Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
SCHOOL YEAR:
Cdla.9 de octubre, calle 8va sur y la 10ma
2017 - 2018
MACHALA – EL ORO – ECUADOR
Use spoken and written literary text in English such as poems, short stories,
comic strips, short magazine articles and oral interviews on familiar subjects in
order to inspire oral and written production. (ref. O.EFL 4.7)
4. CROSSCUTTING:
Health care and recreation habits of students
Citizen training for democracy
Interculturality
CE.EFL.4.15. Express
LANGUAGE THROUGH THE ARTS information and ideas and
describe feelings and
EFL 4.5.11 Participate in creative opinions in simple
thinking through brainstorming, transactional or expository
working in groups, games and texts on familiar subjects in
problem-solving tasks by showing order to influence an
the ability to accept a variety of audience, while recognizing
ideas and capitalize on other that different texts have
people’s strengths. different features and
showing the ability to use
these features appropriately
in one’s own writing.
PERFORMANCE INDICATORS
COMMUNICATION AND
CULTURAL AWARENESS
ORAL COMMUNICATION
READING
WRITING
PERFORMANCE INDICATORS
COMMUNICATION AND
CULTURAL AWARENESS
READING
WRITING
WRITING
CE.EFL.4.15. Express
information and ideas and
describe feelings and
opinions in simple
transactional or expository
texts on familiar subjects in
order to influence an
audience, while recognizing
that different texts have
different features and
showing the ability to use
these features appropriately
in one’s own writing.
Performance Indicators
COMMUNICATION AND
CULTURAL AWARENESS
ORAL COMMUNICATION
READING
WRITING
Performance Indicators
COMMUNICATION AND
CULTURAL AWARENESS
ORAL COMMUNICATION
READING
WRITING
Performance Indicators
COMMUNICATION AND
CULTURAL AWARENESS
ORAL COMMUNICATION
READING
6 DAILY Talk about routines and COMMUNICATION AND CULTURAL This curriculum is based on a Evaluation Criteria 6 weeks
ROUTINES lifestyles. AWARENESS language-driven CLIL approach,
where content from other COMMUNICATION AND
EFL 4.1.8 Use suitable vocabulary, disciplines is used for meaningful CULTURAL AWARENESS
expressions, language and and purposeful language use
interaction styles for formal and (Met, 1999). It supports the CE.EFL.4.4. Demonstrate the
informal social or academic overall curriculum, developing ability to ask for and give
situations in order to communicate cognitive and social skills needed information and assistance
specific intentions in online and for other subjects, and using appropriate language
face-to-face interactions. (Example: reinforcing content covered in and interaction styles in a
thanking, making promises, other areas. The integration of variety of social interactions.
apologizing, asking permission, critical thinking skills as defined in
chatting with friends, answering in Bloom’s Taxonomy and the
class, greeting an authority figure, development of communicative
etc.) linguistic competencies are ORAL COMMUNICATION
presented in this proposal as
ORAL COMMUNICATION interdependent processes within CE.EFL.4.6. Listening for
a CLIL model, where critical Meaning: Understand and
EFL 4.2.1 Understand phrases and thinking skills serve as the follow the main idea in
expressions related to areas of mechanism for implementing the spoken texts set in familiar
most immediate priority within the 4Cs framework (content, culture, everyday contexts, provided
personal and educational domains, communication, and cognition). speech is clear and
provided speech is clearly and CLIL models are diverse, making articulate, and deduce the
slowly articulated. (Example: daily them flexible enough to be meanings of unfamiliar
life, free time, school activities, context-specific and words and phrases using
etc.) complementary to a range of context clues and/or prior
EFL 4.2.3. Follow and understand teaching methodologies, but they knowledge.
short, straightforward audio do share characteristics favorable CE.EFL.4.7. Listening for
messages and/or the main to constructivist approaches and Information: Follow and
idea/dialogue of a movie or communicative language identify some main ideas and
cartoon (or other age-appropriate teaching (CLT). These details in short and
audio-visual presentations) if characteristics include learner- straightforward spoken or
delivered slowly and visuals centered approaches, text-based audio texts set in familiar
provide contextual support. learning, task-based learning, the contexts, when delivered
(Example: an announcement of a necessity to use different types of slowly and with visuals to
bus delay, an intercom activities to encourage foreign provide contextual support.
announcement at school, a language use for different Use spoken contributions in
dialogue supported by facial purposes, high levels of class as models for one’s
expressions/gestures and interaction between teachers and own speech.
appropriate intonation, etc.) learners and learners themselves, CE.EFL.4.10. Interaction –
EFL 4.2.10 Sustain a conversational intensive language input, teacher Interpersonal: Participate
exchange on a familiar, everyday modeling and scaffolding, and effectively in familiar and
subject when carrying out a teacher enthusiasm. predictable conversational
collaborative/paired learning exchanges by asking and
activity in which there are specific answering follow-up
instructions for a task. questions, provided there
are opportunities to use
EFL 4.2.12 Describe habits, repair strategies (e.g. asking
routines, past activities and for clarification) and sustain
experiences within the personal conversational exchanges in
and educational domains. pairs to complete a task,
satisfy a need or handle a
READING simple transaction.
CE.EFL.4.9. Production –
EFL 4.3.1 Understand main points Fluency: Use simple
in short simple texts on familiar language to describe,
subjects. (Example: news about compare and make
sports or famous people, statements about familiar
descriptions, etc.) everyday topics such as
EFL 4.3.2. Make use of clues such objects, possessions and
as titles, illustrations, organization, routines in structured
text outline and layout, etc. to situations and short
identify and understand relevant conversations. Interaction is
information in written level- with reasonable ease,
appropriate text types. provided speech is given
clearly, slowly and directly.
WRITING
READING
EFL 4.4.1 Convey information and
ideas through simple transactional CE.EFL.4.11. Demonstrate
or expository texts on familiar comprehension of main
subjects using ICT tools and ideas and some details in
conventions and features of English short simple texts on familiar
appropriate to audience and subjects, making use of
purpose. contextual clues to identify
EFL 4.4.7. Use the process of relevant information in a
prewriting, drafting, revising, peer text.
editing and proofreading (i.e., “the
writing process”) to produce well- WRITING
constructed informational texts.
CE.EFL.4.15. Express
LANGUAGE THROUGH THE ARTS information and ideas and
describe feelings and
EFL 4.5.11 Participate in creative opinions in simple
thinking through brainstorming, transactional or expository
working in groups, games and texts on familiar subjects in
problem-solving tasks by showing order to influence an
the ability to accept a variety of audience, while recognizing
ideas and capitalize on other that different texts have
people’s strengths. different features and
showing the ability to use
these features appropriately
in one’s own writing.
CE.EFL.4.17. Show an ability
to convey and organize
information through the use
of facts and details and by
employing various stages of
the writing process, while
using a range of digital tools
to promote and support
collaboration, learning and
productivity.
Performance Indicators
COMMUNICATION AND
CULTURAL AWARENESS
ORAL COMMUNICATION