Apc 8th Grade

SUBSECRETARIA DE FUNDAMENTOS EDUCATIVOS
DIRECCIÓN NACIONAL DE CURRÍCULO
ANNUAL PLAN CURRICULUM (APC)
“EMILIO ISAIAS ABIHANNA” ACADEMIC

YEAR:
SCHOOL 2017 - 2018
ANNUAL PLAN CURRICULUM
1. INFORMATION DATA:
Area: English as a Foreign Language Subject: English
Teacher’s: Lic. Ximena Naula
Grade/course: 8th EGB (A, B, C) Education Level: A1.1
2. TIME
Weekly course load No. of working hours Learning evaluation Total class weeks Total periods
and unexpected issues
5 hours 200 hours / 40 weeks 20 hours / 4 weeks 36 weeks 180 hours
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL1. O.EFL 2.1
Encounter socio-cultural aspects of their own and other countries in a thoughtful and Identify some main ideas and details of written texts, in order to develop an approach of
inquisitive manner, maturely and openly experiencing other cultures and languages from the critical inquiry to written and oral texts.
secure standpoint of their own national and cultural identity. O.EFL 2.2
OG.EFL2. Assess and appreciate English as an international language, as well as the five aspects
Draw on the established propensity for curiosity and tolerance towards different cultures to of English that contribute to communicative competence.
comprehend the role of diversity in building an intercultural and multinational society, so O.EFL 2.3
improving their understanding of the world and engendering socially responsible global Independently read level-appropriate texts in English for pure enjoyment/entertainment
citizens. and to access information.
OG.EFL3. O.EFL 2.4
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical Develop creative and critical thinking skills to foster problem-solving and independent
thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective learning using both spoken and written English.
of their own L1 and of language use for communication and learning. O.EFL 2.5
OG.EFL4. Use in-class library resources and explore the use of ICT to enrich competencies in the four
Deploy a range of learning strategies, thereby increasing disposition and ability to skills.
independently access further (language) learning and practice opportunities. Respect O.EFL 2.6
themselves and others within the communication process, cultivating habits of honesty and Write short descriptive and informative texts and use them as a means of
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec

integrity into responsible academic behavior. communication and written expression of thought.
OG.EFL5 O.EFL 2.7
Directly access the main points and important details of up-to-date English language texts, Appreciate the use of English language through spoken and written literary texts such as
such as those published on the web, for professional or general investigation, through the poems, rhymes, chants, riddles and songs, in order to foster imagination, curiosity and
efficient use of ICT and reference tools where required. memory, while developing a taste for literature.
OG.EFL6. O.EFL 2.8
Through selected media, participate in reasonably extended spoken or written dialogue with Demonstrate a living relationship with the English language through interaction with
peers from different L1 backgrounds on work, study, or general topics of common interest, written and spoken texts, in order to explore creative writing as an outlet to personal
expressing ideas and opinions effectively and appropriately. expression.
OG.EFL7. O.EFL 2.9
Interact quite clearly, confidently, and appropriately in a range of formal and informal social Be able to interact in English in a simple way using basic expressions and short phrases
situations with a limited but effective command of the spoken language in familiar contexts to satisfy needs of a concrete type, provided others talk slowly
and clearly and are prepared to help.
4. TRANSVERSAL AXES:
1. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
2. Civic and democratic formation
3. Environmental protection
4. Health care and recreation habits of the students
5. Sexual education for teenagers
5. DEVELOPMENT OF PLANNING UNITS
N. Name of Specific objectives of the Skills and Contents Methodology orientation Evaluation Criteria and Indicators Time in
º the Unit Planning Unit Performance weeks
Criteria
1. People O.EFL 4.2 Appreciate and Communication and CLIL Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral 6 weeks
Around Us value English as an Cultural Awareness Personal traditions and literature from Ecuador
international language and a EFL 4.1.1 Compare and Informatio • Reading two stories from different and beyond, in order to manifest an
medium to interact globally. contrast oral traditions, n regions in Ecuador and completing a chart understanding of the relationship
O.EFL 4.7 Use spoken and myths, folktales and Countries to show the differences. between cultural perspectives and
written literary texts in literature from Ecuador and • Reflecting on differences between practices and by sharing cross cultural
English such as poems, short and international Nationaliti people from other countries and regions. experiences.
stories, comic strips, short regions and cultures, es • Participating in short dialogues and role CE.EFL.4.4 Demonstrate the ability to
magazine articles and oral and identify Personal plays to practice target language. ask for and give information and
interviews on familiar similarities, Profiles • Practicing the language needed to deal assistance using appropriate language


subjects in order to inspire differences, and with a need through a mini role play. and interaction styles in a variety of
oral and written production. universal cultural Vocabulary • Singing songs that practice helpful social interactions.
O.EFL 4.8 Integrate written themes. Words language. CE.E FL.4.7 Listening for Information:
and spoken texts in order to EFL 4.1.2 Recognize related to Follow and identify some main ideas
identify cultural differences and demonstrate an personal Oral Communication: and details in short and
and similarities within a appreciation of some informatio (Listening and Speaking) straightforward spoken or audio texts
range of local, national and commonalities and n set in familiar contexts, when delivered
global contexts familiar to distinctions across • Listening to a dialogue between two or slowly and with visuals to provide
the learner. cultures and groups, Grammar more people and deciding if each contextual support. Use spoken
including the students’ Simple statement is true or false. contributions in class as models for
own. Present • Watching a short video and then talking one’s own
tense with to a partner about whether or not they speech.
Oral Communication: the verb agree with the speaker or a statement. CE.EFL.4.10 Interaction –
(Listening and To Be • Giving learners language prompts to use Interpersonal: Participate effectively in
Speaking) during pair/group work. familiar and predictable conversational
EFL 4.2.2 Use a series • Asking classmates to repeat an answer exchanges by asking and answering
of phrases and or statement if needed to clarify follow-up questions, provided there
sentences to describe something. are opportunities to use repair
aspects of personal • Asking for help in class when necessary. strategies and sustain conversational
background, exchanges in pairs to complete a task,
immediate Reading satisfy a need or handle a simple
environment and • Reading a text and answering transaction.
matters of immediate information questions. CE.EFL.4.11 Demonstrate
need in simple terms • Choosing from a list of words to comprehension of main ideas and
using grammatical complete gaps from a reading. some details in short simple texts on
structures learnt in • Reading a short story from the Internet familiar subjects, making use of
class (although there and highlighting interesting facts, then contextual clues to identify relevant
may be frequent errors comparing them with those of a partner. information in a text.
with tenses, personal • Reading a biography and putting events CE.EFL.4.16 Make use of simple
pronouns, on a timeline. learning resources, including those
prepositions, etc.). created by one’s self, in order to
EFL 4.2.6 Use other Writing compare and contrast information, and
students’ contributions • Making posters in small groups of new choose appropriate resources
in class as models for phrases and expressions in order to according to the value, purpose and
their own. display in the classroom. audience of each.


• Finding a variety of online references to CE.EFL.4.20 Create short, original
Reading practice a grammar structure, then literary texts in different genres,
EFL 4.3.2 Make use of recommending the best one to the class. including those that reflect Ecuadorian
clues such as titles, • Making flashcards for new words and cultures, using a range of digital tools,
illustrations, using them to quiz a partner. writing styles, appropriate vocabulary
organization, text • Writing about a topic and choosing and other literary concepts.
outline and layout, etc. words for a glossary and writing the
to identify and definitions. PERFORMANCE INDICATORS
understand relevant Communication and Cultural
information in written Language through the Arts Awareness
level-appropriate text • Sharing learners’ stories in pairs or small I.EFL.4.1.1 Learners can compare and
types. groups and choosing to represent some contrast oral traditions, myths,
through a role play. folktales and literature from Ecuador
Writing • Reading a myth from Ecuador and and other cultures in order to
EFL 4.4.2 Make and use writing a song about it. demonstrate an understanding of the
a simple print or digital relationship between cultural practices
learning resource to and perspectives. Learners can share
compare and contrast cross-cultural experiences while
information in order to naming universal cultural
demonstrate themes. (I.2, S.1, S.2, J.1)
understanding and I.EFL.4.4.1 Learners can demonstrate
command of a topic. an ability
to give and ask for information and
Language through the assistance using level-appropriate
Arts language and interaction styles in
EFL 4.5.11 Participate online or face-to-face social and
in creative thinking classroom interactions. (J.2, J.3, J.4, I.3)
through brainstorming, Oral Communication
working in groups, I.EFL.4.7.1 Learners can identify the
games and main idea and some details in short
problem-solving tasks straightforward spoken audio texts set
by showing the ability in familiar contexts when the message
to accept a variety of is delivered slowly and there is other
ideas and capitalize on contextual support. Learners can use
other people’s other classmate’s contributions in class


strengths. as models for their own. (I.2, I.3, S.4)
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. (I.3,
J.3, J.4)
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.4.16.1 Learners can use and make
simple learning resources, both online
and in print, in order to compare and
contrast information.
Learners can choose appropriate
resources and critically evaluate the
information in these resources,
according to the value, purpose and
audience of each. (I.1, I.3, I.4, J.2, J.4)
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)
2. People I O.EFL 4.2 Appreciate and Communication and CLIL Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral 6 weeks
love value English as an Cultural Awareness Family • Reflecting on differences between traditions and literature from Ecuador


international language and a EFL 4.1.1 Compare and Members different members of a family. and beyond in order to manifest an
medium to interact globally. contrast oral traditions, Physical • Sharing a cross-cultural experience (such understanding of the relationship
O.EFL 4.6 Write short myths, folktales and Appearanc as traveling, trying a new food, meeting between cultural perspectives and
descriptive and informative literature from Ecuador e someone from another country) in pairs or practices and by sharing cross cultural
texts related to personal and international •Parts of as a class. experiences.
information or familiar regions and cultures the Body • Comparing answers in pairs or small CE.EFL.4.4 Demonstrate the ability to
topics and use them as a and identify similarities groups. ask for and give information and
means of and differences and Vocabulary • Working in small groups to create a chart assistance using appropriate language
communication and written universal cultural Words about differences in heights and weights and interaction styles in a variety of
expression of thought. themes. related to from members of a family. social interactions.
O.EFL 4.8 Integrate written EFL 4.1.10 Recognize family CE.EFL.4.7 Listening for Information:
and spoken text in order to and appreciate members Oral Communication: (Listening and Follow and identify some main ideas
identify cultural differences individual and group and the Speaking) and details in short and
and similarities within a similarities and human • Listening to instructions for a short task straightforward spoken or audio texts
range of local, national and differences by body and carrying them out. set in familiar contexts, when delivered
global contexts familiar to establishing and • Listening to spoken or recorded slowly and with visuals to provide
the learner. maintaining healthy Grammar descriptions of familiar scenes, and contextual support. Use spoken
and rewarding online •Simple marking the words you hear. contributions in class as models for
and face-to-face Present • Listening to a dialogue between two or one’s own speech.
relationships based on tense with more people and deciding if each CE.EFL.4.11 Demonstrate
communication and the verb to statement is true or false. comprehension of main ideas and
cooperation. be • Watching a short video about a family some details in short simple texts on
•Possessiv situation and writing three new things familiar subjects, making use of
Oral Communication: e they learned. contextual clues to identify relevant
(Listening and adjectives information in a text.
Speaking) Reading CE.EFL.4.12 Use a range of reference
EFL 4.2.2 Use a series • Reading a text and answering materials and sources, both online and
of phrases and information questions. in print, in order to support ideas,
sentences to describe • Choosing from a list of words to answer inquiries, find relationships and
aspects of personal complete gaps from a reading. relate ideas between different subject
background, • Reading a short story from the Internet areas.
immediate and highlighting interesting facts, then CE.EFL.4.15 Express information and
environment and comparing them with those of a partner. ideas and describe feelings and
matters of immediate opinions in simple transactional or
need in simple terms Writing expository texts on familiar subjects in


using grammatical • Listening to a celebrity interview and order to influence an audience, while
structures learnt in writing three more interview questions. recognizing that different texts have
class (although there • Writing your own answers to interview different features and showing the
may be frequent errors questions. ability to use these features
with tenses, personal • Writing an email to a friend describing appropriately in one’s own writing.
pronouns, your ideal friend. CE.EFL.4.20 Create short, original
prepositions, etc.). literary texts in different genres,
Language through the Arts including those that reflect Ecuadorian
Reading • Sharing learners’ stories in pairs or small cultures, using a range of digital tools,
EFL 4.3.1 Understand groups and choosing to represent some writing styles, appropriate vocabulary
main points in short through a role play. and other literary concepts.
simple texts on familiar • Reading a myth from Ecuador and
subjects. (Example: writing a song about it. PERFORMANCE INDICATORS
news about sports or Communication and Cultural
famous people, Awareness
descriptions, etc.) I.EFL.4.1.1 Learners can compare and
EFL 4.3.2 Make use of contrast
clues such as titles, oral traditions, myths, folktales and
illustrations, literature from Ecuador and other
organization, text cultures in order to demonstrate an
outline and layout, etc. understanding of the relationship
to identify and between cultural practices and
understand relevant perspectives. Learners can share cross-
information in written cultural experiences while naming
level-appropriate text universal cultural themes. (I.2, S.1, S.2,
types. J.1)
I.EFL.4.4.1 Learners can demonstrate
Writing an ability to give and ask for
EFL 4.4.2 Make and use information and assistance using level-
a simple print or digital appropriate language and interaction
learning resource to styles in online or face-to-face social
compare and contrast and classroom interactions. (J.2, J.3,
information in order to J.4, I.3)
demonstrate Oral Communication
understanding and I.EFL.4.7.1 Learners can identify the


command of a topic main idea
and some details in short
Language through the straightforward spoken audio texts set
Arts in familiar contexts when the message
EFL 4.5.11 Participate is delivered slowly and there is other
in creative thinking contextual support. Learners can use
through brainstorming, other
working in groups, classmate’s contributions in class as
games and models for their own. (I.2, I.3, S.4)
problem-solving tasks Reading
by showing the ability I.EFL.4.11.1 Learners can understand
to accept a variety of main ideas and some details in short
ideas and capitalize on simple online or print texts on familiar
other people’s subjects, using contextual
strengths. clues to help identify the most relevant
information. (I.2, I.4)
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)
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)


(I.1, I.3)
3. Leisure O.EFL 4.1 Identify the main Communication and CLIL Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral 6 weeks
Activities ideas, some details and Cultural Awareness Types of • Finding events from other cultures and traditions and literature from Ecuador
inferences of written texts, EFL 4.1.1 Compare and Movies regions and then sharing them in class. and beyond in order to manifest an
in order to produce level- contrast oral traditions, •Cultural • Reading two stories from different understanding of the relationship
appropriate critical analysis myths, folktales and Events regions in Ecuador and completing a chart between cultural perspectives and
of familiar literature from Ecuador •Famous to show the differences. practices and by sharing cross cultural
subjects and contexts. and international Festivals • Reading a story from another experiences.
O.EFL 4.2 Appreciate and regions and cultures region/culture and sharing a similar CE.EFL.4.2 Recognize and demonstrate
value English as an and identify similarities Vocabulary experience. an appreciation of commonalities
international language and a and differences and •Words • Reflecting on differences between between cultures as well as the
medium to interact globally. universal cultural related to people from other countries and regions. consequences of one’s actions while
O.EFL 4.8 Integrate written themes. festivals exhibiting socially responsible
and spoken text in order to EFL 4.1.2 Recognize and art Oral Communication: (Listening and behaviors.
identify cultural differences and demonstrate an events Speaking) CE.EFL.4.6 Listening for Meaning:
and similarities within a appreciation of some •Words • Listening to a set of instructions and Understand and follow the main idea
range of local, national and commonalities and related to matching them to the corresponding in spoken texts set in familiar everyday
global contexts familiar to distinctions across days, picture. contexts, provided speech is clear and
the learner. cultures and groups months, • Listening to and following class articulate, and deduce the meanings of
including the students’ and time. commands. unfamiliar words and phrases using
own. • Listening to a simple, straightforward context clues and/or prior knowledge.
Grammar story and correcting false statements. CE.EFL.4.11 Demonstrate
Oral Communication: •Prepositi • Listening for specific words in a comprehension of main ideas and
(Listening and ons of time conversation and trying to guess the some details in short simple texts on
Speaking) •Wh- meaning from the context. familiar subjects, making use of
EFL 4.2.2 Use a series questions contextual clues to identify relevant
of phrases and (what Reading information in a text.
sentences to describe time/when • Reading a text and answering CE.EFL.4.15 Express information and


aspects of personal ) information questions. ideas and describe feelings and
background, • Choosing from a list of words to opinions in simple transactional or
immediate complete gaps from a reading. expository texts on familiar subjects in
environment and • Reading a short story from the Internet order to influence an audience, while
matters of immediate and highlighting interesting facts, then recognizing that different texts have
need in simple terms comparing them with those of a partner. different features and showing the
using grammatical • Reading a biography and putting events ability to use these features
structures learnt in on a timeline. appropriately in one’s own writing.
class. CE.EFL.4.20 Create short, original
Writing literary texts in different genres,
Reading • Making posters in small groups of the including those that reflect
EFL 4.3.2 Make use of day and time of favorite TV programs. Ecuadorian cultures, using a range of
clues such as titles, • Finding a variety of online references to digital tools, writing styles, appropriate
illustrations, practice prepositions of time for dates. vocabulary and other literary concepts.
organization, text • Creating charts for new expressions.
outline and layout, etc. PERFORMANCE INDICATORS
to identify and Language through the Arts Communication and Cultural
understand relevant • Sharing learners’ stories of a tradition in Awareness
information in written a city in Ecuador in pairs or small groups I.EFL.4.1.1 Learners can compare and
level-appropriate text and choosing to represent some through a contrast oral traditions, myths,
types. role play. folktales and literature from Ecuador
• Reading a myth from Ecuador and and other cultures in order to
Writing writing a song about it. Demonstrate an understanding of the
EFL 4.4.1 Convey • Doing free writing on a topic suggested relationship between cultural practices
information and ideas by another learner. and perspectives. Learners can share
through simple cross-cultural experiences while
transactional or naming universal cultural themes. (I.2,
expository texts on S.1, S.2, J.1)
familiar subjects using I.EFL.4.2.1 Learners can name
ICT tools and similarities and differences between
conventions and different aspects of cultural groups.
features of English Learners can demonstrate socially
appropriate to responsible behaviors at school,
audience and purpose. online, at home
and in the community, and evaluate


Language through the their actions by ethical, safety and
arts social standards. (J.3, S.1, I.1)
EFL 4.5.1 Make use of Oral Communication
main points in literary I.EFL.4.6.1 Learners can grasp the
texts (authentic and general meaning of spoken texts set in
semi-authentic, oral familiar everyday
and written) to contexts and infer changes in the topic
understand short of discussion, as well as deduce the
simple everyday meanings of
stories, especially if unfamiliar words and exchanges
there is visual support. through the use
of context clues, provided speech is
given slowly and clearly and there is
sufficient visual support. (I.3, S.1, J.4)
Reading
subjects, using contextual
clues to help identify the most relevant
information. (I.2, I.4)
Writing
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)


(I.1, I.3)
4. Street Life O.EFL 4.4 Develop creative Communication and CLIL Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral 6 weeks
and critical thinking skills Cultural Awareness •Street • Finding clothes from other cultures and traditions and literature from Ecuador
when encountering EFL 4.1.2 Recognize Life regions and then sharing them in class. and beyond in order to manifest an
challenges in order to and demonstrate an •Clothes • Completing a Venn diagram about understanding of the relationship
promote autonomous appreciation of some •Famous clothes in the coast and in the highlands. between cultural perspectives and
learning and decision commonalities and Neighborh • Participating in short role plays using a practices and by sharing cross cultural
making. distinctions across oods range of verbal and nonverbal experiences.
O.EFL 4.8 Integrate written cultures and groups communication. CE.EFL.4.3 Interact with others using
and spoken text in order to (differentiated by Vocabulary • Listening to a dialogue and identifying self-monitoring and self-correcting
identify cultural differences gender, ability, •Words errors in speech or problems for strategies as well as appropriate
and similarities within a generations, etc.) related to communication. nonverbal and oral communication
range of local, national and including the students’ street features.
global contexts familiar to own. activities Oral Communication: (Listening and CE.EFL.4.6 Listening for Meaning:
the learner. EFL 4.1.5 Apply self- •Words Speaking) Understand and follow the main idea
correcting and self- related to • Listening to a set of instructions and in spoken texts set in familiar everyday
monitoring strategies clothes matching them to the corresponding contexts, provided speech is clear and
in social and classroom picture. articulate, and deduce the meanings of
interactions. Grammar • Listening to and following class unfamiliar words and phrases using
•Present commands. context clues and/or prior knowledge.
Oral Communication: Progressiv • Listening to a simple, straightforward CE.EFL.4.8 Production – Accuracy and
(Listening and e tense story and correcting false statements. Intelligibility: Communicate needs and
Speaking) •Demonstr • Listening to a short conversation information clearly and in simple
EFL 4.2.1 Understand ative between two speakers and deciding who terms, using grammatical structures
phrases and Pronouns is speaking, what they are doing how they learned in class (although there may
expressions related to feel. be frequent errors), effectively and
areas of most without undue effort. Demonstrate an
immediate priority Reading ability to make appropriate use of new
within the personal • Reading a short story from the Internet words and expressions in social
and educational and highlighting interesting facts related interactions.
domains, provided to cities and their weather, then CE.EFL.4.11 Demonstrate


speech is clearly and comparing them with those of a partner. comprehension of main ideas and
slowly articulated. • Predicting main ideas by reading the title some details in short simple texts on
EFL 4.2.2 Use a series and using other contextual clues. familiar subjects, making use of
of phrases and • Reading a short news article and contextual clues to identify relevant
sentences to describe completing an outline. information in a text.
aspects of personal • Reading a blog post and writing a CE.EFL.4.15 Express information and
background, comment. ideas and describe feelings and
immediate opinions in simple transactional or
environment and Writing expository texts on familiar subjects in
matters of immediate • Making posters in small groups of the order to influence an audience, while
need in simple terms day and time of favorite TV programs. recognizing that different texts have
using grammatical • Finding a variety of online references to different features and showing the
structures learnt in practice prepositions of time for dates. ability to use these features
class (although there • Creating charts for new expressions. appropriately in one’s own writing.
may be frequent errors CE.EFL.4.20 Create short, original
with tenses, personal Language through the Arts literary texts in different genres,
pronouns, • Sharing learners’ stories of a tradition in including those that reflect
prepositions, etc.). a city in Ecuador in pairs or small groups Ecuadorian cultures, using a range of
and choosing to represent some through a digital tools, writing styles, appropriate
Reading role play. vocabulary and other literary concepts.
EFL 4.3.2 Make use of • Reading a myth from Ecuador and
clues such as titles, writing a song about it. PERFORMANCE INDICATORS
illustrations, • Doing free writing on a topic suggested Communication and Cultural
organization, text by another learner. Awareness
outline and layout, etc. I.EFL.4.1.1 Learners can compare and
to identify and contrast oral traditions, myths,
understand relevant folktales and literature from Ecuador
information in written and other cultures to demonstrate an
level-appropriate text understanding of the relationship
types. between cultural practices and
perspectives. (I.2, S.1, S.2, J.1)
Writing I.EFL.4.3.1 Learners can employ a
EFL 4.4.4 Write to range of selfmonitoring and self-
describe correcting strategies and
feelings/opinions in interpret and use appropriate verbal


order to effectively and nonverbal communication
influence an audience. features to
(Example: persuade, communicate in familiar contexts. (I.3,
negotiate, argue, etc.) S.4, J.4)
Oral Communication I.EFL.4.6.1
Language through the Learners can grasp the general
arts meaning of spoken texts set in familiar
EFL 4.5.1Make use of everyday contexts and infer changes in
main points in literary the topic of discussion, as well as
texts (authentic and deduce the meanings of unfamiliar
semi-authentic, oral words and exchanges through the use
and written) to of context clues, provided speech is
understand short given slowly and clearly and there is
simple everyday sufficient visual support. (I.3, S.1, J.4)
stories, especially if I.EFL.4.8.1 Learners can communicate
there is visual support. 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)
Reading
identify the most relevant information
(I.2, I.4)
Writing


writing. (I.3, I.4, S.3, J.2)
(I.1, I.3)
5. Amazing O.EFL 4.8 Integrate written Communication and CLIL Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral 6 weeks
places and spoken text in order to Cultural Awareness • Places in • Hearing a story from another country traditions and literature from Ecuador
identify cultural differences EFL 4.1.2 Recognize the City and finding similarities with a story from and beyond in order to manifest an
and similarities within a and demonstrate an • Tourist Ecuador. understanding of the relationship
range of local, national and appreciation of some Places • Reading a paragraph about The future between cultural perspectives and
global contexts familiar to commonalities and • City city and reflecting on differences between practices and by sharing cross cultural
the learner. distinctions Maps people from other countries. experiences.
O.EFL 4.9 Create a sense of across cultures and • Watching a video about places in a city, CE.EFL.4.3 Interact with others using
awareness in terms of groups (differentiated Vocabulary and taking notes on the cultural practices self-monitoring and self-correcting
accuracy when learners by gender, ability, • Words mentioned. strategies as well as appropriate
interact in English using generations, etc.) related to • Talking in pairs about a video learners nonverbal and oral communication
high-frequency and level- including the students’ tourist have watched using only English. features.
appropriate expressions in own. places CE.EFL.4.8 Production – Accuracy and
order to reach an effective EFL 4.1.5 Apply self- • Words Oral Communication: (Listening and Intelligibility: Communicate needs and
command of spoken correcting and self- related to Speaking) information clearly and in simple
language. monitoring strategies places in • Listening to spoken or recorded terms, using grammatical structures
in social and classroom the city descriptions of familiar scenes, and learned in class (although there may
interactions. marking the words you hear. be frequent errors), effectively and
Grammar • Listening to a dialogue between two or without undue effort. Demonstrate an
Oral Communication: • There is - more people and deciding if each ability to make appropriate use of new
(Listening and There are statement is true or false. words and expressions in social


Speaking) • • Listening to a short dialogue and then interactions.
EFL 4.2.2 Use a series Prepositio writing and acting out a similar dialogue, CE.EFL.4.11 Demonstrate
of phrases and ns of place using some of the same phrases and comprehension of main ideas and
sentences to describe • expressions. some details in short simple texts on
aspects of personal Imperative familiar subjects, making use of
background, s Reading contextual clues to identify relevant
immediate • Reading a text and answering information in a text.
environment and information questions. CE.EFL.4.15 Express information and
matters of immediate • Choosing from a list of words to ideas and describe feelings and
need in simple terms complete gaps from a reading. opinions in simple transactional or
using grammatical • Reading a paragraph about The future expository texts on familiar subjects in
structures learnt in city and highlighting interesting facts. order to influence an audience, while
class (although there • Reading a short news article and recognizing that different texts have
may be frequent errors completing an outline. different features and showing the
with tenses, personal ability to use these features
pronouns, Writing appropriately in one’s own writing.
prepositions, etc.). • Watching a video about a controversial CE.EFL.4.19 Find and identify literary
topic and writing a short response giving elements and techniques and relate
Reading your own opinion. those elements to the learner’s own
EFL 4.3.2 Make use of • Writing an email to a friend about a experiences and to other works,
clues such as titles, place you visited. including one’s peers, in order to
illustrations, • Looking at a picture and writing a present personal responses and
organization, text description of what you see or how it interpretations.
outline and layout, etc. makes you feel, then comparing
to identify and descriptions in pairs. PERFORMANCE INDICATORS
understand relevant Communication and Cultural
information in written Language through the Arts Awareness
level-appropriate text • Brainstorming features and conventions I.EFL.4.1.1 Learners can compare and
types. of a genre and then reading an example in contrast oral traditions, myths,
order to locate each one. folktales and literature from Ecuador
Writing • Underlining literary elements in a peer’s and other cultures in order to
EFL 4.4.5 Recognize text and then comparing them to those in demonstrate an understanding of the
that various types of one’s own writing. relationship between cultural practices
writing require • Writing comments to peer’s blog posts. and perspectives. Learners can share
different language, cross-cultural experiences while


formatting and special naming universal cultural themes. (I.2,
vocabulary. (Example: a S.1, S.2, J.1)
recipe, a letter, etc.) I.EFL.4.3.1 Learners can employ a
Language through the range of selfmonitoring and self-
arts correcting strategies and interpret and
EFL 4.5.2 Compare and use appropriate verbal and nonverbal
present personal and communication features to
formal responses to communicate in familiar contexts. (I.3,
and interpretation of S.4, J.4)
published literary Oral Communication
works and the works of I.EFL.4.8.1 Learners can communicate
peers, referring to personal information and basic
details and features of immediate needs and deal with other
the text. practical everyday demands in familiar
(Example: text contexts, effectively and without
structure, plot, ideas, undue effort and using grammatical
events, vocabulary, structures and vocabulary seen in class
etc.) (although there may be frequent, basic
errors). (I.1, I.2, I.3, S.1)
Reading
identify the most relevant information.
(I.2, I.4)
Writing


writing. (I.3, I.4, S.3, J.2)
I.EFL.4.19.1 Learners can locate and
identify literary elements and
techniques in other works,
including one’s own. Learners can give
personal responses to and interpret a
variety of literary texts, including those
of a peer, referring to details and
features of the text. (I.3, S.3, J.4)
6. Daily O.EFL 4.1 Identify the main Communication and CLIL Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral 6 weeks
Routines ideas, some details and Cultural Awareness • Routines • Reflecting on differences between traditions and literature from Ecuador
inferences of written texts, EFL 4.1.2 Recognize • Lifestyles people’s lifestyles from other countries and beyond in order to manifest an
in order to produce level- and demonstrate an • Famous and regions. understanding of the relationship
appropriate critical analysis appreciation of some People • Playing games that practice classroom between cultural perspectives and
of familiar subjects and commonalities and language, turn-taking, being polite, etc. practices and by sharing cross cultural
contexts. distinctions across Vocabulary • Comparing free time activities from two experiences.
O.EFL 4.2 Appreciate and cultures and groups • Words different famous people. CE.EFL.4.4 Demonstrate the ability to
value English as an (differentiated by related to • Working in small groups to complete a ask for and give information and
international language and a gender, ability, lifestyles cultural project. assistance using appropriate language
medium to interact globally. generations, etc.) • Words and interaction styles in a variety of
including the students’ related to Oral Communication: (Listening and social interactions.
own. personality Speaking) CE.EFL.4.6 Listening for Meaning:
EFL 4.1.6 Seek and • Listening to a set of instructions and Understand and follow the main idea
provide information Grammar matching them to the corresponding in spoken texts set in familiar everyday
and assistance, orally • Simple picture. contexts, provided speech is clear and
or in writing and in Present • Listening to and following class articulate, and deduce the meanings of
online or face to-face tense commands. unfamiliar words and phrases using
interactions, for • Listening for specific words in a context clues and/or prior
personal, social and conversation and trying to guess the CE.EFL.4.9 Production – Fluency: Use
academic purposes. meaning from the context. simple language to describe, compare
• Listening to a dialogue and writing the and make statements about familiar
Oral Communication: main idea and setting. everyday topics such as objects,
(Listening and possessions and routines in structured


Speaking) Reading situations and short conversations.
EFL 4.2.1 Understand • Reading a text and answering Interaction is with reasonable ease,
phrases and information questions. provided speech is given clearly, slowly
expressions related to • Choosing from a list of words to and directly.
areas of most complete gaps from a reading. CE.EFL.4.11 Demonstrate
immediate priority • Reading a short story about The dog comprehension of main ideas and
within the personal Whisperer and highlighting interesting some details in short simple texts on
and educational facts, then comparing them with those of familiar subjects, making use of
domains, provided a partner. contextual clues to identify relevant
speech is clearly and information in a text.
slowly articulated. Writing CE.EFL.4.15 Express information and
(Example: daily life, • Listening to a celebrity interview and ideas and describe feelings and
free time, school writing three more interview questions. opinions in simple transactional or
activities, etc.) • Writing answers to interview questions. expository texts on familiar subjects in
EFL 4.2.10 Sustain a • Writing a letter describing a typical day. order to influence an audience, while
conversational • Identifying the text type according to recognizing that different texts have
exchange on a familiar, writing features and vocabulary. different features and showing the
everyday subject when ability to use these features
carrying out a Language through the Arts appropriately in one’s own writing.
collaborative/paired • Completing the gaps in a sentence. CE.EFL.4.17 Show an ability to convey
learning activity in • Reading a biography and identifying and organize information through the
which there are common linguistic features, such as use of use of facts and details and by
specific instructions for the present simple and routines. Learners employing various stages of the writing
a task. use the same features to write their own process, while using a range of digital
review of a movie they’ve seen. tools to promote and support
Reading • Sequencing sentences by adding words. collaboration, learning and
EFL 4.3.2 Make use of (Example: I wake up. I eat breakfast. → productivity.
clues such as titles, First I wake up. Then I eat breakfast, etc.)
illustrations, • Adding pictures to a group presentation. PERFORMANCE INDICATORS
organization, text Communication and Cultural
outline and layout, etc. Awareness
to identify and I.EFL.4.1.1 Learners can compare and
understand relevant contrast oral traditions, myths,
information in written folktales and literature from Ecuador
level-appropriate text and other cultures in order to


types. demonstrate an understanding of the
relationship between cultural practices
Writing and perspectives. (I.2, S.1, S.2, J.1)
EFL 4.4.8 Convey and I.EFL.4.4.1 Learners can demonstrate
organize information an ability to give and ask for
using facts and details information and assistance using level-
in order to illustrate appropriate language and interaction
diverse patterns and styles in online or face-to-face social
structures in writing. and classroom interactions. (J.2, J.3,
J.4, I.3)
Language through the Oral Communication
arts I.EFL.4.6.1 Learners can grasp the
EFL 4.5.2 Compare and general meaning of spoken texts set in
present personal and familiar everyday contexts and infer
formal responses to changes in the topic of discussion, as
and interpretation of well as deduce the meanings of
published literary unfamiliar words and exchanges
works and the works of through the use of context clues,
peers, referring to provided speech is given slowly and
details and features of clearly and there is sufficient visual
the text. (Example: text support. (I.3, S.1, J.4)
structure, plot, ideas, I.EFL.4.9.1 Learners can use simple
events, vocabulary, language to describe, compare and
etc.) 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)
Reading
subjects. (I.2, I.4)
Writing


writing. (I.3, I.4, S.3, J.2)
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)
6. BIBLIOGRAPHY/WEBGRAPHY: 7. OBSERVATIONS:
Ministry of Education. (2016, Septiembre 03). Currículo. English as a Foreign Language. Retrieved from Ministerio de Educación:
http://educacion.gob.ec/wp-content/uploads/downloads/2016/03/EFL1.pdf
Nuñez, P. A. (2016). Teacher's book English A1.1. Quito: Norma.

DONE BY: REVISED BY: APROVED BY:
TEACHER(S): Lic. Ximena Naula NAME: NAME: Econ. Hugo Donoso
Signature: Signature: Signature:
Date: May 22, 2017 Date: May 22, 2017 Date: May 22, 2017


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SUBSECRETARIA DE FUNDAMENTOS EDUCATIVOS

DIRECCIÓN NACIONAL DE CURRÍCULO

ANNUAL PLAN CURRICULUM (APC)

“EMILIO ISAIAS ABIHANNA” ACADEMIC

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Nuñez, P. A. (2016). Teacher's book English A1.1. Quito: Norma.

Educamos para tener Patria

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