ANNUAL WORK PLAN (PAT)

• In mathematics, we solve problems about the environmental situation of our

educational institution.
• In social personnel, we reflect on our history, the changes in our natural
resources and how they will affect us.
• In physical education, the care of our body and the environment is vital.
• Create gardens and spaces within the institution to promote good living with the
help of the TINI project.
• Create reading campaigns about the TINI stories, in order to familiarize the
student with the issues raised.
• Search for spaces without plantation with the aim of creating crops and adapting
those spaces, improving not only the appearance of the institution but also the
place of work of the students.

TEMAS TRANSVERSALES Y VALORES

PLAN OF STUDIES WITH HOURS TO DEVELOP ENVIRONMENTAL THEMES.

 CLASS SCHEDULE

HORAS LUNES MARTES MIÉRCOLES JUEVES VIERNES

1 Matemáticas Lengua y Literatura Educación Física Lengua y Literatura Matemáticas

2 Lengua y Matemáticas Estudios Sociales Matemáticas Matemáticas

Literatura

3 Lengua y Matemáticas Lengua y Literatura Ciencias Naturales Lengua y

Literatura Literatura

4 Estudios Sociales Estudios Sociales Ciencias Naturales Inglés Ciencias

Naturales

R E C E S O
5 Educación Física Proyectos Escolares Educación Cultural Educación Física Estudios
y Artística Sociales

6 Educación Cultural Ciencias Naturales Proyectos Escolares Inglés Inglés

y Artística

7 Inglés Inglés Inglés Proyectos Escolares Educación Física

VISION TINI

To be an educational institution that provides education for a comprehensive,

modern and quality education.
An educational community that promotes faith, values, a culture that defends
human rights, the environment and biodiversity.

A leading educational institution that establishes and takes advantage of

strategic alliances of cooperation, development, implementation, training, in
order to implement environmental projects that benefit not only the
ecosystem but the good living of the students.

MISSION TINI

Provide quality education by forming critical, reflective, competent and

enterprising students, with the support of the educational community;
promoting the care of the environment and health, the prevention of risks; as
well as scientific, technological and values knowledge, coexistence in peace,
for the transformation of a fair and inclusive society according to local,
regional and national reality

Values

Solidarity and tolerance

Respect and honesty

Identity and responsibility

Laboriousness and justice

 English
ANUAL curriculum planning
TINI

TENth grade general basic education

Level 2
 What is TiNi?
A TiNi is a space granted by adults to girls, boys and young people, from half a square meter of
land, where they raise life and biodiversity with love, for the benefit of themselves, other people
and
nature. In the process they strengthen their knowledge, skills, values, and self-esteem to live in
harmony with the environment.
TiNi is a means of inspiration for experiential learning for students developing values and
attitudes for life and nature.

INSTITUTIONAL LOGO
NAME OF THE INSTITUTION ACADEMIC YEAR

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:

AREA: FOREING LANGUAGE SUBJECT: English Language

TEACHERS:
GRADE/COURSE: TENTH EDUCATION LEVEL EGB
2. TIME
WEEKLY COURSE LOAD Nº OF WORKING LEARNING EVALUATION AND UNEXPECTED ISSUES TOTAL CLASS WEEKS TOTAL PERIODS
HOURS
5 35 10 PERIODS 40 150
3. GENERAL OBJECTIVES
OBJETIVES OF THE AREA OBJECTIVES OF THE LEVEL/COURSE
OG.EFL.1 O.EFL4.1
Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive Identify some main ideas, details and inferences of written texts, in order to produce level appropriate
manner, maturely, and openly experiencing other cultures and languages from the secure critical analysis of familiar subjects and contexts.
standpoint of their own national and cultural identity. O.EFL4.2
Appreciate and value English as an international language, as an international language and medium to
OG.EFL.2
interact globally.
Draw on this established propensity for curiosity and tolerance towards different cultures to
O.EFL4.3
comprehend the role of diversity in building an intercultural and multinational society. Independently read level-appropriate texts in English as a source of entertainment and interpersonal
OG.EFL.3 and intrapersonal interaction.
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking O.EFL4.4
skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their L1 Develop creative and critical thinking skills when encountering challenges in order to promote
and of language use for communication and learning. autonomous learning and decision making.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to O.EFL4.5
independently access further (language) learning and practice opportunities. Respect themselves introduce the need for independent research as a daily activity by using electronic resources (ICT) in
and others within the communication process, cultivating habits of honesty and integrity into class while practicing appropriate competences in the four skills.
O.EFL4.6
responsible academic behavior.
Write short descriptive and informative texts related to personal information or familiar topics and use
OG.EFL 5
them as a means of communication and written expression of thought
Directly access the main points and important details of up-to date. English language texts, such O.EFL4.7
as those published on the web, for professional or general investigation, through the efficient use Use spoken and written literary text in English such as poems, short stories, comic strips, short
of ICT and reference tools where required. magazine articles and oral interviews on familiar subjects in order to inspire oral and written
OG.EFL 6 productions in level-appropriate.
Through selected media, participate in reasonably extended spoken or written dialogue with O.EFL4.8
peers from different L1 backgrounds on work, study, or general topics of common interest, integrate written and spoken text in order to identify cultural differences and similarities within a range
expressing ideas and opinions effectively and appropriately. of local, national and global contexts familiar to the learner.
OG.EFL7 O.EFL4.9
Interact quite clearly, confidently, and appropriately in a range of formal and informal social Create a sense of awareness in terms of accuracy when learners interact in English using high-
frequency and level-appropriate expressions in order to reach an effective command of spoken
situations with a limited but effective command of the spoken language (CEFR B1 level).
language.

SO1. Educational communities with the capacity to mainstream the environmental focus and 7. We solve problems about the environmental situation of our educational institution.
implement community environmental and environmental education projects. 8. Promote health in TiNi, school and community as a way to improve the living conditions of girls,
SO2. Students appropriate environmental practices that contribute to generating a healthy and boys and the elderly.
sustainable local and global environment. 9. Encourage children and the conservation and care of the environment with a global heart and
 sustainable development thinking, using rationally the biodiversity it offers, with an attitude of love
towards nature as a gift from God for men.
10. Promote the practice of values and promote the rescue of their cultural identity that allows them
to have a good coexistence in their community.

4. TRANSVERSAL AXES  Forming communicative and researchers students

5. DEVELOPMENT OF PLANNING UNITS

Nº NAME OF THE UNIT SPECIFIC OBJECTIVES OF THE SKILLS AND METHODOLOGICAL EVALUATION CRITERIA TIME IN WEEKS
PLANNING UNIT PERFORMANCE ORIENTATION AND INDICATORS
CRITERIA
1  Exchange information about COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND 7
BREAKTHROUGHS IN inventors and their inventions in CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
the past tense. EFL 4.1.2. Recognize and  Completing and illustrating CE.EFL.4.2. Recognize and
SCIENCE AND demonstrate an appreciation of statements about socially demonstrate an appreciation of
TECHNOLOGY  Ask and answer yes/no
some commonalities and responsible behaviors. commonalities between
questions and to give either distinctions across cultures and (Example: One thing I do to cultures as well as the
affirmative or negative ideas in groups (differentiated by gender, help the environment is…, I consequences of one’s actions
past tense form. ability, generations, etc.) can help people in my while exhibiting socially
 Apply skimming and scanning including the students’ own. neighborhood when I…) responsible behaviors.
techniques in reading EFL 4.1.9. Recognize the  Reading a list of actions I.EFL.4.2.1. Learners can name
comprehension and to follow consequences of one’s actions by people take and evaluating similarities and differences
model to produce a text. demonstrating responsible and discussing the between different aspects of
decision-making at school, online, consequences on others cultural groups. Learners can
 Use daily idioms related to being
at home and in the community, (including on the demonstrate socially
creative. while considering ethical environment). responsible behaviors at
standards, safety concerns, social  Writing survey questions school, online, at home and in
norms and mutual respect. about socially and culturally the community, and evaluate
responsible behaviors and their actions by ethical, safety
surveying classmates. and social standards. (J.3, S.1,
Publishing the results in an I.1)
online chart.

ORAL COMMUNICATION
EFL 4.2.1. Understand phrases
and expressions related to areas
of most immediate priority within
the personal and educational
domains, provided speech is
clearly and slowly articulated.
(Example: daily life, free time,
school activities, etc.)
EFL 4.2.4. Deduce the meanings
of unfamiliar phrases and words
ORAL COMMUNICATION
 Listening to a set of
instructions and matching
them to the corresponding
picture.
 Listening to a simple,
straightforward story and
correcting false statements.
(Example: Veronica climbed
a mountain on her vacation
ORAL COMMUNICATION
CE.EFL.4.6. Listening for
Meaning: Understand and
follow the main idea in spoken
texts set in familiar everyday
contexts, provided speech is
clear and articulate, and
deduce the meanings of
unfamiliar words and phrases
using context
from a context containing
familiar elements. (Example:
colloquial greetings,
exclamations, interjections, etc.)
EFL 4.2.5. Understand most
changes in the topic of discussion
if people speak slowly.
EFL 4.2.8. Follow main ideas in
topics covered in other curricular
subjects with the help of visual
support, using concepts and
vocabulary that have been
studied in advance.
READING
EFL 4.3.1. Understand main
point’s in short simple texts on
familiar subjects. (Example: news
about sports or famous people,
descriptions, etc.)
EFL 4.3.2. Make use of clues such
as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant information
in written level-appropriate text
types.
EFL 4.3.3. Find specific
predictable information in short,
simple texts in a range of age-
and level-appropriate topics.
(Example: biographies, news
articles, narratives, memoirs and
personal accounts, formal letters
and emails, etc.)
WRITING
EFL 4.4.7. Use the process of
prewriting, drafting, revising,
peer editing and proofreading
(i.e., “the writing process”) to
produce well-constructed
informational texts.
EFL 4.4.8. Convey and organize
information using facts and
details in order to illustrate
diverse patterns and structures in
– True, Veronica saw gray
dolphins – False, she saw
pink dolphins, etc.)
 Listening for specific words
in a conversation and trying
to guess the meaning from
the context. (Example:
understanding that How’s it
going? is a greeting that
means How are you?, etc.)
READING
 Reading a text and
answering information
questions.
 Choosing from a list of
words to complete gaps
from a reading.
 Reading a short story from
the Internet and highlighting
interesting facts, then
comparing them with those
of a partner.
 Predicting main ideas by
reading the title and using
other contextual clues (e.g.,
illustrations, subheadings,
etc.)
WRITING
 Completing the gaps in a
sentence. (Example: Nancy
has a car. ---- Car is green.
---- needs a new car, etc.)
 Using question prompts to
interview and then write
sentences about a range of digital tools to
classmate. (Example: Where
does he live? What food
clues and/or prior knowledge.
I.EFL.4.6.1. Learners can grasp
the general meaning of spoken
texts set in familiar everyday
contexts and infer changes in
the topic of discussion, as well
as deduce the meanings of
unfamiliar words and
exchanges 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
CE.EFL.4.11. Demonstrate
comprehension of main ideas
and some details in short
simple texts on familiar
subjects, making use of
contextual clues to identify
relevant information in a text.
I.EFL.4.11.1. Learners can
understand main ideas and
some details in short simple
online or print texts on familiar
subjects, using contextual clues
to help identify the most
relevant information. (Example:
title, illustrations, organization,
etc.) (I.2, I.4)
WRITING
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
promote and support
collaboration, learning and

The students of the 10th
TINI grade of BASICA have
proposed that each one be
responsible for a space in
the schoolyard. They will be
in charge of restoring, taking
advantage of and protecting
green areas with knowledge
and values about
sustainability
writing. (Example: cause and does he like? Etc.) productivity
effect, problem and solution,  Writing about a subject I.EFL.4.17.1. Learners can
general-to-specific presentation, using key words given in convey and organize
etc.) class. information through the use of
EFL 4.4.9. Select and make facts and details and by
effective use of a range of digital employing various stages of the
tools to write, edit, revise and writing process, while using a
publish written work in a way range of digital tools to
that supports collaboration, promote and support
learning and productivity. collaboration, learning and
(Example: image editing, Google productivity. (I.1, I.3, S.4, J.2,
Drive, infographic makers, audio J.4)
and video editing, presentation
apps, etc.)
LANGUAGE THROUGH THE ARTS
EFL 4.5.1. Make use of main LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE
points in literary texts (authentic  Looking at the title of a text ARTS
and semi-authentic, oral and and accompanying CE.EFL.4.18. Use main ideas in
written) to understand short illustrations and writing order to understand, predict,
simple everyday stories, three questions about the infer and deduce literal and
especially if there is visual topic. Then reading to find implied meanings in short,
support. the answers to the simple, everyday literary texts
EFL 4.5.3. Make predictions, questions. (online, oral or in print).
inferences and deductions to  Underlining main ideas in a I.EFL.4.18.1. Learners can
demonstrate different levels of text. understand, predict, infer and
meaning of literary works  Using a checklist to mark off deduce literal and implied
presented orally or in digital items present in a text. meanings in short, simple,
form, including literal and implied everyday literary texts (online,
meanings. (Example: oral or in print), especially
summarizing, explaining and when visual support is
identifying, word choice, provided. (I.2, I.3, I.4)
symbols, points of view, etc.)
LL.3.5.6 Recreating A) Publications for Reinvents literary
literary texts read or
heard through the use
girls, boys and adults
that publicize the
texts, recognizing the
original source,
of various media and environmental service relates them to one's
resources (including by values and own cultural context
ICT). education provided by and
nature. from other
LL.3.5.4 Incorporate environments, it
the resources of B) Innovative incorporates
figurative language in mechanisms that give figurative language
their exercises of monetary value to the resources and uses
 literary creation. environmental service diverse means and
. in values and resources (including
education provided by ICT) to recreate
nature. ANIA has two them. (J.2., I.2.)
mechanisms of this
type: Bono SAVE and
Ecohuella.

C) The "Bono SAVE"

allows to manage
resources to support
green or natural areas
that serve as a
pedagogical resource
where children learn,
undertake and play.
The companies can do
it directly or through
the carbon offset of
their operations with
the company C-CERO.

2 TRAVEL AND  Learn basic vocabulary about COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
ADVENTURE free time activities and venues CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
and grammar structures so that EFL 4.1.1. Compare and  Sharing a cross-cultural CE.EFL.4.1. Compare and
they can exchange information contrast oral traditions, experience (such as contrast oral traditions and
about vacation activities in the myths, folktales and literature traveling, trying a new literature from Ecuador and
past. from Ecuador and food, meeting someone beyond in order to manifest
 Share personal narrative about a international regions and from another country) in an understanding of the
vacation event, providing cultures and identify pairs or as a class. relationship between
specific details about the event similarities and differences  Reading two stories from cultural perspectives and
mentioned. and universal cultural themes. different regions in practices and by sharing
 Developed the reading EFL 4.1.3. Display an Ecuador and completing a cross cultural experiences.
comprehension by identifying understanding of the chart to show the I.EFL.4.1.1. Learners can
words with similar meanings relationship between the differences compare and contrast oral
 Use daily idiomatic expressions practices and perspectives of  Reading a story from traditions, myths, folktales
related to traveling in their own different cultures by another region/culture and literature from Ecuador
dialogues and give oral recognizing and sharing cross- and sharing a similar and other cultures in order
presentations. cultural experiences and
ideas.
ORAL COMMUNICATION
EFL 4.2.1. Understand phrases
and expressions related to
areas of most immediate
priority within the personal
and educational domains,
provided speech is clearly and
slowly articulated. (Example:
daily life, free time, school
activities, etc.)
EFL 4.2.4. Deduce the
meanings of unfamiliar
phrases and words from a
context containing familiar
elements. (Example:
colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand most
changes in the topic of
discussion if people speak
slowly.
EFL 4.2.8. Follow main ideas
in topics covered in other
curricular subjects with the
help of visual support, using
concepts and vocabulary that
have been studied in advance.
experience.
ORAL COMMUNICATION
 Listening to a set of
instructions and matching
them to the
corresponding picture.
 Listening for specific
words in a conversation
and trying to guess the
meaning from the
context. (Example:
understanding that How’s
it going? is a greeting that
means How are you? etc.)
 Listening to a dialogue
and writing the main idea
and setting. (Example:
Main idea: our school
lunch, Setting: school
cafeteria, etc.)
to demonstrate an
understanding of the
relationship between
cultural practices and
perspectives. Learners can
share cross-cultural
experiences while naming
universal cultural themes.
(I.2, S.1, S.2, J.1)
ORAL COMMUNICATION
CE.EFL.4.6. Listening for
Meaning: Understand and
follow the main idea in
spoken texts set in familiar
everyday contexts, provided
speech is clear and
articulate, and deduce the
meanings of unfamiliar
words and phrases using
context clues and/or prior
knowledge.
I.EFL.4.6.1. Learners can
grasp the general meaning
of spoken texts set in
familiar everyday contexts
and infer changes in the
topic of discussion, as well
as deduce the meanings of
unfamiliar words and
exchanges 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
READING
EFL 4.3.5. Use everyday
reference material in order to
select information
appropriate to the purpose of
an inquiry and relate ideas
from one written source to
another.
EFL 4.3.4. Find the most
important information in print
or online sources in order to
support an idea or argument.
(Example: Internet search
engines, online advertising,
online or print timetables,
web pages, posters, adverts,
catalogues, etc.)
EFL 4.3.7. Read, gather, view
and listen to information from
various sources in order to
organize and discuss
relationships between
academic content areas.
(Example: nonfiction books
for young adults, the Internet,
audio and media
presentations, oral interviews,
maps, diagrams, reference
books, magazines, etc.)
WRITING
EFL 4.4.2. Make and use a
simple print or digital learning
resource to compare and
contrast information in order
to demonstrate
understanding and command
of a topic.
EFL 4.4.3. Critically evaluate
information from references,
including those found on the
web, and recommend print
READING
 Reading a text on a
familiar content area
subject and then
matching phrases or
labeling pictures.
(Example: learners read
about animals in the four
regions of Ecuador and
then label the animal
with the correct region,
etc.)
 Reading two short simple
cross curricular texts and
using them to support
one’s own argument or
hypothesis.
 Using a list to choose the
best sources for finding
information on a topic.
WRITING
 Making posters in small
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
recommending the best
one to the class.
 Using new words or
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)
WRITING
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.4.16.1. Learners can
use and make simple
 and digital sources to other
learners.
EFL 4.4.6. Identify a variety of
types and formats of potential
resources and the value,
purpose and audience of each
for use in the educational
domain. (Example:
audio/video, multimedia,
website, database, book,
thesaurus, scholarly/popular,
current/historical, etc.)
LANGUAGE THROUGH THE
ARTS
EFL 4.5.1. Make use of main
points in literary texts
(authentic and semi-
authentic, oral and written) to
understand short simple
everyday stories, especially if
there is visual support.
EFL 4.5.3. Make predictions,
inferences and deductions to
demonstrate different levels
of meaning of literary works
presented orally or in digital
form, including literal and
implied meanings. (Example:
summarizing, explaining and
identifying, word choice,
symbols, points of view, etc.)
 The 10th grade Choose readings
students have based on personal
proposed that each preferences of
one be responsible author, genre or
for a space in the themes and the
schoolyard. They will use of various
information from a class learning resources, both
lesson and creating an online and in print, in order
online game to practice to compare and contrast
them, then sharing and information. Learners can
playing the game with the choose appropriate
rest of the class. resources and critically
 Recording synonyms and evaluate the information in
antonyms of words in the these resources, according
margins of reading texts. to the value, purpose and
 Researching and writing a audience of each. (I.1, I.3,
short paragraph about a I.4, J.2, J.4)
new topic and using
appropriate references to
support your ideas.
LANGUAGE THROUGH THE
LANGUAGE THROUGH THE ARTS
ARTS CE.EFL.4.18. Use main ideas
 Listening to or reading in order to understand,
stories and drawing an predict, infer and deduce
important scene. literal and implied meanings
 Writing a sentence to in short, simple, everyday
describe the author’s literary texts (online, oral or
intention. in print).
 Underlining main ideas in I.EFL.4.18.1. Learners can
a text. understand, predict, infer
and deduce literal and
implied meanings in short,
simple, everyday literary
texts (online, oral or in
print), especially when
visual support is provided.
(I.2, I.3, I.4)
Condition the Reinvents texts in
space and English,
accompany the recognizing the
children in the original source,
restoration and relates them to
awareness their own cultural
 be in charge of media to train as process. context and
restoring, taking an autonomous You can help with: from other
advantage of and reader. - Materials: environments, it
protecting green asphalt cloth or incorporates
areas with plastic for bird figurative
knowledge and drinker, painting language
values about for murals, pick resources and
sustainability and shovel for uses diverse
gardening, etc. means and
- Infrastructure: resources
prefabricated or (including ICT) to
wooden house. recreate them.
- Pollinating (J.2., I.2.)
plants and seeds.
- Talks about the
care of the
environment.
3 HOBBIES, LEISURE  Exchange information about hobbies, COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
leisure activities and forms of
AND CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
entertainment.
ENTERTAINMENT  Express advice and obligation, as well as EFL 4.1.2. Recognize and  Researching through the CE.EFL.4.2. Recognize and
to give opinions. demonstrate an appreciation Internet about other demonstrate an
 Determinate main ideas, supporting of some commonalities and cultures and ways of life appreciation of
details and/or examples in texts. distinctions across cultures and presenting them to commonalities between
 Use daily idioms related to hobbies,
leisure and entertainment in oral
and groups (differentiated by the class using digital cultures as well as the
exchanges, and to give an oral gender, ability, generations, tools. consequences of one’s
presentation with the support of a etc.) including the students’  Practicing a specific self- actions while exhibiting
scrapbook own. socially responsible
correcting strategy during
EFL 4.1.2. Recognize and a pair work activity. behaviors.
demonstrate an appreciation  Demonstrating desirable I.EFL.4.2.1. Learners can
of some commonalities and behaviors during class, name similarities and
distinctions across cultures group and pair differences between
and groups (differentiated by discussions. (Example: different aspects of cultural
gender, ability, generations, not interrupting, groups. Learners can
etc.) including the students’ participating equally, demonstrate socially
own completing one’s work responsible behaviors at
EFL 4.1.5. Apply self- neatly and on time, not school, online, at home and
correcting and self-monitoring distracting others, etc.) in the community, and
strategies in social and
classroom interactions.
(Example: asking questions,
starting over, rephrasing,
exploring alternative
pronunciations or wording,
etc.)
ORAL COMMUNICATION
EFL 4.2.1. Understand phrases
and expressions related to
areas of most immediate
priority within the personal
and educational domains,
provided speech is clearly and
slowly articulated. (Example:
daily life, free time, school
activities, etc.)
EFL 4.2.4. Deduce the
meanings of unfamiliar
phrases and words from a
context containing familiar
elements. (Example:
colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand most
changes in the topic of
 Recommending a favorite
free time activity to a
classmate and accepting
the recommendations of
others.
ORAL COMMUNICATION
 Listening to a simple,
straightforward story and
correcting false
statements. (Example:
Veronica climbed a everyday contexts, provided
mountain on her vacation
– True, Veronica saw gray
dolphins – False, she saw
pink dolphins, etc.)
 Listening for specific
words in a conversation
and trying to guess the
meaning from the
context. (Example:
understanding that How’s
it going? is a greeting that
means How are you? etc.)
 Listening to a dialogue
and writing the main idea
evaluate their actions by
ethical, safety and social
standards. (J.3, S.1, I.1)
CE.EFL.4.3. Interact with
others using self-monitoring
and self-correcting
strategies as well as
appropriate nonverbal and
oral communication
features.
I.EFL.4.3.1. Learners can
employ a range of self-
monitoring and self-
correcting strategies and
interpret and use
appropriate verbal and
nonverbal communication
features to communicate in
familiar contexts. (I.3, S.4,
J.4)
ORAL COMMUNICATION
CE.EFL.4.6. Listening for
Meaning: Understand and
follow the main idea in
spoken texts set in familiar
speech is clear and
articulate, and deduce the
meanings of unfamiliar
words and phrases using
context clues and/or prior
knowledge.
I.EFL.4.6.1. Learners can
grasp the general meaning
of spoken texts set in
familiar everyday contexts
and infer changes in the
topic of discussion, as well
as deduce the meanings of
unfamiliar words and
discussion if people speak
slowly.
EFL 4.2.8. Follow main ideas
in topics covered in other
curricular subjects with the
help of visual support, using
concepts and vocabulary that
have been studied in advance.
READING
EFL 4.3.1. Understand main
points in short simple texts on
familiar subjects. (Example:
news about sports or famous
people, descriptions, etc.)
EFL 4.3.2. Make use of clues
such as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant
information in written level-
appropriate text types.
EFL 4.3.3. Find specific
predictable information in
short, simple texts in a range
of age- and level-appropriate
topics. (Example: biographies,
news articles, narratives,
memoirs and personal
accounts, formal letters and
emails, etc.)
WRITING
EFL 4.4.1. Convey information
and ideas through simple
transactional or expository
texts on familiar subjects
using ICT tools and
conventions and features of
English appropriate to
audience and purpose.
EFL 4.4.4 Write to describe
and setting. (Example:
Main idea: our school
lunch, Setting: school
cafeteria, etc.)
READING
 Reading a short news
article and completing an
outline.
 Predicting main ideas by
reading the title and
using other contextual
clues (e.g., illustrations,
subheadings, etc.)
 Reading a short story
from the Internet and
highlighting interesting
facts, then comparing
them with those of a
partner.
WRITING
 Watching a video about a
controversial topic and
writing a short response
giving your own opinion.
 Writing your own
answers to interview
questions.
exchanges 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
CE.EFL.4.11. Demonstrate
comprehension of main
ideas and some details in
short simple texts on
familiar subjects, making
use of contextual clues to
identify relevant
information in a text.
I.EFL.4.11.1. Learners can
understand main ideas and
some details in short simple
online or print texts on
familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)
WRITING
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
feelings/opinions in order to showing the ability to use
effectively influence an these features appropriately
audience. (Example: in one’s own writing.
persuade, negotiate, argue, I.EFL.4.15.1. Learners can
etc.) convey information and
EFL 4.4.5 Recognize that ideas and describe feelings
various types of writing and opinions in simple
require different language, transactional or expository
formatting and special texts on familiar subjects in
vocabulary. (Example: a order to influence an
recipe, a letter, etc.) audience, while recognizing
that different texts have
different features and
showing the ability to use
these features appropriately
in one’s own writing. (I.3,
I.4, S.3, J.2)

LANGUAGE THROUGH THE

LANGUAGE THROUGH THE
ARTS
EFL 4.5.9. Engage in
collaborative activities
through a variety of student
groupings to create and
respond to literature and
other literary texts. (Example:
small groups, cooperative
learning groups, literature
circles, process writing
groups, etc.)
EFL 4.5.11 Participate in
creative thinking through
brainstorming, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
people’s strengths.
LANGUAGE THROUGH THE
ARTS
 Participating in
teambuilding activities.
(Example: board relay
races, finding things in
common, reaching a
consensus activities, etc.)
 Teaching a story,
grammar point,
vocabulary word or topic
to a group of peers.
 Comparing answers in
pairs in order to help
each other understand
errors or concepts.
 Brainstorming ideas for a
writing project in small
groups, using a graphic
organizer.
ARTS
CE.EFL.4.22. Show the
ability to work
collaboratively and to
participate effectively in a
variety of student groupings
by employing a wide range
of creative thinking skills
through the completion of
activities such as playing
games, brainstorming and
problem solving.
I.EFL.4.22.1. Learners can
collaborate and participate
effectively in a variety of
student groupings by
employing a wide range of
creative thinking skills
through the completion of
activities such as playing
games, brainstorming and
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
 The 10th grade Choose readings Recover the Reinvents texts
students have based on green areas of in English,
proposed that personal the school, recognizing the
each one be preferences of improving the original source,
responsible for a author, genre or environment and relates them to
space in the themes and the infrastructure. their own
schoolyard. They use of different • cultural context
will be in charge of media to train as Sensitize and
restoring, taking a freelance and motivate from other
advantage of and reader (ace) environments, it
protecting green students, incorporates
areas with teachers, parents figurative
knowledge and and mothers language
values about of family and in resources and
sustainability general to the uses diverse
com means and
or- resources
education in the (including ICT)
care of the to recreate
environment. them. (J.2., I.2.)
•
It is practiced
to sow and
manage the
cultivation of
vegetables,
herbs
medicinal
, to
romatics and
other vegetables
healthy for self-
consumption.
•
The use of
organic matter is
promoted to
produce
naturally.
•
It promotes
health protection,
soil conservation
and cooperative
work.
•
The (as)
students of initial
and the first
years of
elementary
school come into
contact with
nature. Ad
and-
plus,
they have the
responsibility to
protect an
assigned area;
which allows
them to interact
uar
with your co
n
drapers, prof
ores and
members of the
community for
develops
r knowledge,
skills and
attitudes.
•
The application
of the 3R rule is
favored, such as
reuse
of plastic bottles
to mark the
divisions of the
spaces assigned
to children.
 •
They know that
there are
technologies
such as drip
irrigation that
allows watering
plants with
greater
efficiency,
propitiating
a
saving water.

4 THE WORLD IS THE  Compare information about famous
places and landmarks.
LIMIT
 Describe places using the superlative
degree of adjectives.
 Use graphic organizers to summarize
information from a reading.
 Use daily idioms related to achievements
and personal success.
COMMUNICATION AND
CULTURAL AWARENESS
EFL 4.1.6. Seek and provide
information and assistance,
orally or in writing and in
online or face-to-face
interactions, for personal,
social and academic purposes.
EFL 4.1.8. Use suitable
vocabulary, expressions, and
language and interaction
styles for formal and informal
social or academic situations
in order to communicate
specific intentions in online
and face-to-face interactions.
(Example: thanking, making
promises, apologizing, asking
permission, chatting with
friends, answering in class,
greeting an authority figure,
COMMUNICATION AND COMMUNICATION AND
CULTURAL AWARENESS CULTURAL AWARENESS
 Playing games that CE.EFL.4.4. Demonstrate the
practice classroom ability to ask for and give
language, turn-taking, information and assistance
being polite, etc. using appropriate language
 Comparing answers in and interaction styles in a
pairs or small groups. variety of social interactions.
I.EFL.4.4.1. Learners can
demonstrate an ability to
give and ask for information
and assistance using level-
appropriate language and
interaction styles in online
or face-to-face social and
classroom interactions. (J.2,
J.3, J.4, I.3)
etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION ORAL COMMUNICATION CE.EFL.4.7. Listening for
EFL 4.2.3 Follow and  Listening to spoken or Information: Follow and
understand short, recorded descriptions of identify some main ideas
straightforward audio familiar scenes, and and details in short and
messages and/or the main marking the words you straightforward spoken or
idea/dialogue of a movie or hear. (Example: Learners audio texts set in familiar
cartoon (or other age- hear a dialogue between contexts, when delivered
appropriate audio-visual two teenagers talking slowly and with visuals to
presentations) if delivered about an assignment. provide contextual support.
slowly and visuals provide They circle the verbs they Use spoken contributions in
contextual support. (Example: hear, etc.) class as models for one’s
an announcement of a bus  Watching a short video own speech.
delay, an intercom and writing three new I.EFL.4.7.1. Learners can
announcement at school, a things they learned. identify the main idea and
dialogue supported by facial (Example: Sharks aren’t some details in short
expressions/gestures and mammals. They are fish. straightforward spoken
appropriate intonation, etc.) Sometimes they attack audio texts set in familiar
EFL 4.2.6 Use other students’ humans, but not all contexts when the message
contributions in class as sharks are dangerous. is delivered slowly and there
models for their own. Their teeth can grow is other contextual support.
EFL 4.2.7 Identify the main back, etc.) (Example: rules for a game,
idea and some details of classroom instructions, a
recorded news reports, dialogue in a scene from a
documentaries and interviews cartoon or movie, etc.)
reporting on seasonal Learners can use other
festivities, environmental classmate’s contributions in
issues, food and international class as models for their
customs, climate, weather, own. (I.2, I.3, S.4)
etc., where the visuals
support the commentary.
READING
READING READING CE.EFL.4.13. Apply learning
EFL 4.3.6 Apply learning  Studying an infographic strategies such as using
strategies to examine and on a familiar subject and prior knowledge and graphic
interpret a variety of written answering questions organizers to interpret new
materials using prior about the information. information in a text, and
knowledge, graphic (Example: learners study assess this information
organizers, context clues, an infographic about according to the
note taking and finding words teenagers and sleep and organization, subject area
in a dictionary. then answer questions and purpose of the text,
EFL 4.3.8 Assess, compare and such as, How many hours
evaluate the quality of written a night do most
texts and visual presentations teenagers get?, What
using different criteria and ICT percentage of teens fall
tools related to the asleep in class? Etc.)
organization, subject area and  Reading a letter to the
purpose of a text. (Examples editor and evaluating the
of text types: editorials, purpose and the
letters to the editor, political effectiveness of the
speeches, illustrations, charts, message, using a rubric.
advertisements, etc.)  Completing a KWL chart
about a text.
 Using a dictionary to look
up key words in a text.
WRITING WRITING
EFL 4.4.4 Write to describe  Writing a letter to a
feelings/opinions in order to future learner. (Example:
effectively influence an to give advice about how
audience. (Example: to survive the school
persuade, negotiate, argue, year, to share your best
etc.) study skills, etc.)
EFL 4.4.5 Recognize that  Identifying the text type
various types of writing according to writing
require different language, features and vocabulary.
formatting and special (Example: recognizing
vocabulary. (Example: a that a recipe has a
recipe, a letter, etc.) section called
EFL 4.4.6. Identify a variety of “ingredients” and one
types and formats of potential called “directions”,
resources and the value, identifying the
purpose and audience of each introduction, body and
for use in the educational conclusion in a news
domain. (Example: article, etc.)
audio/video, multimedia,  Using new words or
website, database, book, information from a class
thesaurus, scholarly/popular, lesson and creating an
current/historical, etc.) online game to practice
them, then sharing and
playing the game with the
using different criteria,
including ICT tools.
I.EFL.4.13.1. Learners can
apply learning strategies
such as using prior
knowledge and graphic
organizers to interpret new
information in a text.
Learners can assess this
information according to the
organization, subject area
and purpose of the text,
through the use of different
criteria, including ICT tools.
(I.2, I.4, J.4)
or expository texts on
familiar subjects in order to
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.
I.EFL.4.15.1. Learners can
convey information and
ideas and describe feelings
and opinions in simple
transactional influence an
audience, while recognizing
that different texts have
different features and
showing the ability to use
these features appropriately

LANGUAGE THROUGH THE
ARTS
EFL 4.5.2 Compare and
present personal and formal
responses to and
interpretation of published
literary works and the works
of peers, referring to details
and features of the text.
(Example: text structure, plot,
ideas, events, vocabulary,
etc.)
EFL 4.5.7 Locate and identify
selected literary elements and
techniques in texts and relate
rest of the class.
 Researching and writing a
short paragraph about a
new topic and using
appropriate references to
support your ideas.
LANGUAGE THROUGH THE
ARTS
 Discussing similarities
between a text and the
learners’ personal
experiences.
 Writing questions the
learners would like to ask
a character in the story
and using the imagined
answers to write the next
scene.
 Writing comments to
peer’s blog posts.
 Reading a classmate’s
in one’s own writing. (I.3,
I.4, S.3, J.2)
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.4.16.1. 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
CE.EFL.4.19. Find and
identify literary elements
and techniques and relate
those elements to the
learner’s own experiences
and to other works,
including one’s peers, in
order to present personal
responses and
interpretations.
I.EFL.4.19.1. Learners can
locate and identify literary
elements and techniques in
other works, including one’s
 those elements to those in writing and offering a own. Learners can give
other works and to learners’ positive observation. personal responses to and
own experiences. (Example: interpret a variety of literary
setting, character, plot, texts, including those of a
theme, point of view, peer, referring to details and
imagery, foreshadowing, features of the text.
climax, etc.) (Example: text structure,
plot, ideas, events,
vocabulary, etc.) (I.3, S.3,
J.4)
 Recognize the SO1. Educational Share the reading Technique:
TINI grammatical communities with "The Great Written test
relations, the the capacity to Treasure of Instrument:
interactions mainstream the Nature" Questionnaire
between environmental Tell your Team work
classmates and focus and classmates and
their roles, with implement family the
those who create community message of the
spaces that are environmental reading.
involved with the and Identify the main
TINI. environmental characters.
education Create TINI
projects. spaces in the
courtyards of the
SO2. Students institution and in
appropriate your home.
environmental Describe the
practices that advantages of
contribute to involving your
generating a family members in
healthy and Tini projects.
sustainable local
and global
environment.
5 JOBS AND  Exchange information about career COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
choices and occupations.
OCCUPATIONS CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
 Talk about predictions, plans and
decisions. EFL 4.1.6. Seek and provide  Participating in short CE.EFL.4.4. Demonstrate the
 Read graphs and tables as an aid in their information and assistance, dialogues and role plays ability to ask for and give
reading comprehension processes. orally or in writing and in to practice target information and assistance
 Use daily idiomatic expressions related online or face-to-face language. (Example: using appropriate language
to achievements and personal success.
interactions, for personal, thanking others, and interaction styles in a
social and academic purposes. apologizing, asking for variety of social interactions.
EFL 4.1.8. Use suitable help, greeting authorities, CE.EFL.4.5. Display an
vocabulary, expressions, and etc.) appreciation of and
language and interaction  Writing comments on a demonstrate respect for
styles for formal and informal blog to find more individual and group
social or academic situations information about a differences by establishing
in order to communicate topic. and maintaining healthy and
specific intentions in online  Writing a weekly journal rewarding relationships
and face-to-face interactions. entry about a cross- based on communication
(Example: thanking, making cultural experience. and cooperation.
promises, apologizing, asking  Sharing ideas freely and I.EFL.4.5.1. Learners can
permission, chatting with without jealousy. appreciate and show
friends, answering in class, respect for individual and
greeting an authority figure, group differences by
etc.) establishing and maintaining
EFL 4.1.10. Recognize and healthy and rewarding
appreciate individual and online and face-to-face
group similarities and interactions. Learners can
differences by establishing communicate and
and maintaining healthy and cooperate in a respectful,
rewarding online and face-to empathetic manner. (J.3,
face relationships based on S.1, S.4)
communication and
cooperation.
EFL 4.1.4. Demonstrate
mindfulness, empathy,
tolerance and an overall
respect for the integrity of
cultures in daily classroom
activities.

ORAL COMMUNICATION
EFL 4.2.11. Give short, basic ORAL COMMUNICATION ORAL COMMUNICATION
descriptions of everyday  Conducting a class survey CE.EFL.4.9. Production –
activities and events within where learners ask each Fluency: Use simple
familiar contexts and use other about a familiar language to describe,
simple descriptive language to topic and record each compare and make
compare and make brief other’s answers. statements about familiar
statements about objects and (Example: What’s your everyday topics such as
possessions. (Example: family, favorite sport? Do you objects, possessions and
school, living conditions, have a favorite team? routines in structure
personal belongings, etc.) What sports do you play? situations and short
EFL 4.2.12. Describe habits, Are you good at it? Etc.) conversations. Interaction is
routines, past activities and Sharing a few things with reasonable ease,
experiences within the about their classmates’ provided speech is given
personal and educational answers. (Example: Sam clearly, slowly and directly.
domains. is an Emelec fan. He loves I.EFL.4.9.1. Learners can use
EFL 4.2.13. Interact with soccer but he isn’t good simple language to describe,
reasonable ease in structured at it. He is the only compare and state facts
situations and short Emelec fan in our class. about familiar everyday
conversations within familiar Everyone in our class topics such as possessions,
contexts, provided that plays soccer, etc.) classroom objects and
speech is given clearly, slowly  Responding to routines in short, structured
and directly. (Example: an interactions in class situations, interacting with
interview, an information gap spontaneously and in a relative ease. (I.3, I.4, S.4)
activity, etc.) way that encourages
others to interact.
(Example: Teacher: What
time do you wake up?
Student A: I usually wake
up at 6 a.m. Student B: I
do, too! But not today
because…, etc.)
 Asking learners simple
questions about
themselves, their family
or their possessions and
noting that their
response time is
relatively quick (i.e., not
so slow that the
interaction becomes
uncomfortable for the
student or the teacher,
and the response is
appropriate although
there may be some basic
READING
EFL 4.3.1. Understand main
points in short simple texts on
familiar subjects. (Example:
news about sports or famous
people, descriptions, etc.)
EFL 4.3.2. Make use of clues
such as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant
information in written level-
appropriate text types.
EFL 4.3.3. Find specific
predictable information in
short, simple texts in a range
of age- and level-appropriate
topics. (Example: biographies,
news articles, narratives,
memoirs and personal
accounts, formal letters and
emails, etc.)
WRITING
EFL 4.4.7. Use the process of
prewriting, drafting, revising,
peer editing and proofreading
(i.e., “the writing process”) to
produce well-constructed
informational texts.
EFL 4.4.8. Convey and
organize information using
facts and details in order to
illustrate diverse patterns and
structures in writing.
(Example: cause and effect,
problem and solution, general
- to - specific presentation,
etc.)
EFL 4.4.9. Select and make
effective use of a range of
digital tools to write, edit,
errors)
READING
READING CE.EFL.4.11. Demonstrate
 Reading a short news comprehension of main
article and completing an ideas and some details in
outline. short simple texts on
 Reading a blog post and familiar subjects, making
writing a comment. use of contextual clues to
identify relevant
information in a text.
I.EFL.4.11.1. Learners can
understand main ideas and
some details in short simple
online or print texts on
familiar subjects, using
contextual clues to help
identify the most relevant
information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)
WRITING
WRITING CE.EFL.4.17. Show an ability
 Creating a group to convey and organize
presentation using information through the use
biteslide.com. of facts and details and by
 Adding pictures to a employing various stages of
group presentation. the writing process, while
 Exchanging writing in using a range of digital tools
pairs in order to make to promote and support
suggestions about things collaboration, learning and
that could be improved. productivity.
 Writing about a subject I.EFL.4.17.1. Learners can
using key words given in convey and organize
class. (Example: Key information through the use
words: reptile, cold- of facts and details and by
blooded, scales, tail, employing various stages of
vertebrates. → Reptiles the writing process, while
are cold-blooded. When using a range of digital tools
revise and publish written
work in a way that supports
collaboration, learning and
productivity. (Example: image
editing, Google Drive,
infographic makers, audio and
video editing, presentation
apps, etc.)
LANGUAGE THROUGH THE
ARTS
EFL 4.5.8. Evaluate and
recommend literary texts
(both written and oral, online,
in video or in print) according
to pre-established criteria.
EFL 4.5.10. Collaboratively
produce criteria for evaluating
literary texts and the
effectiveness of group work.
it’s cold outside, they’re
cold, too. They have
scales. They also have a
tail. They are vertebrates,
etc.)
LANGUAGE THROUGH THE
ARTS
 Using a rubric to evaluate
a class project.
 Using a checklist to
evaluate the work of a
performing artist, then
recommend his/her work
to a peer.
 Evaluating and assessing
the effectiveness of group
work by answering a set
of questions. (Example:
Who always participates?
Who gets the things the
group needs? Who asks
good questions? Etc.)
 Selecting desirable
behaviors for group work
from a list and reaching a
consensus as a group for
the three most
important.
 Discussing rules and
norms for a group project
before the project begins.
(Example: Don’t interrupt
others, Do your work on
time, don’t make
negative remarks, etc.)
 Assigning roles for a
group project. (Example:
to promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
LANGUAGE THROUGH THE
ARTS
CE.EFL.4.21. Use pre-
established criteria,
including that which is
written by learners
collaboratively, in order to
evaluate and recommend
literary texts (written,
online, oral, in video, etc.)
and the effectiveness of
group work.
I.EFL.4.21.1. Learners can
evaluate and recommend
literary texts (both written
and oral, online, in video or
in print) according to pre-
established criteria.
Learners can work in
collaborative groups to
write their own criteria for
evaluating literary texts and
the effectiveness of group
work. (I.4, S.3, S.4, J.3)
 deciding who is secretary,
who is the organizer, who
makes the artwork, etc.)
Participate in projects SO1. Educational  Creation of TINI Technique:
TINI of information analysis communities with spaces. Written test
of the immediate the capacity to  Innovation of Instrument:
environment, mainstream the ideas for Questionnaire
through TINI environmental workshops with Team work
and express focus and recycled material,
simple conclusions. implement taking care of the
community environment as its
environmental and main axis
environmental  Support in
education projects. reforestation and
SO2. Students plantation
appropriate campaigns
environmental of different
practices that specimens.
contribute to  Implementation
generating a of joint programs
healthy and with the
sustainable local families
and global
environment. Start
with the
development of
recreational
activities within the
TINI.

6 LIFETIME  Talk about events in the past. COMMUNICATION AND COMMUNICATION AND COMMUNICATION AND
ACHIEVEMENTS  Ask and answer questions about the CULTURAL AWARENESS CULTURAL AWARENESS CULTURAL AWARENESS
past.
 Describe emotions. EFL 4.1.5. Apply self-  Participating in short role CE.EFL.4.3. Interact with
correcting and self-monitoring plays using a range of others using self-monitoring
strategies in social and verbal and nonverbal and self-correcting
classroom interactions. communication. strategies as well as
(Example: asking questions,  Practicing a specific self- appropriate nonverbal and
starting over, rephrasing, correcting strategy during oral communication
exploring alternative a pair work activity. features.
pronunciations or wording,  Completing and I.EFL.4.3.1. Learners can
etc.) illustrating statements employ a range of self-
EFL 4.1.7. Interpret and about socially responsible monitoring and self-
demonstrate knowledge of behaviors. (Example: One correcting strategies and
nonverbal and oral thing I do to help the interpret and use
communication features by environment is…, I can appropriate verbal and
applying them in appropriate help people in my nonverbal communication
contexts. (Example: use of neighborhood when I…) features to communicate in
stress, intonation, pace, etc.)  Simulating desirable familiar contexts. (I.3, S.4,
EFL 4.1.2. Recognize and social behaviors through J.4)
demonstrate an appreciation role play activities. CE.EFL.4.2. Recognize and
of some commonalities and  Choosing pictures that demonstrate an
distinctions across cultures demonstrate appreciation of
and groups (differentiated by responsibility (helping an commonalities between
gender, ability, generations, elder cross the sidewalk, cultures as well as the
etc.) including the students’ stopping two children consequences of one’s
own. from throwing rocks at a actions while exhibiting
EFL 4.1.9. Recognize the dog, being respectful of socially responsible
consequences of one’s actions people who dress behaviors.
by demonstrating responsible differently, being open to I.EFL.4.2.1. Learners can
decision-making at school, accepting new name similarities and
online, at home and in the ideas/foods, etc.) and differences between
community, while considering identifying why each is different aspects of cultural
ethical standards, safety desirable and what groups. Learners can
concerns, social norms and consequences the demonstrate socially
mutual respect. irresponsible actions responsible behaviors at
would have. school, online, at home and
 Writing survey questions in the community, and
about socially and evaluate their actions by
culturally responsible ethical, safety and social
behaviors and surveying standards. (J.3, S.1, I.1)
classmates. Publishing
the results in an online
chart.

ORAL COMMUNICATION
ORAL COMMUNICATION ORAL COMMUNICATION CE.EFL.4.10. Interaction –
EFL 4.2.10. Sustain a 
conversational exchange on a
familiar, everyday subject
when carrying out a 
collaborative/paired learning
activity in which there are
specific instructions for a task.
EFL 4.2.14. Ask and answer
straightforward follow-up
questions within familiar
contexts, such as school and
family life, provided there are
opportunities to ask for
clarification, reformulation or
repetition of key points.
Working in pairs to Interpersonal: Participate
complete an information effectively in familiar and
gap activity. predictable conversational
Giving learner’s language exchanges by asking and
prompts to use during answering follow-up
pair/group work. questions, provided there
(Example: What do you are opportunities to use
think? I agree/disagree. I repair strategies (e.g. asking
think we need to…, it’s for clarification) and sustain
your turn to say the conversational exchanges in
answer, etc.) pairs to complete a task,
satisfy a need or handle a
simple transaction.
I.EFL.4.10.1. Learners can
effectively participate in
familiar and predictable
everyday conversational
exchanges in order to
complete a task, satisfy a
need or handle a simple
transaction, using a range of
repair strategies. (Example:
asking for clarification, etc.)
(I.3, J.3, J.4)

READING
EFL 4.3.9. Demonstrate an
ability to interact and engage
with a wide range of ICT and
classroom resources in order
to strengthen literacy skills
and strategies.
EFL 4.3.10. Select from and
evaluate a range of both
physical and digital texts and
materials in order to promote
acquisition and develop an
appreciation of the language.
READING
 Reading an online text,
determining if the
information is reliable
and giving reasons for
why or why not.
 Finding a reliable source
to back up a statement.
 Using the think-aloud
strategy to model how
learners are making
connections between the
text and their own
thinking. (Example: I
don’t understand this
part, the author isn’t
READING
CE.EFL.4.14. Display an
ability to interact and
engage with a wide range of
ICT and classroom resources
and texts by selecting and
evaluating them in order to
strengthen literacy skills and
promote acquisition.
I.EFL.4.14.1. Learners can
interact and engage with a
wide range of ICT and
classroom resources and
texts by selecting and
evaluating them in order to
strengthen literacy skills and
promote acquisition. (I.2,

WRITING
EFL 4.4.1. Convey information
and ideas through simple
transactional or expository
texts on familiar subjects
using
ICT tools and conventions and
features of English
appropriate to audience and
purpose.
EFL 4.4.4. Write to describe
feelings/ opinions in order to
effectively influence
audience. (Example:
persuade, negotiate, argue,
etc.)
EFL 4.4.5. Recognize that
various types of writing
require different language,
formatting and special
vocabulary. (Example:
recipe, a letter, etc.)
LANGUAGE THROUGH THE
ARTS
EFL 4.5.2. Compare and
present personal and formal
responses to and
interpretation of published
literary works and the works
of peers, referring to details
believable in this I.4, S.3, J.2, J.3)
paragraph, etc.)
WRITING
CE.EFL.4.15. Express
WRITING information and ideas and
 Looking at a picture and describe feelings and
writing a description of opinions in simple
what you see or how it transactional or expository
makes you feel, then texts on familiar subjects in
comparing descriptions in order to influence an
pairs. audience, while recognizing
 Identifying the text type that different texts have
according to writing different features and
features and vocabulary. showing the ability to use
(Example: recognizing these features appropriately
an that a recipe has a in one’s own writing.
section called I.EFL.4.15.1. Learners can
“ingredients” and one convey information and
called “directions”, ideas and describe feelings
identifying the and opinions in simple
introduction, body and transactional or expository
conclusion in a news texts on familiar subjects in
article, etc.) order to influence an
a  Making a poster for a audience, while recognizing
school campaign to that different texts have
increase awareness about different features and
inspirational lifelong showing the ability to use
learners these features appropriately
in one’s own writing. (I.3,
I.4, S.3, J.2)
LANGUAGE THROUGH THE
ARTS
LANGUAGE THROUGH THE CE.EFL.4.19. Find and
ARTS identify literary elements
 Discussing similarities and techniques and relate
between a text and the those elements to the
learners’ personal learner’s own experiences
experiences. and to other works,
 Writing comments to including one’s peers, in
peer’s blog posts. order to present personal
 Searching for pictures on responses and
 and features of the text.
(Example: text structure, plot,
ideas, events, vocabulary,
etc.)
EFL 4.5.7. Locate and identify
selected literary elements and
techniques in texts and relate
those elements to those in
other works and to learners’
own experiences. (Example:
setting, character, plot,
theme, point of view,
imagery, foreshadowing,
climax, etc.)
Use objects from their SO1. Educational
TINI environment to form sets,
graphically establish the
communities with the
capacity to mainstream
correspondence between the environmental
their elements and develop focus and implement
the understanding of community
mathematical models with environmental and
the help of TINI projects environmental
education projects.
SO2. Students
appropriate
environmental
practices that
contribute to
generating a healthy
and sustainable local
and global
environment. Start with
the development of
recreational activities
within the TINI.
1. BIBLIOGRAPHY/WEBGRAPHY (Use APA VI editions
norms)
the Internet or in interpretations.
magazines in order to I.EFL.4.19.1. Learners can
respond to a piece of locate and identify literary
collaborative writing. 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.
(Example: text structure,
plot, ideas, events,
vocabulary, etc.) (I.3, S.3,
J.4)
Analyze the TINI Technique:
projects that you can
execute within the
Written test
Instrument:
institution. Questionnaire
. Recognize day, night, Team work
morning, afternoon,
today, yesterday, days
of the week and the
months of the year to
assess the own time
and that of others, and
order sequential
temporal situations
associating them with
significant events,
where time control will
benefit in the TINI
spaces.
Create environmental
awareness campaigns.
OBSERVATIONS
  Ministry of Education, Curriculum 2016-2017
 Ministry of Education, Teacher´s book – Level 1
 Ministry of Education, the English Languages
Learning Standards.
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER/S: NAME: NAME:
Signature: Signature: Signature:

Date: Date: Date: