Annual Curriculum Plan Octavo 2017-2018

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
COLEGIO DE BACHILLERATO
SCHOOL YEAR
“ISMAEL PEREZ PAZMIÑO” 2019 - 2020
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): Lic. Pizarro Jácome Víctor Manuel
Grade/ Course: 8th EGB Education Level: A1.1
2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
work
3 Hours
36 weeks
4 weeks 40 weeks 120 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
OG.EFL 1 O.EFL 4.1
Encounter socio-cultural aspects of their own and other countries in a Identify the main ideas, some details and inferences of written texts, in order to
thoughtful and inquisitive manner, maturely, and openly experiencing produce level-appropriate critical analysis of familiar
other cultures and languages from the secure standpoint of their own subjects and contexts.
national and cultural identity.
O.EFL 4.2
OG.EFL 2
Appreciate and value English as an international language and a medium to interact
Draw on this established propensity for curiosity and tolerance towards
globally.
different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
O.EFL 4.3
OG.EFL 3 Develop creative and critical thinking skills when encountering challenges in order
to promote autonomous learning and decision making.
Access greater flexibility of mind, creativity, enhanced linguistic
intelligence, and critical thinking skills through an appreciation of
linguistic differences. Enjoy an enriched perspective of their L1 and of
language use for communication and learning. O.EFL 4.4
Write short descriptive and informative texts related to personal information or

familiar topics and use them as a means of communication and written expression
OG.EFL 4
of thought.
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
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
OG.EFL 5 inspire oral and written production at an A1.1 level.
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 general investigation, through the efficient use of ICT and O.EFL 4.6
reference tools where required. Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global contexts familiar to the
learner.
OG.EFL 6
Through selected media, participate in reasonably extended spoken or

written dialogue with peers from different L1 backgrounds on work,
study, or general topics of common interest, expressing ideas and O.EFL 4.7
opinions effectively and appropriately.
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
OG.EFL 7 effective command of spoken language.
Interact quite clearly, confidently, and appropriately in a range of formal

and informal social situations with a limited but effective command of the
spoken language (CEFR B1 level).

4.TRANSVERSAL AXES: Intercultural awareness, tolerance, respect, multiculturalism, responsibility,

solidarity, responsibility, honesty, respect, love, peace, justice, innovation, etc.
5.UNITS TO BE DEVELOPED
Nº Title of the unit Unit Specific Contents/skills Methodological Evaluation Weeks

Objectives Orientations duration
(Skills and strategies)
Reading two stories from

1 You will learn how to EFL 4.1.1 different regions in Ecuador CE.EFL.4.1 6
People Around and completing a chart to
Us Compare and contrast oral show the differences. Compare and contrast oral
traditions, myths, folktales traditions and literature from
•greet formally and and literature from Ecuador • Reflecting on differences Ecuador and beyond, in order to
informally. and international regions and between people from other
manifest an understanding of the
cultures, and identify countries and regions.
relationship between cultural
• ask and answer similarities, differences, and
personal information universal cultural • Participating in short perspectives and practices and
questions. themes. dialogues and role plays to
practice target language. by sharing cross cultural
•introduce someone
EFL 4.1.2 experiences.

• Practicing the language
needed to deal with a need I.EFL.4.1.1
Recognize and demonstrate through a mini role play.
an appreciation of some
Learners can compare and
commonalities and • Singing songs that practice
contrast oral traditions, myths,
helpful language.
folktales and literature from

distinctions Oral Communication: Ecuador and other cultures in

order to demonstrate an
across cultures and groups, (Listening and Speaking) understanding of the relationship
including the students’ own. • Listening to a dialogue
between cultural practices and
between two or more people
EFL 4.2.2 and deciding if each perspectives. Learners can share
statement is true or false. cross-cultural experiences while
Use a series of phrases and naming universal cultural themes.
sentences to describe • Watching a short video and (I.2, S.1, S.2, J.1)
aspects of personal then talking to a partner
background, about whether or not they CE.EFL.4.7
immediate environment and agree with the speaker or a
matters of immediate need in statement. Listening for Information: Follow
simple terms using and identify some main ideas and
grammatical • Giving learners language details in short and straightforward
structures learnt in class prompts to use during spoken or audio texts set in
(although there may be pair/group work. familiar contexts, when delivered
frequent errors with tenses, slowly and with visuals to provide
personal pronouns, • Asking classmates to contextual support. Use spoken
prepositions, etc.) repeat an answer or contributions in class as models
statement if needed to for one’s own speech.
clarify something.
EFL 4.5.11
• Asking for help in class
Participate in creative
thinking through when necessary. I.EFL.4.4.1.
brainstorming, working in Reading Learners can demonstrate an

groups, games and ability
problem-solving tasks by • Reading a text and to give and ask for information and
showing the ability to accept answering information assistance using level-appropriate
a variety of ideas and questions. language and interaction
capitalize on other styles in online or face-to-face

people’s strengths • Choosing from a list of social and

words to complete gaps from classroom interactions. (J.2, J.3,
a reading. J.4, I.3)
• Reading a short story from CE.EFL.4.10

the Internet and highlighting
interesting facts, then Interaction-Interpersonal:
comparing them with those Participate effectively in familiar
of a partner. and predictable conversational
exchanges by asking and
• Reading a biography and answering follow-up questions,
putting events on a timeline. provided there are opportunities to
use repair strategies and sustain
Writing conversational exchanges in pairs
to complete a task, satisfy a need
• Making posters in small or handle a simple transaction.
groups of new phrases and
expressions in order to
display in the classroom.
• Finding a variety of online

references to practice a
grammar structure, then
I.EFL.4.7.1
recommending the best one
to the class. Learners can identify the main
idea and some details in short
• Making flashcards for new straightforward spoken audio texts
words and using them to set in familiar contexts when the
quiz a partner. message is delivered slowly and
there is other contextual support.
• Writing about a topic and Learners can use other

choosing words for a classmate’s contributions in class

glossary and writing the as models for
definitions. their own. (I.2, I.3, S.4
Language through the Arts CE.EFL.4.11
• Sharing learners’ stories in

Demonstrate comprehension of
pairs or small groups and main ideas and some details in
choosing to represent some short simple texts on familiar
through a role play. subjects, making use of contextual
clues to identify relevant
• Reading a myth from information in a text.
Ecuador and writing a song
about it.
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)
CE.EFL.4.16.
Make use of simple learning

resources, including those created
by one’s self, in order to compare

and contrast information, and

choose appropriate resources
according to the value, purpose
and audience of each.
I.EFL.4.11.
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.4.20
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.4.11.1

simple online or

print texts on familiar subjects,

using contextual
2 People I love You will learn how EFL 4.1.1 Communication and CE.EFL.4.1. 6
t•describe people’s Cultural Awareness
Compare and contrast oral
physical appearance. Compare and contrast oral
traditions, myths, folktales • Reflecting on differences traditions and literature from
Ecuador and beyond in order
• ask and answer and literature from Ecuador between different members
and international regions and of a family. to manifest an understanding of
questions about the relationship between cultural
cultures and identify
physical description. perspectives and practices and
similarities and differences • Sharing a cross-cultural
and universal cultural experience (such as by sharing cross cultural iences.
Themes. traveling, trying a new
food, meeting someone from
another country) in pairs or I.EFL.4.1

EFL 4.1.10 as a class.
Recognize and appreciate • Comparing answers in contrast oral traditions, myths,
individual and group pairs or small groups. folktales and literature from
similarities and differences • Working in small groups to Ecuador and other cultures in
by create a chart about order to demonstrate an
establishing and maintaining differences in heights and understanding of the relationship
healthy and rewarding online weights from members of a between cultural practices and
and face-to-face family. perspectives. Learners can share

relationships based cross-cultural experiences while

on communication and Oral Communication: naming universal cultural
cooperation. (Listening and Speaking) themes. (I.2, S.1, S.2, J.1)
• Listening to instructions for

a short task and carrying
them out. CE.EFL.4.4.
EFL 4.2.2 • Listening to spoken or Demonstrate the ability to ask for

recorded descriptions of and give information and
Use a series of phrases and familiar scenes, and marking assistance using appropriate
sentences to describe the words you hear. language and interaction styles in
aspects of personal • Listening to a dialogue a variety of social interactions.
background, immediate between two or more people
environment and matters of and deciding if I.EFL.4.4.1.
immediate need in simple each statement is true or
terms using grammatical false. Learners can demonstrate an
structures learnt in class • Watching a short video ability to give and ask for
(although there may be about a family situation and information and assistance using
frequent errors with tenses, writing three level-appropriate language and
personal pronouns, new things they learned. interaction styles in online or face-
to-face social and classroom

prepositions, etc.).
interactions. (J.2, J.3, J.4, I.3)
Reading
• Reading a text and

EFL 4.3.1 answering information
questions. CE.EFL.4.7
Understand main points in
short simple texts on familiar • Choosing from a list of
Listening for Information: Follow
subjects. (Example: news words to complete gaps from and identify some main ideas and
about sports or famous a reading.
details in short and straightforward

people, descriptions, etc.) spoken or audio texts set in

• Reading a short story from familiar contexts, when delivered
EFL 4.3.2 the Internet and highlighting slowly and with visuals to provide
interesting facts, then contextual support. Use spoken
Make use of clues such as comparing them with those contributions in class as models
titles, illustrations, of a partner. for one’s own speech.
organization, text outline and
layout, etc. to identify and Writing
understand relevant I.EFL.4.7.1
information in written level- • Listening to a celebrity
appropriate text types. interview and writing three Learners can identify the main
more interview questions. idea and some details in short
straightforward spoken audio texts
EFL 4.4.2 • Writing your own answers set in familiar contexts when the
to interview questions. message is delivered slowly and
Make and use a simple print there is other contextual support.
or digital learning resource to • Writing an email to a friend Learners can use other
compare and contrast describing your ideal friend. classmate’s contributions in class
information in order to as models for their own. (I.2, I.3,
demonstrate understanding S.4)
and command of a topic.
Language through the Arts

EFL 4.5.11 CE.EFL.4.11.
Participate in creative • Sharing learners’ stories in
thinking through pairs or small groups and Demonstrate comprehension of
brainstorming, working in choosing to represent some main ideas and some details in
groups, games and problem- through a role play. short simple texts on familiar
solving tasks by showing the subjects, making use of contextual
ability to accept a variety of • Reading a myth from clues to identify relevant
ideas and capitalize on other Ecuador and writing a song
about it.

people’s strengths. information in a text.
I.EFL.4.11.1.

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.
.EFL.4.12.1
Learners can employ a range of

reference materials and sources,
both online and in print, in order to

support ideas, answer inquiries,

find relationships and relate ideas
between different subject areas.
(I.1, I.2, J.2).
CE.EFL.4.15.
Express information and ideas

and describe feelings and
opinions in simple transactional or
expository texts on familiar
subjects in order to influence an
audience, while recognizing that
different texts have different
features and showing the ability to
use these features appropriately in
one’s own writing.
I.EFL.4.15.1
Learners can convey information

and ideas and describe feelings
and opinions in
simple transactional or expository
texts on familiar subjects in order
to influence an audience, while
recognizing that different texts
have different features and

showing the ability to use these

features appropriately in one’s
own writing. (I.3, I.4, S.3, J.2)
CE.EFL.4.20
concepts.
3 Leisure Activities You will learn how to EFL 4.1.1 Communication and CE.EFL.4.1 6
Cultural Awareness
Compare and contrast oral Compare and contrast oral
traditions, myths, folktales Reading two stories from traditions and literature from
• ask and answer and literature from Ecuador different regions in Ecuador Ecuador and beyond in order
questions about and international regions and and completing a chart to to manifest an understanding of
schedules.
cultures and identify show the differences. the relationship between cultural
• ask for and give similarities and differences • Reading a story from perspectives and practices and
dates. and universal cultural another region/culture and by sharing cross cultural
themes. sharing a similar experience. experiences.
• Reflecting on differences
• ask and give the between people from other
time. EFL 4.1.2 countries and regions. I.EFL.4.1.1.
Recognize and demonstrate Oral Communication: Learners can compare and

an appreciation of some (Listening and Speaking) contrast oral traditions, myths,
commonalities and folktales and literature from

distinctions • Listening to a set of Ecuador and other cultures in

across cultures and groups instructions and matching order to demonstrate an
including the students’ own. them to the corresponding understanding of the
picture. relationship between cultural
• Listening to and following practices and perspectives.
class commands. Learners can share cross-cultural
EFL 4.2.2 experiences while naming
• Listening to a simple, universal cultural
Use a series of phrases and straightforward story and themes. (I.2, S.1, S.2, J.1)
sentences to describe correcting false statements.
aspects of personal CE.EFL.4.2
background, immediate
environment and matters of . Recognize and demonstrate an
immediate need in simple .Listening for specific words appreciation of commonalities
terms using grammatical in a conversation and trying between cultures as well as the
structures learnt in class. to guess the meaning from consequences of one’s actions
the context. while exhibiting socially
responsible behaviors.
Reading I.EFL.4.2.1.
EFL 4.3.2
Learners can name similarities
Make use of clues such as and differences between different
titles, illustrations, • Reading a text and aspects of cultural groups.
organization, text outline and answering information Learners can demonstrate socially
layout, etc. to identify and questions. responsible behaviors at school,
understand relevant online, at home
information in written level- and in the community, and
appropriate text type. • Choosing from a list of evaluate their actions
words to complete gaps from by ethical, safety and social

a reading. standards. (J.3, S.1, I 1)
EFL 4.4.1 • Reading a short story from CE.EFL.4.6.

the Internet and highlighting
Convey information and interesting facts, then Listening for Meaning: Understand
ideas through simple comparing them with those and follow the main idea in spoken
transactional or expository of a partner. texts set in familiar everyday
texts on familiar subjects contexts, provided speech is clear
using ICT tools and • Reading a biography and and articulate, and deduce the
conventions and features of putting events on a timeline. meanings of unfamiliar words and
English appropriate to phrases using context clues
audience and purpose. Writing and/or prior knowledge.
EFL 4.5.1 • Making posters in small

Make use of main points in I.EFL.4.6.1.
groups of the day and time
literary texts (authentic and of favorite TV programs.
semi-authentic, oral and Learners can grasp the general
meaning of spoken texts set in
written) to understand short • Finding a variety of online
simple everyday stories, familiar everyday contexts and
references to practice
especially if there is visual infer changes in the topic of
prepositions of time for
support dates.
Language through the arts discussion, as well as deduce the
meanings of unfamiliar words and
• Creating charts for new
exchanges through the use of
EFL 4.5.1 Make use of main expressions.
context clues, provided speech is
points in literary texts given slowly and clearly and there
(authentic and semi- is sufficient visual support.
authentic, oral and Language through the Arts
(I.3, S.1, J.4)
written) to understand short • Sharing learners’ stories of
simple everyday stories, a tradition in a city in
especially if there is visual Ecuador in pairs or small
support groups and choosing to CE.EFL.4.11.
represent some through a
role play.

• Reading a myth from main ideas and some details in
Ecuador and writing a song short simple texts on familiar
about it. subjects, making use of contextual
• Doing free writing on a information in a text.
topic suggested by another
learner.I.1)
I.EFL.4.11.1.

CE.EFL.4.15.


I.EFL.4.15.1.

and opinions in simple
transactional or expository texts
on familiar subjects in order to
influence an audience, while
CE.EFL.4.20.

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)
4 Street Life You will learn how to EFL 4.1.2 Communication and CE.EFL.4.1. 6
Cultural Awareness
Recognize and demonstrate Compare and contrast oral
an appreciation of some Finding clothes from other traditions and literature from
• express what commonalities and
cultures and regions and Ecuador and beyond in order
people are doing at distinctions across cultures
then sharing them in class. to manifest an understanding of
the moment of •
and groups (differentiated by Completing a Venn the relationship between cultural
speaking gender, ability, generations,
diagram about clothes in the perspectives and practices and
etc.) including the students’
coast and in the highlands. by sharing cross cultural
• describe what own. • Participating in short role experiences.
people are wearing plays using a range of verbal
and nonverbal I.EFL.4.1.1.
EFL 4.1.5 communication.
Apply self-correcting and • Listening to a dialogue and contrast oral traditions, myths,
self-monitoring strategies in identifying errors in speech folktales and literature from
social and classroom or problems for Ecuador and other cultures to
Interactions. communication. demonstrate an understanding of
the relationship between
Oral Communication: cultural practices and
(Listening and Speaking) perspectives. (I.2, S.1,

EFL 4.2.1 • Listening to a set of S.2, J.1)

instructions and matching
. Understand phrases and them to the corresponding
expressions related to areas picture.
of most immediate priority • Listening to and following CE.EFL.4.3.
within the personal and class commands.
educational domains, Interact with others using self-
provided speech is clearly . Listening to a simple, monitoring and self-correcting
and slowly articulated. straightforward story and strategies as well as
correcting false statements appropriate nonverbal and oral
. communication features.
EFL 4.2.2 • Listening to a short
conversation between two I.EFL.4.4.1.
Use a series of phrases and speakers and deciding who
sentences to describe is speaking, what they are Learners can employ a range of
aspects of personal doing how they feel. self-monitoring and self-correcting
background, strategies and interpret and use
immediate environment and Reading appropriate verbal and
matters of immediate need in • Reading a short story from nonverbal communication features
simple terms using the Internet and highlighting to communicate in familiar
grammatical contexts. (I.3, S.4, J.4)
interesting facts related to
structures learnt in class cities and their weather, then
(although there may be comparing them with those CE.EFL.4.6
frequent errors with tenses, of a partner.
personal pronouns, .Listening for Meaning:
prepositions, etc) • Predicting main ideas by Understand and follow the main
reading the title and using idea in spoken texts set in
other contextual clues. familiar everyday contexts,
provided speech is clear and
EFL 4.3.12 • Reading a short news articulate, and deduce the
article and completing an meanings of unfamiliar words and
Make use of clues such as phrases using context clues
outline.

titles, illustrations, and/or prior knowledge.

organization, text outline and • Reading a blog post and
layout, etc. to identify and writing a comment.
understand relevant
information in written level-
appropriate text types. Writing I.EFL.4.6.1.
• Making posters in small
EFL 4.4.4 groups of the day and time Learners can grasp the general
of favorite TV programs. meaning of spoken texts set in
Write to describe • Finding a variety of online familiar everyday contexts and
feelings/opinions in order to references to practice infer changes in the topic of
effectively influence an prepositions of discussion, as well as deduce the
audience. time for dates. meanings of unfamiliar words and
(Example: persuade, exchanges through the use
negotiate, argue, etc • Creating charts for new of context clues, provided speech
expressions. is given slowly and clearly and
EFL 4.5.1 there is sufficient visual support.
Make use of main points in Language through the Arts (I.3, S.1, J.4)
literary texts (authentic and • Sharing learners’ stories of
semi-authentic, oral and a tradition in a city in
Ecuador in pairs or small

written) to understand short groups and choosing to
represent some through a CE.EFL.4.8
simple everyday stories, role play.
Production – Accuracy and
especially if there is visual
• Reading a myth from Intelligibility: Communicate needs
support.
Ecuador and writing a song and information clearly and in
about it. simple terms, using grammatical
structures learned in class
• Doing free writing on a (although there may be frequent
errors), effectively and without
topic suggested by another undue effort. Demonstrate an

learner ability to make appropriate use of

new words and expressions in
social interactions.
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)
Searching for pictures on the

CE.EFL.4.11.
Internet or in magazines in
order to respond to a piece Demonstrate comprehension of
main ideas and some details in
of collaborative writing.
short simple texts on familiar
subjects, making use of contextual
information in a text.

I.EFL.4.11.1.

simple online or
print texts on familiar subjects,
using contextual
relevant information (I.2, I.4)
CE.EFL.4.15.


I.EFL.4.15.1. Learners can

convey information



5 Amazing Place You will learn how to EFL 4.1.2 Communication and CE.EFL.4.1. 6
Cultural Awareness
an appreciation of some traditions and literature from
•identify places in the commonalities and Ecuador and beyond in order
city distinctions across cultures Hearing a story from another to manifest an understanding of
. and groups (differentiated by country and finding the relationship between cultural
gender, ability, generations, similarities with a story from perspectives and practices and
• ask for and give etc.) including the students’ Ecuador. by sharing cross cultural
information about own. experiences.
location. • Reading a paragraph about
. The future city and reflecting
on differences between I.EFL.4.8.1.

• give and follow EFL 4.1.5 people from other countries.
instructions to get to Learners can communicate
Apply self-correcting and • Watching a video about personal information and basic
a place.
self-monitoring strategies in places in a city, and taking immediate needs and deal
. social and classroom notes on the cultural with other practical everyday
interactions practices mentioned. demands in familiar
contexts, effectively and without
• Talking in pairs about a undue effort and using
video learners have watched grammatical structures and

EFL 4.2.2 using only English.

vocabulary seen in class (although
there may be frequent,
Use a series of phrases Oral Communication: basic errors). (I.1, I.2, I.3, S.1)
and sentences to describe (Listening and Speaking)
aspects of personal
background, immediate • Listening to spoken or
CE.EFL.4.3
environment and matters of recorded descriptions of
immediate need in simple familiar scenes. Interact with others using self-
terms using grammatical and marking the words you monitoring and self-correcting
structures learnt in class hear. strategies as well as appropriate
(although there may be nonverbal and oral communication
frequent errors with tenses, • Listening to a dialogue features
personal pronouns, between two or more people
prepositions, etc.). and deciding if each I.EFL.4.11.1
statement is true or false.
• Listening to a short Learners can understand main

EFL 4.3.2 dialogue and then writing ideas and some details in short
and acting out a similar simple online or print texts on
Make use of clues such as dialogue, using some of the familiar subjects, using contextual
titles, illustrations,
same phrases and clues to help identify the most
organization, text outline and expressions. relevant information. (I.2, I.4)
layout, etc. to identify and
understand relevant Reading
information in written level- CE.EFL.4.8.
appropriate text types • Reading a text and
answering information Production – Accuracy and
questions. Intelligibility: Communicate needs
EFL 4.4.5 and information clearly and in
• Choosing from a list of simple terms, using grammatical
structures learned in class

Recognize that various types words to complete gaps from (although there may be frequent
of writing require different a reading. errors), effectively and without
language, formatting and undue effort. Demonstrate an
special vocabulary. • Reading a paragraph about ability to make appropriate use of
(Example: a recipe, a letter, The future city and new words and expressions in
etc.) highlighting social interactions.
interesting facts.
EFL 4.5.2
• Reading a short news I.EFL.4.15.1
Compare and present article and completing an
personal and formal outline. Learners can convey information
responses to and and ideas and describe feelings
interpretation of published Writing and opinions in simple
literary works and the works • Watching a video about a transactional or expository texts
of peers, referring to details controversial topic and on familiar subjects in order to
and features of the text. writing a short influence an audience, while
(Example: text structure, response giving your own recognizing that different texts
plot, ideas, events, opinion. have different features and
vocabulary, etc.) showing the ability to use these
• Writing an email to a friend features appropriately in one’s
about a place you visited. own writing. (I.3, I.4, S.3, J.2)
• Looking at a picture and
writing a description of what

you see or how it makes you . CE.EFL.4.11.
feel, then comparing
descriptions in pairs. Demonstrate comprehension of
Language through the Arts short simple texts on familiar
• Brainstorming features and subjects, making use of contextual
conventions of a genre and clues to identify relevant
then reading an example in information in a text .
order to locate each one.

• Underlining literary
elements in a peer’s text and I.EFL.4.19.1.
then comparing them to
those in one’s own writing. Learners can locate and identify
• Writing comments to peer’s literary elements and techniques
blog posts. 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.
6 Daily Routines You will learn how to EFL 4.1.2 Communication and CE.EFL.4.1. 6
Cultural Awareness
an appreciation of some traditions and literature from
• talk about routines commonalities and Ecuador and beyond in orderto
and lifestyles. distinctions across cultures
manifest an understanding of the
and groups (differentiated by
gender, ability, generations, Communication and relationship between cultural
etc.) including the students’ Cultural Awareness perspectives and practices andby
own. sharing cross cultural

• Reflecting on differences experiences.

between people’s lifestyles
EFL 4.1.6 from other countries and
regions.
Seek and provide I.EFL.4.1.1.
information and assistance, • Playing games that practice
orally or in writing and in classroom language, turn- Learners can compare and
online or face to-face taking, being polite, etc. contrast oral traditions, myths,
interactions, for personal, folktales and literature from
social and academic • Comparing free time Ecuador and other cultures in
purposes. activities from two different order to demonstrate an
famous people. understanding of the
EFL 4.2.1 • Working in small groups to relationship between cultural
complete a cultural project. practices and perspectives. (I.2,
Understand phrases and S.1, S.2, J.1)
expressions related to areas Oral Communication:
of most immediate priority (Listening and Speaking) CE.EFL.4.4.
within the personal and Demonstrate the ability to ask for
educational domains, • Listening to a set of
instructions and matching and give information and
provided speech is clearly them to the corresponding assistance using appropriate
and slowly articulated. picture. language and interaction styles in
(Example: daily life, free a variety of social interactions
time, school activities, etc.) Listening to and following
class commands. I.EFL.4.4.1.
• Listening for specific words
in a conversation and trying Learners can demonstrate an
EFL 4.2.10 to guess ability to give and ask for
the meaning from the information and assistance
Sustain a conversational context. using level-appropriate language
exchange on a familiar, • Listening to a dialogue and and interaction styles in online or
everyday subject when writing the main idea and face-to-face social and classroom
carrying out a setting. interactions. (J.2, J.3, J.4, I.3)n

collaborative/paired learning Reading CE.EFL.4.6

activity in which there are • Reading a text and
specific instructions for a answering information Listening for Meaning:
task. questions. Understand and follow the main
• Choosing from a list of idea in spoken texts set in
EFL 4.3.2 words to complete gaps from familiar everyday contexts,
a reading. provided speech is clear and
Make use of clues such as • Reading a short story about articulate, and deduce the
titles, illustrations, The dog Whisperer and meanings of unfamiliar words and
organization, text outline and highlighting phrases using context clues
layout, etc. to identify and interesting facts, then and/or prior.
understand relevant comparing them with those
information in written level- of a partner.
appropriate text types. I.EFL.4.6.1
Writing
EFL 4.4.8 • Listening to a celebrity Learners can grasp the general
Convey and organize interview and writing three meaning of spoken texts set in
information using facts and more interview questions. familiar everyday contexts and
details in order to illustrate infer changes in the topic of
diverse patterns and • Writing answers to discussion, as well as deduce the
structures in writing. interview questions. meanings of unfamiliar words and
• Writing a letter describing a exchanges through the use of

typical day. context clues, provided speech is
given slowly and clearly and there
• Identifying the text type is sufficient visual support.
according to writing features (I.3, S.1, J.4)
and vocabulary.
CE.EFL.4.9
Language through the Arts
. Production – Fluency: Use
• Completing the gaps in a simple language to describe,
sentence. compare and make

statements about familiar

• Reading a biography and everyday topics such as objects,
identifying common linguistic possessions and routines in
features, such as use of the structured situations and short
present simple and routines. conversations. Interaction is with
reasonable ease, provided speech
Learners use the same is given clearly, slowly and
features to write their own directly.
review of a movie they’ve
seen. I.EFL.4.9.1.
• Sequencing sentences by ILearners can use simple

adding words. (Example: I language to describe, compare
wake up. I and state facts about familiar
eat breakfast. → First I wake everyday topics such as
up. Then I eat breakfast, possessions, classroom
etc.) objects and routines in short,
• Adding pictures to a group structured situations, interacting
presentation with relative ease. (I.3, I.4, S.4)
CE.EFL.4.11.
short simple texts on familiar
subjects, making use of contextual
information in a text.
I.EFL.4.11.1


familiar subjects. (I.2, I.4)
CE.EFL.4.15

use these features.
appropriately in one’s own writing
I.EFL.4.15.1

showing the ability to

one’s own writing. (I.3, I.4, S.3,

J.2)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:
Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United States: Teachers College Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States: Pearson Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum for
Educación General Básica Elemental. Quito, Ecuador: MINEDUC.
Munoz, J. (2016). English A2.1. Quito, Ecuador: Grupo Editorial Norma SA
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): NAME: NAME:
Lic. Pizarro Lic. Pizarro Dr. Galo Nieto
Signature: Signature: Signature:
Date: Mayo 17 del 2017 Date: Date:



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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

CURRICULAR ANNUAL PLAN

Area: Lengua Extranjera Subject: English

Teacher(s): Lic. Pizarro Jácome Víctor Manuel

Grade/ Course: 8th EGB Education Level: A1.1

Objectives of the Area Objectives of the Grade/Course

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

OG.EFL 1 O.EFL 4.1

Write short descriptive and informative texts related to personal information or

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

opportunities. Respect themselves and others within the communication

Through selected media, participate in reasonably extended spoken or

Interact quite clearly, confidently, and appropriately in a range of formal

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

4.TRANSVERSAL AXES: Intercultural awareness, tolerance, respect, multiculturalism, responsibility,

Nº Title of the unit Unit Specific Contents/skills Methodological Evaluation Weeks

(Skills and strategies)

Reading two stories from

EFL 4.1.2 experiences.

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DIRECCIÓN NACIONAL DE CURRÍCULO

distinctions Oral Communication: Ecuador and other cultures in

brainstorming, working in Reading Learners can demonstrate an

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DIRECCIÓN NACIONAL DE CURRÍCULO

people’s strengths • Choosing from a list of social and

• Reading a short story from CE.EFL.4.10

• Finding a variety of online

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

choosing words for a classmate’s contributions in class

Language through the Arts CE.EFL.4.11

• Sharing learners’ stories in

Learners can effectively

using a range of repair strategies.

Make use of simple learning

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DIRECCIÓN NACIONAL DE CURRÍCULO

and contrast information, and

Learners can understand main

Create short, original literary texts

Learners can understand main

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DIRECCIÓN NACIONAL DE CURRÍCULO

print texts on familiar subjects,

another country) in pairs or I.EFL.4.1

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DIRECCIÓN NACIONAL DE CURRÍCULO

relationships based cross-cultural experiences while

• Listening to instructions for

EFL 4.2.2 • Listening to spoken or Demonstrate the ability to ask for

to-face social and classroom

• Reading a text and

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DIRECCIÓN NACIONAL DE CURRÍCULO

people, descriptions, etc.) spoken or audio texts set in

Language through the Arts

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

people’s strengths. information in a text.