ANNUAL CURRICULUM PLAN

UNIDAD EDUCATIVA CHONTAMARCA 2017-2018

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH AS A FOREIGN LANGUAGE
Teacher: Lcdo. Juan Pablo Gonzalez
Grade / course 9th. Education E.G.B. SUPERIOR
Level
2. TIME
Weekly course load No. of working hours Learning evaluation and unexpected issues Total class weeks Total periods

5 hours 200 hours, 40 weeks 4 weeks 36 weeks 180

2. GENERAL OBJECTIVES

Objectives of the Area Objectives of the level/course

OG.EFL 1. Encounter socio-cultural aspects of their own and other countries in O.EFL 4.1. Identify the main ideas, some details and inferences of written texts, in order to
a thoughtful and inquisitive manner, maturely, and openly experiencing other produce level-appropriate critical analysis of familiar subjects and contexts.
cultures and languages from the secure standpoint of their own national and
cultural identity. O.EFL 4.2. Appreciate and value English as an international language and a medium to
interact 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
intercultural and multinational society.
 O.EFL 4.3. Independently read A2.1 level text in English as a source of entertainment and
OG.EFL 3. Access greater flexibility of mind, creativity, enhanced linguistic interpersonal and intrapersonal interaction
intelligence, and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their own L1 and of language use O.EFL 4.4. Develop creative and critical thinking skills when encountering challenges in order
for communication and learning. to promote autonomous learning and decision making.

OG.EFL 4. Deploy a range of learning strategies, thereby increasing disposition
and ability to independently access further (language) learning and practice
opportunities. Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into responsible academic
behavior.
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.

OG.EFL 5. Directly access the main points and important details of up-to date
O.EFL 4.7. Use spoken and written literary text in English such as poems, short stories, comic
English language texts, such as those published on the web, for professional or
strips, short magazine articles and oral interviews on familiar subjects in order to inspire oral
general investigation, through the efficient use of ICT and reference tools where
and written production at an A2.1 level
required.
O.EFL 4.8. Integrate written and spoken text in order to identify cultural differences and
OG.EFL 6. Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 backgrounds similarities within a range of local, national and global contexts familiar to the learner
on work, study, or general topics of common interest, expressing ideas and
opinions effectively and appropriately. O.EFL 4.9. Create a sense of awareness in terms of accuracy when learners interact in English
using high-frequency and level-appropriate expressions in order to reach an effective
OG.EFL 7. Interact quite clearly, confidently, and appropriately in a range of command of spoken language.
formal and informal social situations with a limited but effective command of
the spoken language (CEFR B1 level).
4. TRANSVERSAL AXES : Quality of life, Environment Respect, Respect to the
diversity of opinion, Democratic ideology, Moral Values, Diversity of Cultures.
5. DEVELOPMENT OF PLANNING UNITS*
N. Name of the Specific objectives of the Contents** Skills
Unit Planning Unit.
1. My family and To end the unit you will be Communication and Cultural
me able to describe your Awareness.
family members and EFL 4.1.2. Recognize and
yourself, how to describe demonstrate an appreciation
peoples personality, talk of some commonalities and
about lifestyles, free time distinctions across cultures
Activities, likes and and groups (differentiated by
dislikes gender, ability, generations,
etc.) including the students
. To talk about personal own.
information EFL 4.1.5. Apply self-
correcting and self-
. To ask and answer monitoring strategies in
personal information social and classroom
questions. interactions. (Example:
asking questions, starting
. To introduce someone. over, rephrasing, exploring
alternative pronunciations or
wording, etc.)
Oral Communication:
(Listening and Speaking)
EFL 4.2.1 Understand phrases
and expressions related to
areas of most immediate
Methodology orientation Evaluation*** Time in
(Strategies) weeks
CE.EFL.4.2. Recognize and demonstrate an 6 weeks
Communication and appreciation of commonalities between
Cultural Awareness. cultures as well as the consequences of ones
- Reading a list of actions actions while exhibiting socially responsible
people take and behaviors.
discussing their I.EFL.4.2.1. Learners can name similarities and
consequences on differences between different aspects of
others. cultural groups. Learners can demonstrate
- Simulating desirable socially responsible behaviors at school, online,
social behavior through at home and in the community, and evaluate
role-playing. their actions by ethical, safety and social
- Choosing pictures that standards. (J.3, S.1, I.1)
show responsible
actions performed by CE.EFL.4.3. Interact with others using self-
each member of the monitoring and self-correcting strategies as
family and identifying well as appropriate nonverbal and oral
irresponsible actions communication features.
and their consequences
on others I.EFL.4.3.1. Learners can employ a range of self-
monitoring and self-correcting strategies and
Oral Communication: interpret and use appropriate verbal and
(Listening and Speaking) nonverbal communication features to
- Having learners make a communicate in familiar contexts. (I.3, S.4, J.4).
selfie video to talk
about free time CE.EFL.4.9. Production Fluency: Use simple
activities. language to describe, compare and make
priority within the personal
and educational domains,
provided speech is clearly
and slowly articulated.
(Example: daily life, free time,
school activities, etc.)
EFL 4.2.2. 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.)
Reading
EFL 4.3.1. Understand main
points in short simple texts
on familiar subjects.
(Example: news about sports
or famous people, descrip-
tions, etc.)
- Asking classmates to statements about familiar everyday topics such
repeat an answer or as objects, possessions and routines in
statement to clarify an structured situations and short conversations.
idea if needed. Interaction is with reasonable ease, provided
- Asking for help in class speech is given clearly, slowly and directly.
when necessary. I.EFL.4.9.1. Learners can use simple language
to describe, compare and state facts about
familiar everyday topics such as possessions,
classroom objects and routines in short,
structured situations, interacting with relative
ease. (I.3, I.4, S.4)
CE.EFL.4.8. Production Accuracy and
Intelligibility: Communicate needs and
Reading information clearly and in simple terms, using
- Reading a text and grammatical structures learned in class
answering information (although there may be frequent errors),
questions effectively and without undue effort.
- Choosing words in a list Demonstrate an ability to make appropriate
to complete gaps from use of new words and expressions in social
a reading. interactions.
- Reading the paragraph I.EFL.4.8.1. Learners can communicate
about the Jonas Family personal information and basic immediate
and highlighting needs and deal with other practical everyday
interesting facts. demands in familiar contexts, effectively and
- Predicting main ideas without undue effort and using grammatical
by reading the title of structures and vocabulary seen in class
the text and using other (although there may be frequent, basic errors).
contextual clues. (I.1, I.2, I.3, S.1).
CE.EFL.4.11. Demonstrate comprehension of
main ideas and some details in short simple
texts on familiar subjects, making use of

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 4.5.4 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.
contextual clues to identify relevant
information in a text.
I.EFL.4.11.1. Learners can understand main
Writing ideas and some details in short simple online or
- Watching a video about print texts on familiar subjects, using
a controversial topic contextual clues to help identify the most
and writing a short relevant information (I.2, I.4).
response giving an CE.EFL.4.15. Express information and ideas and
opinion. describe feelings and opinions in simple
- Listening to a celebrity transactional or expository texts on familiar
interview and writing subjects in order to influence an audience,
three more interview while recognizing that different texts have
questions. different features and showing the ability to
- Writing answers to use these features appropriately in ones own
interview questions. writing.
I.EFL.4.15.1. Learners can convey information
and ideas and describe feelings and opinions in
simple transactional or expository texts on
Language through the arts. familiar subjects in order to influence an
Listening to or reading audience, while recognizing that different texts
stories and drawing an have different features and showing the ability
important scene. to use these features appropriately in ones
own writing. (I.3, I.4, S.3, J.2).
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.EFL.4.18.1. Learners can understand, predict,
infer and deduce literal and implied meanings

2. Cultures around To end the unit you will be
the world able to describe customs
and celebrations around
the world. In addition you
will describe celebrations
in other countries.
To describe peoples gender, ability, generations,
culture, costumes and
traditions.
. To ask and answer
questions about physical
description.
Communication and Cultural
Awareness.
EFL 4.1.2. Recognize and
demonstrate an appreciation
of some commonalities and
distinctions across cultures
and groups (differentiated by
etc.) including the students
own.
EFL 4.1.5. Apply self-
correcting and self-
monitoring strategies in
social and classroom
interactions. (Example:
asking questions, starting
in short, simple, everyday literary texts (online,
oral or in print), especially when visual support
is provided. (I.2, I.3, I.4)
Communication and 6 weeks
Cultural Awareness. CE.EFL.4.2. Recognize and demonstrate an
- Simulating desirable appreciation of commonalities between
social behavior through cultures as well as the consequences of ones
role-playing. actions while exhibiting socially responsible
- Looking for information behaviors.
about different custom I.EFL.4.2.1. Learners can name similarities and
and celebrations differences between different aspects of
around the world. cultural groups. Learners can demonstrate
- Participating in short socially responsible behaviors at school, online,
role plays using a range at home and in the community, and evaluate
of verbal and nonverbal their actions by ethical, safety and social
communication. standards. (J.3, S.1, I.1)
Responding to classroom CE.EFL.4.3. Interact with others using self-
activities and pair work monitoring and self-correcting strategies as
over, rephrasing, exploring through short expressions well as appropriate nonverbal and oral
alternative pronunciations or or emoticons. communication features.
wording, etc.) Oral Communication: I.EFL.4.3.1. Learners can employ a range of self-
(Listening and Speaking) monitoring and self-correcting strategies and
- Asking the learners to interpret and use appropriate verbal and
Oral Communication: read a dialogue in pairs. nonverbal communication features to
(Listening and Speaking) - Asking learners simple communicate in familiar contexts. (I.3, S.4, J.4).
EFL 4.2.1 Understand phrases questions about CE.EFL.4.9. Production Fluency: Use simple
and expressions related to customs in Ecuador. language to describe, compare and make
areas of most immediate - Asking learners to statements about familiar everyday topics such
priority within the personal describe a picture of a as objects, possessions and routines in
and educational domains, familiar scene and structured situations and short conversations.
provided speech is clearly asking them to give full Interaction is with reasonable ease, provided
and slowly articulated. statements about what speech is given clearly, slowly and directly.
(Example: daily life, free time, they can see. I.EFL.4.9.1. Learners can use simple language
school activities, etc.) to describe, compare and state facts about
EFL 4.2.2. Use a series of familiar everyday topics such as possessions,
phrases and sentences to classroom objects and routines in short,
describe aspects of personal structured situations, interacting with relative
background, immediate ease. (I.3, I.4, S.4)
environment and matters of
immediate need in simple CE.EFL.4.8. Production Accuracy and
terms using grammatical Reading Intelligibility: Communicate needs and
structures learnt in class - Reading a text and information clearly and in simple terms, using
(although there may be answering information grammatical structures learned in class
frequent errors with tenses, questions (although there may be frequent errors),
personal pronouns, - Choosing words from a effectively and without undue effort.
prepositions, etc.) list to complete gaps Demonstrate an ability to make appropriate
from a reading. use of new words and expressions in social
Reading - Reading the paragraph interactions.
about customs and
EFL 4.3.2 Make use of clues
such as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant infor-
mation in written level-
appropriate text types.
Writing
EFL 4.4.8 Convey and
organize information using
facts and details in order to
illustrate diverse patterns and
structures in writing. (Ex-
ample: cause and effect,
problem and solution,
general-to-specific
presentation, etc.)
Language through the arts
EFL 4.5.11 Participate in
creative thinking through
brainstorming, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
peoples strengths.
highlights interesting I.EFL.4.8.1. Learners can communicate
facts. personal information and basic immediate
needs and deal with other practical everyday
demands in familiar contexts, effectively and
without undue effort and using grammatical
Writing structures and vocabulary seen in class
- Completing the gaps in (although there may be frequent, basic errors).
a sentence. (I.1, I.2, I.3, S.1).
- Reading an online CE.EFL.4.11. Demonstrate comprehension of
movie review and main ideas and some details in short simple
identifying common texts on familiar subjects, making use of
linguistic features contextual clues to identify relevant
Using question prompts information in a text.
to interview and then write I.EFL.4.11.1. Learners can understand main
sentences about a ideas and some details in short simple online or
classmate. print texts on familiar subjects, using
- Adding pictures to a contextual clues to help identify the most
group presentation. relevant information (I.2, I.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
Language through the arts. the writing process, while using a range of
Brainstorming a list of digital tools to promote and support
questions and responses collaboration, learning and productivity.
learners can use during I.EFL.4.17.1. Learners can convey and organize
small group discussions information through the use of facts and
about literary texts. details and by employing various stages of the
Participating in classroom writing process, while using a range of digital
games in which problem-
 solving as a team is tools to promote and support collaboration,
important. learning and productivity. (I.1, I.3, S.4, J.2, J.4)
CE.EFL.4.22. Show the ability to work
collaboratively and to participate effectively in
a variety of student groupings by employing a
wide range of creative thinking skills through
the completion of activities such as playing
games, brainstorming and problem solving.
I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of student
groupings by employing a wide range of
creative thinking skills through the completion
of activities such as playing games,
brainstorming and problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)

3. Amazing General Objective 6 weeks

abilities To end the unit you will be Communication and
able to describe and Communication and Cultural Cultural Awareness. CE.EFL.4.1. Compare and contrast oral
compare peoples Awareness. - Hearing a story from traditions and literature from Ecuador and
abilities, how to talk about EFL 4.1.1. Compare and people from another beyond in order to manifest an understanding
abilities, compare contrast oral traditions, country and mention of the relationship between cultural
peoples attributes and myths, folktales and their abilities. perspectives and practices and by sharing cross
abilities, express literature from Ecuador and - Reading a story from cultural experiences.
opinions.. international regions and another region/culture I.EFL.4.1.1. Learners can compare and contrast
To talk about abilities cultures and identify and sharing a similar oral traditions, myths, folktales and literature
similarities and differences experience. from Ecuador and other cultures in order to
. To express opinions. and universal cultural
themes.
. To ask for and give the EFL 4.1.6. Seek and provide
time. information and assistance,
orally or in writing and in
online or face-to-face
interactions, for personal,
social and academic
purposes.
Oral Communication:
(Listening and Speaking)
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.)
Reading
EFL 4.3.2 Make use of clues
such as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant infor-
mation in written level-
appropriate text types.
Writing
EFL 4.4.4 Write to describe
feelings/opinions in order to
- Reflecting on demonstrate an understanding of the
differences between relationship between cultural practices and
people from other perspectives. Learners can share cross-cultural
countries and regions. experiences while naming universal cultural
Oral Communication: themes. (I.2, S.1, S.2, J.1)
(Listening and Speaking)
- Asking learners to CE.EFL.4.4. Demonstrate the ability to ask for
repeat an answer or and give information and assistance using
statement to clarify appropriate language and interaction styles in
something if needed. a variety of social interactions.
- Asking for help in class I.EFL.4.4.1. Learners can demonstrate an
when necessary. ability to give and ask for information and
- Doing a mingle activity assistance using level-appropriate language
where learners ask and and interaction styles in online or face-to-face
answer survey social and classroom interactions. (J.2, J.3, J.4,
questions about after I.3).
school activities. CE.EFL.4.9. Production Fluency: Use simple
- Asking the learners to language to describe, compare and make
read a dialogue in pairs. statements about familiar everyday topics such
Reading as objects, possessions and routines in
- Reading a text and structured situations and short conversations.
answering information Interaction is with reasonable ease, provided
questions speech is given clearly, slowly and directly.
- Choosing from a list of I.EFL.4.9.1. Learners can use simple language
words to complete gaps to describe, compare and state facts about
from a reading. familiar everyday topics such as possessions,
- Reading a short news classroom objects and routines in short,
article and completing structured situations, interacting with relative
an outline. ease. (I.3, I.4, S.4)
CE.EFL.4.11. Demonstrate comprehension of
main ideas and some details in short simple
effectively influence an - Reading a biography
audience. (Example: and putting events on a
persuade, negotiate, argue, time line.
etc.) Writing
- Listening to a celebrity
interview and writing
three more interview
questions.
- Writing answers to
Language through the arts interview questions.
EFL 4.4.16 Create personal - Writing an email to a
stories by adding imaginative friend about an
details to real-life stories and outstanding person
situations, using appropriate with special abilities.
vocabulary and elements of Language through the arts.
the literature learners have - Sharing learners writing.
read or heard. stories in pairs or small
groups and choosing to
represent some
through a role play.
- Writing a poem or the
verses of a song in small
groups and performing
it for the class.
Doing free writing on a
topic suggested by another
learner.
texts on familiar subjects, making use of
contextual clues to identify relevant
information in a text.
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).
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 ones own
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 ones
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

4. Healthy Food General Objective Communication and Cultural
To end the unit you will be
Awareness.
able to talk about food
EFL 4.1.5. Apply self-
and describe how to make
correcting and self-
healthy recipes, to talk
monitoring strategies in
about food preferences,
social and classroom
express agreement, ask
interactions. (Example:
and answer questions asking questions, starting
about food quantities.
over, rephrasing, exploring
To express food
alternative pronunciations or
preferences wording etc.)
EFL 4.1.8. Use suitable
vocabulary, expressions, and
. To ask and answer language and interaction
questions about food styles for formal and informal
quantities 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,
Communication and
Cultural Awareness.
Participating in short role
plays using a range of verbal
and nonverbal communica-
tion.
Practicing a specific self-
correcting strategy during a
pair work activity.
Talking in pairs about a
video learners have
watched using only English.
Completing a self-
assessment and writing a
goal based on the results.
Oral Communication:
(Listening and Speaking)
Recording in-class
conversations and
dialogues in order to make
note of correct and
appropriate language usage
and intelligibility.
those that reflect Ecuadorian cultures, using a
range of digital tools, writing styles,
appropriate vocabulary and other literary
concepts. (I.1, I.3)
6 weeks
CE.EFL.4.3. Interact with others using self-
monitoring and self-correcting strategies as
well as appropriate nonverbal and oral
communication features.
I.EFL.4.3.1. Learners can employ a range of self-
monitoring and self-correcting strategies and
interpret and use appropriate verbal and
nonverbal communication features to
communicate in familiar contexts. (I.3, S.4, J.4)
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.
I.EFL.4.4.1. Learners can demonstrate an
ability to give and ask for information and
assistance using level-appropriate language
and interaction styles in online or face-to-face
social and classroom interactions. (J.2, J.3, J.4,
I.3).
CE.EFL.4.8. Production Accuracy and
Intelligibility: Communicate needs and
information clearly and in simple terms, using
grammatical structures learned in class
greeting an authority figure, Doing a mingle activity (although there may be frequent errors),
etc.) where learners ask and effectively and without undue effort.
answer survey questions Demonstrate an ability to make appropriate
Oral Communication: about after school use of new words and expressions in social
(Listening and Speaking) activities. interactions.
EFL 4.2.2. Use a series of - Asking the learners to I.EFL.4.8.1. Learners can communicate
phrases and sentences to read a dialogue in pairs personal information and basic immediate
describe aspects of personal and record themselves needs and deal with other practical everyday
background, immediate to assess clarity of demands in familiar contexts, effectively and
environment and matters of sounds, rhythm, and without undue effort and using grammatical
immediate need in simple intonation. structures and vocabulary seen in class
terms using grammatical Reading (although there may be frequent, basic errors).
structures learnt in class - Reading a text and (I.1, I.2, I.3, S.1)
(although there may be answering information CE.EFL.4.11. Demonstrate comprehension of
frequent errors with tenses, questions main ideas and some details in short simple
personal pronouns, - Choosing from a list of texts on familiar subjects, making use of
prepositions, etc.) words to complete gaps contextual clues to identify relevant
Reading from a reading. information in a text.
EFL 4.3.1. Understand main Reading a short story I.EFL.4.11.1. Learners can understand main
points in short simple texts from the Internet and ideas and some details in short simple online or
on familiar subjects. highlighting interesting print texts on familiar subjects, using
(Example: news about sports facts, then comparing them contextual clues to help identify the most
or famous people, descrip- with those of a partner. relevant information(Example: title,
tions, etc.) - Reading a blog post and illustrations, organization, etc)(I.2, I.4).
Writing writing a comment. CE.EFL.4.18. Use main ideas in order to
EFL 4.4.4 Write to describe Writing understand, predict, infer and deduce literal
feelings/opinions in order to Listening to a interview and and implied meanings in short, simple,
effectively influence an writing more interview everyday literary texts (online, oral or in print).
audience. (Example: questions. I.EFL.4.15.1. Learners can convey information
persuade, negotiate, argue, - Writing answers to and ideas and describe feelings and opinions in
etc.) interview questions. simple transactional or expository texts on
 Language through the arts
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.
5. They were General Objective
successful! To end the unit you will be Communication and Cultural
able to talk about famous Awareness.
characters of the past, EFL 4.1.2. Recognize and
how to describe peoples demonstrate an appreciation
personalities and values, of some commonalities and
talk about peoples lives in distinctions across cultures
the past and talk about and groups (differentiated by
important events in gender, ability, generations,
history. etc.) including the students
own.
To identify peoples life in EFL 4.1.8. Use suitable
the past vocabulary, expressions, and
language and interaction
styles for formal and informal
- Writing an email to a familiar subjects in order to influence an
friend about healthy audience, while recognizing that different texts
habits.. have different features and showing the ability
to use these features appropriately in ones
Language through the arts. own writing. (I.3, I.4, S.3, J.2)
Listening to or reading I.EFL.4.18.1. Learners can understand, predict,
stories and drawing an infer and deduce literal and implied meanings
important scene. in short, simple, everyday literary texts (online,
Looking at the title and oral or in print), especially when visual support
accompanying illustrations is provided. (I.2, I.3, I.4).
of a text and writing
questions about the topic
6weeks
Communication and CE.EFL.4.2. Recognize and demonstrate an
Cultural Awareness. appreciation of commonalities between
- Using recycled cultures as well as the consequences of ones
materials to make a actions while exhibiting socially responsible
project. behaviors.
- Surfing the internet to I.EFL.4.2.1. Learners can name similarities and
look for information differences between different aspects of
about important cultural groups. Learners can demonstrate
people from other socially responsible behaviors at school, online,
cultures and presenting at home and in the community, and evaluate
it to the class using their actions by ethical, safety and social
digital tools. standards. (J.3, S.1, I.1)
- Choosing pictures to CE.EFL.4.3. Interact with others using self-
show responsible and monitoring and self-correcting strategies as
. To talk about famous social or academic situations
characters in the past. in order to communicate
specific intentions in online
and face-to-face interactions.
(Example: thanking, making
promises, apologizing, asking
permission, chatting with
friends, answering in class,
greeting an authority figure,
etc.)
Oral Communication:
(Listening and Speaking)
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.)
Reading
solidary actions well as appropriate nonverbal and oral
(helping an elder cross communication features.
the sidewalk, stopping I.EFL.4.3.1. Learners can employ a range of self-
two children from monitoring and self-correcting strategies and
throwing rocks at a dog, interpret and use appropriate verbal and
being open to accepting nonverbal communication features to
new ideas/foods, etc.) communicate in familiar contexts. (I.3, S.4, J.4)
and having a class CE.EFL.4.7 Listening for information: Follow
discussion about the and identify some main ideas and details in
importance of helping short and straightforward spoken or audio text
others. set in a familiar contexts, when delivered
Oral Communication: slowly and with visuals to provide contextual
(Listening and Speaking) support. Use spoken contributions in class as
- Listening to spoken or models for ones own speech.
recorder descriptions
of familiar scenes, and I.EFL.4.7.1. Learners can identify the main idea
talking notes. and some details in short straightforward
- Listening to a dialogue spoken audio texts set in familiar contexts
between two or more when the message is delivered slowly and
people and deciding if there is other contextual support. Learners can
each statement true or use other classmates contributions in class as
false. models for their own. (I.2, I.3, S.4)
- Watching a short video
about important CE.EFL.4.11. Demonstrate comprehension of
people from the past main ideas and some details in short simple
and taking notes. texts on familiar subjects, making use of
Reading contextual clues to identify relevant
- Reading a text and information in a text.
answering information I.EFL.4.11.1. Learners can understand main
questions ideas and some details in short simple online or
print texts on familiar subjects, using
EFL 4.3.2 Make use of clues - Choosing from a list of contextual clues to help identify the most
such as titles, illustrations, words to complete gaps relevant information(Example: title,
organization, text outline and from a reading. illustrations, organization, etc)(I.2, I.4).
layout, etc. to identify and - Predicting main ideas CE.EFL.4.17. Show an ability to convey and
understand relevant infor- by reading the title of organize information through the use of facts
mation in written level- the text and using other and details and by employing various stages of
appropriate text types. contextual clues. (e.g., the writing process, while using a range of
illustrations, digital tools to promote and support
Writing subheadings, etc.). collaboration, learning and productivity.
EFL 4.4.8. Convey and - Reading a biography I.EFL.4.17.1. Learners can convey and organize
organize information using and putting events on a information through the use of facts and
facts and details in order to timeline. details and by employing various stages of the
illustrate diverse patterns and writing process, while using a range of digital
structures in writing. tools to promote and support collaboration,
(Example: cause and effect, Writing learning and productivity. (I.1, I.3, S.4, J.2, J.4)
problem and solution, - Reading an online CE.EFL.4.22. Show the ability to work
general-to-specific movie review and collaboratively and to participate effectively in
presentation, etc.) identifying common a variety of student groupings by employing a
linguistic features, wide range of creative thinking skills through
asking learners to use it the completion of activities such as playing
as a model to write a games, brainstorming and problem solving.
review of another I.EFL.4.22.1. Learners can collaborate and
movie. participate effectively in a variety of student
- Sequencing sentences groupings by employing a wide range of
by adding words. creative thinking skills through the completion
Language through the arts. of activities such as playing games,
- Creating literature brainstorming and problem solving. (S.2, S.4,
circles where learners J.1, J.2, J.3, J.4)
have the freedom to
say anything they want
 about a text from class
or outside of class.
- Brainstorming a list of
questions and
responses learners can
use during small group
discussions about
literary texts.
Participating in classroom
games in which problem-
solving as a team is
important.

6 Unforgettable . To talk about events in Communication and Cultural 6 weeks

Moments the past Awareness
EFL 4.1.2 Recognize and
Describe emotions demonstrate an appreciation
of some commonalities and
distinctions across cultures
and groups (differentiated by
gender, ability, generations,
etc.) including the students
own.
EFL 4.1.8 Use suitable
vocabulary, expressions,
language and interaction
Communication and
Cultural Awareness
Surfing the Internet to
look for information about
important people from
other cultures and
presenting it to the class
using digital tools.
Reading a story from
another region/culture and
sharing a similar
experience.
CE.EFL.4.2 Recognize and demonstrate an
appreciation of commonalities between
cultures as well as the consequences of ones
actions while exhibiting socially responsible
behaviors.
I.EFL.4.2.1 Learners can name similarities and
differences between different aspects of
cultural groups. Learners can demonstrate
socially responsible behaviors at school, online,
at home and in the community, and evaluate
their actions by ethical, safety and social
standards. (J.3, S.1, I.1)
styles for formal and informal
social or academic situations
in order to communicate
specific intentions in online
and face-to-face interactions.
(Example: thanking, making
promises, apologizing, asking
permission, chatting with
friends, answering in class,
greeting an authority figure,
etc.)
Oral Communication:
(Listening and Speaking)
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.).
Reading
EFL 4.3.6 Apply learning
strategies to examine and
interpret a variety of written
materials using prior
knowledge, graphic
Oral Communication:
(Listening and Speaking)
Recording in-class
conversations and
dialogues in order to make
note of correct and
appropriate language usage
and intelligibility.
Asking classmates to
repeat an answer or
statement to clarify
something if needed.
Reading
Highlighting key
information in a text and
crossing out irrelevant
information.
Keeping a vocabulary
notebook of synonyms and
antonyms of words from a
text.
Brainstorming about a
topic and then reading a
text to check true and false
information.
Writing
Completing the gaps in a
text.
Reading an online movie
review and identifying
CE.EFL.4.3 Interact with others using self-
monitoring and self-correcting strategies as
well as appropriate nonverbal and oral
communication features.
I.EFL.4.3.1 Learners can employ a range of self-
monitoring and self-correcting strategies and
interpret and use appropriate verbal and
nonverbal communication features to
communicate in familiar contexts. (I.3, S.4, J.4)
CE.EFL.4.8 Production Accuracy and
Intelligibility: Communicate needs and
information clearly and in simple terms, using
grammatical structures learned in class
(although there may be frequent errors),
effectively and without undue effort.
Demonstrate an ability to make appropriate
use of new words and expressions in social
interactions.
I.EFL.4.8.1 Learners can communicate personal
information and basic immediate needs and
deal with other practical everyday demands in
familiar contexts, effectively and without
undue effort and using grammatical structures
and vocabulary seen in class (although there
may be frequent, basic errors). (I.1, I.2, I.3, S.1)
CE.EFL.4.13 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.
organizers, context clues, common linguistic features I.EFL.4.13.1 Learners can apply learning
note taking and finding such as the use of verbs in strategies such as using prior knowledge and
words in a dictionary. the past tense. Then using it graphic organizers to interpret new
as a model to write a review information in a text. Learners can assess this
Writing of another movie. information according to the organization,
EFL 4.4.8 Convey and Sequencing sentences by subject area and purpose of the text, through
organize information using adding words. the use of different criteria, including ICT tools.
facts and details in order to Language through the Arts (I.2, I.4, J.4)
illustrate diverse patterns Creating literature circles CE.EFL.4.17 Show an ability to convey and
and structures in writing. where learners have the organize information through the use of facts
(Example: cause and effect, freedom to say anything and details and by employing various stages of
problem and solution, they want about a text from the writing process, while using a range of
general-to specific class or outside of class. digital tools to promote and support
presentation, etc.) Participating in classroom collaboration, learning and productivity.
Language through the Arts games in which problem- I.EFL.4.17.1 Learners can convey and organize
EFL 4.5.9 Engage in solving as a team is information through the use of facts and
collaborative activities important. details and by employing various stages of the
through a variety of student writing process, while using a range of digital
groupings to create and tools to promote and support collaboration,
respond to literature and learning and productivity. (I.1, I.3, S.4, J.2, J.4)
other literary texts. CE.EFL.4.22 Show the ability to work
(Example: small groups, collaboratively and to participate effectively in
cooperative learning groups, a variety of student groupings by employing a
literature circles, process wide range of creative thinking skills through
writing groups, etc.) 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)

6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

Resources that will be used for the development of the planning unit, especially that bibliography used for the design There will be a record of any new issue that may appear
of each planning unit, as well as the selected texts to use with students, in order to do this work. in our way to the fulfilling of this planning. Also, some
fittings may be suggested, for the better achievement of
the goal of what is planned in the instrument.

DONE BY: REVISED BY: APPROVED BY:

TEACHER: NAME: NAME:

Signature: Signature: Signature:
Date: Signature: Signature:
 ANNUAL CURRICULUM PLAN

UNIDAD EDUCATIVA CHONTAMARCA 2017-2018

ANNUAL CURRICULUM PLAN

3. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH AS A FOREIGN LANGUAGE
Teacher: Lcdo. Juan Pablo Gonzalez
Grade / course 10th Education E.G.B. SUPERIOR
Level
2. TIME
Weekly course load No. of working hours Learning evaluation and unexpected issues Total class weeks Total periods

5 hours 200 hours, 40 weeks 4 weeks 36 weeks 180

4. GENERAL OBJECTIVES

Objectives of the Area Objectives of the level/course

OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
thoughtful and inquisitive manner, maturely, and openly experiencing other produce level-appropriate critical analysis of familiar subjects and contexts.
cultures and languages from the secure standpoint of their own national and
cultural identity. O.EFL 4.2 Appreciate and value English as an international language and a medium to
interact 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
intercultural and multinational society.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and
intelligence, and critical thinking skills through an appreciation of linguistic interpersonal and intrapersonal interaction
differences. Enjoy an enriched perspective of their own L1 and of language use
for communication and learning. O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order
to promote autonomous learning and decision making.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition
and ability to independently access further (language) learning and practice O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic
opportunities. Respect themselves and others within the communication resources (ICT) in class while practicing appropriate competences in the four skills
process, cultivating habits of honesty and integrity into responsible academic
behavior. 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.
OG.EFL 5 Directly access the main points and important details of up-to date
English language texts, such as those published on the web, for professional or
O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic
general investigation, through the efficient use of ICT and reference tools where
strips, short magazine articles and oral interviews on familiar subjects in order to inspire oral
required.
and written production at an A2.1 level
OG.EFL 6 Through selected media, participate in reasonably extended
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and
spoken or written dialogue with peers from different L1 backgrounds
on work, study, or general topics of common interest, expressing ideas and similarities within a range of local, national and global contexts familiar to the learner
opinions effectively and appropriately.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of using high-frequency and level-appropriate expressions in order to reach an effective
formal and informal social situations with a limited but effective command of command of spoken language.
the spoken language (CEFR B1 level).
4. TRANSVERSAL AXES: Quality of life, Environment Respect, Respect to the
diversity of opinion, Democratic ideology, Moral Values, Diversity of Cultures.
6. DEVELOPMENT OF PLANNING UNITS*
N. Name of the Specific objectives of the Contents** Methodology orientation Evaluation*** Time in
Unit Planning Unit. weeks
1. Breakthroughs To end the unit you will be Communication and Cultural 6 weeks
in Science and able to talk about some Awareness. Communication and CE.EFL.4.5. Display and appreciation of and
Technology inventors and their EFL 4.1.4. Demonstrate Cultural Awareness. demonstrate respect for individual and group
inventions and how to mindfulness, empathy, Comparing answers in differences by establishing and maintaining
give accounts of past tolerance and an overall pairs or small groups. healthy and rewarding relationships based on
events, ask for and give respect for the integrity of Working in small groups to communication and cooperation.
information about the cultures in daily classroom complete a cultural project. CE.EFL.4.4. Demonstrate the ability to ask for
past, use time expressions activities. Participating in short and give information and assistance using
when giving accounts of EFL 4.1.5. Apply self- dialogues and role plays to appropriate language and interaction styles in
past achievements. correcting and self- practice target language. a variety of social interactions.
monitoring strategies in Oral Communication: I.EFL.4.5.1. Learners can appreciate and show
*Know important social and classroom (Listening and Speaking) respect for individual and group differences by
inventions and inventors interactions. (Example: Recording in-class establishing and maintaining healthy and
asking questions, starting conversations to help rewarding online and face-to-face interactions.
*Give accounts of past over, rephrasing, exploring learners become aware of Learners can communicate and cooperate in a
events alternative pronunciations or common mistakes respectful, empathetic manner. ( J.3, S.1, S4)
wording etc.) regarding language usage I.EFL.4.4.1. Learners can demonstrate an
*Learn time expressions and intelligibility. ability to give and ask for information and
when giving accounts Reading Asking classmates to assistance using level-appropriate language
about the past EFL 4.3.7. Read, gather, view repeat an answer or and interaction styles in online or face-to-face
and listen to information statement to clarify social and classroom interactions. (J.2, J.3, J.4,
from various sources in order something when needed. I.3).
to organize and discuss Asking for help in class CE.EFL.4.8. Production Accuracy and
relationships between when necessary. Intelligibility: Communicate needs and
academic content areas. Reading information clearly and in simple terms, using
(Example: nonfiction books grammatical structures learned in class
for young adults, the
Internet, audio and media
presentations, oral
interviews, maps, diagrams,
reference books, magazines,
etc.)
Writing
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 4.5.11. 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
peoples strengths.
Reading a short text and
showing comprehension by
completing the
accompanying graphic
organizer.
Reading a text on a
familiar content area
subject and then matching
phrases or labeling pictures.
Reading short simple
cross-curricular texts and
using them to support
argument or hypothesis.
Writing
Completing the gaps in a
sentence.
Sequencing sentences by
adding words.
Language through the arts.
Creating literature circles
where learners have the
freedom to say anything
they think about a text from
class or outside it.
Participating in classroom
games in which problem-
solving as a team is
important.
Creating a crossword
puzzle in groups about an
(although there may be frequent errors),
effectively and without undue effort.
Demonstrate an ability to make appropriate
use of new words and expressions in social
interactions.
I.EFL.4.8.1. Learners can communicate
personal information and basic immediate
needs and deal with other practical everyday
demands in familiar contexts, effectively and
without undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic errors).
(I.1, I.2, I.3, S.1)
CE.EFL.4.12. Use a range of reference materials
and sources, both online and in print, in order
to support ideas, answer inquiries, find
relationships and relate ideas between
different subject areas.
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.4.17. 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

2. Travel and To end the Unit you will be
Adventure able to narrate personal
experiences and events
from the past. In addition
describe places.
Holiday Activities and
Places
Extreme Vacations
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 4.1.8. Use suitable
vocabulary, expressions, and
Ecuadorian story, region,
celebrity, etc.
Brainstorming ideas for a
writing project in small
groups, using a graphic
organizer
Communication and
Cultural Awareness.
Making a useful object out
of recycled materials in a
project.
Surfing the internet for
information about
important people from
other culture and ways of
life on presenting them to
the class using digital tools.
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.4.22. 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).
CE.EFL.4.2. Recognize and demonstrate an 6 weeks
appreciation of commonalities between
cultures as well as the consequences of ones
actions while exhibiting socially responsible
behaviors.
I.EFL.4.2.1. Learners can name similarities and
differences between different aspects of
cultural groups. Learners can demonstrate
socially responsible behaviors at school, online,
at home and in the community, and evaluate
their actions by ethical, safety and social
standards. (J.3, S.1, I.1)
Anecdotes and language and interaction
Unfortunate Happenings styles for formal and informal
social or academic situations
in order to communicate
specific intentions in online
and face-to-face interactions.
(Example: thanking, making
promises, apologizing, asking
permission, chatting with
friends, answering in class,
greeting an authority figure,
etc.)
Oral Communication:
(Listening and Speaking)
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,
Oral Communication:
(Listening and Speaking)
Recording in-class
conversations to help
learners become aware of
common mistakes
regarding language usage
and intelligibility.
Doing a mingle activity
where learners ask and
answer survey questions
about after school
activities.
Asking classmates to
repeat an answer or
statement to clarify
something when needed.
Asking learners to read a
dialogue in pars. Learners
record themselves and then
listen to the recording to
assess clarity of sounds, and
intonation.
Reading
Highlighting relevant key
information in a text and
crossing out irrelevant
information.
Keeping a vocabulary
notebook of synonyms and
CE.EFL.4.3. Interact with others using self-
monitoring and self-correcting strategies as
well as appropriate nonverbal and oral
communication features.
I.EFL.4.3.1. Learners can employ a range of self-
monitoring and self-correcting strategies and
interpret and use appropriate verbal and
nonverbal communication features to
communicate in familiar contexts. (I.3, S.4, J.4)
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.
I.EFL.4.10.1. 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)
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
note taking and finding words antonyms of words from a
in a dictionary. text.
Writing Brainstorming about a
EFL 4.4.4. Write to describe topic and then reading a
feelings/ opinions in order to text to check true and false
effectively influence an information.
audience. (Example: Writing
persuade, negotiate, argue, Completing the gaps in a
etc.). sentence.
Language through the arts Reading an online review
EFL 4.5.9. Engage in and identifying common
collaborative activities linguistic features such as
through a variety of student the use of verbs in the past
groupings to create and tense. Then, using such as a
respond to literature and model to write a review of
other literary texts. (Example: another movie.
small groups, cooperative
learning groups, literature Language through the arts.
circles, process writing Creating literature circles
groups, etc.) where learners have the
freedom to say anything
they think about a text.
Brainstorming a list of
questions and responses
learners can use during
small group discussions
about literary texts.
Participating in classroom
games in which problem-
solving as a team is
important
different criteria, including ICT tools. (I.2, I.4,
J.4)
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.4.15. 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 ones 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

3. Hobbies, Leisure To end the unit you will be
and able to discuss hobbies
Entertainment and free time activities
how to talk about hobbies
and leisure activities,
express agreement or
disagreement about
controversial topics, talk
about rules, express
advice and emphatic
opinions, determine main
ideas, supporting
information and examples
in a reading.
to use these features appropriately in ones
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).
Communication and Cultural Communication and CE.EFL.4.1. Compare and contrast oral 6 weeks
Awareness. Cultural Awareness. traditions and literature from Ecuador and
EFL 4.1.1. Compare and Finding ways of beyond in order to manifest an understanding
contrast oral traditions, entertainment from other of the relationship between cultural
myths, folktales and cultures and regions and perspectives and practices and by sharing cross
literature from Ecuador and then sharing them in class. cultural experiences.
international regions and Completing a Venn I.EFL.4.1.1. Learners can compare and contrast
cultures and identify diagram about two stories oral traditions, myths, folktales and literature
similarities and differences from different countries. from Ecuador and other cultures in order to
and universal cultural Reflecting on differences demonstrate and understanding of the
themes. between people from other relationship between cultural practices and
EFL 4.1.6. Seek and provide countries and regions. perspectives. Learners can share cross cultural
information and assistance, Sharing a cross-cultural experiences while naming universal cultural
orally or in writing and in experience (such as themes. (I.2, S.1, S.2, J.1)
Leisure Activities online or face-to-face traveling, trying a new food,
interactions, for personal, meeting someone from CE.EFL.4.4. Demonstrate the ability to ask for
Commitment in Leisure social and academic another country) in pairs or and give information and assistance using
Activities purposes. as a class. appropriate language and interaction styles in
Oral Communication: Oral Communication: a variety of social interactions.
Feeling Alive (Listening and Speaking) (Listening and Speaking) I.EFL.4.4.1. Learners can demonstrate an
EFL 4.2.10. Sustain a Asking classmates to ability to give and ask for information and
conversational exchange on a repeat an answer or assistance using level-appropriate language
familiar, everyday subject statement to clarify and interaction styles in online or face-to-face
when carrying out a something when needed. social and classroom interactions. (J.2, J.3, J.4,
collaborative/paired learning Asking learners to read a I.3)
activity in which there are dialogue in pars. Learners
specific instructions for a record themselves and then CE.EFL.4.6. Listening for Meaning: Understand
task. listen to the recording to and follow the main idea in spoken texts set in
Reading assess clarity of sounds, and familiar everyday contexts, provided speech is
EFL 4.3.5. Use everyday intonation. clear and articulate, and deduce the meanings
reference material in order to Reading of unfamiliar words and phrases using context
select information Reading a short text and clues and/or prior knowledge.
appropriate to the purpose of showing comprehension by I.EFL.4.6.1. Learners can grasp the general
an inquiry and relate ideas completing the meaning of spoken texts set in familiar
from one written source to accompanying graphic everyday contexts and infer changes in the
another. organizer. topic of discussion, as well as deduce the
Writing Reading a text on a meanings of unfamiliar words and exchanges
familiar content area through the use of context clues, provided
EFL 4.4.4. Write to describe subject and then matching speech is given slowly and clearly and there is
feelings/ opinions in order to phrases or labeling pictures. sufficient visual support. (I.3, S.1, J.4)
effectively influence an Reading short simple
audience. (Example: cross-curricular texts and
persuade, negotiate, argue, using them to support CE.EFL.4.12. Use a range of reference materials
etc.). argument or hypothesis. and sources, both online and in print, in order
Writing to support ideas, answer inquiries, find

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
Completing the gaps in a
sentence.
Reading an online review
and identifying common
linguistic features such as
the use of verbs in the past
tense. Then, using such as a
model to write a review of
another movie.
Language through the arts.
Doing extended writing, in
which learners get to
choose what they write and
are not evaluated or tested
on it.
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 ones 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 ones
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

4. The world is the . To end the unit you will Communication and Cultural
limit be able to make Awareness.
comparisons about places EFL 4.1.2. Recognize and
and people how to talk demonstrate an appreciation
about landmarks and of some commonalities and
compare them, make distinctions across cultures
comparisons in terms of and groups (differentiated by
superiority, write profiles, gender, ability, generations,
have an informal dialog etc.) including the students
making comparisons and own.
listen for specific details. EFL 4.1.6. Seek and provide
Talk about landmarks and information and assistance,
compare them orally or in writing and in
online or face-to-face
interactions, for personal,
. Make comparisons using social and academic
terms of superiority purposes.
Oral Communication:
Listen for specific details (Listening and Speaking)
EFL 4.2.4. Deduce the
meanings of unfamiliar
phrases and words from a
Communication and
Cultural Awareness.
Completing and
illustrating statements
about socially responsible
behaviors.
Making a useful object out
of recycled materials.
Making a poster of class
rules.
Searching information on
the internet about other
cultures and ways of life
and presenting them to the
class using digital tools.
Oral Communication:
(Listening and Speaking).
Having learners make a
selfie video to say what
they know about a topic
before coming to class.
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)
CE.EFL.4.2. Recognize and demonstrate an 6 weeks
appreciation of commonalities between
cultures as well as the consequences of ones
actions while exhibiting socially responsible
behaviors.
I.EFL.4.2.1. Learners can name similarities and
differences between different aspects of
cultural groups. Learners can demonstrate
socially responsible behaviors at school, online,
at home and in the community, and evaluate
their actions by ethical, safety and social
standards. (J.3, S.1, I.1)
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.
I.EFL.4.4.1. Learners can demonstrate an ability
to give and ask for information and assistance
using level-appropriate language and
interaction styles in online or face-to-face social
and classroom interactions. (J.2, J.3, J.4, I.3)
context containing familiar Asking for help in class CE.EFL.4.8. Production Accuracy and
elements. when necessary. Intelligibility: Communicate needs and
Reading information clearly and in simple terms, using
Reading a short text and grammatical structures learned in class
showing comprehension by (although there may be frequent errors),
Reading completing the effectively and without undue effort.
EFL 4.3.5. Use everyday accompanying graphic Demonstrate an ability to make appropriate
reference material in order to organizer. use of new words and expressions in social
select information Reading a text on a interactions.
appropriate to the purpose of familiar topic and then I.EFL.4.8.1. Learners can communicate
an inquiry and relate ideas matching phrases of personal information and basic immediate
from one written source to labeling pictures. needs and deal with other practical everyday
another. Reading short simple demands in familiar contexts, effectively and
Writing cross curricular texts and without undue effort and using grammatical
EFL 4.4.4. Write to describe using them to support an structures and vocabulary seen in class
feelings/ opinions in order to argument or hypothesis. (although there may be frequent, basic errors).
effectively influence an Writing (I.1, I.2, I.3, S.1)
audience. (Example: Completing the gaps in a CE.EFL.4.12. Use a range of reference materials
persuade, negotiate, argue, sentence. and sources, both online and in print, in order
etc.). Reading an online review to support ideas, answer inquiries, find
Language through the arts and using it as a model to relationships and relate ideas between
EFL 4.5.4. Create personal write about a movie or different subject areas.
stories by adding imaginative book. I.EFL.4.12.1. Learners can employ a range of
details to real-life stories and Sequencing sentences by reference materials and sources, both online
situations, using appropriate adding words. and in print, in order to support ideas, answer
vocabulary and elements of Language through the arts. inquiries, find relationships and relate ideas
the literature learners have Doing extended writing, in between different subject areas. (I.1, I.2, J.2)
read or heard which learners get to CE.EFL.4.15. Express information and ideas and
choose what they write and describe feelings and opinions in simple
are not evaluated or tested transactional or expository texts on familiar
on it. subjects in order to influence an audience,
 Sharing learners stories in
pairs or small groups and
choosing to represent some
through a role play.
Reading a myth from
Ecuador and writing a song
about it.
while recognizing that different texts have
different features and showing the ability to
use these features appropriately in ones 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 ones
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).

5. Jobs and To end the unit you will be Communication and Cultural Communication and CE.EFL.4.4. Demonstrate the ability to ask for 6weeks
occupations able to talk about career Awareness. Cultural Awareness. and give information and assistance using
choices and occupations, EFL 4.1.5. Apply self- Completing and appropriate language and interaction styles in
how to talk about correcting and self- illustrating statements a variety of social interactions.
occupations and monitoring strategies in about socially responsible I.EFL.4.4.1. Learners can demonstrate an ability
professions, make social and classroom behaviors. to give and ask for information and assistance
predictions regarding interactions. (Example: using level-appropriate language and
career choices, read asking questions, starting
graphs and tables to help over, rephrasing, exploring
your reading alternative pronunciations or
comprehension. wording, etc.)
Talk about occupations EFL 4.1.9. Recognize the
and professions. consequences of ones
actions by demonstrating
Make predictions responsible decision-making
regarding career choices. at school, online, at home
and in the community, while
Vocabulary related to considering ethical
jobs and professions standards, safety concerns,
social norms and mutual
respect.
Oral Communication:
(Listening and Speaking)
EFL 4.2.4. Deduce the
meanings of unfamiliar
phrases and words from a
context containing familiar
elements.
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
Making a useful object out
of recycled materials.
Creating a poster of class
rules.
Searching the internet for
information about other
cultures and ways of life
and presenting them to the
class using digital tools.
Oral Communication:
(Listening and Speaking).
Asking classmates to
repeat an answer or
statement to clarify
something when needed.
Showing students a video
clip of a simple situation
and asking them to describe
what has happened.
Doing a mingle activity
where learners ask and
answer survey questions
about jobs and
occupations.
Reading
Highlighting relevant key
information in a text and
crossing out irrelevant
information.
Keeping a vocabulary
notebook of synonyms and
interaction styles in online or face-to-face social
and classroom interactions. (J.2, J.3, J.4, I.3)
CE.EFL.4.5. Display and appreciation of and
demonstrate respect for individual and group
differences by establishing and maintaining
healthy and rewarding relationships based on
communication and cooperation.
I.EFL.4.5.1. Learners can appreciate and show
respect for individual and group differences by
establishing and maintaining healthy and
rewarding online and face-to-face interactions.
Learners can communicate and cooperate in a
respectful, empathetic manner. ( J.3, S.1, S4)
CE.EFL.4.8. Production Accuracy and
Intelligibility: Communicate needs and
information clearly and in simple terms, using
grammatical structures learned in class
(although there may be frequent errors),
effectively and without undue effort.
Demonstrate an ability to make appropriate
use of new words and expressions in social
interactions.
I.EFL.4.8.1. Learners can communicate
personal information and basic immediate
needs and deal with other practical everyday
demands in familiar contexts, effectively and
without undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic errors).
(I.1, I.2, I.3, S.1)
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 4.5.3 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.)
antonyms of words from a
text.
Completing an outline for
a cross-curricular text.
Brainstorming about a
topic and then reading a
text to check true and false
information.
Completing a KWL chart
about a text.
Writing
Reading an online movie
review and identifying
common linguistic features.
Sequencing sentences by
adding words.
Using question prompts
to interview and then write
sentences about a digital tools to promote and support
classmate.
Posting a comment to a
classmates writing on a
class blog.
Language through the arts.
Listening to or reading
stories and drawing an
important scene.
Looking at the title of a
text and accompanying
illustrations and writing
questions about the topic.
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
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).
 Writing a sentence to I.EFL.4.18.1. Learners can understand, predict,
describe the authors infer and deduce literal and implied meanings
intention. in short, simple, everyday literary texts (online,
oral or in print), especially when visual support
is provided. (I.2, I.3, I.4)

6 Lifetime To end the unit you will be Communication and Cultural Communication and CE.EFL.4.1. Compare and contrast oral 6 weeks
Achievements able to talk about people Awareness Cultural Awareness traditions and literature from Ecuador and
and their achievements, EFL 4.1.1 Compare and Finding recipes from beyond in order to manifest an understanding
how to talk about contrast oral traditions, other cultures and regions of the relationship between cultural
achievements, describe myths, folktales and and then sharing them in perspectives and practices and by sharing cross
peoples personal literature from Ecuador and class. cultural experiences
characteristics and international regions and Reading stories from I.EFL.4.1.1. Learners can compare and contrast
abilities, to use reference cultures and identify different regions in Ecuador oral traditions, myths, folktales and literature
words to aid reading similarities and differences and completing a chart to from Ecuador and other cultures in order to
comprehension and and universal cultural show differences between demonstrate an understanding of the
achieve cohesion in themes. them. relationship between cultural practices and
writing. EFL 4.1.6 Seek and provide Watching a video about a perspectives. Learners can share cross-cultural
information and assistance, legend or traditional story experiences while naming universal cultural
Talk about personal and orally or in writing and in from Ecuador or another themes. (I.2, S.1, S.2, J.1)
other people online or face to-face country, and taking notes CE.EFL.4.4 Demonstrate the ability to ask for
achievements interactions, for personal, on the cultural practices and give information and assistance using
social and academic mentioned. appropriate language and interaction styles in
Describe peoples purposes. Sharing a cross-cultural a variety of social interactions.
personal characteristics Oral Communication: experience (such as I.EFL.4.4.1 Learners can demonstrate an ability
and abilities. (Listening and Speaking) traveling, trying new food, to give and ask for information and assistance
meeting someone from
Vocabulary and grammar EFL 4.2.4 Deduce the
structures in using Simple meanings of unfamiliar
Past. phrases and words from a
context containing familiar
elements.
Reading
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.
Writing
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 4.5.3 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:
another country) in pairs or
as a class.
Oral Communication:
(Listening and Speaking)
Asking classmates to
repeat an answer or
statement to clarify
something when needed.
Showing students a video
clip of a simple situation
and asking them to describe
what has happened.
Reading
Keeping a vocabulary
notebook of synonyms and
antonyms of words from a
text.
Completing an outline for
a cross-curricular text.
Brainstorming about a
topic and then reading a
text to check true and false
information.
Completing a KWL chart
about a text.
Writing
Reading an online movie
review and identifying
common linguistic features.
Sequencing sentences by
adding words.
using level-appropriate language and
interaction
CE.EFL.4.8 Production Accuracy and
Intelligibility: Communicate needs and
information clearly and in simple terms, using
grammatical structures learned in class
(although there may be frequent errors),
effectively and without undue effort.
Demonstrate an ability to make appropriate
use of new words and expressions in social
interactions.
I.EFL.4.8.1 Learners can communicate personal
information and basic immediate needs and
deal with other practical everyday demands in
familiar contexts, effectively and without
undue effort and using grammatical structures
and vocabulary seen in class (although there
may be frequent, basic errors). (I.1, I.2, I.3, S.1)
CE.EFL.4.12 Use a range of reference materials
and sources, both online and in print, in order
to support ideas, answer inquiries, find
relationships and relate ideas between
different subject areas.
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.4.17 Show an ability to convey and
organize information through the use of facts
and details and by employing various stages of
 summarizing, explaining and Posting a comment to a
identifying, word choice, classmates writing on a
symbols, points of view, etc.) class blog.
Language through the Arts
Listening to or reading
stories and drawing an
important scene.
Looking at the title of a
text and accompanying
illustrations and writing
questions about the topic.
Then reading to find the
answers to the questions.
Writing a sentence to
describe the authors
intention.
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.)
Resources that will be used for the development of the planning unit, especially that bibliography used for the design There will be a record of any new issue that may appear
of each planning unit, as well as the selected texts to use with students, in order to do this work.
DONE BY: REVISED BY:
TEACHER: NAME:
Signature: Signature:
Date: Signature:
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.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)
7. OBSERVATIONS:
in our way to the fulfilling of this planning. Also, some
fittings may be suggested, for the better achievement of
the goal of what is planned in the instrument.
APPROVED BY:
NAME:
Signature:
Signature: