Have students describe their
• Comparing answers in pairs or small • Quiz Time (SB) responsible behaviors at relatives using
groups. school, online, at home What does he / she look like?
• Working in small groups to create a chart and in the community, and • Pair work activity: Students ask
about differences in heights and weights evaluate their actions each other
from members of a family. by ethical, safety and social Are you tall?, Is she young?, etc.
Oral Communication: (Listening and standards. (J.3, S.1, • Play the audio to identify
Speaking) I.1) people’s physical descriptions.
• Listening to instructions for a short task and I.EFL.4.3.1 Learners can • Students read and identify the
carrying them out. employ a range of adjectives in the paragraph.
• Listening to spoken or recorded selfmonitoring • Students write a description
descriptions of familiar scenes, and self-correcting strategies using their personal information.
and marking the words you hear. and • Get materials to create a
• Listening to a dialogue between two or interpret and use appropriate scrapbook.
more people and deciding if each statement verbal and nonverbal • Oral presentation of the project:
is true or false. communication features to This is my… (relative)
• Watching a short video about a family communicate in familiar
situation and writing three contexts. (I.3, S.4, J.4) Techniques
new things they learned. Oral Communication
Reading I.EFL.4.8.1 Learners can Reading
• Reading a text and answering information communicate personal • Look for context clues to
questions. information and basic understand new vocabulary.
• Choosing from a list of words to complete immediate needs and deal Listening
gaps from a reading. with other practical everyday • Take notes while listening to
• Reading a short story from the Internet and demands in familiar descriptions of familiar scenes.
highlighting interesting facts, then contexts, effectively and Speaking
comparing them with those of a partner. without undue effort and • Use expressions learned from a
Writing using grammatical structures video to describe a family
and vocabulary situation.
• Listening to a celebrity interview and seen in class (although there Writing
writing three more interview questions. may be frequent, • Write information questions
• Writing your own answers to interview basic errors). (I.1, I.2, I.3, S.1) based on a model to interview a
questions. Reading partner.
• Writing an email to a friend describing your I.EFL.4.13.1 Learners can
ideal friend. apply learning Instruments for oral and written
Language through the Arts strategies such as using prior evaluation
• Sharing learners’ stories in pairs or small knowledge and • Projects and presentations
groups and choosing to represent some graphic organizers to interpret • Oral interviews in pairs
through a role play. new information in • Gap activities in pairs
• Reading a myth from Ecuador and writing a text. Learners can assess • Game
a song about it. this information • Writing Quiz
according to the organization, • Glossary activities
subject area and • Portfolio
purpose of the text, through • Scrapbook
the use of different
criteria, including ICT tools.
(I.2, I.4, J.4)
Writing
I.EFL.4.17.1 Learners can
convey and organize
information through the use of
facts and details
and by employing various
stages of the writing
process, while using a range
of digital tools to
promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through 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
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Elva Maria Chica Zambrano Teacher: Teacher:
Signature: Signature: Signature: